An Analysis of Geography Educa.Tion in the · Protestant High Schooi.S of Montreal
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. AN ANALYSIS OF GEOGRAPHY EDUCA.TION IN THE · PROTESTANT HIGH SCHOOI.S OF MONTREAL by Russell Andrew McNeilly1 :B.Sc., A.C.P. A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Master of Arts. Department of Education, August 1963 McGill University, Montreal. ACKNOWLEDGEMENT This study1 which was carried out in the Division of Graduate Studies in Education, examines the learning and teaching processes of geography in the high schools of the Montreal area, and more particularly the high schools controlled by the Protestant School Board of Greater Montreal. To gain information for the thesis, the writer needed the assistance of members of various school boards, the principals of the high schools, the geography teachers in the high schools, and the committee of the newly formed geography teacherst association. To all of these, the writer acknowledges his indebtedness. Appreciation is expressed also to Prof. Harry Clinch, head of the Department of Geography, Sir George Williams University, to Prof. Trevor Lloyd, Chairman of the Department of Geography, McGill University, and to Prof. Reginald Edwards, Chairman of the Division of Graduate Studies in Education, McGill University. The writer wishes to offer thanks for their kind assistance. Finally, the author owes a debt of gratitude to his director of studies, Prof. R.L.R. Overing1 of the Institute of Education, for his guidance, assistance and encouragement in the preparation of the thesis. TABLE OF CONTENTS :Page No. Acknowledgement List of Tables Introduction :PART 1 - :PRINCIPLES 1 Ch.l. A FRAMEVORK FOR GEOGRA:PHY EDUCATION 1 1 Introduction 1 11 The Nature and scope of geography 6 III The Existing dichotomy 9 IV The vital role of geograpby in present day society and in high school 12 v Two schools of thought in geography 18 VI The subdivision of geography 19 VII Electic view for high school geography in Montreal 24 Ch.2. COMPARATIVE HISTDRICAL DEVELOPMENT 26 I Early growth of school geography in Europe 26 II Modern development of school geography in Europe 27 III Modern development of school geography in the United States of America 29 IV Develop!llent of s~hool geography in Quebec 33 v Lead of the Universities in Canada 36 VI The influences of societies on geography education in Canada 39 VII Montreal's position against the historical background 42 PART 2 - .PROBLEM.S 46 Introduction 46 . Ch. 3. THE PRESENT STRUCTURE AND PRA.CTICE OF GEOGRAPHY EDUCATION IN THE HIGH SCHOOU> OF MONTREAL 49 I Geography in the Elementary School 49 II Geography in the High School 61 III Higher Educational Influences; the contribution of the universities 75 Ch.4. CONSIDERATION AND EXPLANATION OF THE CURRENT SITUATION IN GEOGRAPHY EDUCATION 81 I Definition of the problem 81 II Discussion of the problem 83 III Criteria for change in geographie education 90 (a) Comparison with England and u.s.A. 90 (b) Diversity of school education 91 (c) Career Opportunities 91 (d) Correlational Studies 93 (e) Community Differentation 94 IV Early prospects for geographical reform 95 PART 3 - PRINCIPLES Ch. 5. SOME TECHNIQUES FOR RECONSTRUCTION OF GEOGRAPHY TEACHlNG 100 I Introduction 100 II Sorne major approaches of geography teaching 102 III Classroom changes in geography 108 IV Systematic geography 113 V Regional geography 118 A. The Laboratory Approach 119 B. The Field Approach 122 1. Local geography 123 2. Geographie Visits 124 3. Field Work 125 4. Sample Studies 131 c. The Aerial photographie &pproach 132 VI The geography room and the geography Teacher 135 VII Which is the best method? 140 . Ch.6. CONCLUSION AND EVALUATION 142 I Summary 142 II Recommendations 142 III Evaluation - Future Research 147 :B!BLIOGRAPHY 150 APPENDIX A. Geography Text-books in the Province of Quebec 1857 - 1963 160 APPENDIX B. Course of study in Geography - Quebec 1953 162 APPENDIX c .. Syllabus for Grades IV to VII 165 APPENDIX D. Syllabus for High Schoo1 Grades VIII to XI 168 APPENDIX E. Geographica1 Societies 171 APPENDIX F. List of Educationa1 Institutions 172 APPENDIX G. Questionaire used in interviewing Geography Teachers 174 APPENDIX H. Geography Committee of the Protestant School :Board of Greater Montreal 178 APPENDIX I. Population Statistics for 18 High Schools of Greater Montreal 179 APPEND IX :J. Students taking High School Leaving Examination in Geography1 1960-63 184 APPENDIX K. Population Statistics for L.c.c. and Macdonald H.s. 185 APPENDIX L. Analysis of Geography Teachers in 9 High Schoo1s 186 APPENDIX M. Macdonald Co1lege Geography population statistics 1962-63 187 APPENDIX N. High School Leaving Examinations, Qu b 1961 Paper 188 e ec 1962 Paper 193 APPENDIX O. Careers in Geography 198 APPENDIX P. Integrative power of geography 201 APPENDIX Q. McGill University Geography sumner schoo1 courses 203 LIST OF TABLES Figure 1. Interrelationships of geography and