history of the earth. As Sir Archibald Geikie once said in reply to the president of the Royal Geographical Society, who had drawn the line between geography and geology at the dawn of history: "If you take away from the geologist the study of all that is taking place now, and maintain that this study is not geology, but physical geography, he will answer: 'I do not care what you call it. I must be at liberty to investigate the processes which are now in operation in order that I may be able to explain what has happened in past time.'" It really makes but little difference what you call it, and yet these questions of the relations of physical geography to geology in research may, after all, some time settle the matter as to which of the sciences shall chiefly teach land forms in our high schools. Fortunately certain criticisms of each science as a secondary study have been laid by recent educational progress. In view of recent texts, physical geography can no longer be called hash, nor can geology be called dry and dull. Neither science is dull except to the dullard. So large is the place of land forms in both that it is now little more than a question of approach to a common content of knowledge. Let me claim for geology the easier path of approach, the clearer and more natural method of presentation, the greater coherence, and the vaster and more inspiring view. The geological path is that of process. It studies the agents now in operation with the resulting forms that are produced at each stage in the evolutionary cycle, and thus binds cause and effect as closely together as possible. The geographic path is naturally that of form, tho in a number of physical geographies this is abandoned and the geological approach frankly taken in its stead, this portion of the text being practically an epitome of dynamical geology. It is, perhaps, owing to the personal equation that to me the classification by form seems somewhat miscellaneous and scrappy. It throws together, for example, features as diverse in origin as the glacial plains of Iowa, the base plains of Russia, the lava fields of Oregon, the old lake floor of the Red River of the North, and the coastal plains of the Gulf. Supan is compelled by his arrangement to take up the glacier under three of the five great subdivisions of his physical geography-under the atmosphere, where the general description of it is given; under the dynamics of the lands, and under the morphology of the lands. Such a classification is of unquestioned value to the advanced student. But to the boy in high school is it so good a way as that of geology, which, in the glacier for example, draws from meteorology its climatic conditions and from geography the description of its features, and then proceeds directly to tell of its work and of the forms it sculptures and molds? Even in university work it has sometimes seemed well, as at Cornell University, New York, to precede physical geography by a year in geology. Geology also gives what a painter would term atmosphere, or, better, perspective, to this common body of knowledge. To an extent this is done in physical geography; more effectively done, I admit, in one or two of the recent texts which emphasize the geographical cycle, than it is in the conservative geologies. But these time conceptions are enlarged and vivified by the detailed study of geological history. It is well to know the geography of the Alleghany mountains; it is better to know their morphogeny; it is best of all to set the whole in geological perspective, to view their folding in the remote close of the paleozoic, and their long waste during the middle age of geology to a plain whose gradual dissection during subsequent cycles after uplift has sculptured these mountains to the forms we behold today. It is something also to set to the credit of geology that it teaches the history of organic evolution. Perhaps the writers of texts have not learned to paint the panorama of creation so that its salient features are not smothered in detail. But to know what the earth is we must know what the earth has been. The story of the planet and the life it has sustained is prerequisite to a complete understanding of the earth sciences and the life sciences as well. As an educational instrument, geology has the advantage of concentration and homogeneity. If, like mathematics, it lacks the warm human interest, the applications of geography to human life, on the other hand, its current is not shoaled by division into numerous channels. If either physical geography or geology must be omitted from a crowded highschool course, let it not be the more fundamental, the more coherent, the more disciplinary of the two. What, then, should be the place and sequence of the earth sciences in secondary programs? Can they be arranged so as to include the outlines of all, and without repetition ? It seems to me that certain changes are desirable to secure this end. I should like to see nature study so enlarged in the lower grades that the common physiographic processes early become familiar. There is an evident trend toward the enlargement also of physical geography as an introduction to advanced geography. This seems to me the proper place for the study; but while the treatment of all essential forms and processes which bear directly on the life and work of man should be set forth clearly, all matter irrelevant to this may be omitted. I should like to see the areal and descriptive geography which follows so enlarged that it may take the place in the American high school which it occupies in the German secondary schools. Each geographical unit, each national domain, may then be treated thoroly in all departinents of the science. With the physical environment everywhere basal, we need not fear to give anthropic geography the largest possible room. It may be that much might be brought in which a strict definition of geography would exclude. In inexperienced hands, however, all this wealth of detail relating to man and his work becomes a veritable rag-bag, whose bright bits of color are not even sewed together into a patterned patchwork. But with due selection of material, with grasp of principles, with historic perspective, and especially