The contents of this paper consist of the seven subjects indicated below. With the exception of (6), this paper provides a summary of views pertaining to various aspects of geography education from the standpoint of education in the classroom.
(1) Detrimental effects were indicated with respect to the contents of textbooks being regulated by school curriculum guidelines, and all textbooks tending to be excessively uniform. This may be considered to be analogous to the current issue of relaxation of regulations.
(2) Starting around 1965, the number of regional geographical teaching materials within the contents of elementary school social studies has diminished, and a trend of a lack of spatial understanding was pointed out from a comparison with the enhancement of period history in history teaching materials. It was stated that this dissociation of both fields should be corrected from the standpoint of healthy social studies development.
(3) Differences in the manner in which education administration and geographical societies are reflected in geography education were compared between the US and Japan through a comparison of those factors. In other words, in Japan, the intentions of geographical societies are not reflected in education administration, and it was pointed out that classroom education presently is overly dependent on the Ministry of Education resulting in uniform and passive education.
(4) Personal opinions were stated regarding the importance of the handling of place names that constitute essential basic knowledge in geography education.
(5) A present situation that has wandered off course while looking back over the progress of the past fifty years since the end of World War II is depicted with respect to the two forms of training, an endless topic in the field of education.
(6) The paper of Prof. Osamu Nishikawa is discussed, and an introduction is provided to the practicality of geography in both present and future society.
(7) With respect to differences between the sexes in learning geography, the question was raised based on personal experiences of the author that, in addition to differences in physiological phenomena of the cerebrum between males and females, significant differences between interests and concerns among females may be one of the causes of an inaptitude for learning geography.

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1. An investigation was conducted at the following four schools to determine the knowledge of children who graduated primary school regarding various location of prefectures:
1) Ikeda junior high school affiliated with Osaka university of education (April, 1987)
2) Setagaya junior high school affiliated with Tokyo Gakugei university (April, 1987)
3) Hakodate junior high school affiliated with Hokkaido university of education(April, 1988)
4) Fukuoka junior high school affiliated with Fukuoka university of education (April, 1988)
2. By reviewing the geographical distribution of schools in connection with “right”, “wrong” and “no” answers, the following characteristics can be found:
1) Children in Tokyo and Hakodate are comparatively strong in their knowledge of prefectures in the eastern part of Japan and weak in their knowledge about the western part of Japan.
2) Children in Osaka, unlike those of Tokyo, have an almost average knowledges about the prefectures of both eastern and western Japan.
3) Children in Fukuoka are strong in their knowledge of the prefectures in western Japan and weak in that of eastern Japan.
4) Children of all schools are comparatively strong in their knowledge of places both close to or far away from their own homes. They are weak in places located between near and remote places.
3. There are five factors for the correct answers:
1) The prefectures are located at the ends of the country.
2) The prefectures have large areas.
3) The prefectures have characteristic peninsulars or lakes.
4) The prefectures are located close to the domicile.
5) The prefectures have the same names as their capitae cities.
4. The above five factors function as “negative” in “wrong” or “no” answers.

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The purpose of this paper is to discuss the issues of basic geographical-names which pupil or students have to learn on geographical learning. The results are as follows:
(1) Pupil or students usually have to use geographical-names on mental maps when they learn social studies especially regional studies of the national country or the world and they use atlas. On the other hand, people usually have to use geographical-names on daily life, for instance, reading time-tables, watching TV program of weather forecast, traveling or driving long way, so on. These are reasons why pupil or students have to learn basic geographical-names on geographical learning.
(2) Basic geographical-names have to be possessed of a few conditions. First, their names are usually used on geographical learning and daily life. Second their names are distributed in all over the national country or the world. The auther thinks some of their names may be sellected from school textbooks of social studies, national language, music, so on.
(3) The auther suggests 78 national country geographical-names which are mainly Japanese prefecture names and 27 world geographical-names mainly large city names as basic geographical-names.