the other sciences 17 2. Population graph of geography students 64 3. Symbole in Geography on Townplanning 130 4. The Lay-out of a Geography Room 137 INTRODUCTIO~ The purpose of this study is to examine geography education, at the high school level1 in the light of geography education in European Countries and the u.s.A. Geography is a study of the interrelations of man and the physical earth, and the relationship can best be understood by students if the spirit and dyna~ics of geography are presented by the use of the geographer 1s method of approach. This thesis, the first to examine geography education in Protestant high schools of Montreal, utilized the survey-experimental method in order to obtain an overview o~ geography_ education in the area at the present time. The investigator, through observation of high schools and related institutions, attempted to ascertain the structure, organisation and method of geographie education. The thesis is divided into three sections, namely; principles, problems and prospects. The section on principles is designed to present the criteria by which the learning and teaching of geography may be assessed. _This includes-Chapter One which outlines a framework for ge ography education, and Chapter Two which outlines, very briefly, the historical development of geographie education in Europe, u.s.A. and Que bec. The section entitled "Problems" includes Chapter Three and Four. This section does not, as its title might imply1 condemn or condone practices. It presents and analyses practices. In Chapter Three1 the structure and practice of geography teaching in the area under examination are detailed, while in Chapter Four, problems or forces militating against the true spirit of geography are stated. The third section, represented by Chapters Five and Six, deals solely with prospects or factors calculated to improve the nature and extent of geography in the Montreal high schools. This section stresses methods that are practicable and suggests a number of conclusions that could lead to a change for the better. Never was it more necessary than it is today to relate our thinking in the matter of actual classroom teaching to the changes about to occur in the administration of education in the Province of Quebec. It is the belief of many that geography in Montreal has not kept pace with the changing times. Therefore, the need for this investigatory study is long overdue. PART 1 - PRlNCIPIES CB.APTER 1 A framework for geography education I. Introduction Any examination of the teaching of geography must attempt to present various definitions by notable geographers and then to deduce what the subject really involves. It might be said that geography is basically a consideration of the earthrs surface, its physical features, climate, vegetation, production and population. In the early days, it was regarded as a collection of varied and dull facts. Its scope seemed extremely broad and its nature appeared vague. Geography draws from so many other subjects1 that in some instances it is in danger of losing its identity. The form of the earth is the concern of geodesy1 the physical features of the earth fall to geology1 the study of climate cornes under meteorology1 political considerations of the peoples of the earth are studied by the historian, and production concerna the economist. Only the earth 1 s surface is left to geography. Strabo, organised geography into four parts: Human Geography, Physical Geography, Astronomical Geography and Biological -2- . Geography (l). While these divisions were forgotten for a time, they were reviewed in recent times. In some cases geography is regarded as a general knowledge subject composed only of a collection of facts to be memorised and reproduced. There are seven views worthy of special emphasis and each will be examined briefly in turn. Finally an analysis will be made to determine the common elements in the definitions. The conclusion should fit modern day educational practice and retain the spirit of the past. Stamp, in his report on geography in Canadian universities, states: "Modern geography may be regarded as human ecology, seeking to trace and explain the lives and activities of man as influenced by the varied environments to be found in the world. It adopts an analytical method in attempting to separate the environmental factors; it attempts also synthesis and adopta a synoptic view in trying to see the environmental complex as a whole. n(2) Some may feel that geography is a conglomeration of many disciplines without a purpose or aim of its own. This is not the (1) Incorporated Association of Assistant Masters of Secondary Schools. The Teaching of Geographx; in Secondarz Schools. London, George Philip and Son Ltd., 1952. P.lO. (2) Stamp, L.D. Geographx; in Canadian Universities. Ottawa, Canadian Social science Research Council, 1951. P.15. -3- . case because geography views the ecological relationships of man and the land as a whole.