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+"An E-Book of 'Home Geography for Primary Grades'" />
+<title>The Project Gutenberg eBook of Home Geography for Primary Grades</title>
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+<body>
+<div>*** START OF THE PROJECT GUTENBERG EBOOK 12228 ***</div>
+
+<h1>HOME GEOGRAPHY</h1>
+<h4>FOR</h4>
+<h1>PRIMARY GRADES</h1>
+<br />
+<h3>BY<br />
+C. C. LONG, Ph.D.</h3>
+<h4>AUTHOR OF NEW LANGUAGE LESSONS, LESSONS IN ENGLISH, ETC.</h4>
+<br />
+<table summary="contents" class="centeredimage" width="100%" cellpadding="10" border=
+"0">
+<tr>
+<td colspan="2">
+<h2><a id="contents"></a>CONTENTS.</h2>
+</td>
+</tr>
+<tr>
+<td width="50%" valign="top">
+<div class="contents"><a href="#intro"><i>TO THE
+TEACHER</i></a>
+<p>
+<a href="#less1">I.--POSITION</a>
+</p><p>
+<a href="#less2">II.--HOW THE SUN SHOWS DIRECTION</a>
+</p><p>
+<a href="#less3">III.--HOW THE STARS SHOW DIRECTION</a>
+</p><p>
+<a href="#less4">IV.--HOW THE COMPASS SHOWS DIRECTION</a>
+</p><p>
+<a href="#less5">V.--QUESTIONS ON DIRECTION</a>
+</p><p>
+<a href="#less6">VI.--WHAT THE WINDS BRING (POEM)</a>
+</p><p>
+<a href="#less7">VII.--HOW TO TELL DISTANCE</a>
+</p><p>
+<a href="#less8">VIII.--PICTURES AND PLANS</a>
+</p><p>
+<a href="#less9">IX.--WRITTEN EXERCISE</a>
+</p><p>
+<a href="#less10">X.--GOD MADE THEM ALL (POEM)</a>
+</p><p>
+<a href="#less11">XI.--PLAINS</a>
+</p><p>
+<a href="#less12">XII.--HILLS, MOUNTAINS, VALLEYS</a>
+</p><p>
+<a href="#less13">XIII.--RAIN, WIND, AND SNOW</a>
+</p><p>
+<a href="#less14">XIV.--HOW WATER IS CHANGED TO VAPOR</a>
+</p><p>
+<a href="#less15">XV.--HOW VAPOR IS CHANGED TO WATER</a>
+</p><p>
+<a href="#less16">XVI.--DEW, CLOUDS, AND RAIN</a>
+</p><p>
+<a href="#less17">XVII.--THE FAIRY ARTIST (POEM)</a>
+</p><p>
+<a href="#less18">XVIII.--HOW RIVERS ARE MADE</a>
+</p><p>
+<a href="#less19">XIX.--MORE ABOUT RIVERS</a>
+</p><p>
+<a href="#less20">XX.--THE BROOK (POEM)</a>
+</p><p>
+<a href="#less21">XXI.--WORK OF FLOWING RIVERS</a>
+</p><p>
+<a href="#less22">XXII.--WATERDROP'S STORY</a>
+</p>
+</div>
+<br />
+</td>
+<td width="50%" valign="top">
+<div class="contents"><a href="#less23">XXIII.--THE RIVER
+(POEM)</a>
+<p>
+<a href="#less24">XXIV.--A MAP</a>
+</p><p>
+<a href="#less25">XXV.--FORMS OF LAND AND WATER</a>
+</p><p>
+<a href="#less26">XXVI.--MORE ABOUT FORMS OF LAND AND
+WATER</a>
+</p><p>
+<a href="#less27">XXVII.--A TRIP TO THE HIGHLANDS</a>
+</p><p>
+<a href="#less28">XXVIII.--SPRING (POEM)</a>
+</p><p>
+<a href="#less29">XXIX.--USEFUL VEGETABLES</a>
+</p><p>
+<a href="#less30">XXX.--USEFUL GRAINS</a>
+</p><p>
+<a href="#less31">XXXI.--FRUITS</a>
+</p><p>
+<a href="#less32">XXXII.--USEFUL PLANTS</a>
+</p><p>
+<a href="#less33">XXXIII.--FOREST TREES</a>
+</p><p>
+<a href="#less34">XXXIV.--FLOWERS</a>
+</p><p>
+<a href="#less35">XXXV.--WHAT IS NECESSARY TO MAKE PLANTS
+GROW</a>
+</p><p>
+<a href="#less36">XXXVI.--SUMMER RAIN (POEM)</a>
+</p><p>
+<a href="#less37">XXXVII.--THE PARTS OF ANIMALS</a>
+</p><p>
+<a href="#less38">XXXVIII.--THE COVERING OF ANIMALS</a>
+</p><p>
+<a href="#less39">XXXIX.--USES OF ANIMALS</a>
+</p><p>
+<a href="#less40">XL.--THE SIGNS OF THE SEASONS (POEM)</a>
+</p><p>
+<a href="#less41">XLI.--THINGS FOUND IN THE EARTH</a>
+</p><p>
+<a href="#less42">XLII.--MORE ABOUT THINGS FOUND IN THE
+EARTH</a>
+</p><p>
+<a href="#less43">XLIII.--HOW PEOPLE LIVE, AND WHAT THEY ARE
+DOING</a>
+</p><p>
+<a href="#less44">XLIV.--MORE ABOUT WHAT PEOPLE ARE DOING</a>
+</p><p>
+<a href="#less45">XLV.--A REVIEW LESSON</a></p></div>
+</td>
+</tr>
+</table>
+
+<div id="pref">
+<div class="lesson"><a id="intro"></a><i>TO THE TEACHER.</i></div>
+<br />
+<a href="images/001_l.gif" target="_blank" id="ill1"><img src=
+"images/001.jpg" align="left" border="0" alt=
+"TO THE TEACHER" /></a>
+<div class="preface">
+<p>Geography may be divided into the geography of
+the home and the geography of the world at large. A knowledge of
+the home must be obtained by direct observation; of the rest of the
+world, through the imagination assisted by information. Ideas
+acquired by direct observation form a basis for imagining those
+things which are distant and unknown.
+</p><p>
+The first work, then, in geographical instruction, is to study that
+small part of the earth's surface lying just at our doors. All
+around are illustrations of lake and river, upland and lowland,
+slope and valley. These forms must be actually observed by the
+pupil, mental pictures obtained, in order that he may be enabled to
+build up in his mind other mental pictures of similar unseen forms.
+The hill that he climbs each day may, by an appeal to his
+imagination, represent to him the lofty Andes or the Alps. From the
+meadow, or the bit of level land near the door, may be developed a
+notion of plain and prairie. The little stream that flows past the
+schoolhouse door, or even one formed by the sudden shower, may
+speak to him of the Mississippi, the Amazon, or the Rhine.
+Similarly, the idea of sea or ocean may be deduced from that of
+pond or lake. Thus, after the pupil has acquired elementary ideas
+by actual perception, the imagination can use them in constructing,
+on a larger scale, mental pictures of similar objects outside the
+bounds of his own experience and observation.
+</p><p>
+To effect this, the teacher should visit with her class places
+where the simpler geographical features in miniature may be
+observed. If the school is in the city, pupils may be taken to the
+parks for this purpose. If out-of-door study be impossible, they
+may be induced to recall objects which they have seen on their way
+to school or on short excursions in the neighborhood. In the case
+of children who have little opportunity for observing nature, a
+drawing, a photograph, or a model will be helpful in giving them a
+proper idea of the matter. It must not be forgotten, however, that
+actual observation by the pupil is necessary to seeing clearly and
+intelligently.
+</p><p>
+Vegetable and animal life are essential features of the geography
+of the world, and considerable time should be given to the study of
+those within the observation of the pupils. Information concerning
+plants may be gained by outdoor study; also by planting seeds in
+boxes and having pupils carefully watch their germination and
+growth.
+</p><p>
+Pupils should be encouraged to make collections of the minerals and
+rocks of their region. These should be classified and arranged for
+use, not for show.
+</p><p>
+The lessons about rain, snow, dew, etc., should be given at
+appropriate times. A wet day will suggest a lesson on rain, a snowy
+day a lesson about snow. No attempt should be made at "science"
+teaching, so-called. All that should be sought is to get the pupil
+thoughtfully to observe, and thus to awaken his interest in the
+world about him.
+</p><p>
+Lessons should be conversational in form, which is always a most
+pleasing style for children, as it is the most natural. The work of
+the teacher is to awaken and stimulate interest, not to impart
+information. The attention of the child should be directed to what
+lies around him. He must observe, and think, and express his
+thoughts. Nor should his observations be confined to the school and
+school hours. He should be encouraged to obtain his information by
+his own searching, without guidance, and report the results.
+</p><p>
+The development of clear mental pictures is stimulated by
+expression. "Expression is the test of the pupil's knowledge."
+Hence, the child should be required to reproduce what he has
+learned. He may do this by modeling, drawing, and oral and written
+description. These are placed in the order which should be followed
+in the training of children.
+</p><p>
+The inclination of nearly every child left to his own mode of
+development is to make, in some plastic material, what he has seen.
+Trying to fashion the hills and valleys with which he is familiar
+excites his interest, and leads to closer observation. This may be
+followed by the reproduction in molder's sand, or in clay, of the
+forms seen in pictures or learned from description. Definitions of
+the various forms, hill, mountain, valley, island, etc., should be
+developed as they are molded. The memorizing of definitions should
+seldom be required, and should never be made a test of the pupil's
+knowledge.
+</p><p>
+Reproduction by the hand should be followed by drawing, whenever
+this can be done. Drawing teaches the child how to see well. It
+often enables him to reveal what could not well be expressed in
+words. He also becomes ready and rapid in the use of the pencil
+when he has ideas to put on paper. Only reasonable accuracy should
+be required. Practice in making fine pictures should not be the end
+sought, but the development of geographical ideas.
+</p><p>
+Finally, pupils should be led to give clear and connected
+statements of what has been learned. For a language lesson, a
+written description may be prepared, illustrated by a
+drawing.
+</p>
+</div>
+
+</div>
+<div class="chaptext" id="l1"><a id="less1" />
+<h1>Home Geography.</h1>
+<br />
+<div class="lesson">LESSON I.</div>
+<div class="chaphead">POSITION.</div>
+<div align="center"><a href="images/002_l.gif" target="_blank" id=
+"ill2"><img src="images/002.jpg" border="0" alt=
+"POSITION" /></a></div>
+
+<p>
+Lay your hands upon your desk, side by side.
+</p><p>
+Which side shall we call the right side? The left side?
+</p><p>
+Put your hands on the middle of your desk on the side farthest from
+you. That part is the back of your desk.
+</p><p>
+Think which is the front of your desk. Put your hands on the front
+of your desk.
+</p><p>
+Who sits on your right hand? On your left? At the desk in front of
+you? At the desk behind you?
+</p><p>
+Turn round. Who is on your right now? On your left? Before you?
+Behind you?
+</p><p>
+Turn again. Who is now on your right? On your left? Before you?
+Behind you?
+</p><p>
+<b>NOTE.--</b>Lead children to see that the terms <i>right, left,
+front</i>, and <i>back</i> are of little use in telling the
+position of places, and that some fixed standard of direction is
+necessary.
+</p>
+
+</div>
+<div class="chaptext" id="l2"><a id="less2"></a>
+<div class="lesson">LESSON II.</div>
+<div class="chaphead">HOW THE SUN SHOWS DIRECTION.</div>
+<br />
+<p>
+If I should ask, "Which is the way to your home?" who could tell me
+what I mean?
+</p><p>
+You all know which way you must go to find your home, but if you
+should wish to go to a place where you have never been, you would
+ask, perhaps, "Which way is it?"
+</p>
+<table summary="illustration" width="100" border="0" class="centeredimage" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/003_l.gif" target="_blank" id="ill3"><img src=
+"images/003.jpg" border="0" alt=
+"THE WAY TO A PLACE IS CALLED DIRECTION." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">THE WAY TO A PLACE IS CALLED DIRECTION.</div>
+</td>
+</tr>
+</table>
+<br />
+<p>
+The way to a place is called <i>direction</i>. In order to find a
+place, we must know in what direction from us it lies, and we have
+names for directions, such as <i>north</i>, <i>south</i>,
+<i>east</i>, and <i>west</i>. We may know these directions by
+seeing where the sun is.
+</p><p>
+Did you ever see the sun rise? Point to the place where you saw the
+sun rise. The direction in which the sun seems to rise is called
+the <i>east</i>.
+</p><p>
+Did you ever see the sun set? Point to where you saw the sun set.
+The direction in which the sun seems to set is called the
+<i>west</i>. The west is just the opposite direction from
+east.
+</p><p>
+When do we see the sun rise? Where do we see the sun rise? What is
+the name of this direction? When do we see the sun set? Where do we
+see it set? What is the name of this direction? On which side of
+the schoolroom does the sun rise? On which side does it set? Which
+is the east side of your desk? Which the west side?
+</p><p>
+When coming to school this morning, in what direction did you see
+the sun? If we walk so that the morning sun shines in our faces, in
+what direction are we going? What direction is behind us?
+</p><p>
+Now that you know the east, you will be able to find other
+directions in this way: Stretch out your arms so that your right
+hand points toward the east, and your left hand toward the west.
+You are now facing the <i>north</i>. The direction behind you is
+the <i>south</i>.