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「修学旅行否定論」にみられるように, 遠足, 林間学校, 修学旅行などの校外学習に対する批判の声は依然として強く残されている。 これは, 校外学習の教育的効果が, 期待したほど上らず, 教育的計画になればなるほど生徒はなじまなくなるといった傾向がみられるためでもある。
本校 (東京都立羽田高等学校) では, このような校外学習に対して, 校外学習の意義を, 再確認して, 活発化されたホームルーム活動を通して, 現地で学習する校外学習を計画した。 現地での学習は, いわゆるフィールドワークであり, 授業の中で実施されているフィールドワークとは, 違った地域 (今回は, 山口県萩市と長野県白馬村塩島) でのものであり生徒の関心も高かった。
この計画では, 多くの問題を残しつつも, とくに, 事前の準備に相当の時間をかけて実施されるように計画した。 そのため, 生徒一人一人は現地の理解には, 大いに役立ったし, 地理の教科からこの計画を評価すれば, 地理的見方, 考え方を伸ばすのに, 大いに効果があった。
また, 班活動, ホームルーム活動を通しての事前の準備-実施-事後の処理にあたったため, 各ホームルームでの協力体制や友情を深めるとか, 集団で調査や行動してみる経験などを得ることができ, ホームルーム経営といった面からの評価も見のがせない。

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The main purpose of this paper is to make clear the spatial distribution of knowledge regarding Tokyo, Hokkaido and all the other prefectures for the study about Mental Maps of Japan. A survey made high school students in Nagano Prefecture answer each name of the prefectures pictured on white map was conducted. It provided with the percentage of “right”, “wrong”, and “no” answers according to the prefectures. Considering each distribution map of those data can be found spatial characteristics about the knowledge of them.
The results are summarized as follows:
1) The prefectures are located at the ends of the country, for example, Hokkaido, Okinawa prefecture, and so on are known very well. The knowledge of them are fixed or stable.
2) The prefectures near Nagano prefecture regarded as familiar places, for example, Niigata prefecture and Gunma prefecture are known very well. But all prefectures near that may not necessarily be known. By way of example Yamanasi prefecture and Gifu prefecture can be found.
3) Some prefectures are known well, for example, Tokyo and Osaka, are distributed separately.
4) The prefectures are located halfway between above-mentioned prefectures and Nagano prefecture are not known much. Spacial distribution of knowledge of them presents uncontinuous distribution in the form of mosaic.
5) The prefectures are dotted on the triangular-graph used three index, the percentage of “right”, “wrong”, and “no” answers are distributed continuously. And the author considers it means the development of knowledge about them.

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This paper is the sequel of the same titled manuscript published in vol. 36 No. 2 (1988). As the national control of the textbook became strengthend for a time with the centralization of the government in the latter half of the Meiji era, the contents of the textbook turned nationalistic. In this period theory of education changed twice, first to “Herbertism education, and after that to “the new education”. For this reason, many teacher's manuals were published dung this period.
Like the auther's last article, he tries to compare the 3 areas of map education with the latter half of the Meiji era and tries to comment on the changes involved using these teacher's manuals and textbooks.
1. Education for map reading
In this area, the discussion is concentrating on the development of “Idea of maps” which is the basic ability for geographical education. And teaching methods of “nearby areas” which is the place of this development were frequently discussed. Books about these discussions advanced from the translated books in the first half of the Meiji era to the adaptation period. Further more it progressed to the publishing of books with originality in the 30's based on field work experience. On the other hand concerning the educational materials for maps, the publishing of a national geographic supplementary map in the year 41 of Meiji led to the further progress of contents of the teaching materials of maps.
2. Instructions for map drawing
In this area, because the effect of drawing was big, it swam with the current of the Herbert education principle and advanced greatly. That is to say we saw it spreading in elementary and junior highschool as outline maps and white maps were being used. But the issue concentrated itself to outline maps such as precise maps and sketched maps and never refered to a drawing of contents.
3. Instructions for making maps
This area of education has been promoted by Tokyo high elementary school in the first half of the Meiji era. And also in this period it continued to take place in the same school. But because of progress in studies of education and instructing, education for map making spreaded to other elementary schools attached to a high school. Also topography textbooks of mapmaking were published. This led to the popularization of it.

