The sphere of geography education in Japan has an inclination to be being reduced. Among its several reasons, there can be included the fact that school geography has been built into the frame of social studies which itself has few academic background, and that geographers have neglected their positive endeavor to release from this entanglement. Therefore, in order to progress from geography teaching, simply for the purpose of teaching, up to the geography teaching endorsed with fully scientific and systematized forms and contents, geographer must take trouble, some attempts of which will be described in the following lines. We must define what the concrete geographical contents are, besides acknowledging that geography at school underlies human life (man's life), as is seen in U. S. A., at the same time we must clarify the basic geographical ideas seeked to be taught by any means, which we get scrutinized by the professionals. Moreover, in response to the school teacher's asking, the attitude ready for us to illustrate quasi-scientific materials is necessary when asked. Next, school teachers engaged in teaching geography are always obliged to make the teaching plan developed and enriched. The efforts are integral to enhance geography teaching by enlighting the people on the geography universally or deepening or broading the correlation between school and society. Each one whose occupation is relative to or neighboring to the geography teaching had better put the domain about his knowledge in order concentrating on the subject, while the teacher of geography should arrange his domain, the fruit of many people's introspection and will to elevation. They must be confirmed in their opinion by what the others assert from their mutual views. As for the teachers they must renew their efforts for the object in order not to be behind the new scholarship. Under the circumstance, the connection between scientific geography and school geography must be expected to be the main prop, in the atmosphere of which, geography must bring up or reinforce the geography teaching. Only when forms and contents aforesaid come to perfection, the school geography may step into the ideal geography teaching.
Before investigation into the field with the students, we must understand the regional character of the home land. The present writer reports his own thinking and personal opinion about the problems which happen in the process of his teaching of materials. Topography: we indistinctly use the topographical terms such as coastal plain, terrace and plateau. Then, the writer agrees with the theory that Sanbongihara upland is a coastal plain having marine terraces. The west Aomori Prefecture makes up of the alluvial plain formed by the Iwaki River, but the East makes up of the diluvial terrace where the dry field farming is practised because of topographic and climatic conditions. Climate: In teaching of geography at school, there is inconsistency of criteria for subdivision of climatic region. This inconsistency has resulted in confusion and difficulties in integration. Aomori Prefecture is situated in the transitional area between the temperate and zcnes, the boundary line between two climate zones are usually drawn on the Tsugaru Straits. In reality, a climatic difference can be recognized between the East and west of Aomari Prefecture, and it has given much influence upon the regional development in Aomori Prefecture. Agriculture: As the eastern part of Aomori Prefecture is not in favourable conditions for rice cultivation, over quadruple of decrease in rice production has been recorded in accordance with the Government policy and many peasants are obliged to go out to work in other prefectures. In order to give jabs to the local people, the authorities have to promote the policy of regional development of the Mutsu Bay and Iwaki Lake. Industry: There have not yet developed established Japanese terminologies in correspondence with English terminology which refer to various scales of industrial areas in English. We use the words such as the industrial area and industrial zone, and the present writer shows a sketch of regional development, i. e. from "industrial point" to "industrial district" then to "industrial region" and finally to "industrial complex. " They respectively correspond with the phenomena of manufacturing location … centralizaton … accumulation … decentralization.