Plains and valleys.
Rivers; their work and the various causes determining their volume, velocity and course.
Springs.
Islands.
Climate. Temperature and rainfall.
Distribution of plants and animals.
General geography.The order of treatment of the general geography of various countries does not vary, and consequently, notes of a first term’s course will sufficiently indicate the lines of later work. Opinions differ as to whether it is better to begin with the study of a continent or a smaller division of land.
Lesson I. Before the actual course begins, the children should have a preliminary lesson on the making of plans and the use of scales. A plan of the schoolroom and of the immediate surroundings has now-a-days generally been made by children whilst still in the Kindergarten, but if so, a little recapitulation will do no harm before a first lesson on the nature and meaning of a map.
The teacher’s preparation should be done several weeks in advance, so that no point essential to a later lesson may be omitted in its proper place.
Position of places on earth’s surface.Lesson II. For the second lesson an outline map of the continent or country to be studied is given to the children with the lines of latitude and longitude. If the work has not already been done in a physical course, the meaning of latitude and longitude should be clearly explained. After having shown that the distance between the equator and either of the poles is divided into 90 degrees, a sphere may now be taken, and by rough measurement the two parallels corresponding to those through the top and bottom of the given map may be drawn upon it. After a short description of what we mean by longitude, the longitude of the given country is then indicated on the sphere, and the use of the two sets of lines to show exact position on the earth will be appreciated. If it be not a first course, the position of the given country may be compared with others equidistant from the equator, or on the same meridian.