160 T.C. Cham her Ivn — Re lation s of Geo logy to Physiogra2y hy. 



to occupy in our educational system. It is my conviction, as 

 already indicated, that physiography should be given a distinct 

 recognition under this distinctive term and a definite place in 

 our curricula intermediate between geography, as usually un- 

 derstood, and geology. 



To avoid possible misunderstanding, joermit me to say that I 

 recognize, as already intimated, the breadth of the field appro- 

 priate to iDhysiography. It may be made to embrace the entire 

 physical environment of man and so to include large factors of 

 meteorology and astronomy as well as the distribution and 

 physical relations of plants, animals, the races of man, and the 

 types of civilization. Its realm is broader than that of either 

 geography or geology, and in this breadth and comprehensive- 

 ness lies one of its claims to a place in our high-school courses. 

 It is because of this very breadth that I urge selection and a 

 sufficient concentration upon the part most available for educa- 

 tional purposes, to furnish typical ideas and basal training. I 

 urge concentration upon the immediate environment of man 

 and upon the processes and activities transpiring in our very 

 presence, as a groundwork and jDoint of departure for the broader 

 view of man's physical surroundings. The immediate environ- 

 ment involves an important meteorological factor, but that does 

 not fall within my special theme. 



When physiography shall be developed effectively along these 

 lines, it may very wisely, I think, replace the formal study of 

 geology in our high schools except in special cases where there 

 are local or personal reasons for retaining it, for physiography 

 taught in this vital and genetic wa}^ contains many of the most 

 essential and fundamental elements of geology. 



