This paper traces the evolution of school geography through an analysis of geography textbooks published in Québec between 1804 and 1960. These historical highlights are based on an internal analysis of textbook content with an emphasis on the make-up and successive reorganizations of the areas of geographical interest through time (e.g. what constitutes the object of the discipline). It also describes the modes of thought or organizing principles which provide these disciplinary "architectures" with some internal cohesiveness. Taking into account both ongoing trends and ruptures, this historical reconstruction identifies three periods in the evolution of Québec school geography: 1) 1804-1868; 2) 1868-1912; 3) 1912-1960 (which is further divided into two sub-periods, 1912-1938 and 1938-1960).