+</p>
+<table summary="illustration" class="centeredimage" width="100" cellpadding="10"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/004_l.gif" target="_blank" id="ill4"><img src=
+"images/004.jpg" border="0" alt=
+"YOU ARE NOW FACING THE NORTH." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">YOU ARE NOW FACING THE NORTH.</div>
+</td>
+</tr>
+</table>
+<p>
+<i>Write the following on your slates:</i>
+</p><p>
+The sun seems to rise toward the east, and set toward the west. The
+west is just the opposite direction from the east.
+</p><p>
+When my right hand is pointing to the east, and my left hand to the
+west, my face is toward the north and my back is toward the
+south.
+</p><p>
+<b>ORAL EXERCISES.</b>
+</p><p>
+Which is the north side of the schoolroom? Which is the south side?
+Who sits to the north of you? To the south?
+</p><p>
+In what direction do the pupils face? On which side of your
+schoolroom is the teacher's table? Which sides have no windows?
+Which sides have no doors?
+</p><p>
+If a room has a fireplace in the middle of the east side, which
+side of the room faces the fire? Suppose the wind is blowing from
+the north, in what direction will the smoke go?
+</p><p>
+In what direction from the schoolhouse is the playground?
+</p><p>
+What is the first street or road north of the school? The first
+street or road east? South? West?
+</p><p>
+In what direction is your home from the school? The school from
+your home? The nearest church from the school? The post office from
+your home?
+</p>
+
+</div>
+<div class="chaptext" id="l3"><a id="less3"></a>
+<div class="lesson">LESSON III.</div>
+<div class="chaphead">HOW THE STARS SHOW DIRECTION.</div>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/005_l.gif" target="_blank" id="ill5"><img src=
+"images/005.jpg" border="0" alt="THE GREAT BEAR." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">THE GREAT BEAR.</div>
+</td>
+</tr>
+</table>
+<p>
+You have learned how to tell north, south, east, and west by the
+sun; but how can we tell these directions at night?
+</p><p>
+Ask some one to point out to you a group of seven bright stars in
+the north part of the sky. Some people think that this group of
+stars looks like a wagon and three horses; others say that it looks
+like a plow.
+</p><p>
+The proper name of the group containing these seven stars is the
+Great Bear. The group was given this name because men at first
+thought it looked like a bear with a long tail.
+</p><p>
+These seven stars are called the Dipper. It is a part of a larger
+group called the Great Bear. Find the two bright twinkling stars
+farthest from its handle. A line drawn through them will point to
+another star, not quite so bright, called the North Star. That star
+is always in the north; so by it, on a clear night, you can tell
+the other directions at once.
+</p><p>
+<i>Write on your slates</i>:
+</p>
+<p>
+Sailors out on the sea at night often find direction by looking at
+the North Star.</p>
+</div>
+<div class="chaptext" id="l4"><a id="less4"></a>
+<div class="lesson">LESSON IV.</div>
+<div class="chaphead">HOW THE COMPASS SHOWS DIRECTION.</div>
+
+<p>
+But there are times when it is cloudy, and neither the sun nor the
+stars can be seen. How can we tell direction then?
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/006_l.gif" target="_blank" id="ill6"><img src=
+"images/006.jpg" border="0" alt="A COMPASS." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">A COMPASS.</div>
+</td>
+</tr>
+</table>
+<p>
+Have you ever seen a compass? It is a box in which is a little
+needle swinging on the top of a pin. When this needle is at rest,
+one end of it <i>points to the north</i>.
+</p><p>
+As the needle shows where the north is; it is easy to find the
+south, the east, or the west.
+</p><p>
+With the compass as a guide, the sailor, in the darkest night, can
+tell in what direction he is going.
+</p><p>
+North, south, east, and west are called the <i>chief points</i> of
+the compass.
+</p>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/007_l.gif" target="_blank" id="ill7"><img src=
+"images/007.jpg" border="0" alt="POINTS OF THE COMPASS" /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">POINTS OF THE COMPASS</div>
+</td>
+</tr>
+</table>
+<p>Other directions are northeast, halfway between north and east;
+northwest, halfway between north and west; southeast, halfway
+between south and east; and southwest, halfway between south and
+west.
+</p><p>
+<i>Write on your slates:</i>
+</p><p>
+The chief points of the compass are north, south, east, and
+west.
+</p><p>
+Other directions are northeast, southeast, southwest, and
+northwest. Sailors find their way over the ocean by the help of the
+compass.</p>
+
+</div>
+<div class="chaptext" id="l5"><a id="less5"></a>
+<div class="lesson">LESSON V.</div>
+<div class="chaphead">QUESTIONS ON DIRECTION.</div>
+
+<p>
+Your teacher will give you time to discover answers to these
+questions. She could tell you, but it is better to find them out
+for yourself.
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/008_l.gif" target="_blank" id="ill8"><img src=
+"images/008.jpg" border="0" alt=
+"IN WHAT DIRECTION DOES YOUR SHADOW FALL? " /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">IN WHAT DIRECTION DOES YOUR SHADOW FALL?</div>
+</td>
+</tr>
+</table>
+<p>
+If I go out of doors, how can I find the north? How can I find it
+on a starlight night? How can I find it on pleasant days? How on
+rainy days? How does a sailor find the north?
+</p><p>
+If you were lost and knew your home was north, how would you find
+it? Do you know how hunters and Indians who live a great deal in
+the woods find out where the north is? When you are in the woods,
+notice the amount of moss on the north side of trees as compared to
+that on the south side.
+</p><p>
+As winter approaches; many of our birds will want to go to a warmer
+country; in what direction will they fly? Point to where ice and
+snow have their home. What direction is that?
+</p><p>
+In what direction does your shadow fall at sunrise? At sunset? At
+noon? When, during the day, is your shadow shortest?
+</p>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/009_l.gif" target="_blank" id="ill9"><img src=
+"images/009.jpg" border="0" alt=
+"WHAT MAY WE DISCOVER BY WATCHING THE SMOKE?" /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">WHAT MAY WE DISCOVER BY WATCHING THE
+SMOKE?</div>
+</td>
+</tr>
+</table>
+<p>
+In what direction does your shadow extend from yourself when it is
+shortest?
+</p><p>
+What time of day is noon? How can we tell when it is noon? When is
+the sun highest in the sky?
+</p><p>
+What may we discover by watching the direction of the smoke from
+the chimneys? What does a vane on a steeple tell us? What is a
+north wind? A south wind? An east wind? A west wind?
+</p><p>
+What kind of weather may be expected from a north wind? From a
+south wind? From an east wind? From a west wind?
+</p>
+
+</div>
+<div class="chaptext" id="l6"><a id="less6"></a>
+<div class="lesson">LESSON VI.</div>
+<div class="chaphead">WHAT THE WINDS BRING.</div>
+<table summary="illustration" width="80%" border="0" cellspacing="0" cellpadding="20"
+class="centeredimage">
+<tr>
+<td colspan="2" align="center"><a href="images/010_l.gif" target=
+"_blank" id="ill10"><img src="images/010.jpg" border="0" alt=
+"WHAT THE WINDS BRING" /></a></td>
+</tr>
+<tr>
+<td align="center" valign="top">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+
+<td align="left"><p>Comes the north wind, snowflakes bringing:<br />
+&nbsp;&nbsp;Robes the fields in purest white,<br />
+Paints grand houses, trees, and mountains<br />
+&nbsp;&nbsp;On our window-panes at night.
+</p><p>
+Hills and vales the east wind visits,<br />
+&nbsp;&nbsp;Brings them chilly, driving rain;<br />
+Shivering cattle homeward hurry,<br />
+&nbsp;&nbsp;Onward through the darkening lane.
+</p><p>
+Heat the south wind kindly gives us;<br />
+&nbsp;&nbsp;Reddens apples, gilds the pear,<br />
+Gives the grape a richer purple,<br />
+&nbsp;&nbsp;Scatters plenty everywhere.</p></td>
+
+</tr>
+</table>
+</td>
+<td align="center" valign="top">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+<td align="left">
+<p>Flowers sweet the west wind offers,<br />
+&nbsp;&nbsp;Peeping forth from vines and trees;<br />
+Brings the butterflies so brilliant,<br />
+&nbsp;&nbsp;And the busy, humming bees.
+</p><p>
+Each wind brings his own best treasure<br />
+&nbsp;&nbsp;To our land from year to year;<br />
+Blessings many without measure<br />
+&nbsp;&nbsp;E'er attend the winds' career.
+</p>
+<p>
+<strong>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;---Lillian
+Cox.</strong>
+</p></td>
+</tr>
+</table>
+</td>
+</tr>
+<tr align="center" valign="top">
+<td colspan="2">
+<table summary="illustration" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>"Whichever way the wind doth blow.<br />
+Some heart is glad to have it so;<br />
+And blow it east or blow it west,<br />
+The wind that blows, that wind is best."
+</p></td>
+</tr>
+</table>
+</td>
+</tr>
+</table>
+<p>
+<i>Write</i> all that you can tell about the wind.
+</p><p>
+What was the direction of the wind during the last snow-storm? Why
+is the north wind cold? Why is the south wind warm?
+</p>
+
+</div>
+<div class="chaptext" id="l7"><a id="less7"></a>
+<div class="lesson">LESSON VII.</div>
+<div class="chaphead">HOW TO TELL DISTANCE.</div>
+
+<p>
+To tell where a place is, we must know its direction. But this is
+not all; we must also know how far it is from us; that is; its
+<i>distance</i>. To find this out we measure.
+</p><p>
+You have often heard of an <i>inch</i>, a <i>foot</i>, and a
+<i>yard</i>. This line is one inch long:</p>
+<div align="center"><img src="images/inch.gif" alt="AN INCH" width=
+"72" border="0" /></div>
+<p>
+Your ruler is twelve inches long, that is a foot. Three lengths of
+your ruler make a yard. A yard stick is three feet long.</p>
+
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/011_l.gif" target="_blank" id="ill11"><img src=
+"images/011.jpg" border="0" alt=
+"MEASURING SHORT DISTANCES." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">MEASURING SHORT DISTANCES.</div>
+</td>
+</tr>
+</table>
+<p>
+With these measures you can tell how long your slate or your desk
+is, or how long and wide the schoolroom is.
+</p><p>
+The inch, foot, and yard are used for measuring short distances.
+But when we wish to tell the distance between objects far apart, we
+use another measure called a <i>mile</i>. A mile is much longer
+than a yard.
+</p><p>
+Think of some object that is a mile from our schoolhouse. How long
+would it take you to walk that distance?
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/012_l.gif" target="_blank" id="ill12"><img src=
+"images/012.jpg" border="0" alt=
+"MEASURING LONG DISTANCES." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">MEASURING LONG DISTANCES.</div>
+</td>
+</tr>
+</table>
+<p>
+<b>ORAL EXERCISES.</b>
+</p><p>
+How many inches long is your slate? How long is your desk? How many
+feet long is your room? How wide is it? What is the distance around
+the room? How many feet wide is each window? Each door? How many
+yards wide is the nearest street or road?
+</p><p>
+About what is the height of the schoolroom? Of the schoolhouse? Of
+the tallest tree near by? Of the nearest church spire?
+</p><p>
+About how long is the longest street in the town where you live? Do
+you know how many blocks or squares make a mile? Name the nearest
+river or creek. Give its direction from the school. In what
+direction does the water run? Give the direction and distance of
+the nearest church. What must you know to go to any place?
+</p><p>
+<b>NOTE.--</b>Have pupils estimate distances by the eye, then
+verify by actual measurement. Continue the exercises until the work
+becomes quite accurate. Correct ideas of distance are necessary in
+order to understand how large the world is, and how far apart
+places are on its surface.
+</p>
+
+</div>
+<div class="chaptext" id="l8"><a id="less8"></a>
+<div class="lesson">LESSON VIII.</div>
+<div class="chaphead">PICTURES AND PLANS.</div>
+<p>
+You all know what a picture is. But do you know what a plan
+is?
+</p><p>
+A little boy wanted to show his cousin, who lived some miles away;
+the shape and size of his house, and how the rooms were arranged.
+How could he do this?
+</p><p>
+On a large sheet of white paper, he placed lines of blocks in the
+form of his house. Then, with a lead pencil, he drew a line on the
+paper along the sides of the blocks. He next took up the blocks,
+and there, on the paper, was a plan of his house.
+</p>
+<table summary="illustration" class="centeredimage" width="100" cellpadding="5"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/013_l.gif" target="_blank" id="ill13"><img src=
+"images/013.jpg" border="0" alt=
+"THE PICTURE SHOWS THE OBJECTS." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">THE PICTURE SHOWS THE OBJECTS.</div>
+</td>
+</tr>
+</table>
+
+<p>
+Here is a picture of a schoolroom. We see desks, the teacher's
+table, a chair, a clock, globe, and two maps, in the picture. The
+picture shows these objects as they would appear if we stood at the
+door behind the teacher's table and looked in.
+</p><p>
+This is a plan of the schoolroom, a picture of which is shown
+above. You see, the plan and picture are quite different.
+</p>
+<table summary="illustration" class="centeredimage" width="100" cellpadding="5"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/014_l.gif" target="_blank" id="ill14"><img src=
+"images/014.jpg" border="0" alt=
+"THE PLAN SHOWS WHERE THE OBJECTS ARE." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">THE PLAN SHOWS WHERE THE OBJECTS ARE.</div>
+</td>
+</tr>
+</table>
+
+<p>
+The picture shows the objects as we see them before us. The plan
+shows where the objects are, and their direction from one
+another.
+</p><p>
+Now let us see if we can make a plan of the same schoolroom on the
+blackboard.
+</p><p>
+The first thing is to measure the sides of the room. We will
+suppose the two long sides are each forty feet long, and the two
+short sides each thirty feet long. Now we will draw four straight
+lines on the board for the four sides. Of course, the lines must be
+much shorter than the sides themselves, else our plan will be too
+large.
