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School Department Conducted by M. E. G. An exact science of education is made like any other science. An accumulation of the results of visual in- struction, as it is being practiced by successful teachers, forms a valuable collection of data from which to draw conclusions and state principles. Human Geography With Pictures rHERE are many of us who can re- member when geography meant the aming of the boundaries of China, or Brazil, or Rhode Island, the tracing of he course of the Kongo, the Columbia, >r the Rhone, or comparing the Mediter- ianean with the Gulf of Mexico. The •nly thrill of discovery for us in the sub- ect was such as might be experienced in uccessfully wrestling with Kamchatka, md finally assigning it to its proper cor- ler of the world. We were in an era of 'lace geography. Somewhat later, the emphasis changed md it became the fad to study the physi- :al characteristics of mountains, plateaus md valleys. Earth forms held the center >f the stage, and little else was consid- :red of such primary importance as the mderstanding of the physical features of :ontinents and oceans. Though our common school experience nay have fallen within either of the pre- vious epochs, which of us cannot remem- >er his thrill of eager interest to discover, )erhaps in some chance encounter with a >ook of travel, that there were other peo- )le, other customs, other lands besides lis own! New people, different people vith strange modes of dress; new lands, ascinating lands, romantic lands he had lever known before! Perhaps it was the lomad herdsman of Arabia, or the farmer n the olive groves of southern Spain, or :he fisherman on the China. Sea, who ishered us into this new world of discov- ery, who revealed the charm of acquaint- ance with life lived under other circum- stances, and in different surroundings. Fortunately, today, the emphasis in geography teaching has passed from the geography of places, and the study of purely physical features, to a human geog- raphy —a study of people against a back- ground of their environment, carrying on the industries which conditions of cli- mate, soil and natural resources permit them to carry on; getting their living as uncompromising geographical factors de- cree that they shall. We become observ- ers of the lives of other peoples, we watch them master their environment, we see them till their fields, work their mines, build their cities in favorable situations for manufacture and commerce, extend their roads through the valleys and over mountain passes to carry on trade with their neighbors. We see them as actors in the great drama of civilization, and human life becomes not a matter of chance, but a response to definite facts of environment. No other means can so readily bring to our minds the conditions of life in other lands as can the picture. Through that agency we are for a little while projected into surroundings other than our own, living the lives of other peoples, going with them in their work and their play, entering vicariously for a time into their experiences. To illustrate the ability of the child to construct, with the aid of picture-study, a definite visual idea of an environment 149