Jan., 1906.] 
Physiography and Geography. 
433 
curves, extending its course, and broadening its territory; its 
relation to other streams, to lakes or the ocean. But in geogra- 
phy the transportation facilities offered, the power made avail- 
able, the possibilities for irrigation, city water supply, and park 
and scenic uses, these are the subtopics. Its location, whither it 
leads, what cities on its banks and why; the inter-relation and 
the inter-action of man and the river, there are its interests. In 
a similar way the plain and mountain, the sea and shoreline 
receive different treatment in the course of the development of 
the two subjects. 
These sciences, however, are not different from others in this 
respect; for chemistry, geology and physics all deal with matter 
and natural forces, and history, economics, and sociology all 
study man’s institutions. 
The difference between geography and physiography is one 
of point of view. Physiography concerns itself with the descrip- 
tion, and the classification of physiographic forms on the basis of 
the cycle, process or the family; geography with the relations of 
these same forms to man. In the former the principle is sys- 
tematization; in the latter, relation. For example, take a plain. 
In physiography its characteristics are listed, its origin is deter- 
mined, its age in its normal cycle of development, the processes 
in operation upon it, and its relation to the surrounding topo- 
graphic features. A comparison with other plains is made and 
the types are discussed until the specific feature, say the coastal 
plain of Alabama and Mississippi has been referred to its type 
and class, to its variety and age. It may be called a belted 
coastal plain, submaturely dissected in its inland portion and 
less dissected and slightly drowned along the coast. Sys- 
tematization is the objective. 
In geography the same plain comes up as the home of the 
cotton growing industry. The especial adaptations to this 
business and to others are discussed ; the features of the plain to 
which transportation responds, the location of its cities, roads 
and ports, the distribution of its crops and minerals, population 
and industries are shown to be related to its levelness, its belted 
structure, its stage of dissection, and the position of its harbors 
and other commercial outlets. In all these points it may be 
compared with other plains. In these relations centers the 
interest, and through their recognition comes the gain to the 
student. 
This essential difference appears early in the study but 
becomes clearer as each subject emerges from the high school 
curriculum. Beginnings are made, and some facts learned, but 
the complete organization of the truth pertaining to the science 
can not be accomplished in elementary schools nor by immature 