+</p><p>
+Make one inch in the plan stand for one foot in the room. So the
+lines for the long sides will each be forty inches long, and the
+lines for the short sides thirty inches long.
+</p><p>
+The next thing is to make spaces in the sides for the door and the
+windows, and oblongs for the desks. But we must remember that an
+inch in our plan stands for a foot in the object itself, and
+therefore we must allow as many inches for the width of doors and
+windows, and for the length and width of the desks, as there are
+feet in the objects themselves. Thus, if the door is three feet
+wide, we must make it three inches wide in our plan.
+</p><p>
+And lastly, we will draw a circle for the globe, and an oblong and
+square for the teacher's table and chair, that shall show just
+where and just how long these objects are.
+</p><p>
+We have now a <i>plan</i> of the schoolroom. Let us put N. to show
+the north side of the room, S. to show the south side, E. to show
+the east side, and W. to show the west side. We can now tell the
+direction of one thing from another in our plan.
+</p>
+
+</div>
+<div class="chaptext" id="l9"><a id="less9"></a>
+<div class="lesson">LESSON IX.</div>
+<div class="chaphead">WRITTEN EXERCISE.</div>
+
+<table summary="illustration" class="centeredimage" width="100" cellpadding="5"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/015_l.gif" target="_blank" id="ill15"><img src=
+"images/015.jpg" border="0" alt=
+"PICTURE OF SCHOOL GROUNDS." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">PICTURE OF SCHOOL GROUNDS.</div>
+</td>
+</tr>
+</table>
+
+<p>
+<i>Write</i> the answers to the following questions, in full
+sentences:
+</p><p>
+What is the name of your school? On what street or road is it?
+Which side of the street? Between what streets? In which direction
+does the building face?
+</p>
+<table summary="illustration" class="centeredimage" width="100" cellpadding="5"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/016_l.gif" target="_blank" id="ill16"><img src=
+"images/016.jpg" border="0" alt=
+"PLAN OF SCHOOL GROUNDS." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">PLAN OF SCHOOL GROUNDS.</div>
+</td>
+</tr>
+</table>
+
+<p>
+How many rooms has the building? In what part of the building is
+your room? How large is it? How many doors and windows? How many
+seats?
+</p><p>
+In what direction is the school from your home? How far is it? How
+long does it take you to walk to school?
+</p><p>
+<b>EXERCISES IN DRAWING PLANS.</b>
+</p><p>
+Draw a plan of the schoolroom on your slates. It cannot be drawn on
+your slates as large as it was drawn on the board. So let one inch
+stand for ten feet, instead of for one foot; that is, use a
+<i>scale</i> of one inch for every ten feet. Your plan will not be
+as large as mine, but it will show the position of everything as
+correctly.
+</p><p>
+Draw a plan of the top of the teacher's table, showing two books
+and an inkstand upon it. First, measure the sides. Then decide to
+what scale you will draw your plan.
+</p><p>
+Now draw a plan of the schoolhouse and grounds. You must measure
+not only the house, but the width and length of the yard. The plan
+must show the size, shape, and place of everything upon the
+grounds. (While drawing a plan of this kind, it is better to let
+the pupils face the north. The top of the plan should be the north
+side of the grounds.)
+</p><p>
+Draw a plan of your own room at home, showing the table, bed,
+chairs, and other objects in it.
+</p><p>
+<b>ORAL EXERCISE.</b>
+</p><p>
+If the shape of a room is shown on the blackboard, what have we
+drawn? Is a plan the same as a picture? What is the use of a plan?
+Mention some things of which plans can be drawn.
+</p><p>
+<b>NOTE.--</b>It is wrong to teach that the <i>top</i> of a map or
+plan is <i>always</i> north; as often as not, the bottom is north,
+in plans especially.
+</p>
+
+</div>
+<div class="chaptext" id="l10"><a id="less10"></a>
+<div class="lesson">LESSON X.</div>
+<div class="chaphead">GOD MADE THEM ALL.</div>
+<br />
+<table summary="illustration" class="centeredimage" width="80%" border="0" cellspacing="0"
+cellpadding="20">
+<tr align="center" valign="top">
+<td colspan="2">
+<table summary="illustration" class="centeredimage" width="100" cellpadding="5"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/017_l.gif" target="_blank" id="ill17"><img src=
+"images/017.jpg" border="0" alt=
+"THE PURPLE-HEADED MOUNTAIN, THE RIVER RUNNING BY." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">THE PURPLE-HEADED MOUNTAIN, THE RIVER RUNNING
+BY.</div>
+</td>
+</tr>
+</table>
+</td>
+</tr>
+<tr>
+<td width="50%" align="center" valign="top">
+<table summary="illustration" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>All things bright and beautiful,<br />
+&nbsp;&nbsp;All creatures great and small,<br />
+All things wise and wonderful,<br />
+&nbsp;&nbsp;The good God made them all.
+</p><p>
+Each little flower that opens,<br />
+&nbsp;&nbsp;Each little bird that sings,<br />
+He made their glowing colors,<br />
+&nbsp;&nbsp;He made their tiny wings.
+</p><p>
+The purple-headed mountain,<br />
+&nbsp;&nbsp;The river running by,<br />
+The morning and the sunset,<br />
+&nbsp;&nbsp;The twinkling stars on high;</p></td>
+</tr>
+</table>
+</td>
+<td width="50%" align="center" valign="top">
+<table summary="illustration" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>The tall trees in the greenwood,<br />
+&nbsp;&nbsp;The pleasant summer sun,<br />
+The ripe fruits in the garden--<br />
+&nbsp;&nbsp;He made them every one.
+</p><p>
+He gave us eyes to see them,<br />
+&nbsp;&nbsp;And lips that we might tell<br />
+How great is God Almighty,<br />
+&nbsp;&nbsp;Who hath made all things well.</p></td>
+</tr>
+</table>
+</td>
+</tr>
+</table>
+</div>
+
+
+<div class="chaptext" id="l11"><a id="less11"></a>
+<div class="lesson">LESSON XI.</div>
+<div class="chaphead">PLAINS.</div>
+<p>
+The floor of our schoolroom is level. The playground is almost, if
+not quite, level. As you look away from the school, is the land
+nearly level? Did you ever see a broad extent of nearly level
+land?
+</p><p>
+Let us imagine that we are out on a piece of nearly level land,
+many, many times larger than our playground. Such a broad, nearly
+level stretch of land is called a <i>plain</i>.
+</p>
+<table summary="illustration" class="centeredimage" width="100" cellpadding="5"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/018_l.gif" target="_blank" id="ill18"><img src=
+"images/018.jpg" border="0" alt=
+"SUCH A BROAD LEVEL STRETCH OF LAND IS CALLED A PLAIN." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">SUCH A BROAD LEVEL STRETCH OF LAND IS CALLED A
+PLAIN.</div>
+</td>
+</tr>
+</table>
+
+<p>
+If this plain were covered with rich green grass and beautiful
+flowers, we should call it a <i>prairie</i>. In the summer it is a
+vast sea of waving grass. On the prairie we might find herds of
+wild horses and cattle, which feed upon the rich grass. If it were
+late in the summer, when the grass is dry and crisp, it might catch
+fire, and we might then see a grand sight--a prairie on fire.
+</p><p>
+We now come to another plain, miles and miles long, miles and miles
+wide. No rain falls here, and therefore we see no grass, nor
+flowers, nor cattle, nor horses, nothing but dry, burning sand,
+rocks, or gravel. We are in a <i>desert</i>. But we are so thirsty
+and tired!
+</p><p>
+No water to drink, no shade from the burning sun! Suddenly, in the
+midst of the desert, we come to a beautiful grassy spot. There is a
+cluster of date-palm trees, and, better still, a well or a spring
+of fresh water. This pleasant spot in the desert is called an
+<i>oasis</i>. Here we may quench our thirst, and rest beneath the
+shade of the trees.
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/019_l.gif" target="_blank" id="ill19"><img src=
+"images/019.jpg" border="0" alt=
+"THIS PLEASANT SPOT IN THE DESERT IS CALLED AN OASIS" /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">THIS PLEASANT SPOT IN THE DESERT IS CALLED AN
+OASIS</div>
+</td>
+</tr>
+</table>
+<p>An <i>oasis</i> is a fertile spot in a desert. What does
+<i>fertile</i> mean? When do we say land is fertile? When barren?
+When desert?
+</p><p>
+Find a picture of a palm tree, and try to draw it.
+</p><p>
+If we were really in a desert, we might see a company of merchants
+carrying goods to sell in the countries they visit. Such a company
+is called a <i>caravan</i>. The goods are packed in bundles, which
+are carried on camels' backs. The camel can live for a long time
+without drinking, and can carry a heavy load of merchandise a long
+distance. It is sometimes called the ship of the desert.
+</p><p>
+Why do travelers use camels to cross the desert? Why do they not
+use horses? If you can not find answers to these questions in your
+books at home, ask your teacher about them.
+</p><p>
+You have seen a small whirlwind in the street. The leaves flew
+round and round, the dust whirled along in clouds. Trees are
+sometimes torn from the ground, and houses overturned, by a strong
+wind.
+</p><p>
+Now think of a wind-storm in the desert. A loud, rustling noise is
+heard. Great clouds of fine sand are lifted into the air--clouds
+which darken the sun! Travelers must at once jump from their
+camels, cover themselves with their cloaks, and lie flat on the
+ground.
+</p><p>
+The poor beasts will close their eyes and nostrils, and kneel with
+their backs to the wind until the storm has passed over.
+</p><p>
+Thankful will the travelers be if none of them are buried in the
+sand.</p>
+</div>
+<div class="chaptext" id="l12"><a id="less12"></a>
+<div class="lesson">LESSON XII.</div>
+<div class="chaphead">HILLS, MOUNTAINS, VALLEYS.</div>
+
+<p>
+The land is not always level like a plain. In some places it is
+high and uneven. We all know what a <i>hill</i> is. It is land a
+little higher than the surrounding country.
+</p><p>
+Is there a hill near where you live? Let us walk to the <i>top</i>,
+and stand on its <i>summit</i>. We will start from the <i>foot</i>
+or <i>base</i> of the hill. Now we have climbed its steep, rough
+<i>sides</i> or <i>slopes</i>. Was the ascent difficult? Is the
+view from the top fine?
+</p>
+<table summary="illustration" class="centeredimage" width="100" cellpadding="5"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/020_l.gif" target="_blank" id="ill20"><img src=
+"images/020.jpg" border="0" alt=
+"WHAT CAN YOU SEE FROM THE TOP OF THE HILL?" /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">WHAT CAN YOU SEE FROM THE TOP OF THE
+HILL?</div>
+</td>
+</tr>
+</table>
+
+<p>
+What can you see from the top of the hill--meadow, river, lake,
+town? What grow on the hill? What live on the hill?
+</p><p>
+Which part of a hill is called the base, or foot? The slope, or
+sides? The top, or summit?
+</p><p>
+Give two names for the lowest part of a hill. Two for the highest
+part. Two for the part between the highest and lowest parts.
+</p><p>
+Parts of the land very much higher than the surrounding country are
+called <i>mountains</i>. Mountains are much higher than hills. Have
+you ever seen a steeple one hundred feet high? A mountain is as
+high as twenty such steeples, one on the top of the other. How high
+the mountains must be!
+</p><p>
+Some mountains reach away above the clouds. Their white tops seem
+to touch the sky. A man on the summit of one saw the clouds beneath
+his feet, while the sun shone where he stood. When it lightened he
+saw the flash far below him.
+</p><p>
+Is it warm or cold at the tops of mountains? With what are many
+high mountains covered, even in summer?
+</p><p>
+The land between mountains or hills is called a <i>valley</i>. Is
+there a valley near here? What do you call the ground on either
+side?
+</p><p>
+Would you like best to live on the mountains or in the valley?
+Why?
+</p><p>
+Are mountains of any use?
+</p><p>
+Yes, hills and mountains are of very great use. They make the earth
+more beautiful. Tops of high mountains are so cold that they turn
+the clouds into drops of water which fall as rain or snow. Then
+mountains give rise to rivers which make the valleys beautiful with
+grass and flowers. Mountains do much good to some countries by
+keeping off cold winds. They also give us coal and iron and other
+minerals which we find so useful.
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/021_l.gif" target="_blank" id="ill21"><img src=
+"images/021.jpg" border="0" alt=
+"THINK OF A REAL VALLEY BETWEEN MOUNTAINS." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">THINK OF A REAL VALLEY BETWEEN
+MOUNTAINS.</div>
+</td>
+</tr>
+</table>
+<p>
+Here is a picture. What do you call the very high land on the right
+and on the left? The long, narrow piece of land between the two
+mountains?
+</p><p>
+When you look at this picture you must think of a real valley
+between mountains.
+</p><p>
+Bring pictures of hills and mountains to school; if you can find
+them.
+</p><p>
+If you had a molding-board and a few quarts of sand; you might
+represent hills and mountains with valleys between. Think of a real
+hill while you mold.
+</p><p>
+Draw on your slate a hill you have seen with a little of the
+surrounding country.
+</p><p>
+<i>Write:</i>
+</p><p>
+A long, narrow piece of land between hills and mountains is called
+a valley.
+</p><p>
+A hill is land a little higher than the country about it.
+</p><p>
+A mountain is land that rises to a very great height above the
+country about it.
