same amount of space to each continent, country or topic. They generally lack interest. They are summaries, encyclopædic, lack unity, coherence of topics, and the real life of real pictures. Dr. G. Stanley Hall, a few years ago, found that, in three of our leading geographies, on the average, Astronomy was mentioned in 13 different places, Geology in 29, Botany in 21, Zoology in 34, Anthropology in 19, Industries and Occupations in 30, Trade and Commerce in 19, Buildings in 14, Politics in 11, History in 17, and Cartography in 33, making in all 275 fragments of 12 departments of learning. He concludes that such teaching is a sin against the unity of the child's mind, against the stages of the child's development, and against the law of inner coherence. It gives too much prominence to association of contiguity merely. E. C. Ravenstein states that some geographies in use in England require the learning of 17,000 words, names and facts. (61-163.)

The general demand now is for simplification, the cutting out of non-essentials, the enriching of the chosen materials so as to give them high cultural value, and more coherent arrangement and association of topics, more in accord with modern pedagogy.

We have indicated the general stages of development of the child's mind and the main interests in geography in each of these stages, and used these as determining factors in the choice of materials in the course of study. The development of the text-books should follow this outline and be the basis of the course. The books must be relieved of most facts relating merely to location, and give far more material for reading, real pictures which have true local color and will give the pupils some of the culture of foreign travel.

We must do away with the present choppy text-book, which is neither an atlas nor a means of culture, but must be supplemented to be of most value, and substitute for it a series of books giving a large amount of fresh material.

The first books will describe the life of peoples, stories of how they live, their homes, food, and clothing, and contain stories of animal life, primitive culture, with some reference to simple occupations, and land and water forms.

In the fifth and sixth grades the books should give a rich description of the continents, countries, and peoples of the world, giving the main facts of descriptive geography, and representing considerable detail. The cultural element should predominate. The books should be descriptions written on the ground by a specialist, or in part, of selections made from the writings of great travellers or other classic writings. The pupil must get true pictures and correct impressions. The descriptions may be embodied in part in selections from accounts of

great hunters, of voyages of discovery, or of great explorers. The books should be well illustrated, handy volumes, and accompanied by an atlas covering the development of the work for these and the following grades. The books should at least contain outlines for reorganizing the facts learned in the various descriptions into unified wholes.

Such a series of books would cost no more than the present text-books with supplementary readers, and would have considerable cultural advantage over the present methods. This is well illustrated in the following papers. The contrast is striking, and seems to be directly due to the difference in methods of teaching by text-book mainly or by text-book with emphasis upon much reading. This difference is not due to locality, for it was shown almost equally as well between two schools in one town in which one teacher taught the subject as a culture subject and the other as a text-book subject.

Boy, age 11, Grade V: "I would rather go to New York and see where all the cars go and what they have in the stores. Then I would like to go to Boston, and see five or six cars right back of each others and see the Capital of Massachusetts."

Boy, age 11, Grade V: "If I had the privilege of going wherever I wanted and see whatever I wanted, I would go to Rome and see the ruins of ancient buildings and sail up the Po river to Genoa and see the home where Columbus used to live.

"And then I would go to France and see the silk worms the vineyards and silk factories. I would go to Paris and climb a lofty tour and look over the city and go see the coast.

"Then I would go to Chicago and see the greatest reilway centre in the world. there I would stock yards and grain elevator and lumber yards.

"Also I would go to Ireland and see the castle and green hills. There I would the linen factors and I would go to London the greatest city in the world and see the London tour and the King queen.

"Then from their I would go to California; there I would see the orange grove and fruit orchards and see the giant trees there I would go to golden gate and see the ostrich farms and U. S. Armay.

"Next I would go to South America and see the men gather sap from the trees. There I could see the boa constrictor and with that I would be more than satisfied."

Many pupils show a lack of interest in the wide world, narrow personal views, the lack of imagination, geographical stupidity which arises from the mere cramming of dead facts in contrast to a wide interest in peoples, countries, scenes, occupations and a fund of knowledge of considerable cultural value acquired through reading. This is akin to the culture of travel which we are accustomed to regard as the finishing touch necessary to a complete liberal education.

In the seventh grade the general facts learned in grades five and six should be reviewed in large units and by causal relations, giving some attention to physical, commercial and po

litical relations. This should be supplemented by a general outline of anthropology.

In grade eighth, as a natural outcome of the work of the previous grades, the pupils should be given the broad outlines of general history, and of the history of the earth with plant and animal evolution.

