ON THE TEACHING OF GEOGRAPHY IN SCOTTISH SCHOOLS. 647 



taken not to cover too much ground. To attempt to present all the modem aspectfi 

 of Geography in the ordinary school curriculum is like trying to put gallons of liquid 

 into a pint pot. 



' Consequently many pupils are not being trained in a satisfactory way, and when 

 they are examined by inspectors who follow the tradition of the elders thoy show up 

 badly, and " modem Geography " is condemned. 



'I think that if the committee to whom this matter was referred for consideration 

 were to work along these lines it might lead to a more satisfactory conclusion than to 

 indulge largely in destructive criticism.' 



Dr. CvEiii Norwood, Headmaster of Harrow School, President of Section L.— 

 ' So far as I can tell from a first reading, the difference between the Association 

 and the Education Department is due to a difference in their respective conceptions 

 of Geography. It is difficult for those who are not abreast of the modem teaching 

 of the subject to estimate fairly the claims advanced on its behalf in the present day. 

 It can perhaps be fairly claimed that Geography had made more advance south of 

 the Border, for it can be taken as a full subject in the School Certificate by all boys 

 and girls at the age of sixteen, and again as a full subject in all examinations for 

 the Higher Certificate two years later, counting either as a humane oi a scientific 

 subject. It is therefore possible for students to carry their work to a high level 

 before going to the university. 



'Geography is a subject of special value in the present day, when in Scotland, as 

 in England, the secondary schools were filled by greatly increased numbers who 

 were not entirely suited by the courses of study at present existing. For the ordinary 

 average boy or girl no study presents an easier means of enabling them to play their 

 part as citizens in the modern world, to understand things in general and to read the 

 newspapers with intelligence. It is also a ^^tally important part of the equipment 

 of the teachers with whom lies the training of the great bulk of the population who 

 wUl not carry their academic studies far. 



' But the subject as understood to-day cannot be taught on a meagre allowance 

 of time, and two periods a week cannot give the results which geographers seek and 

 may fairly demand. I cannot say the geographers are always reasonable in England, 

 any more than in Scotland, and I cannot go with them when they claim that on the 

 same syllabus the subject should count either as one of the humanities or a science 

 in one and the same examination. But they have made great and deserved progress 

 in the south largely through the enthusiastic work of a small group. They have 

 devoted themselves mainly to the preparation of suitable text-books, to the composition 

 of modern syllabuses for different types of school, and to proving their claims by 

 reasoned arguments. The best way of advancing the study is not only to tell people 

 what to do but to show them how to do it.' 



Mr. W. J. Gibson, C.B.E., late Headmaster of the Nicolson Institute, Stornoway. — 

 'In offering a word or two of comment on this interesting statement on the 

 position of Geography in Scottish schools, I speak not as a geographer but as a 

 schoolmaster. 



' The main difficulty in the way of its finding a fidly recognised place as a higher 

 subject in secondary schools is the crowded condition of the curriculum — a subject 

 late in claiming admission fares badly. The only cure for this is steady missionary 

 work carried on by the members of the Geography Section among the public, and 

 particularly among schoolmasters and schoolmistresses, pressing upon them the 

 educational value of the subject as a combined science and humanity. This, if I may 

 venture to make the suggestion, will be best done persuasively rather th.in con- 

 troversially. 



• The attitude of the Scottish Education Department has been, so far as my 

 experience indicates, svmpathetic both in the consideration of submitted schemes 

 and in the welcome given to fresh ideas. When they assure themselves, as they do, 

 of the fitness of the teacher, and of the pro-\nsion of adequate time and equipment, 

 and provide a suitable examination of sufficiently high standard, they have, I think, 

 done all that can be fairly expected of them by the geographers. The rest can be 

 won onlv by convincing those in authority in the schools. 



' From the point of view of the geographical instruction of the general body of the 

 people, more serious than the dearth of higher candidates is the feature of the present 

 position referred to in the Report on page 2 in the words : Geography " has actually 

 disappeared beyond the third year's curriculum in many secondary schools." The 