+</p>
+<div align="center"><a href="images/022_l.gif" target="_blank" id=
+"ill22"><img src="images/022.jpg" border="0" alt=
+"A MOUNTAIN" /></a></div>
+
+</div>
+<div class="chaptext" id="l13"><a id="less13"></a>
+<div class="lesson">LESSON XIII.</div>
+<div class="chaphead">RAIN, WIND, AND SNOW.<br />
+<a href="images/023_l.gif" target="_blank" id="ill23"><img src=
+"images/023.jpg" border="0" alt="IMAGER" /></a></div>
+<br />
+<table summary="illustration" class="centeredimage" width="80%" border="0" cellspacing="0"
+cellpadding="20">
+<tr>
+<td width="50%" align="center" valign="top">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>
+Watch the pretty snowflakes fall,<br />
+Some are large and some are small;<br />
+Look, they cover all the ground,<br />
+Miles of dazzling white around;<br />
+But this covering, I am told,<br />
+Keeps the earth from frost and cold.</p></td>
+
+</tr>
+</table>
+</td>
+<td width="50%" align="center" valign="top">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>Ah! and I must work alway,<br />
+Life's not meant to spend in play;<br />
+Every moment's fleeting fast,<br />
+And our day will soon be past;<br />
+If our work is truly done,<br />
+It will last though ages run.</p></td>
+</tr>
+</table>
+</td>
+</tr>
+</table>
+<p>
+Of what use is rain? Of what use is snow? Of what use is
+wind?</p>
+</div>
+
+<br />
+<div class="chaptext" id="l14"><a id="less14"></a>
+<div class="lesson">LESSON XIV.</div>
+<div class="chaphead">HOW WATER IS CHANGED TO VAPOR.<br />
+<a href="images/024_l.gif" target="_blank" id="ill24"><img src=
+"images/024.jpg" border="0" alt="IMAGER" /></a></div>
+
+<p>
+What happens when a kettle of water is put on a hot stove?
+</p><p>
+The water gets hot and boils away.
+</p><p>
+Where does it go? Is it destroyed?
+</p><p>
+The water is changed, but it is not destroyed. Coal burns, but we
+do not get rid of it altogether. It is changed into gas and smoke
+and ashes.
+</p><p>
+What is the water changed into?
+</p><p>
+It is changed to vapor. If we let the kettle remain on the fire
+long enough, the water it contains will all pass away as
+vapor.
+</p><p>
+Where does the vapor go? The water, though turned into vapor, must
+be somewhere.
+</p><p>
+It is floating about in the air of the room, though we cannot see
+it. The air holds the vapor, just as a sponge holds water.
+</p><p>
+Heat expands or swells air. Warm air, therefore, can contain more
+vapor than cold air. On a warm day there may be many times as much
+moisture in the air as on a cold day.
+</p><p>
+Moisten your slate with a damp sponge. Observe the disappearance of
+the moisture.
+</p><p>
+Dip your hand in water, and wave it in the air. The water on your
+hand disappears. Where has it gone?
+</p><p>
+When wet clothes are hung on the line, they soon become dry. What
+becomes of the water in the clothes?
+</p><p>
+If we set a plate of water out in the sunshine, what happens? Is
+the water lost?
+</p><p>
+The streets and roads were wet and muddy, now they are dry. What
+has become of the water? Has it all sunk into the ground?
+</p><p>
+Sometimes we see leaves and grass sparkle with water-drops, early
+in the morning, When the sun shines out and warms the air; what
+happens?
+</p><p>
+Why does vapor rise into the air?
+</p><p>
+Why does smoke go up? Because it is lighter than air. As vapor is
+lighter than air; what do you think ought to happen to it?</p>
+
+</div>
+<div class="chaptext" id="l15"><a id="less15"></a>
+<div class="lesson">LESSON XV.</div>
+<div class="chaphead">HOW VAPOR IS CHANGED TO WATER,</div>
+
+<p>
+Heat, as you have learned, changes water into vapor. You must also
+know that cold turns vapor back into water again.
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/025_l.gif" target="_blank" id="ill25"><img src=
+"images/025.jpg" border="0" alt=
+"THINK OF THE KETTLE WITH THE BOILING WATER." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">THINK OF THE KETTLE WITH THE BOILING
+WATER.</div>
+</td>
+</tr>
+</table>
+<p>
+Now let us think of the kettle with the boiling water. You will
+notice a little space; quite close to the spout, where nothing can
+be seen. Is there no vapor there?
+</p><p>
+Yes, there is vapor there, but it cannot be seen; it is invisible.
+A little way from the spout we see something white, like smoke.
+This is only the vapor that has been chilled by the cool air and
+changed back again into water. The water is in the form of very
+fine particles, and may be called water-dust.
+</p><p>
+Hold a cold plate over boiling water. Observe how the water-dust
+gathers into drops that roll down the plate.
+</p><p>
+You have seen the inside of windows in cold weather covered with
+moisture. Where does it come from? Why did it form there? Why does
+it sometimes run down on the cold pane?
+</p><p>
+The vapor in our breath turns into water on frosty mornings.
+Explain this.
+</p><p>
+Carry a pitcher of ice-water into a room, and notice what takes
+place. A thin mist at once gathers on the outside of the pitcher.
+What takes place among the little drops of mist? What becomes of
+these larger drops?
+</p><p>
+Where does the water which collects on the outside of the pitcher
+come from? Does it come through the pitcher from the inside? Would
+the same thing have taken place if some other cold object had been
+used instead of a cold pitcher?
+</p><p>
+<i>Write</i> out what you have learned about vapor.</p>
+
+</div>
+<div class="chaptext" id="l16"><a id="less16"></a>
+<div class="lesson">LESSON XVI.</div>
+<div class="chaphead">DEW, CLOUDS, AND RAIN.</div>
+<p>
+The sun is all the time heating the water on the land and in the
+sea, and changing it into vapor, which rises in the air. We cannot
+see the vapor; but it is in the air around us.
+</p><p>
+If the vapor in the air is suddenly cooled, a strange thing
+happens. Some of it quickly changes back into water. You have often
+seen, in the early morning, little drops of water hanging like
+pearls upon the blades of grass.
+</p><p>
+Now, where do these drops come from? They come from the air. The
+vapor in the air floats against the cold grass and leaves, and is
+cooled and changed into tiny drops of water. We call this
+<i>dew</i>.
+</p><p>
+Of what use is dew?
+</p><p>
+If the night is quite cold, the dew will freeze. It is then called
+frost. You have seen the frosty window pane with the beautiful
+pictures upon it.
+</p><p>
+Make a picture of the window as you remember it, covered with the
+pretty things made by the frost.
+</p>
+<table summary="illustration" class="centeredimage" width="100" cellpadding="5"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/026_l.gif" target="_blank" id="ill26"><img src=
+"images/026.jpg" border="0" alt=
+"WHEN VAPOR RISES HIGH IN THE COOL AIR." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">WHEN VAPOR RISES HIGH IN THE COOL AIR.</div>
+</td>
+</tr>
+</table>
+
+<p>
+When vapor rises high in the cool air it is turned into very small
+drops of water or minute crystals of ice, and we can see it
+floating about in the air. It is then called a <i>cloud</i>. Almost
+any clear day you may see clouds form and then seem to melt
+away.
+</p><p>
+You have seen on a blue sky, light, fleecy feather-clouds. They are
+very high up, and it is very cold where they are. You have also
+noticed the clouds at sunset with their beautiful colors. As the
+sun sank lower and lower, how did they change, in shape and
+color?
+</p><p>
+When clouds are low down, near the earth, we call them <i>fogs</i>
+or <i>mist</i>.
+</p><p>
+If clouds are cooled, the little particles of water gather into
+large drops and fall as <i>rain</i>. If the drops should freeze in
+falling, we would call them <i>hail</i>.
+</p><p>
+What shape are the raindrops? Of what use is the rain?
+</p>
+<table summary="illustration" class="centeredimage" width="100" cellpadding="5"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/027_l.gif" target="_blank" id="ill27"><img src=
+"images/027.jpg" border="0" alt=
+"HAVE YOU EVER SEEN SNOWFLAKES THROUGH A MICROSCOPE?" /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">HAVE YOU EVER SEEN SNOWFLAKES THROUGH A
+MICROSCOPE?</div>
+</td>
+</tr>
+</table>
+
+<p>
+Sometimes, when it is very cold, the moisture in the air freezes
+before it forms into drops, and falls in the beautiful flakes we
+call <i>snow</i>. Have you ever seen snowflakes through a
+microscope?
+</p><p>
+Snow keeps the roots of plants warm. Many plants would die in
+winter if it were not for the snow. What other uses has snow?
+</p><p>
+Observe the clouds; fog, rain, snow, dew, frost, and tell what you
+have noticed.
+</p><p>
+<i>Write</i> what you have <i>seen</i> or <i>noticed</i> about
+vapor, clouds, rain, etc.</p>
+</div>
+<div class="chaptext" id="l17"><a id="less17"></a>
+<div class="lesson">LESSON XVII.</div>
+<div class="chaphead">THE FAIRY ARTIST.</div>
+<br />
+<table summary="poem" class="centeredimage" width="80%" border="0" cellspacing="0"
+cellpadding="20">
+<tr>
+<td width="50%" align="center" valign="top">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>Oh, there is a little artist<br />
+&nbsp;&nbsp;Who paints in the cold night hours<br />
+Pictures for little children<br />
+&nbsp;&nbsp;Of wondrous trees and flowers!
+</p><p>
+Pictures of snow-white mountains<br />
+&nbsp;&nbsp;Touching the snow-white sky;<br />
+Pictures of distant oceans<br />
+&nbsp;&nbsp;Where pretty ships sail by.<br />
+</p>
+</td>
+</tr>
+</table>
+</td>
+<td width="50%" align="center" valign="top">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>Pictures of rushing rivers<br />
+&nbsp;&nbsp;By fairy bridges spanned;<br />
+Bits of beautiful landscape<br />
+&nbsp;&nbsp;Copied from elfin land.
+</p><p>
+The moon is the lamp he paints by;<br />
+&nbsp;&nbsp;His canvas the window pane;<br />
+His brush is a frozen snowflake;<br />
+&nbsp;&nbsp;Jack Frost the artist's name.<br />
+</p></td>
+</tr>
+</table>
+</td>
+</tr>
+</table>
+
+</div>
+<div class="chaptext" id="l18"><a id="less18"></a>
+<div class="lesson">LESSON XVIII.</div>
+<div class="chaphead">HOW RIVERS ARE MADE.</div>
+
+<p>
+Have you ever seen a brook or creek? A river? Is there a brook or
+river near here? Who can tell where it begins? where the water
+conies from that fills it? where it goes? Let us try to understand
+this.
+</p>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/028_l.gif" target="_blank" id="ill28"><img src=
+"images/028.jpg" border="0" alt=
+"DID YOU EVER SEE A SPRING?" /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">DID YOU EVER SEE A SPRING?</div>
+</td>
+</tr>
+</table>
+<p>
+As vapor rises into high, cool air, or is carried with the air in
+winds up the sides of mountains, it turns into water again, and
+comes falling down as rain.
+</p><p>
+Now think where the rain that falls on mountains must go. Some of
+the water runs off on the surface, down the mountain slope. Some
+sinks into the ground, and runs along in little streams below the
+surface. It will appear again, bubbling out of the mountain side as
+a <i>spring</i>. The spring is the beginning of a river.
+</p><p>
+Did you ever see a spring? Where was it? Was it shaded by trees?
+Where did the water come from? Did you drink from it? Was the water
+pure and cold? Where did the water go after leaving the
+spring?
+</p><p>
+From the spring flows a tiny, thread-like stream, so small that we
+can easily step across it. This little stream is called a
+<i>rill</i>.
+</p><p>
+Other rills meet this, and form a larger stream, which is called a
+<i>brook</i> or <i>creek</i>.
+</p><p>
+<a href="images/029_l.gif" target="_blank" id="ill29"><img src=
+"images/029.1.jpg" alt="RIVER FROM ITS SOURCE TO ITS MOUTH."
+border="0" align="left" /> <img src="images/029.2.jpg" alt=
+"RIVER FROM ITS SOURCE TO ITS MOUTH." border="0" align=
+"left" /></a> As the brook flows on, it is joined by other streams,
+until, little by little, it becomes a wide and deep <i>river</i> on
+which large boats may float. At last, it finds its way into the
+ocean.
+</p><p>
+Where a river begins is its <i>source</i>. The place where it flows
+into another body of water is called its <i>mouth</i>. The land
+over which it flows is its <i>bed</i>.
+</p><p>
+A river has two banks. As we go toward its mouth, the right bank is
+on our right hand, and the left bank is on our left.
+</p><p>
+Do you live near a river? Where does the water come from? In what
+direction does it flow? Why does it flow in such direction? Does it
+wind about much? Does it flow into the ocean, or into another
+river?
+</p><p>
+Is the water fresh or salt? What grow on its banks? Near which bank
+do you live?
+</p><p>
+Make a picture of a spring, and a brook flowing from it. Draw the
+tall grass and plants that grow near it.
+</p><p>
+Write the names of all the rivers you have seen.
+</p><p>
+<i>Write the following:</i>
+</p><p>
+Water flowing out of the ground is called a spring.
+</p><p>
+From springs flow small streams called rills, brooks, or
+creeks.
+</p><p>
+A large stream of water flowing through the land is called a
+river.
+</p><p>
+A small stream of water flowing into a larger one is called a
+tributary.
+</p><p>
+The source of a river is where it begins. The place where it
+empties into another body of water is its mouth.
+</p><p>
+Every river has two banks--a right-hand bank and a left-hand
+bank.</p>
+</div>
+<div class="chaptext" id="l19"><a id="less19"></a>
+<div class="lesson">LESSON XIX.</div>
+<div class="chaphead">MORE ABOUT RIVERS.</div>
+
+<p>
+Let us have another chat about the river. We may fancy that we are
+following it in its course to the sea. We shall then learn for
+ourselves many things we do not know about rivers.