with a thoro knowledge of physiographic controls, the wise teacher of geography can afford to take as his maxim: "I consider nothing alien to myself which relates to man." The extension of anthropic geography, however, cannot be brought about by discussion, criticism, and the writing of text-books.. It must come in precisely the same way as the development of physical geography, by scientific research. It awaits the masters who will some time do for the sciences relating to man all that geology is doing for the science of land forms. The proper place for physical geography is preliminary to the areal geography which applies its principles and consequences to special regions. To review it later as an independent high-school study would seem then unnecessary. Instead, let the course in the earth sciences conclude with meteorology and geology. The earth sciences may thus be so closely articulated as to form the vertebral column of secondary scientific instruction. So close is their touch with human life, so thoro and comprehensive is their discipline, so simple, so natural, so rational, and so real is their culture, that their extension only awaits their connection into one continuous line of study. DEPARTMENT OF SCHOOL ADMINISTRATION SECRETARY'S MINUTES FIRST SESSION.-WEDNESDAY, JULY 10, 1901 The sixth annual meeting of the Department of School Administration was called at the Central High School, Detroit, at 3 o'clock P. M. In the absence of President W. S. Ellis, of Anderson, Ind., Edward F. Marschner, president of the Detroit school board, was selected as temporary chairman. After welcoming the department, Chairman Marschner introduced Miss Esther St. John, who sang the following songs: (a) "The Rose," Noel; (b) "The River and the Sea," Johnston. Hon. L. D. Bonebrake, of Columbus, O., read a paper on "The Centralization of Rural Schools." He was followed by a paper on "Schoolroom Temperature and Humidity," by William George Bruce, editor of the American School Board Journal, Milwaukee, Wis. A paper on the "Relation of State Legislation to Modern School Building," by C. H. Parson, of Des Moines, Ia., followed. The chair then introduced Mr. M. R. Marr, of the Detroit school board, who extended a cordial invitation on behalf of that body to the department to spend the following day as the guests of the Detroit school board on the steamer "Sappho." The chair then appointed the Committee on Nominations, consisting of: H. S. Prophet, Lima, O. Harlan P. French, Albany, N. Y. A motion was made and adopted authorizing the president to appoint a committee on legislation, to consist of one member from each state and territory of the United States, whose duty it shall be to promote legislation for sanitary school buildings, as outlined in a paper read by Mr. C. H. Parsons. At 10 o'clock A. M. the members of the department boarded the steamer "Sappho," and after a twenty-mile journey landed on the island Bois Blanc, where a dinner was served. After a half-hour's stroll on the island the members boarded the steamer again for the return trip and organized for the second session. The meeting was called to order by William George Bruce, who introduced VicePresident Peres as the presiding officer. Mrs. Josephine Ahnefeldt Goss, of Grand Rapids, Mich., read a paper on "The Value of Truant Schools." This was followed by a paper on "What Constitutes an Efficient Superintendent ?" by Israel H. Peres, of Memphis, Tenn. The Committee on Nominations then made the following report : Your Committee on Nominations begs to report the following list of officers who shall serve during the ensuing year: President-Israel H. Peres, Memphis, Tenn. First Vice-President - Mrs. Josephine A. Goss, Grand Rapids, Mich. Third Vice-President-L. D. Bonebrake, Columbus, O. Fourth Vice-President - Dr. Ella J. Fifield, Tacoma, Wash. Executive Committee - Chairman, C. H. Parsons, Des Moines, Ia.; M. R. Marr, Detroit, Mich.; Hon. Samuel B. Huey, Philadelphia, Pa.; Dr. J. V. Gallivan, Boston, Mass.; Miles O'Brien, New York city. On motion of John A. Diederichsen, of Milwaukee, the report was adopted unanimously and the officers were declared elected. Mr. J. W. Holmes, of Alma, Mich., then suggested that at the next meeting of the department a paper be read on "What Constitutes an Efficient School Board ?" He held that the efficiency of the superintendent frequently depended upon the competency of the board. Mr. A. W. Elson said that in recent years school boards had manifested a tendency toward appreciating in a more sympathetic way the children's side. Harlan P. French paid a tribute to the Detroit school board for taking such a keen interest in the work of the department. Mr. M. R. Marr discussed the truancy problem and described the manner in which the subject was treated in Detroit. Mr. Carpenter, of the Grand Rapids Truant School, held that the first duty on the part of school authorities in managing truants was to inculcate a desire on the part of the boy to do better. As soon as a marked improvement is shown, the boy should be returned to his regular school. Mr. Prophet then submitted the following resolution : Resolved, That the Department of School Administration hereby extends its hearty thanks to the Detroit board of education as a whole, and to its members and officers individually, for the kind as well as unique hospitality extended to us. Resolved, That these resolutions be spread upon the minutes of the department, and that a copy of the same be transmitted by the secretary to the Detroit board of education. The resolutions were adopted by a rising vote. A vote of thanks was also extended to the secretary of the department for his efficient and faithful services. President Peres then announced that he would appoint the Committee on Legislation at an early date and announce the same thru the usual channels. Adjournment followed. WM. GEORGE BRUCE, Secretary. PAPERS AND DISCUSSIONS THE CENTRALIZATION OF RURAL SCHOOLS LEWIS D. BONEBRAKE, STATE SCHOOL COMMISSIONER OF OHIO The country-school problem is one of the most important now being considered by the educators of America. A study of the population of every state of the union will reveal a growing tendency toward urban life |