Perhaps no knowledge is more delightful than such an intimacy with the earth’s surface, region by region, as should enable the map of any region to unfold a panorama of delight, disclosing not only mountains, rivers, frontiers, the great features we know as ‘Geography,’ but associations, occupations, some parts of the past and much of the present, of every part of this beautiful earth. Great attention is paid to map work; that is, before reading a lesson children have found the places mentioned in that lesson on a map and know where they are, relatively to other places, to given parallels, meridians. Then, bearing in mind that children do not generalise but must learn by particulars, they read and picture to themselves the Yorkshire Dales, the Sussex Downs, the mysteries of a coal-mine; they see ‘pigs’ of iron flowing forth from the furnace, the slow accretions which have made up the chalk, the stirring life of the great towns and the occupations of the villages. Form II (A and B) are engaged with the counties of England, county by county, for so diverse are the counties in aspect, history and occupations, that only so can children acquire such a knowledge of England as will prove a key to the geography of every part of the world, whether in the way of comparison or contrast. For instance, while I write, the children in IIA are studying the counties which contain the Thames basin and “Write verses on ‘The Thames’” is part of their term’s work. Our Sea Power, by H. W. Household, is of extraordinary value in linking England with the world by means of a spirited account of the glorious history of our navy, while the late Sir George Parkin, than whom there is no better qualified authority, carries children round the Empire. They are thrown on their own resources or those of their teachers for what may be called current Geography. For instance, “Learn what you can about The Political Map of Europe after the Great War. (Evans, 4d.).”
In Form III the Geography is still regional, that is, children are led to form an intimate acquaintance with the countries of Europe so that the map of any country calls up in a child’s imagination a wonderful panorama of the diversities of the country, of the people, their history and occupations. It is evident that this kind of geographical image cannot be secured in any other way than by considering Europe country by country. They begin with a general survey of the seas and shores of the continent, of the countries and peoples, of the diversities of tongues and their historical origin, of the plains and mountains, of the rivers and their basins; a survey after which they should be able to answer such questions as,—“Name three rivers which flow into the Baltic.” “What lands form the southern and eastern shores of the Mediterranean?” “What countries are washed by the Baltic?” “Between what parallels does Europe extend? What other continents lie partly within the same parallels?” The young scholars are at home with the map of Europe before they consider the countries separately.
The picture we present of the several countries is meant to be before all things interesting and at the same time to provide an intelligent and fairly exhaustive account of the given country. Whatever further knowledge a child acquires will fit in to this original scheme. For example, “The Rhône Valley and the Border lands.”[38]
“The warm and fertile Rhône valley belongs in climate to the southern region, where, although the vine is grown, large plantations of olive and mulberry occupy much of the land. We are apt to think of the South of France as the sunny south, the sweet south, ‘but,’ says a writer whom we have already quoted, ‘it is austere, grim, sombre’ ... but the mulberry feeds the silkworm and so furnishes material for the great manufacture of France. Lyons, the second city of France, is the seat of the silk manufacture including those of velvets and satins. It is seated upon a tongue of land at the confluence of the rapid Rhône and the sluggish Saône, and along the banks of both rivers are fine quays.”
This extract indicates how geographical facts are introduced incidentally, pretty much as a traveller comes across them. The work for one term includes Belgium, Holland, Spain and Portugal, and the interests connected with each of these countries are manifold. For example,—
“On the seashore near Leyden is Katwyck where the expiring Rhine is helped to discharge itself into the sea by means of a wide artificial channel provided with no less than thirteen pairs of enormous floodgates. These are shut to keep out the sea when the tide is coming in, and open to let the streams pass out during ebb tide. Notwithstanding these great works the once glorious Rhine makes but an ignoble exit. The delta of this river may be said to include the whole breadth of Holland.”[39]
It will be noticed that an attempt is made to shew the romance of the natural features, the history, the industries, so that a country is no more a mere matter of names on a map, or of sections shewn by contour lines. Such generalisations are not Geography but are slow conclusions which the mind should come to of itself when it acquires intimacy with a region. Something of a literary character is preserved in the Geography lessons. The new feature in these is the study of maps which should be very thorough. For the rest the single reading and narration as described in connection with other work is sufficient in this subject also. Children cannot tell what they have not seen with the mind’s eye, which we know as imagination, and they cannot see what is not told in their books with some vividness and some grasp of the subject. The thoroughness of the map study is shewn by such a question to be answered from memory as,—“What part of Belgium does the Scheldt drain? Name any of its feeders. Name ten famous places in its basin. What port stands at the head of its estuary?” We find great light thrown upon the geography of the Empire in a little book of literary quality, Fighting for Sea Power in the Days of Sail.
There are two rational ways of teaching Geography. The first is the inferential method, a good deal in vogue at the present time; by it the pupil learns certain geographical principles which he is expected to apply universally. This method seems to me defective for two reasons. It is apt to be misleading as in every particular case the general principle is open to modifications; also, local colour and personal and historical interests are wanting and the scholar does not form an intellectual and imaginative conception of the region he is learning about. The second which might be called the panoramic method unrolls the landscape of the world, region by region, before the eyes of the scholar with in every region its own conditions of climate, its productions, its people, their industries and their history. This way of teaching the most delightful of all subjects has the effect of giving to a map of a country or region the brilliancy of colour and the wealth of detail which a panorama might afford, together with a sense of proportion and a knowledge of general principles. I believe that pictures are not of very great use in this study. We all know that the pictures which abide with us are those which the imagination constructs from written descriptions.
The Geography for Form IV[40] includes Asia, Africa, America and Australasia. But the same principle is followed: vivid descriptions, geographical principles, historical associations and industrial details, are afforded which should make, as we say, an impression, should secure that the region traversed becomes an imaginative possession as well as affording data for reasonable judgments. The pupil begins with a survey of Asia followed by a separate treatment of the great countries and divisions and of the great physical features. Thus of Siberia we read,—
“All travellers unite in praise of the free Siberian peasant. As soon as one crosses the Urals one is surprised by the extreme friendliness and good nature of the inhabitants as much as by the rich vegetation of the well-cultivated fields and the excellent state of the roads in the southern part of the government of Tobolsk.”