+</p><p>
+We will begin our journey at its source. Here it is a little rill,
+formed by water that trickles from a spring, or by the melting of
+snow.
+</p><p>
+As it flows on, it is joined by many other little streams, until it
+grows to be much larger.
+</p><p>
+There is a large word used for a stream that feeds another stream.
+Do you know what it is? The word, is <i>tributary</i>. Tributaries
+are often called <i>branches</i>.
+</p><p>
+Before we leave this part of the river, I wish you to learn another
+hard word.
+</p><p>
+You have seen the water run off the roof of a <i>shed</i>. The
+ridge; or highest part of the roof, divides the rain that falls on
+it, so that part of the rain flows down the one side, and part of
+it flows down the other side.
+</p>
+<table summary="illustration" class="centeredimage" width="100" cellpadding="5"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/030_l.gif" target="_blank" id="ill30"><img src=
+"images/030.jpg" border="0" alt=
+"HILLS SEND OFF STREAMS ON BOTH SIDES." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">HILLS SEND OFF STREAMS ON BOTH SIDES.</div>
+</td>
+</tr>
+</table>
+
+<p>
+Now, hills, like the roof of a house, send off streams on both
+sides. When it rains, or the snow melts, some of the water goes
+down on one side, some on the other. And that is why the hills
+which divide or part the waters of streams are called a
+<i>water-parting</i> or <i>water-shed</i>.
+</p><p>
+Let us now go further down the stream.
+</p><p>
+Here we see it rushing rapidly down a steep slope. Its waters foam
+and dash between the great rocks that lie in the stream. Such
+places in the river are called <i>rapids</i>. Can you tell why they
+are so called?
+</p>
+<table summary="illustration" class="centeredimage" width="100" cellpadding="5"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/031_l.gif" target="_blank" id="ill31"><img src=
+"images/031.jpg" border="0" alt=
+"SUCH PLACES ARE CALLED RAPIDS." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">SUCH PLACES ARE CALLED RAPIDS.</div>
+</td>
+</tr>
+</table>
+
+<p>
+The stream flows on. It has now reached a high ledge of rock. Over
+this it leaps, making a great foam and noise.
+</p><p>
+When the water of a river falls over high rocks, it is called a
+waterfall or <i>cataract</i>.
+</p><p>
+You may have seen the Falls of Niagara, the greatest waterfall in
+the world.
+</p><p>
+<a href="images/032_l.gif" target="_blank" id="ill32"><img align=
+"left" src="images/032.1.jpg" border="0" alt=
+"YOU MAY HAVE SEEN THE FALLS OF NIAGARA." /><img align="left" src=
+"images/032.2.jpg" border="0" alt=
+"YOU MAY HAVE SEEN THE FALLS OF NIAGARA." /></a> The course of our
+river is now through a lower country. The valley in which it flows
+spreads out, and the stream grows wider and wider. The water moves
+slower and slower.
+</p><p>
+Why is the river swift in some places, and in others slow?
+</p><p>
+At length it flows through an almost level country. It is here
+widest and deepest. Its course is more winding.
+</p><p>
+Do you know why it is crooked and winding?
+</p><p>
+Because on the steep hillside the water runs very rapidly, and is
+not easily turned aside. Where the ground is nearly level, it runs
+slowly, and is easily turned from its course.</p>
+</div>
+<div class="chaptext" id="l20"><a id="less20"></a>
+<div class="lesson">LESSON XX.</div>
+<div class="chaphead">THE BROOK.</div>
+<br />
+<table summary="illustration" width="80%" border="0" cellspacing="0" cellpadding="20"
+class="centeredimage">
+<tr>
+<td colspan="2" align="center"><a href="images/033_l.gif" target=
+"_blank" id="ill33"><img src="images/033.jpg" border="0" alt=
+"THE BROOK" /></a></td>
+</tr>
+<tr>
+<td align="center" valign="top">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>&nbsp;&nbsp;&nbsp;&nbsp;From a fountain<br />
+&nbsp;&nbsp;&nbsp;&nbsp;In a mountain,<br />
+&nbsp;&nbsp;Drops of water ran<br />
+Trickling through the grasses;<br />
+&nbsp;&nbsp;So our brook began.
+</p><p>
+&nbsp;&nbsp;&nbsp;&nbsp;Slow it started;<br />
+&nbsp;&nbsp;&nbsp;&nbsp;Soon it darted,<br />
+&nbsp;&nbsp;Cool and clear and free,<br />
+Rippling over pebbles,<br />
+&nbsp;&nbsp;Hurrying to the sea.
+</p><p>
+&nbsp;&nbsp;&nbsp;&nbsp;Children straying<br />
+&nbsp;&nbsp;&nbsp;&nbsp;Came a-playing<br />
+&nbsp;&nbsp;On its pretty banks;<br />
+Glad, our little brooklet<br />
+&nbsp;&nbsp;Sparkled up its thanks.</p></td>
+</tr>
+</table>
+</td>
+<td align="center" valign="top">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>&nbsp;&nbsp;&nbsp;&nbsp;Blossoms floating,<br />
+&nbsp;&nbsp;&nbsp;&nbsp;Mimic boating,<br />
+&nbsp;&nbsp;Fishes darting past,<br />
+Swift, and strong, and happy,<br />
+&nbsp;&nbsp;Widening very fast.
+</p><p>
+&nbsp;&nbsp;&nbsp;&nbsp;Bubbling, singing,<br />
+&nbsp;&nbsp;&nbsp;&nbsp;Rushing, ringing,<br />
+&nbsp;&nbsp;Flecked with shade and sun.<br />
+Soon our pretty brooklet<br />
+&nbsp;&nbsp;To the sea has run.</p></td>
+</tr>
+</table>
+</td>
+</tr>
+</table>
+
+</div>
+<div class="chaptext" id="l21"><a id="less21"></a>
+<div class="lesson">LESSON XXI.</div>
+<div class="chaphead">WORK OF FLOWING RIVERS.</div>
+
+<p>
+Would you like to know more about brooks and rivers--about the work
+they do?
+</p><p>
+Notice what happens when it rains. Little tiny streams are formed,
+which chase each other down the slopes. See how they cut away the
+loose soil and carry it off. Notice how muddy this loose soil makes
+the water. What becomes of this loose soil, or mud?
+</p><p>
+Fill a jar with water. Put in a handful of mud from the nearest
+stream. Shake the jar, and the water is muddy. Let it stand awhile.
+What do you notice? The water is clear, and the soil has settled to
+the bottom.
+</p><p>
+Follow the streams to the valley where they unite to form a river.
+When does the load of mud it carries settle? Here, where the water
+scarcely moves, we find some of the soil spread out over the ground
+near the river banks.
+</p><p>
+You have seen a river overflow its banks. When the water went down,
+it left a layer of rich mud, which made the soil very
+fertile.
+</p>
+<table summary="illustration" class="centeredimage" width="100" cellpadding="5"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/034_l.gif" target="_blank" id="ill34"><img src=
+"images/034.jpg" border="0" alt=
+"THESE FERTILE MEADOWS WERE FORMED OUT OF THE LOAM." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">THESE FERTILE MEADOWS WERE FORMED OUT OF THE
+LOAM.</div>
+</td>
+</tr>
+</table>
+
+<p>
+Have you never seen the low ground on the banks of rivers covered
+with rich grass and clover?
+</p><p>
+Well, these fertile meadows were formed out of the loam that has
+been washed down the streams from the far-off hills and
+mountains.
+</p><p>
+Look at the jar again. Which settled first, the coarse material or
+fine loam? What kind of a deposit will be made in the upper course
+of a river? What kind toward the mouth?
+</p><p>
+High up in the valley, when the river is low, we see <i>pebbles</i>
+in its bed; lower down, the pebbles are worn into <i>gravel;</i>
+and as we get still farther down, we find the gravel ground into
+<i>sand</i>.
+</p><p>
+Examine the stones found along the shore of a brook or river. Some
+are quite smooth and round. They were not always so, but had sharp
+edges. Do you know what made them round?
+</p><p>
+When there are heavy rains, the rushing water sweeps large stones
+down the mountain side and into the valley. As they are carried
+down the stream, the stones, by rubbing against each other, are
+smoothed and rounded and ground into pebbles. The pebbles
+themselves are ground at last into gravel and fine sand.
+</p><p>
+This is what the streams are doing everywhere--plowing deep furrows
+in the sides of the mountains, grinding the pebbles and sand into
+fine soil, and carrying it into the valleys below.</p>
+</div>
+<div class="chaptext" id="l22"><a id="less22"></a>
+<div class="lesson">LESSON XXII.</div>
+<div class="chaphead">WATERDROP'S STORY.</div>
+
+<p>
+<a href="images/035_l.gif" target="_blank" id="ill35"><img src=
+"images/035.jpg" align="right" border="0" alt=
+"WATERDROP'S STORY." /></a> Patter, patter, fall the raindrops on
+the brown leaves in the woods. Mr. Squirrel's bright eyes sparkle
+as he peeps out of his queer little home, a hole in the tree; his
+store of nuts has been carefully hidden away.
+</p><p>
+Splash comes a drop on a leaf just opposite him. Such a friendly
+little drop it is, for soon it tells this little woodland dweller
+of all its travels.
+</p><p>
+Let us listen, for we may hear too:
+</p><p>
+<a href="images/036_l.gif" target="_blank" id="ill36"><img src=
+"images/036.jpg" alt="WATERDROP'S STORY" border="0" align=
+"left" /></a> "My home," began the Waterdrop, "is in the wide blue
+sea, where I live with many, many other drops.
+</p><p>
+"One day as we rode up and down on the big waves, the sun shone
+down on us, and we grew warmer. Each little drop felt, 'Oh, if I
+could only get away from the other drops, how much cooler I should
+be!' Then each tiny drop separated from the others, and grew so
+small you could not see it.
+</p><p>
+"We, of course, grew lighter, lighter than the air. Up, up we rose
+into the bright blue sky. When we got pretty high, where the air
+was cool, we came closer together again and formed a great fleecy
+white <i>cloud</i>, that cast its shadow over everything. Then a
+friendly wind carried us along, and soon we left the sea behind.
+Far below; we could see green fields and waving woods."
+</p><p>
+"You must have been very happy" said the little squirrel.
+</p><p>
+"Yes; it was a merry life we led, as we floated hither and thither,
+playing with the sun-beams," replied the Waterdrop.
+</p><p>
+"But we came at last to a purple mountain, and a chill wind began
+to blow. How we shivered with the cold! Then we huddled close
+together to get warm. We were now heavy again--so heavy that we
+could not stay up in the air.
+</p><p>
+"Then,</p>
+<div class="verse">
+<table summary="poem" width="100%" border="0" cellpadding="10" cellspacing="0">
+<tr>
+<td align="center" valign="top" width="50%">
+<table summary="poem" width="100%" border="0">
+<tr>
+<td align="left">'I'm going down to cheer a flower,'<br />
+&nbsp;&nbsp;Cried a little drop of rain;<br />
+'I hear it sigh. It droops its head<br />
+&nbsp;&nbsp;As if in weary pain.'</td>
+</tr>
+</table>
+</td>
+<td align="center" valign="top" width="50%">
+<table summary="poem" width="100%" border="0">
+<tr>
+<td align="left">'And I will go!' 'And I!' 'And I!'<br />
+&nbsp;&nbsp;Cried all the raindrops near.<br />
+So down we went in merry haste<br />
+&nbsp;&nbsp;The whole wide field to cheer.</td>
+</tr>
+</table>
+</td>
+</tr>
+</table>
+</div>
+
+<p>"The drooping flowers lifted their bright faces to thank the little
+drops for the cool drink. Even the great tall trees nodded their
+heads in welcome."
+</p>
+<p>"The grass on the hillside and in the valley must have been
+grateful, too, for your coming," said the squirrel. "It always
+looks so fresh and green after a shower. But, tell me, what became
+of <i>you</i>?"
+</p>
+<p>"I fell where the ground was brown and bare, stopped for a moment,
+then went down, down into the ground, where all was dark. I met
+other drops trying to get out, and we went on together, turning
+first this way, then that way, till we burst into the sunshine
+again."
+</p><p>
+"We rested for a moment in a tiny pool of clear water; then I ran
+with the rest down the mountain side, slipping over smooth pebbles,
+and tumbling over sharp rocks, until I found myself in a deep,
+swift stream, where plants and trees grew on either bank."
+</p>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/037_l.gif" target="_blank" id="ill37"><img src=
+"images/037.jpg" border="0" alt=
+"SUDDENLY WE FELL OVER THE ROCKS" /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">SUDDENLY WE FELL OVER THE ROCKS</div>
+</td>
+</tr>
+</table>
+<p>"As I was hurried along, I heard a great roaring noise made by the
+river falling over a high ledge of rocks, as a cataract or
+waterfall. Suddenly we fell over the rocks so steep and high that
+we went leaping and dashing in all directions. We rose in the air
+in a fine gray mist, then sank back again into the foam-covered
+stream.
+</p><p>
+<a href="images/038_l.gif" target="_blank" id="ill38"><img src=
+"images/038.1.jpg" alt="THEN WE CAME TO A BIG MILL-WHEEL." border=
+"0" align="left" /> <img src="images/038.2.jpg" alt=
+"THEN WE CAME TO A BIG MILL-WHEEL." border="0" align="left" /></a>
+"Soon we were in a broad, quiet river, flowing past the grassy
+hills and green pastures. Then we came to a big mill-wheel, upon
+which we jumped, and by our weight made it turn over and over, and
+thus move the machinery in the mill. Here we were tossed in the
+air, whirled around, and at last flung back into the river, where
+we sailed slowly and quietly as before.
