Abstract
THOUGH all are intended to assist school pupils to learn geography, these books have very little in common, so far as the methods adopted by the various writers are concerned. The books show vividly the present diversity of opinion as to the best way of teaching geography. The teacher has a difficult task just now in deciding the course his lessons should take, for the examining and inspecting authorities he has perforce to serve are not yet agreed among them selves. Fortunately, there is a growing conviction that the best results are obtained only when the pupils participate actively in the lessons; and the plan is becoming more and more common of setting children to work for themselves exercises designed to bring out some important principle or fact. The second and third of the volumes under notice will assist the teacher in this part of his work; the third especially, though it follows lines which have been laid down by previous books, will indicate ways in which the pupil may be taught to make his own text book.
(1) Man in Many Lands: Being an Introduction to the Study of Geographic Control.
By Prof. L. W. Lyde. Pp. vii + 184. (London: A. and C. Black, 1910.) Price 2s. 6d.
(2) Questions on Herbertson's Senior Geography.
By F. M. Kirk. Statistical Appendix by E. G. R. Taylor. Pp. 64. (Oxford: Clarendon Press, 1910.) Price 1s.
(3) Experimental Geography.
By G. C. Dingwall. Pp. vii + 168. (London: George Bell and Sons, 1910.) Price 2s. 6d.
(4) Cambridge County Geographies. Cornwall.
By S. Baring-Gould. Pp. ix + 164. (Cambridge: University Press, 1910.) Price 1s. 6d.
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(1) Man in Many Lands: Being an Introduction to the Study of Geographic Control (2) Questions on Herbertson's Senior Geography (3) Experimental Geography (4) Cambridge County Geographies Cornwall. Nature 83, 426 (1910). https://doi.org/10.1038/083426c0
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DOI: https://doi.org/10.1038/083426c0