A BOUT a century ago, Karl Ritter won the title * * Father of Modern *"• Geography " by his attack on the encyclopaedic study of facts of geography. He urged that this meaningless, formal sfudy of geography be replaced by a study of the influences of physical forces on life. This conception gave a new meaning, broader purpose, and dignified the study of geography by recognising the rational element as the one most important. The earth now came to be studied as the home of man. It was now essential to learn what facts were earth influenced and therefore significant. Henceforth geography could be taught so as to make pupils think. No subject lacking in situations demanding reason and imagination, can make a strong appeal to the human mind. The memory " crazy quilt M type of geography teaching is still common in our schools, and accounts for the general dislike and lack of interest pupils manifest in the subject. It is not to be inferred that vital facts are to be neglected. They will be presented as explanatory of other facts, and will be grouped naturally in support of broad generalizations. Even more facts than now taught can be retained if properly associated in an interesting way. We have followed a faulty psychology in drilling pupils on unrelated geographic material. The Natural Geographic Unit.