In addition to the things given above the geography room be provided with cupboard for storage of projecting pictures and slides. Provisions are also made to house film strip projector, film projector and slide projector.
For every subject a separate room is essential. For teaching literary subjects ordinary rooms may serve the purpose but for teaching of subjects like geography a separate room is essential.
The curriculum and syllabus is not sufficiently planned.
In secondary classes we have to direct our attention to the treatment of continents with increasing stress on the regional method of teaching of geography. The regional method of teaching of geography is perfectly suited for the secondary school.
At present geography is taught in schools on regional basis which is a scientific method and also in accordance with the psychological requirements of the children. Carl Riter known as the 'Father of Modern Geography" introduced this method for the first time.
When the students reach the secondary classes they become mature and have also become intelligent. At this maturity and intelligence level they can establish cause and effect relationship.
For teaching the geography of the world teacher should keep in mind the various physical divisions of the world. An effort is made to explain the geographical conditions of different countries on the basis of this division.
At this age (about 12-13) known as the age of preamble of adolescence. At this age the child starts looking things in a realistic manner and they become pragmatic. They can also understand cause and effect relationship and they can analyze the events.
The curriculum in geography at primary school stage suffers from various defects and draw-backs. To remove these defects and draw-backs the curriculum should be framed in a scientific manner and it should be such that students feel interested in it.
This is the last year at the primary school and an attempt be made to strengthen the knowledge and experiences gained by the child in previous classes. An attempt is made to give a practical bias to the teaching.
Narrating stories the students are told stories about the places and things with which they are familiar or which they have seen. To acquaint the students with various things teacher may resort to question-answer method.
There is a lot of diversity in the subject-matter of geography. Different portions of this subject matter are taught at different stages of education. Geography, as already pointed out, is a link between natural sciences and social sciences.
Geography is increasingly becoming a popular subject in secondary schools in India. It has been found that the position of geography in the school curriculum is most unsatisfactory.
The students be encouraged and provided opportunities for strengthening the knowledge of geography gain by them in previous years.
The syllabus of geography at elementary stage should be such which awaken geographical interest in the child. The children may learn geographical terminology but this terminology should be based as 'home geography'.
Text-books that are intended to be used should be useful for the students as well as teachers. They should be so designed that on the one hand they may be written according to the psychological requirements of the' students and on the other they should serve the purpose of the teacher who wish to impart knowledge to the students in a successful and interesting manner.