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PHYSICAL GEOGRAPHY IN THE UNIVERSITY.
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their classification according to some rational and comprehensive scheme. Geographical descriptions now current are very defective in the latter respect. They are for the most part empirical; and like empirical descriptions generally, they are short-sighted or blind. One of the difficulties in the way of improvement lies in the need of geological data; for without sufficient information as to geological structure and history, no satisfactory geographical description can be written. It might from this be inferred that, where the geology of a region had been deciphered, the geologist could give an account of its geography as well; but judging by the existing condition of these two branches of earth-science, such is not the case. A great part of the facts that are essential to the geologist are not needed by the geographer. Many considerations that are important to the geographer receive little attention from the geologist. Each is fully occupied in his own special field. Advance in the study of areal geography, therefore, calls first for proficiency in systematic geography, next for a knowledge of general geology and of the local geology of the region to be studied, and finally a special geographical examination of the region. With such a preparation, a course might be planned on the physical geography of Europe, or of the United States; and either course might occupy half a year or a year very profitably. Most of the examples already introduced in the elementary systematic course would here be found again, and many others with them, until the whole area of the country was covered.

Geographical investigation by the state surveys.—The chief difficulty in planning such a course is the scarcity of good geographical material; but, on the other hand, one of the chief interests in geography comes from the opportunities that it offers for new investigations. When we inquire into the generally impoverished condition of geographical teaching in our schools, the main difficulty is undoubtedly to be found in the deficiency of good geographical literature, both in text books and in collateral reading, ready for teachers' use. Consider the case of Ohio, for example. Where shall the inquiring teacher in that state turn

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