First Division
Class II. (Boys three hours, girls two hours, weekly.) With continuous reference to local geography and places known to the children, the pupils are brought to understand geographical forms and relations in general. Special attention is given to charts and maps. Instruction begins with drawings (on blackboard and tablets) of the schoolroom; then extends to schoolgrounds, to the immediate surroundings with streets and some of the more important buildings; and then to the entire city with its environs, etc., etc. The children should become acquainted with the more important features of topography, soil, valleys, plains, ridges, mountains, seas, fjords, rivers, brooks, seasons, day and night, rising and setting of planets (sun, moon, and stars), flora and fauna, altitude, sea level, etc. From familiarity with the city and its surroundings the work extends to the entire fatherland which is considered in an elementary fashion. Herein are included elementary studies of coast line, principal systems of valleys, and location and size of cities.
Map drawing of small localities.
Class III. (Two hours weekly.) The map of Europe. Beginning with the fatherland, including its location with reference to other lands and seas as well as its relations thereto, enter into a study of other European countries in the order in which they would naturally be entered if touring from the fatherland. Subdivisions of the sea and land, also cities, railways, canals, rivers, and mountains are to be studied. Pictures are to be used in illustration. By the use of globes and other illustrative material, the discussion may be extended to other parts of the world. Each of the several divisions of the earth is to be treated in an elementary manner. Everything is to be outlined or indicated on the maps and charts—first by the teacher and later by the pupils.
Second Division
Class IV. (One hour weekly.) On the foundation of what was done in Class III the work shall be extended to the outlying divisions of Europe—Norway, Sweden, Denmark, The British Isles, France, Spain, Portugal, Italy, Russia. The study of maps is emphasized both for review and new work. Every land is considered with reference to the fatherland, other known lands, the equator, and the poles. Attention confined to typical aspects: description of a typical city, a manufacturing center, etc., special variations in climate, flora and fauna, chief natural scenery, commercial activities, products and conditions of the citizens. Readings on geographical topics are correlated with picture illustrations. Details and illustrations utilized as in Class III.
Class V. (One hour weekly.) Holland, Belgium, Germany, Switzerland, Austria, Hungary, and the Balkan peninsula are considered after the plan used in Class IV. After these European countries, foreign countries are discussed. Study and instruction in this class is in accord with the outlines of work in previous classes though more exhaustive and minute. India, China, the large islands in the Pacific Ocean, North Africa with its Sahara, Central Africa, The United States of America, Australia, etc., are also considered.
Third Division
Class VI. (One hour weekly.) The geography of the fatherland is gone through thoroughly with the aim of imparting to the children a rather complete knowledge of their country's nature, commerce, and life in its various localities. The chief points considered are: coast line, surface, water channels, climate—east and west—boundaries, inhabitants, life of the people, political divisions. This is to be constantly correlated with what has been learned previously of other European countries. Map drawing in detail. Review of former work.
Class VII. (One hour weekly.) The more important features of mathematical and physical geography are presented, being continuously illustrated by charts, maps, globes, astronomical plates, etc. The horizon, earth formations, zones, yearly and daily rotations, geographical breadth and length; the moon, its phases; the planets, etc., are important topics for study. Others are positions of continents and oceans with reference to each other, climate and physical features of the earth, the air, winds, changes in temperature, movements of the sea, the more important ocean streams (Gulf and Polar streams), etc. Throughout the study constant connections should be made between what is known in geography, natural history, and nature study.