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PHYSICAL GEOGRAPHY IN THE UNIVERSITY.
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are not seen at all. Interpretations and correlations are not even suspected. This is perfectly natural when it is remembered that most college students have never been taught to observe closely or to express themselves clearly in well chosen words. It is still more natural when it is remembered that the little knowledge of geography that they have brought from school is hardly more than a confused memory of an unsystematic, empirical text book. Whether their observation is directed to the semblance of facts in maps, views, and models, or to the actual facts of outdoor nature, observation is attempted only with the outer eye; the inner eye has never been opened. The idea that all the forms of the land are systematically developed has never been implanted in their minds. They possess no general and well tested deductive understanding of the development of land forms, no system of terrestrial morphology. The facts of observation excite no harmonious response from the corresponding members of a deductive geographical scheme.

While the study of geography remains in this incomplete and illogical condition, it is a blind study, although it is carried on chiefly through the eye. While the life of the features of the earth's surface is not perceived, geography is a dead study. The features of the land that the outer eye sees will awaken no sufficient sympathy in the understanding until the scientific imagination has deduced a whole system of geography, filled with mental pictures of all kinds of forms in all stages of development, among which the report from the outer eye may find its mate. However faithfully mere observation is carried on, the impression on the retina might as well be the record on a photographic plate, as far as appreciative insight and understanding are concerned. Let us therefore strive to complete a deductive geographical scheme, even as we strive to complete our deductive tidal scheme, until it shall at last be ready to meet not only all the actual variety of nature, but all the possible variety of nature. Only when such a scheme as this is well advanced is the student ready to appreciate the materials presented in the laboratory work. The maps and models shown in the first week

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