344 REPORTS ON THE STATE OL SCIENCE, ETC. 
from furnished data. Determination of dew-point. Use of the barometer. 
Kinding heights by means of the barometer. Making isobar maps from fur- 
nished data. The prediction of weather from weather charts and observations. 
Observations of the direction and strength of winds. Observations of rainfall 
by means of the rain-gauge. The study of rainfall maps. Determination of 
the amount of snow-fall, and the amount of water produced by melting a given 
amount of snow. Observation of ground temperature. Observation of clouds 
and their different forms. Observation of rainbows. 
Study of pilot charts and other maps showing (1) depths of the sea, 
(2) ocean currents. Study of tide-charts and _ tide-tables>; relation of 
tides to the movements of the moon. The determination of the density of 
sea-water. 
Drawing sections from contour maps. Study of maps of the school district 
drawn to various scales. Making map of small area in the neighbourhood. 
Study of natural features of the country in the neighbourhood of the school. 
Observations of the flow of a stream and of the amount of matter carried in 
suspension and in solution. Relation of the shape of the coast-line to the 
nature of the rocks, direction of currents, &c. Forms of cliffs. Evidence of 
slow movements of the land seen near the coast. 
II. Regional and Economic Geography.—The construction of population and 
economic maps, graphs, &c., from census and other returns. The correlation of 
simple geological, orographical, climate, population and economic maps. The 
study of colonial and consular reports, commercial reports, and statistics. 
APPENDIX II. 
Extract from recent Board of Education Pamphlet No. 37, ‘The Teaching 
of History’ :— 
‘Connections with Geography.—We have not found, nor have we thought it 
desirable to recommend, any forced or artificial relation between the history 
taught and the other subjects in the curriculum. Of all these subjects geography 
is clearly the closest and offers the most fruitful ground for interesting matter, 
sometimes introductory, sometimes complementary, to the history lessons. The 
connection is by no means always overlooked, but we have often noticed that 
the history work would be much improved by a better grounding in geography. 
This connection has received more attention in French schools than in our own, 
and, among ourselves, recent attempts at promoting ‘‘ Regional Surveys” are 
a move in the right direction. To those teachers who are specially interested 
in World History, the connection with geography offers special attractions, for 
in geography we have always aimed in our schools at some knowledge of the 
whole world, and if the history, as we found in one case, is more closely 
connected with the geography, it tends also to become the history of the world. 
In this case the work in the two lowest forms was introductory to a systematic 
treatment both of general World History and World Geography. In the Middle 
Forms the history was dealt with in chronological periods, English and general 
history receiving parallel treatment, and a two years’ course on the history of 
exploration was given to the third and fourth forms with a fortnightly lesson. 
This aspect of history offers a valuable link between the two subiects, and 
im the school reterred to the work was completed in the Upper Forms by 
essays of considerable scope on topics of present interest. 
‘The influence of geography is, of course, a matter of profound and con- 
stantly recurring importance, and should receive more attention than it often 
does. Trade routes and naval and military history are obvious examples. The 
fact that geography too often disappears from the curriculum of our secondary 
schools before the later years of the historical course is from this point of 
view a disadvantage.’ 
®> As given in Whitaker’s and other almanacks. 
