There is no continuous range in the Scandinavian mountains; the whole is a high table-land, which increases in height as we go south, with here and there groups of peaks which appear like huge rocks dotted over the surface. These plateaux are topped with moors or snowfields from which glaciers descend right down into the sea. 7. How does the position of the mountains affect the rivers? Compare the rivers of Norway with those of Sweden. NOTE. Describe how, in Norway, the rivers rush in torrents over their rocky beds, while those in Sweden flow more gently down the gradual slope of the land. Give the threefold reason—great rainfall, small evaporation owing to the coldness of the climate, and small waste owing to the hardness of the rocks—for the great volume of water in the short, quick, Norwegian rivers. 8. Recapitulate with blank map, the girls adding descriptive notes as they answer the map questions. _Subject: Astronomy._ Group: Science. Class IV. Age: 16. Time: 30 minutes. OBJECTS. 1. To interest the pupils in studying the heavens for themselves. 2. To show where the planets may be looked for and how they may be recognised. 3. To help the pupils to apply their theoretical knowledge of the planets to explain the movements they can observe with the naked eye. 4. To exercise the reasoning powers. LESSON. _Step 1._—Get the pupils to describe the changes to be seen in the sky at night, and, excluding the apparent motion caused by the earth’s rotation, find out whether they have noticed and contrasted the constellations of fixed stars and the planets (wanderers). Let the pupils tell which of the planets are visible to the naked eye, and ask whether they have noticed when and where are to be seen, at the present date, Jupiter, Saturn, and Mars, which are in Capricornus, Sagittarius, and Leo, respectively. _Step 2._—Draw from the pupils, if possible, the marks by which planets can be distinguished from stars.— (_a_) Their steady light. (_b_) Size (in the case of Venus and Jupiter). (_c_) Colour (in the case of Mars). (_d_) Position (relatively to known constellations). (_e_) Motion (noticeable after successive observations). _Step 3._—To enlarge on Point (_d_), let the pupils name the planets whose orbits are within that of the earth and those whose orbits are outside ours. By the help of a diagram (blackboard) of the solar system, get them to infer, from the nearness to the sun of Venus and Mercury, that these planets are never visible at midnight, but only just before sunrise and after sunset. _Step 4._—To appreciate Points (_d_) and (_e_), get the pupils to recognise the advantage of knowing the constellations by sight. Show Philip’s Planisphere, and refer to the Zodiac, showing that, besides being the sun’s apparent path, this is the region in which to seek the planets.