ABSTRACT
This chapter focuses on continuity and change in geographical education, and the way in which ideas and materials from the frontiers of geography have been applied over time. The so-called 'capes and bays' geography blossomed in a period when less and less in the map of the world was terra incognita. In the nineteenth century European nations were completing their colonisation of places hitherto unknown to the western world. It may be a surprise that the field work tradition in geographical education goes back at least as far as the period of 'capes and bays' geography, though its influence has too easily been submerged by stronger forces. One of the advantageous features of the 'new geography' was the stimulus it gave to communication between teachers in universities, colleges, and independent and state schools. Geographical educationists were also involved during the 1970s in editing a growing series of texts which brought together a range of issues relating to geography and education.
