Abstract
GEOGRAPHY as taught in schools at the present day shows great advances compared with a generation ago, but Mr. Bradford concludes from a wide experience of teachers and teaching that the tendency is to lay too excessive stress on causal connexions. This results in incoherence and a failure of the pupils to visualise world conditions. While deprecating any return to the mere iteration of facts which of old was the whole content of the subject, he pleads for the need of dwelling on other than causal relationships, especially more insistence on location and quantity. In short, he wants to give more precision and coherence to school geography, and this he believes would increase its educational value. The book is a thoughtful contribution to a difficult problem.
School Geography: a Critical Survey of Present Day Teaching Methods.
E. J. G.
Bradford
By. Pp. 104. (London: Ernest Benn, Ltd., 1925.) 7s. 6d. net.
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School Geography: a Critical Survey of Present Day Teaching Methods . Nature 116, 277 (1925). https://doi.org/10.1038/116277d0
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DOI: https://doi.org/10.1038/116277d0