This difficulty may be to some extent solved by dividing the geography teaching into two distinct branches—physical and general geography.
If this be not done it will be found that the general geography lesson is overloaded with a mass of explanations of physical phenomena.
Thus, in a general lesson on the climate of India, it detracts from the unity of the subject if the teacher is obliged to make a digression to explain the theory of barometric pressures, but, presupposing this scientific knowledge, references to the special application of it are within the bounds of the lesson.
Physical geography.The first course in physical geography should consist of lessons requiring only observation of phenomena with which the children are well acquainted.
Observation and experiment.In a town like Cheltenham, situated within walking distance of the source of the Thames, the subject of the watershed dividing the small streams flowing into the Severn from those flowing into the Thames, forms a much better subject for observation and reasoning than the form and movements of the earth. Simple experiments also may be performed, but artificial conditions should as far as possible be avoided. Thus in a lesson on the principles of evaporation, the children may be made to observe the gradual drying of a cloth, but if heat artificially obtained be used to hasten the operation, the object-lesson loses the greater part of its value.
Style of written work.At the beginning of this course the work should be almost entirely that of observation and simple reasoning, but it is well to insist from the very first that exercises either spoken or written should be good in form as well as in matter. The composition should be as terse as is compatible with clearness, though this applies rather to the description of experiments than observations, for in the case of an observation, if we are to minimise the danger of overlooking the true cause, all accidental circumstances must be carefully noted.
The difference between an observation and experiment should be carefully explained, and the children should be shown that whereas in an observation we have to listen to whatever Nature says, an experiment is a question so framed that Nature will answer “Yes” or “No,” and that we must only ask one question at a time. Thus we may ask the question: “Is water-vapour lighter than air?” We boil water in a kettle and the visible cloud appears above the spout showing that the invisible vapour must have risen as it left the kettle. The question asked was “Does water-vapour rise through the air?” and the answer is “Yes”. The children should then write a description of the experiment with as close attention to form as though it were a proposition of Euclid.
Experiment. To prove that water-vapour is lighter than air.
Apparatus. A kettle containing water and a spirit lamp.
Method. Place kettle on spirit lamp, light lamp and boil the water.