+</p><p>
+"By and by, we saw large boats floating on the water. We passed
+towns and cities with busy streets and many people; and as our
+river widened, and we heard the big sea waves dashing against the
+shore, we knew our brothers and sisters were singing a welcome
+home.
+</p><p>
+<br />
+"And now farewell, little squirrel. My story is done, and I must
+hasten to my home in the sea. Perhaps we shall meet again some day.
+I may float down to you, a white-winged snowflake, or patter down
+as I came this time, a tiny raindrop."
+</p>
+<table summary="illustration" class="centeredimage" width="100" cellpadding="5"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/039_l.gif" target="_blank" id="ill39"><img src=
+"images/039.jpg" border="0" alt=
+"WE PASSED TOWNS AND CITIES." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">WE PASSED TOWNS AND CITIES.</div>
+</td>
+</tr>
+</table>
+<p>
+<i>Write the following:</i>
+</p><p>
+The water rises from the sea in vapor.
+</p><p>
+The vapor is turned into clouds, which fall in rain or snow.
+</p><p>
+The rain forms rivers, which flow back again into the sea.
+</p><p>
+Thus the water is always going round and round in its long and
+curious journey--up to the clouds in vapor, down in rain, back in
+streams to the place it started from.</p>
+</div>
+<div class="chaptext" id="l23"><a id="less23"></a>
+<div class="lesson">LESSON XXIII.</div>
+<div class="chaphead">THE RIVER.</div>
+<table summary="illustration" class="centeredimage" width="80%" border="0" cellspacing="0"
+cellpadding="20">
+<tr valign="middle">
+<td colspan="2" align="center"><a href="images/040_l.gif" target=
+"_blank" id="ill40"><img src="images/040.jpg" border="0" alt=
+"IMAGER" /></a></td>
+</tr>
+<tr>
+<td width="50%" align="center" valign="top">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>"Oh, tell me, pretty river,<br />
+&nbsp;&nbsp;Whence do thy waters flow?<br />
+And whither art thou roaming,<br />
+&nbsp;&nbsp;So smoothly and so slow?"
+</p>
+<p>"My birthplace was the mountain,<br />
+&nbsp;&nbsp;My nurse the April showers;<br />
+My cradle was a fountain,<br />
+&nbsp;&nbsp;O'er-curtained by wild flowers.
+</p><p>
+"One morn I ran away,<br />
+&nbsp;&nbsp;A madcap, noisy rill;<br />
+And many a prank that day<br />
+&nbsp;&nbsp;I played adown the hill!</p></td>
+</tr>
+</table>
+</td>
+<td width="50%" align="center" valign="top">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>"And then 'mid meadowy banks,<br />
+&nbsp;&nbsp;I flirted with the flowers,<br />
+That stooped with glowing lips<br />
+&nbsp;&nbsp;To woo me to their bowers.
+</p><p>
+"But these bright scenes are o'er,<br />
+&nbsp;&nbsp;And darkly flows my wave;<br />
+I hear the ocean's roar--<br />
+&nbsp;&nbsp;And there must be my grave!"</p></td>
+</tr>
+</table>
+</td>
+</tr>
+</table>
+<br />
+<p>
+Where have you seen a river like the one spoken of in the poem? Are
+rivers born? What is meant by "My nurse the April showers"? "I
+flirted with the flowers"? Explain the last stanza.
+</p>
+
+<div align="center"><a href="images/041_l.gif" target="_blank" id=
+"ill41"><img src="images/041.jpg" border="0" alt=
+"IMAGER" /></a></div>
+
+</div>
+<div class="chaptext" id="l24"><a id="less24"></a>
+<div class="lesson">LESSON XXIV.</div>
+<div class="chaphead">A MAP</div>
+
+<p>
+A drawing made to show a room, or a house; or the school-yard, or
+even a village, is called a plan.
+</p><p>
+<a href="images/042_l.gif" target="_blank" id="ill42"><img src=
+"images/042.jpg" alt="A MAP" border="0" align="left" /></a>
+Drawings which represent land and water are called maps. You may
+learn from maps where the countries, and mountains, and rivers, and
+cities are that you have seen. It also shows how far places are
+from one another.
+</p><p>
+Here is a map showing mountains and rivers. The many short lines
+facing each other represent mountains. To show the very high part
+of the mountains, the lines are drawn close to each other, making
+that part of the map look dark. The line winding about, like the
+stream itself, represents a river. The line, as you see, is made
+thicker and thicker toward its mouth. From this you may know that
+the river itself becomes broader and broader as it flows toward the
+sea.
+</p><p>
+But you must not think that the crooked line on the map is a river,
+or the lines which face each other are mountains. If you do, you
+will learn very little of geography. When you look at these lines,
+you must <i>think</i> of the real things which they stand for--the
+lofty mountains, with their covering of forests, and with long,
+narrow valleys between them; the winding, gently flowing river,
+bearing boats upon its waters.</p>
+</div>
+<div class="chaptext" id="l25"><a id="less25"></a>
+<div class="lesson">LESSON XXV.</div>
+<div class="chaphead">FORMS OF LAND AND WATER.</div>
+
+<p>
+You all know what a pond is. Is there a pond near where you live?
+Did you ever fish in it? Did you ever walk round it?
+</p><p>
+When a stream, on its way to the ocean, flows into a basin or
+hollow in the land, the water spreads out and fills it. A hollow in
+the land filled with water is called a <i>lake</i>, or, if it be
+quite small, a <i>pond</i>.
+</p><p>
+What is a lake made of? What is round it? Suppose some one who
+never saw a lake were to ask you what a lake is, what would you
+say?
+</p><p>
+What do we find in lakes? Would you not like to sail on a
+lake?
+</p><p>
+In the hollows among mountains are great numbers of beautiful
+lakes. In their clear waters may be seen the mountains, the
+forests, and the sky, as in a looking-glass. At night the moon and
+stars may be seen below you as plainly as above.
+</p><p>
+Here is a picture of a pretty lake in a valley.
+</p><p>
+<a href="images/043_l.gif" target="_blank" id="ill43"><img src=
+"images/043.2.jpg" alt="A PRETTY LAKE IN A VALLEY." border="0"
+align="left" /> <img src="images/043.1.jpg" alt=
+"A PRETTY LAKE IN A VALLEY." border="0" align="left" /></a> You see
+a river flowing from the hills beyond. Into what is it flowing? The
+river that lets the water <i>into</i> the lake is called an
+<i>inlet</i>.
+</p><p>
+You see another river that lets the water <i>out</i> of the lake.
+This river we call the <i>outlet</i> of the lake.
+</p><p>
+Make a lake on your molding-board, or in the sand near your home.
+Represent its inlet and outlet.
+</p><p>
+Out in the lake is a little piece of land round which the waters
+play. We could not go to this land without crossing the water; the
+water is on all sides of it. Such a little piece of land is called
+an <i>island</i>.
+</p><p>
+Did you ever read the story of Robinson Crusoe? You will remember
+that he went up a hill in search of water. When he got to the top
+of the hill, he saw that he was on an island. How did he
+know?
+</p><p>
+Have you ever seen an island? What island was it? Could you sail
+round it? What was on every side of it? What grew on it? What is an
+island?
+</p><p>
+If there is a brook or lake near your home, how can you make an
+island?
+</p><p>
+Opposite is a picture of a river and a lake. Make a map of the same
+river and lake on your slate. Notice how the coast or shore of the
+lake bends in and out.
+</p><p>
+<i>Write the following</i>:
+</p><p>
+A lake is water surrounded by land.
+</p><p>
+The land near the water of a lake is called its shore.
+</p><p>
+An island is a little piece of land surrounded by water.</p>
+</div>
+<div class="chaptext" id="l26"><a id="less26"></a>
+<div class="lesson">LESSON XXVI.</div>
+<div class="chaphead">MORE ABOUT FORMS OF LAND AND WATER.</div>
+
+
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/044_l.gif" target="_blank" id="ill44"><img src=
+"images/044.jpg" border="0" alt=
+"PICTURE OF A PENINSULA." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">PICTURE OF A PENINSULA.</div>
+</td>
+</tr>
+</table>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/045_l.gif" target="_blank" id="ill45"><img src=
+"images/045.jpg" border="0" alt="MAP OF A PENINSULA." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">MAP OF A PENINSULA.</div>
+</td>
+</tr>
+</table>
+<p>In the picture we see a narrow strip of land which extends far out
+into the water. You will notice that the land has water all round;
+except at one place.
+</p><p>
+What is the name for land that has water on all sides but one? What
+is a peninsula? An island, as we have learned, is a piece of land
+with water all round it. Now, sometimes we see a piece of land that
+has water <i>nearly</i> all round it. This form of land is called a
+<i>peninsula</i>. The word peninsula means <i>almost an
+island</i>.
+</p><p>
+<br />
+How would you change this peninsula to an island? What is the
+difference between a peninsula and an island?
+</p><p>
+The narrow neck which joins the peninsula to other land--just as
+the neck joins the head to the body-is called an <i>isthmus</i>,
+which means <i>neck</i>.
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/046_l.gif" target="_blank" id="ill46"><img src=
+"images/046.jpg" border="0" alt="PICTURE OF A BAY." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">PICTURE OF A BAY.</div>
+</td>
+</tr>
+</table>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/047_l.gif" target="_blank" id="ill47"><img src=
+"images/047.jpg" border="0" alt="MAP OF A BAY." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">MAP OF A BAY.</div>
+</td>
+</tr>
+</table>
+<p>Here is another picture which I wish you to look at. You see where
+the shore bends like a bow; and the water runs a little way into
+the land.
+</p><p>
+Can you think of anything else that is bent like this? Yes-a
+bay-window.
+</p><p>
+Now, when I tell yon that bay means the same as bow, you can almost
+guess the name for this bend in the land. It is called a bay. You
+will easily remember that little word.
+</p><p>
+A wide opening or bend in the land, into which the water flows, is
+usually called a bay.
+</p><p>
+Sometimes, when the opening in the bend is long and narrow, it is
+called a <i>gulf</i>.
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/048_l.gif" target="_blank" id="ill48"><img src=
+"images/048.jpg" border="0" alt="PICTURE OF A STRAIT." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">PICTURE OF A STRAIT.</div>
+</td>
+</tr>
+</table>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/049_l.gif" target="_blank" id="ill49"><img src=
+"images/049.jpg" border="0" alt="MAP OF A STRAIT." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">MAP OF A STRAIT.</div>
+</td>
+</tr>
+</table>
+<p>On the next page is shown a narrow strip of water joining two
+larger bodies of water. The name given to this narrow passage is
+strait, a word meaning narrow.
+</p><p>
+As an isthmus connects two bodies of land, so a strait connects two
+bodies of water.
+</p><p>
+After a rain make little lakes, rivers, bays, etc. Perhaps you may
+find some already made.
+</p><p>
+See whether you can find in the magazines and books at home
+pictures of gulfs, bays, peninsulas, etc.
+</p><p>
+<i>Write the following:</i> A peninsula is land almost surrounded
+by water.
+</p><p>
+An isthmus is a neck of land joining two larger bodies of
+land.
+</p><p>
+A gulf or bay is a portion of some large body of water extending
+into the land.
+</p><p>
+A strait is a narrow passage of water that joins two larger bodies
+of water.</p>
+</div>
+<div class="chaptext" id="l27"><a id="less27"></a>
+<div class="lesson">LESSON XXVII.</div>
+<div class="chaphead">A TRIP TO THE HIGHLANDS.</div>
+
+<p>
+Uncle Tom had been telling Fred and me about many strange places he
+had seen. Last of all, he told us about some high mountains he had
+climbed. We wanted to climb one very much. So father said he would
+go with us up a high hill not far from the city.
+</p><p>
+Mother did not need to call us in the morning, for we woke up very
+early. The sky in the east was bright, and we knew that soon we
+should see the sun. We wanted to start at once, but mother said it
+would be better to have breakfast first.
+</p><p>
+We put on thick shoes that the stones would not easily cut. Father
+gave each of us a stout stick to help us climb. Fred had a
+knapsack, in which mother put some bread, cold meat, crackers, and
+a cup to drink from. In one corner we put some towels.
+</p><p>
+We were soon outside the city, walking along the road. We passed a
+village, and went through fields and woods. By and by we could see
+the land before us rising higher and higher. We saw no longer such
+beautiful farms and gardens as we had passed.
+</p>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/050_l.gif" target="_blank" id="ill50"><img src=
+"images/050.jpg" border="0" alt=
+"AS WE WENT UP THE SLOPE." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">AS WE WENT UP THE SLOPE.</div>
+</td>
+</tr>
+</table>
+<p>In a little while we reached the foot of the hill and began to
+ascend. As we went up the slope, we came to steep, rugged places
+that were hard to climb, where we needed our sticks. The trees were
+smaller, and there were many bushes. There were large rocks, too,
+in the sides of the hill. At the foot, the weather was quite warm,
+but it grew cooler and cooler the higher we went.
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/051_l.gif" target="_blank" id="ill51"><img src=
+"images/051.jpg" border="0" alt=
+"WE COULD SEE THE CITY WITH ITS LITTLE STRAIGHT STREETS." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">WE COULD SEE THE CITY WITH ITS LITTLE STRAIGHT
+STREETS.</div>
+</td>
+</tr>
+</table>
+<p>"On the summit at last!" cried Fred, as we reached the top.
+</p><p>
+From where we stood, we could see the city with its little straight
+streets, that look so wide when we walk on them. We could see the
+house-tops, too, and the church steeples. Then father showed us the
+village we passed; and the woods we went through. But the trees
+looked like bushes, and some men at the foot of the hill looked no
+larger than the baby.