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The purpose of this study is to make clear what the mechanism is which form the likes-and-dislikes tendency toward studies of geography in elementary school and junior high school. The basic data of this research are: a questionnaire to junior high school, high school and university students; interviewal investigation to university students; the reminiscences of university students. As a result of analyzing the data following points are turned out.
The extent of disliking studies of geography in elementary school pupils is extremely strong. Its most reason is, “The content of studies does not rouse their interests”. When it comes to junior high school students, the extent of dislikes fairly decrease. But still there are many students who maintain their dilikes tendency. “Too much study items and necessity of memorizing” mainly accounts for the reasons of this fact. However it is also turned out that the concern and interest in geography of elementary school and junior high school is not small so much. Especially students not only in junior high school but also in elementary school have a great interest in foreign countries. Consequently it becomes clear that being carried out the studies of geography which does not correspond with the level of students' intelligence; inappropriate study guidance of teachers themselves, these two facts are attributed to the dislikes tendency in elementary school and junior high school.
In order to convert studies of geography to more attractive one, two points below should be attached importance. The first point is to revise the curriculum of geography in elementary school and junior high school and adapt it to the interest of students. Especially it is necessary for fifth and sixth year elementary school pupils who have rich desire to learn, to restore the studies of World Geography. The second point is to train teachers who have enough ground of geography and teachingship for promoting interesting classes. The later point should be resolved with the consideration of the system of elective subject for geography in high school and what a training for teachers in university should be.

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本研究では, 千葉県の都市名とその位置の認知要因の解明を試みた。調査は千葉市の中学生に実施し, 309人から有効回答を得た。千葉県内の31都市の名称とその認知理由, その位置について調査した。その結果, 名称と位置の認知はともに, 基本的に居住地からの距離減衰傾向を示すことが明らかとなった。さらに, 名称と位置の認知率をそれぞれ被説明変数とした重回帰分析結果は, 名称と位置の認知ともに, 経路距離が最大の影響力を示している。実際に, 生徒は生活圏外の都市名を身近な人から都市名を認知しており, 身近な人からの情報が少ない県の北西部の都市はあまり認知されていない。また, 南房総などの観光地を抱える都市は, 居住地からの距離の割に訪問を通じて認知されており, これらの例外的な都市がその距離減衰傾向を弱めている。位置認知では, 県域の末端的位置による視覚的効果が大きく影響しているが, 面積や市界線の形状といった他の視覚的効果の影響は弱い。これは, 生徒が地図を利用する際に市界線を意識していないことに関係している可能性が高い。この結果は, 都市の名称と位置がそれぞれ異なる影響を受け, 異なる過程を経て認知されていることを表している。

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Map education can be divided into three fields, i. e. map-reading, map-drawing and map-making. This paper is aimed at clarifying the development of map education in primary schools during the first half of the Meiji era, until 1886.
Since the beginning of compulsory education, map education has been achieved by the exchange of questions and answers between the teacher and pupiles and by using a blank map designed to enable pupiles to memorize place names.
The teaching of map-drawing was started a little later than that of map-reading, in 1876, when the book “HOW TO DRAW MAPS” was published by the Ministry of Education.
Teaching of map-making started even later than that of map-reading and map-drawing, in 1877-1887, when the concept of developmental education was introduced into Japan from Europe and the United States.
The concepts of teaching map-reading, map-drawing and map-making were completed in the first half of the Meiji era. However, this idea, which was imported from Europe and the United States, seems incompatible to the backward content of Japanese school text-books and the actual situation of school teaching in Japan.
In order to clarify the actual situation of the map education provided in those times, it is necessary to collect more detailed data related to the school education in that days.

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猫膵管特に小膵管の十二指腸開口部近くに於ては猫総胆管の同一場所 (沓沢) に於けると同様に可なり多量の知覚線維の進入が見られ, 其終末は専ら単純な分岐性終末として上皮下粘膜固有膜内に形成される. その終末枝は一般に太さの変化と特有な〓曲走行とを示す.

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