_Aim._ To obtain (1) A somewhat complete acquaintance with the fatherland; its conditions, commerce, manner of life. (2) Acquaintance with the geography of Europe, especially the countries to the north and the other longer civilized countries. (3) A view of the different continents and a closer acquaintance with lands and places which are of greatest importance to the fatherland. (4) Knowledge of the most important features of physical and mathematical geography.
_Class II._ (Boys three hours, girls two hours, weekly.) With continuous reference to local geography and places known to the children, the pupils are brought to understand geographical forms and relations in general. Special attention is given to charts and maps. Instruction begins with drawings (on blackboard and tablets) of the schoolroom; then extends to schoolgrounds, to the immediate surroundings with streets and some of the more important buildings; and then to the entire city with its environs, etc., etc. The children should become acquainted with the more important features of topography, soil, valleys, plains, ridges, mountains, seas, fjords, rivers, brooks, seasons, day and night, rising and setting of planets (sun, moon, and stars), flora and fauna, altitude, sea level, etc. From familiarity with the city and its surroundings the work extends to the entire fatherland which is considered in an elementary fashion. Herein are included elementary studies of coast line, principal systems of valleys, and location and size of cities.
_Class III._ (Two hours weekly.) The map of Europe. Beginning with the fatherland, including its location with reference to other lands and seas as well as its relations thereto, enter into a study of other European countries in the order in which they would naturally be entered if touring from the fatherland. Subdivisions of the sea and land, also cities, railways, canals, rivers, and mountains are to be studied. Pictures are to be used in illustration. By the use of globes and other illustrative material, the discussion may be extended to other parts of the world. Each of the several divisions of the earth is to be treated in an elementary manner. Everything is to be outlined or indicated on the maps and charts--first by the teacher and later by the pupils.