+</p><p>
+Down the mountain, a little way, we found a spring where the water
+was clear and cool. Here we sat down on a rock, and ate the lunch
+we had brought. While we rested, we watched the little rill that
+flowed from the spring--</p>
+<div class="verse">"Blue in the shadow,<br /> Silver in the sun."</div>
+<p>
+Down the hill, it was larger, and we saw other rills flowing into
+it. When it reached the valley, it was much larger; and farther
+down, father said, boats could sail on it.
+</p>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/052_l.gif" target="_blank" id="ill52"><img src=
+"images/052.jpg" border="0" alt=
+"IN THE VALLEY LAY A LARGE SHEET OF STILL WATER." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">IN THE VALLEY LAY A LARGE SHEET OF STILL
+WATER.</div>
+</td>
+</tr>
+</table>
+<p>Before us, in the valley, lay a large sheet of still water.
+</p><p>
+"Oh, how pretty!" exclaimed I.
+</p><p>
+"Yes, that is a lake," said father. "How beautiful it looks as the
+sunlight plays on its smooth surface! It reflects in its clear
+water the sky and the trees around it."
+</p><p>
+"I can see an island in the lake," said Fred. "Vessels are sailing
+all round it."
+</p><p>
+"Are all islands small, like that?" he asked.
+</p><p>
+"Oh, no!" said father. "Some islands are hundreds of miles round,
+and have many people living upon them."
+</p><p>
+Fred then pointed to a piece of land extending out into the water,
+and asked whether that, too, was an island.
+</p><p>
+"No," replied father, "that is a peninsula. It is land almost
+surrounded by water. And the narrow neck which joins the peninsula
+to the mainland is called an isthmus.
+</p><p>
+"You see the bend in the land, with the water from the lake running
+in?" asked father.
+</p><p>
+"Yes," said Fred.
+</p><p>
+"That is called a bay. Around every ocean, which is a much larger
+body of water, there are many such bays.
+</p><p>
+"The narrow strip of water, which a boat is just entering, is
+called a strait. The strait separates the island from the
+mainland."
+</p><p>
+Stretching far away to the east was flat, level land, which father
+called a plain. Scattered here and there were many farmhouses and
+quiet villages. Little bright, sparkling streams wound their way
+like silver threads through the green grass of the meadows. It was
+a lovely scene indeed!
+</p><p>
+The sun was already low in the west as we made ready to return. As
+it set--
+</p>
+<div class="verse">A wonderful glory of color,<br />
+&nbsp;&nbsp;A splendor of shifting light--<br />
+Orange and scarlet and purple<br />
+&nbsp;&nbsp;Flamed in the sky so bright.</div>
+
+</div>
+<div class="chaptext" id="l28"><a id="less28"></a>
+<div class="lesson">LESSON XXVIII.</div>
+<div class="chaphead">SPRING.</div>
+<br />
+<table summary="poem" class="centeredimage" width="80%" border="0" cellspacing="0"
+cellpadding="20">
+<tr>
+<td width="50%" align="center" valign="top">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>Drops of rain and bits of sunshine<br />
+&nbsp;&nbsp;Falling here and gleaming there,<br />
+Tiny blades of grass appearing.<br />
+&nbsp;&nbsp;Tell of springtime bright and fair.
+</p><p>
+Budding leaves are gently swaying,<br />
+&nbsp;&nbsp;Merry glad notes sweetly ring;<br />
+Robins, bluebirds, gayly singing,<br />
+&nbsp;&nbsp;Tell of happy, pleasant spring.</p></td>
+</tr>
+</table>
+</td>
+<td width="50%" align="center" valign="top">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>Violets, in blue and purple,<br />
+&nbsp;&nbsp;By the twinkling water clear;<br />
+Fair spring beauties, frail and dainty,<br />
+&nbsp;&nbsp;Tell the story, spring is here.
+</p><p>
+Cherry, peach, and apple blossoms<br />
+&nbsp;&nbsp;Scattering fragrance far and wide;<br />
+Buttercups and pure white snowdrops<br />
+&nbsp;&nbsp;Tell of gracious, sweet springtide.
+</p><p>
+<strong>&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;---Lillian
+Cox.</strong></p></td>
+</tr>
+</table>
+</td>
+</tr>
+</table>
+
+</div>
+<div class="chaptext" id="l29"><a id="less29"></a>
+<div class="lesson">LESSON XXIX.</div>
+<div class="chaphead">USEFUL VEGETABLES.</div>
+
+
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/053_l.gif" target="_blank" id="ill53"><img src=
+"images/053.jpg" border="0" alt="A SPROUT." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">A SPROUT.</div>
+</td>
+</tr>
+</table>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/054_l.gif" target="_blank" id="ill54"><img src=
+"images/054.jpg" border="0" alt=
+"A VINE BEGINNING TO GROW." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">A VINE BEGINNING TO GROW.</div>
+</td>
+</tr>
+</table>
+<div class="verse"><p>In the heart of a seed buried deep, so deep, A
+dear little plant lay fast asleep.
+</p><p>
+"Wake!" said the sunshine, "and creep to the light."
+</p><p>
+"Wake!" said the voice of the raindrops bright.
+</p><p>
+The little plant heard, and it rose to see
+</p><p>
+What the wonderful outside world might be.</p></div>
+<p>
+What vegetables grow in your neighborhood?
+</p><p>
+Of which do we use the roots as food? Of which the leaves? Of which
+the seeds? Of which the stems or stalks?
+</p><p>
+Which is the most useful garden vegetable? There is no common
+garden vegetable so highly thought of as the potato. How are
+potatoes planted?
+</p><p>
+Answer the questions in writing so as to make a little composition
+about vegetables.</p>
+</div>
+<div class="chaptext" id="l30"><a id="less30"></a>
+<div class="lesson">LESSON XXX.</div>
+<div class="chaphead">USEFUL GRAINS.</div>
+
+<p>
+Wheat and corn are called grain because they are small, hard seeds
+What other kinds of grain can you name?
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/055_l.gif" target="_blank" id="ill55"><img src=
+"images/055.jpg" border="0" alt="RIPE WHEAT" /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">RIPE WHEAT.</div>
+</td>
+</tr>
+</table>
+<p>Which of these grains is used the most? Which makes the choicest
+flour?
+</p><p>
+Some kinds of wheat are sown in the spring. These are called spring
+wheat.
+</p><p>
+Winter wheat is sown in the fall. A few days of sun and rain, and
+the plants spring up like grass, remaining green through the
+winter.
+</p><p>
+What color does the wheat turn as it ripens? When it is ripe what
+is done with it?
+</p>
+<table summary="illustration" width="100" cellpadding="5" cellspacing="0" border="0"
+align="right">
+<tr>
+<td><a href="images/056_l.gif" target="_blank" id="ill56"><img src=
+"images/056.jpg" border="0" alt=
+"HARVESTING WHEAT IN THE WEST." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">HARVESTING WHEAT IN THE WEST.</div>
+</td>
+</tr>
+</table>
+<p>For what is the flour of wheat used?
+</p><p>
+What is sometimes done with the stalks, or straw?
+</p><p>
+Indian corn is one of the most useful of plants. Do you know why it
+is called Indian corn? It is because the Indians first raised
+it.
+</p><p>
+When is corn planted? How is the land prepared for planting? What
+is done to the corn while the plants are small? When does it ripen?
+How tall does it grow?
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/057_l.gif" target="_blank" id="ill57"><img src=
+"images/057.jpg" border="0" alt=
+"SEVERAL KINDS OF GRAIN." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">SEVERAL KINDS OF GRAIN.</div>
+</td>
+</tr>
+</table>
+<p>What is the stem of the corn called? What are the flowers on the
+stalk of corn called? On what do the grains of corn grow?
+</p><p>
+What use is made of the green stalks and leaves? What use is made
+of the ripe grain? For what are corn-husks largely used?
+</p><p>
+Sweet corn, if boiled when green, is an excellent vegetable. It is
+preserved by canning.
+</p><p>
+A large cornfield, with its tall, straight stalks, covered with
+green shining leaves and crowned by flowers, is a very pleasant
+sight.
+</p><p>
+Corn is sometimes called the national emblem. What does emblem
+mean?
+</p><p>
+What use is made of oats; barley, rye, and buckwheat? Some of these
+grains are useful in two or three ways.
+</p>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/058_l.gif" target="_blank" id="ill58"><img src=
+"images/058.jpg" border="0" alt=
+"ANOTHER GRAIN WHICH WE FIND ON ALMOST EVERY TABLE. " /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">ANOTHER GRAIN WHICH WE FIND ON ALMOST EVERY
+TABLE.</div>
+</td>
+</tr>
+</table>
+<p>There is another grain which we find on almost every table. It is
+rice. The rice plant, when growing, resembles wheat; but, unlike
+wheat, it needs a great deal of moisture. So the rice-grower sows
+it in fields which he can flood or drain at will.
+</p><p>
+Do you know what people live on rice without any meat at all? Ask
+your teacher to tell you how rice is raised in China and
+Japan.
+</p><p>
+You ought to find something to tell your teacher and classmates
+about the grains.
+</p><p>
+Perhaps you would enjoy drawing some of the grains you have
+seen.
+</p><p>
+Choose one of the grains, and write what you have Learned about it
+from conversation and observation.</p>
+<div class="verse"><br />
+We plow the fields, and scatter<br />
+&nbsp;&nbsp;The good seed on the land,<br />
+But it is fed and watered<br />
+&nbsp;&nbsp;By God's almighty hand.<br />
+He sends the snow in winter,<br />
+&nbsp;&nbsp;The warmth to swell the grain,<br />
+The breezes and the sunshine,<br />
+&nbsp;&nbsp;And soft refreshing rain.</div>
+
+</div>
+<div class="chaptext" id="l31"><a id="less31"></a>
+<div class="lesson">LESSON XXXI.</div>
+<div class="chaphead">FRUITS.</div>
+
+<p>
+Name some trees upon which grow things to eat. What do we call such
+trees?
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/059_l.gif" target="_blank" id="ill59"><img src=
+"images/059.jpg" border="0" alt=
+"THE ORANGE TREES ARE LOADED WITH GOLDEN FRUIT." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">THE ORANGE TREES ARE LOADED WITH GOLDEN
+FRUIT.</div>
+</td>
+</tr>
+</table>
+<p>What fruit trees have you seen? What do we call the place where
+many fruit trees grow?
+</p><p>
+Did you ever pick berries? What makes it hard to pick
+blackberries?
+</p><p>
+Name fruits that grow about here. Which grow on trees? Which on
+bushes? Which on vines?
+</p><p>
+Mention the different uses of these fruits.
+</p><p>
+The orange is one of the most delicious and wholesome of fruits. It
+grows only in the warmer parts of our country. In winter as well as
+in summer, the orange trees are loaded with golden fruit and
+fragrant blossom. The blossoms are white, and are very
+beautiful.
+</p><p>
+Name other fruits that grow in warm parts of the country.
+</p><p>
+People who live in cold countries need such food as will make them
+warm. What kinds of food are best in cold countries? What people
+live mainly on fish and the flesh of animals? Do any fruit trees
+grow in very cold countries?
+</p><p>
+What kinds of food are best in hot countries? The people cannot eat
+fatty food, for that would heat the body. Do we find in such
+countries grain, vegetables and cooling fruits for the people to
+live upon?
+</p><p>
+<i>Write</i> answers to some of the questions asked in the lesson,
+so as to make a composition about fruits.</p>
+</div>
+<div class="chaptext" id="l32"><a id="less32"></a>
+<div class="lesson">LESSON XXXII.</div>
+<div class="chaphead">USEFUL PLANTS.</div>
+
+<p>
+What plant supplies us with much of our clothing? Name articles of
+clothing made of cotton.
+</p><p>
+Did you ever see a field of cotton? In the summer the young plant
+is covered with pretty, pale-yellow flowers. In the autumn you see
+the pod or boll which contains the cotton.
+</p>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/060_l.gif" target="_blank" id="ill60"><img src=
+"images/060.jpg" border="0" alt=
+"YOU SEE THE POD OR BOLL" /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">YOU SEE THE POD OR BOLL</div>
+</td>
+</tr>
+</table>
+<p>As the pod ripens, it bursts open. The cotton-field is now a pretty
+sight--the bright green leaves, yellow blossoms, and snowy cotton
+all mingled together. Form a picture in your mind of a field of
+cotton in bloom.
+</p><p>
+The cotton is now picked. The first thing is to separate it from
+its seed. This is done by a machine called a cotton-gin.
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/061_l.gif" target="_blank" id="ill61"><img src=
+"images/061.jpg" border="0" alt=
+"FLAX IS A SMALL PLANT." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">FLAX IS A SMALL PLANT.</div>
+</td>
+</tr>
+</table>
+<p>Now it is ready to be pressed in great bales and sent to market. It
+will, at last, go to the cotton mills and be spun into thread, then
+woven into muslin, calico, etc.
+</p><p>
+Are the seeds of any use? They contain a great deal of oil, which
+is pressed out by machinery. What is the name of this oil? What use
+is made of it?
+</p><p>
+There is another plant from which clothing is made.
+</p><p>
+Do you know what plant linen is made from? Linen comes from the
+flax plant.
+</p><p>
+Flax is a small plant which grows two or three feet high, bearing
+on the top a bunch of pretty blue flowers. A field of flax in bloom
+is a very pretty sight.
