470 THE TEACHING OF PHYSICAL GEOGRAPHY 



be explored and prospected. The reasons why the gold deposits in 

 the Philippines have never been exploited or properly utilized are so 

 many and so varied that no adequate relation of them can be given 

 within the limits of a magazine article. Some of them are, however, 

 summarized in the following extract from Foreman's book : * 



"Asa general rule, failure in most Philippine mining speculations, no doubt, 

 was due to the unwillingness of the natives to cooperate witli European capi- 

 talists, and in this they found encouragement from the friars, who were averse 

 to innovation of any kind. The native, too, in rural districts, would not sub- 

 mit to constant organized and methodical labor at a daily wage, to be paid 

 periodically when he had finished his work. The class of natives whom one 

 had to employ in the neighborhood of the mines was nomadic and half-sub- 

 jected, whilst there was no legislation whatever in operation, regulating the 

 relations hetween workers and capitalists. Indeed, the latter were quite at 

 the mercy of the former, whose indolence entirely overcame their cupidity, so 

 long as their immediate necessities were satisfied." . . . "Again, the 

 wretched means of communication provided by the Spanish Government 

 obliged the few enterprising capitalists to spend their money on the construc- 

 tion of roads which had already been paid for in taxes." 



It is to be hoped that after centuries of oppression, misrule, apathy, 

 and neglect a better and brighter day is dawning for these beautiful 

 islands, when their abundant stores of mineral and vegetal wealth 

 will be developed and utilized, when both capital and labor will be 

 encouraged and protected, not only in the interest of the former, but 

 to the immeasurable benefit and advancement of the people who will 

 supply the latter. 



THE TEACHING OF PHYSICAL GEOGRAPHY IN 

 ELEMENTARY SCHOOLS 



By Richard E. Dodge, 



Teachers College, Cohunhia University, New York 



One of the perplexing problems of supervisors and superintendents 

 of schools and of all others who have to plan and set in operation an 

 effective school curriculum is that of determining the position of 

 physical geography in elementary school work. Five years ago edu- 

 cational leaders were as a rule willing and indeed eager to incorporate 

 almost any amount of physical geography in their school courses 



*-0p. eit., p. 384. 



