The eye cannot fit one square into another on an area basis so as to get the correct ratio

relative importance of the materials listed. It frequently happens that the second or third item on a list may have only one-tenth the importance of the first item. Because the three names are given one after the other, the pupil is quite likely to consider the three items of equal United Stale, importauce, just as three

persons may be of different height, yet of about the same importance. The graphic method judiciously applied to school geography and to general commercial geography would make a tremendous difference in the student's grasp of the subject.

Fig. 19 is a typical example taken from a geography book in which the attempt was made to use the graphic method. The introduction of the picture of the bale of cotton in Fig. 19 is justifiable. There is, however, no justification for placing the picture inside of one of the series of squares. The picture detracts from the size of the square. Graphic comparisons, wherever possible, should be made in one dimension only. In such a case as this, one-dimension presentation is perfectly

feasible by the use of bars of different lengths. The pupil would find it an almost hopeless task to fit one side of the block for Brazil into one side of the block for the United States and then square the resulting ratio in order to learn that the United States pro-

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