10. THE VALUE OF GEOGRAPHY.

Geography by the older methods cultivated the verbal memory. More recently reason has been made prominent, but the number of facts to be memorized has not greatly diminished. Geography, when taught as outlined in the foregoing discussion, should strongly cultivate observation, reproduction and representation, imagination, and inductive reasoning. It should broaden the sympathies, and give the student a larger idea of his relations to other peoples of the world. Strabo wrote "In addition to its vast importance to social life and the art of government, geography unfolds to us the celestial phenomena, acquaints us with the occupants of the land and ocean and the vegetation, fruits and peculiarities of the various quarters of the earth, a knowledge of which marks him who cultivates it as a man earnest in the great problems of life and happiness." (85-Vol. I, 1.)

The facts of geography are of value in the study of a number of sciences. Geography is indispensable in the study of history, and of many economic and social conditions. A knowledge of other countries, their people, customs, government, climate, products, topography, means of communication, etc., are essential for commerce. Economic progress, which is the basis of all progress, is largely dependent upon geographical factors. Diplomatic and international relations are very greatly influenced by the amount and kind of geographical knowledge possessed by the peoples of the countries concerned and by their officials.

Further, a knowledge of geography is of great cultural value. It broadens the sympathies, overcomes racial and national prejudices, and makes the student a citizen of the world. The modern development of means of communication and travel, the great increase in the needs and wealth of nations, the centering of great national questious about educational, commercial, and racial questions, make a general knowledge of the geography of all countries and peoples necessary. No one thing will do more for universal peace of the world and the progressive development of the races, than a sympathetic knowledge of their peoples, their habits, customs, conditions of life, their social and economic advantages. the words of Herder, a student of mankind, geography "sharp

ens the sense of humanity in all its forms. It teaches us with enlightened eye to see and to prize our advantages without thereby despising or condemning any one nation of the earth." (51-58.) In no time in the history of civilization has a knowledge of the countries and peoples of the world been so necessary. Many of our greatest national questions to-day are retarded in their just and amicable settlement by the general ignorance of the masses of the geographical facts involved. Moreover, this general relation of geography to national development is sure to become more important in the future. Heretofore man has depended mainly upon the productiveness of a few alluvial plains and ore-producing sections, but in the future the whole world will be laid under tribute. This will require a more careful study of man's relation to surface, climate, productiveness, and of the possibilities and special fields of development of the various races.

SUMMARY.

I. The development of geography historically and of geographical text-books shows that there has been very little change for several centuries in the kind, amount, and arrangement of facts presented as materials for instruction. The recent emphasis upon man and upon causal relations has made some change in the arrangement of materials, but very little improvement in adaptation to the child.

2. The history of the methods of teaching geography as outlined by the great teachers in educational history shows that the necessity of adapting the materials and methods to the child was recognized early, even by Strabo, but has been very little heeded in actual practice. The practice has been mainly in accordance with the arrangement and methods of the textbooks.

3. Present general practice in Europe shows a mixture of good and bad methods. The emphasis upon observation and self-activity has come to mean home geography, but this method is used mainly only in the lowest grades. In this country observation out-of-doors in geography is limited to the third and fourth grades. In only a very few places has this work been made progressive and continued throughout the

course.

In European countries and in this country in the secondary schools geography is without field work, without contact with life, with the main feature studied. The course of study should include commercial geography, and be closely connected with geology, history, and biology. The pupils should have sufficient work in the field to be able to interpret a landscape and note the relations of life to topography.

4. In the normal schools the separate courses in methods, general geography, and physical geography, in the two years' course, at least, should be combined into one course, taught by the teacher of geography. This course must cover the same ground with the same methods that the pupil must use later in her schoolroom, but in connection with each topic she must learn the wider interpretations, and gather a rich fund of materials for illustration in her future teaching. This will give unity to the work, save much time, give the pupil opportunity to acquire new facts, arrange, and illustrate them so as at once to be of value in teaching.

5. Geography in colleges and universities has reached its highest development in Germany, but is rapidly taking its place with other natural sciences in all important European countries, and in this country. The problems which it investigates require a knowledge of the natural sciences, and of historic, economic, and social progress, and are increasing in importance with the advance of civilization.

6. In the elementary schools, the work is too closely limited to the text-book with very little regard for the pedagogical order and methods of adaptation to the child. The results of special studies of children, and of children's interests in geography, show in general what are the mental characteristics and interests of children. These results may be taken as suggestive bases for the choice of methods and arrangement of materials in instruction in geography in the various stages of educational life. Thus, taking into account these facts as well as those derived from the historical studies, courses of study, text-books, and the methods of teaching are outlined. All are adapted to the child. Greater unity is secured. The time is shortened. Fewer facts are given to be memorized. The cultural value of the subject is increased. The present methods are reversed by beginning with life elements and reserving for the last the emphasis on physical and causal relations. ranged according to these principles, established by modern pedagogy and psychology, geography will be one of the most valuable of school subjects of study.