Abstract
The geography course in the secondary school has undergone very substantial changes during the last fifteen years or so. In connection with the new tasks confronting school education at the beginning of the fifties, it was necessary to introduce some production disciplines into the school curriculum in order to carry out polytechnical instruction. As a result, the time given to the geography course was substantially diminished, as was the case with regard to a number of other disciplines. (1) This entailed a serious reorganization both of the system of the course and of its content.
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