GEOGRA I'll I < • SKRIALS !):i 



Survej-; H. B. Ivimmiel, of tlie Lewis IiiHtitute, Chioijro ; V. M. McMurry, 

 Dean of the Hcliool of Pedajjogy, University of HnHalo. Hiiflalo, N. Y., 

 and R. DeC. Ward, of Harvard. Ten numbers will be published a year, 

 price $1.00, or 15 cents a number. 



Two numbers have thus far l)een issued, the leailin^' contents of which 

 are as follows : In the January number, "Home (ieoyraphy," by W. M. 

 Davis; "Some Things .About .\frica," by Cyrus C. Adar.is; "(Jeonraphic 

 Instruction in Germany," by W. S. .Monroe; "Some Suggestions Regard- 

 ing Geograi)hy in Grade Schools," by R. E. Dodge. The Feliruary nmu- 

 ber contains the following articles: '*The Influence of tiie Appalachian 

 Barrier upon Colonial History," by Kllen C. Setnple. It appears to us 

 that Miss Semple exaggerates the influence of this geographic feature in 

 delaying the settlement of the interior of the country. " .Meteonilogical 

 Observations in Schools," by Robert DeC!. Ward; "The Causal Notion 

 in Geography," by F. INI. McMurry; "Geographic .\iils," by R. K. Dodge. 

 This is a mucli-necded publication, and we welcome it with the pre- 

 diction that it will be successful. 



Another periodical of somewhat siuiilar character which has just been 

 added to our list of exchanges is " The Inland Kducator," edited by Francis 

 M. Stalker and Charles M. Curry, and published atTerre Haute, Indiana, 

 price $1.00 a year, monthly. The opening article of the February num- 

 ber, which lies before us, is entitled "The New <Jeograi)hy," written by 

 Prof. Charles R. Dryer. 



From tiuie inunemorial the teaching of geogra|)liy in the schools Ikls 

 consisted in memorizing isolated facts regarding the earth, its products 

 and inhabitants, with little attempt to show relations. It is only in re- 

 cent years that educators have become dissatislied with this condition of 

 things, and it is only in recent years, moreover, that geography has ad- 

 vanced from what might be termed an art to tlie dignity of a science — 

 i. e., that it has become recognized that the class of facts grouped under 

 the name of geography have causal relations among themselves. The 

 unrest among educators regarding the teaching of geography, which at 

 tirst was merely aimless dissatisfaction with existing methods, is gradually 

 leading toward definite lines of iuiprovement. Gradually teachers are 

 learning that geography is a logical .science, and must be taught as such, 

 and the text-books are beginning to adapt themselves to this view. The 

 introduction of physiography into text-books is but one step in this direc- 

 tion. Physiography explains the origin of relief and drainage forms, 

 and when to this are added the relations between the earth's surface and 

 its climate, on the one hand, and the distribution of life and <}f man's 

 industries and products, on the other, in our text-books, the improvement 

 will be a well-rounded one. Then geography in its broad st>nse can be 

 taught as a science. These are soine of the idi-as which are brought t)ut 

 in Professor Dryer's admirable article. Other articles in "The Iidand 

 Educator " relate especially to other branches of education and recpiire 

 no special mention here. 



" The Geographical Journal" for February .^eems to be especially de- 

 voted to African exploration. It opens witli "A Journey in the Marotse 

 and Mashikohunbwe Countries," by Cai.t. A. St II. Gibbons. Other arti- 