+</p><p>
+The flax does not grow in a pod like cotton. The stalk of the plant
+is covered with a bark, or skin, containing fibers. These fibers
+are spun into thread, which is woven into a cloth called
+linen.</p>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/062_l.gif" target="_blank" id="ill62"><img src=
+"images/062.jpg" border="0" alt=
+"A PLANT THAT YIELDS NO FOOD." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">A PLANT THAT YIELDS NO FOOD.</div>
+</td>
+</tr>
+</table>
+<br />
+<p>The seeds are used for making an oil called <i>linseed oil</i>. For
+what is linseed oil used?
+</p><p>
+Do you think people who live in hot countries need the same kind of
+clothing as those who live in cold countries?
+</p><p>
+What kind of clothing should you think was needed in cold
+countries? Would such clothes be comfortable in hot
+countries?
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/063_l.gif" target="_blank" id="ill63"><img src=
+"images/063.jpg" border="0" alt=
+"SUGAR-CANE IS A TALL PLANT." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">SUGAR-CANE IS A TALL PLANT.</div>
+</td>
+</tr>
+</table>
+<p>There is a plant that yields no food, drink, or clothing, yet it is
+used in nearly every country in the world. Can you tell its
+name?
+</p><p>
+Every one has seen it growing. It is tobacco.
+</p><p>
+Do you think the tobacco plant is as useful as the cotton and flax
+plants?
+</p><p>
+Everybody eats sugar. Did you ever see a table set for supper
+without a sugar bowl?
+</p><p>
+The sugar in common use in this country is made chiefly from
+sugar-cane. The sugar-cane is a tall plant which looks much like
+Indian corn when growing. It is called the sugar-cane because it is
+filled with the sweet juice that is made into the sugar.
+</p><p>
+When the stalks are cut they are taken to a sugar mill. Here they
+pass between great rollers which press out the juice. The liquid is
+then boiled until it turns to sugar.
+</p><p>
+Much sugar is made from the sap of the sugar-maple tree. In the
+early spring the sap begins to rise. A hole is bored in the tree
+and a tube inserted, through which the sap passes to a bucket or
+other vessel placed to receive it. The sap is boiled in large
+kettles and becomes syrup. More boiling turns the syrup into
+sugar.
+</p><p>
+<i>Write</i> what you have learned of <i>cotton</i> and
+<i>linen</i>.</p></div>
+<br />
+<div class="chaptext" id="l33"><a id="less33"></a>
+<div class="lesson">LESSON XXXIII.</div>
+<div class="chaphead">FOREST TREES.</div>
+
+<p>
+In your walks what things please you the most? Is it not the trees?
+Trees are very useful to us, and we ought to be very grateful for
+them.
+</p><p>
+Name some trees along the streets and in the parks. Are they useful
+to us, especially on a hot day? Why? Then what kind of trees do we
+call them? (Shade.) Which of these are the first to put on their
+green dresses in the spring? Which are the brightest in
+autumn?
+</p><p>
+Name some trees that grow in the woods.
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/064_l.gif" target="_blank" id="ill64"><img src=
+"images/064.jpg" border="0" alt="A SHADY STREET." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">A SHADY STREET.</div>
+</td>
+</tr>
+</table>
+<p>Name a tree whose wood is dark. A tree whose wood is light. A tree
+whose wood is hard. A tree whose wood is soft.
+</p><p>
+Name some trees that are valued for the color and hardness, or the
+beautiful grain, of their wood.
+</p><p>
+What kind of wood are the desks made of? The teacher's table?
+</p><p>
+What kinds of wood are used in making chairs? tables? pianos?
+windows? floors?
+</p><p>
+If we wish to make a carriage, omnibus, cart, or wagon, which wood
+should we use? Why?
+</p><p>
+From which trees do we get lumber for building?
+</p><p>
+Can you name a wood which is very hard and tough, and is used in
+building ships?
+</p><p>
+What do we call many trees together, like these?
+</p><p>
+What is Arbor Day? Why need we plant trees?</p>
+<table summary="illustration" class="centeredimage" width="80%" border="0" cellspacing="0"
+cellpadding="20">
+<tr>
+<td width="120" align="center" valign="top">
+<table summary="illustration" width="100" border="0" cellpadding="5" cellspacing="0">
+<tr>
+<td><a href="images/065_l.gif" target="_blank" id="ill65"><img src=
+"images/065.jpg" border="0" alt=
+"GREAT TREES OF CALIFORNIA." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">GREAT TREES OF CALIFORNIA.</div>
+</td>
+</tr>
+</table>
+</td>
+<td width="70%" align="center" valign="middle">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>We plant tie spire that out-towers the crag,<br />
+We plant the staff for our country's flag,<br />
+We plant the shade, from the hot sun free--<br />
+We plant all these when we plant the tree.
+</p><p>
+What do we plant when we plant the tree?<br />
+We plant the houses for you and me.<br />
+We plant the rafters, the shingles, the floors,<br />
+We plant the studding, the laths, the doors,<br />
+The beams and siding, all parts that be--<br />
+We plant the house when we plant the tree.
+</p><p>
+What do we plant when we plant the tree?<br />
+A thousand things that we daily see.</p></td>
+</tr>
+</table>
+</td>
+</tr>
+</table>
+<p>There are trees much larger than any we find growing here. I am
+sure you must have heard of the great trees of California. Some of
+them are one hundred feet around, and nearly four hundred feet
+high,--twice as high as a very tall steeple. In one of these trees,
+if hollowed out, a large family might live.
+</p><p>
+In your rambles in the woods, notice and examine the trees which
+you see. Learn to know the trees so that you can call them by their
+proper names.
+</p><p>
+Draw and paint some of the objects noticed; as grains, vegetables,
+trees, etc. You will enjoy this very much, and it will help you to
+see these things better.</p>
+</div>
+<div class="chaptext" id="l34"><a id="less34"></a>
+<div class="lesson">LESSON XXXIV.</div>
+<div class="chaphead">FLOWERS</div>
+
+<p>
+<a href="images/066_l.gif" target="_blank" id="ill66"><img src=
+"images/066.1.jpg" alt="FLOWERS" border="0" align="left" />
+<img src="images/066.2.jpg" alt="FLOWERS." border="0" align=
+"left" /></a> A flower is a weak and tiny thing; but there are many
+flowers, and by helping together they cover the earth with beauty
+and fill the air with sweetness. They seem to have been made to
+give us pleasure.
+</p><p>
+It will be easy and useful to learn something about the flowers
+that grow where you live. How many flowers can you mention by name?
+Which do you know at sight? Where would you go to find them?
+</p><p>
+Would you find them all growing in the same place? Which can live
+only in wet places? Which thrive best where there is but little
+moisture?
+</p><p>
+If we take a walk in the fields in the early spring, which flowers
+shall we be likely to see? Which later? What color are they? Which
+are fragrant? Which most beautiful? Which would you like for your
+flower vase? Which would you like to plant and care for in a box of
+earth or a garden-bed?
+</p><p>
+Can you find and name the parts of a plant--root, stem, leaves,
+bud, flower? Learn the uses of each part.
+</p><p>
+Here are some pretty verses on "Spring and the Flowers." Perhaps
+you will commit them to memory.</p>
+<table summary="poem" class="centeredimage" width="80%" border="0" cellspacing="0"
+cellpadding="20">
+<tr>
+<td width="50%" align="center" valign="top">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>In the snowing and the blowing,<br />
+&nbsp;&nbsp;In the cruel sleet,<br />
+Little flowers begin their growing<br />
+&nbsp;&nbsp;Far beneath our feet.
+</p><p>
+Softly taps the Spring and cheerly:<br />
+&nbsp;&nbsp;"Darlings, are you there?"<br />
+Till they answer, "We are nearly,<br />
+&nbsp;&nbsp;Nearly ready, dear.</p></td>
+</tr>
+</table>
+</td>
+<td width="50%" align="center" valign="top">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>"Where is Winter with his snowing?<br />
+&nbsp;&nbsp;Tell us, Spring," they say.<br />
+Then she answers, "He is going,<br />
+&nbsp;&nbsp;Going on his way.
+</p><p>
+"Poor old Winter does not love you,<br />
+&nbsp;&nbsp;But his time is past;<br />
+Soon my birds shall sing above you--<br />
+&nbsp;&nbsp;Set you free at last."</p></td>
+</tr>
+</table>
+</td>
+</tr>
+</table>
+
+</div>
+<div class="chaptext" id="l35"><a id="less35"></a>
+<div class="lesson">LESSON XXXV.</div>
+<div class="chaphead">WHAT IS NECESSARY TO MAKE PLANTS GROW.</div>
+
+
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/067_l.gif" target="_blank" id="ill67"><img src=
+"images/067.jpg" border="0" alt=
+"IF A COUNTRY HAS A GREAT DEAL OF HEAT AND RAIN." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">IF A COUNTRY HAS A GREAT DEAL OF HEAT AND
+RAIN.</div>
+</td>
+</tr>
+</table>
+<p>Plants do not grow in winter. Can you tell why? Plants do not grow
+in hot places called deserts. Can yon think of any reason for
+this?
+</p><p>
+What two things are necessary to make plants grow? At what time of
+the year can they get these?
+</p><p>
+If a country has a great deal of heat and rain; what can we be sure
+of about its trees and grass and flowers?
+</p><p>
+There are places that have rain enough, but very little heat. How
+do you suppose the trees grow there?
+</p><p>
+You may get information about plants and things by seeing for
+yourself, by asking others, and by reading books.
+</p><p>
+<i>Write the names</i>:
+</p><p>
+Of some grains that we use for food.
+</p><p>
+Of some vegetables that we use for food.
+</p><p>
+Of two plants from which clothing is made.
+</p><p>
+Of woods used in making furniture.
+</p><p>
+Of woods used in building our houses.</p>
+</div>
+<div class="chaptext" id="l36"><a id="less36"></a>
+<div class="lesson">LESSON XXXVI.</div>
+<div class="chaphead">SUMMER RAIN.</div>
+<br />
+<table summary="poem" class="centeredimage" width="90%" border="0" cellspacing="0"
+cellpadding="20">
+<tr>
+<td width="50%" align="center" valign="top">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>Oh, gentle, gentle summer rain!<br />
+&nbsp;&nbsp;Let not the silver lily pine,<br />
+The drooping lily pine in vain,<br />
+&nbsp;&nbsp;To feel that dewy touch of thine,<br />
+To drink thy freshness once again,<br />
+Oh, gentle, gentle summer rain!
+</p><p>
+In heat the landscape quivering lies,<br />
+&nbsp;&nbsp;The cattle pant beneath the tree;<br />
+Through parching air and purple skies<br />
+&nbsp;&nbsp;The earth looks up, in vain, for thee;<br />
+For thee--for thee it looks in vain,<br />
+Oh, gentle, gentle summer rain!</p></td>
+</tr>
+</table>
+</td>
+<td width="50%" align="center" valign="top">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>Come thou, and brim the meadow streams,<br />
+&nbsp;&nbsp;And soften all the hills with mist,
+</p><p>
+Oh, falling dew! From burning dreams<br />
+&nbsp;&nbsp;By thee shall herb and flower be kissed;<br />
+And earth shall bless thee yet again,<br />
+Oh, gentle, gentle summer rain!</p></td>
+</tr>
+</table>
+</td>
+</tr>
+</table>
+</div>
+<div class="chaptext" id="l37"><a id="less37"></a>
+<div class="lesson">LESSON XXXVII.</div>
+<div class="chaphead">THE PARTS OF ANIMALS.</div>
+
+<p>
+Animals which live in or near people's houses and are tame are
+domestic animals; others are wild.
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/068_l.gif" target="_blank" id="ill68"><img src=
+"images/068.jpg" border="0" alt="TIGER'S FEET." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">TIGER'S FEET.</div>
+</td>
+</tr>
+</table>
+<p>
+What animals are found where you live?
+</p><p>
+Which are domestic? Which wild?
+</p>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/071_l.gif" target="_blank" id="ill71"><img src=
+"images/071.jpg" border="0" alt="SEIZING CLAW." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">SEIZING CLAW.</div>
+</td>
+</tr>
+</table>
+<p>Which of these animals feed upon grass? grains? fruits?
+flesh?
+</p><p>
+You know what sharp claws a cat can put out when it pleases. What
+use does the cat make of its claws?
+</p><p>
+How does a cat's paw differ from a dog's? How does a dog seize its
+prey?
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/070_l.gif" target="_blank" id="ill70"><img src=
+"images/070.jpg" border="0" alt="HEN'S FOOT." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">HEN'S FOOT.</div>
+</td>
+</tr>
+</table>
+<p>Compare a duck's bill with an owl's. What use does the duck make of
+its broad flat bill? The owl, of its sharp hooked bill?
+</p><p>
+How do the bills of the hen and the duck differ? Would a bill
+fitted for pecking be as useful to the duck as its own bill?
+</p><p>
+Can you draw a picture of a duck's foot and a hen's foot? For what
+does each use its feet?
+</p>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/069_l.gif" target="_blank" id="ill69"><img src=
+"images/069.jpg" border="0" alt="DUCK'S FOOT." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">DUCK'S FOOT.</div>
+</td>
+</tr>
+</table>
+<p>Would broad web-feet be as useful to the hen as slender toes?
+</p><p>
+What kind of feet has the sheep? For what are its feet only used?
+Could a sheep use feet like those of a cat or a hen?
+</p><p>
+You see each animal has parts well fitted for the life it
+leads.</p>
+</div>
+<div class="chaptext" id="l38"><a id="less38"></a>
+<div class="lesson">LESSON XXXVIII.</div>
+<div class="chaphead">THE COVERING OF ANIMALS.</div>
+
+<p>
+Name two animals covered with fur.
+</p><p>
+Two covered with hair. Two covered with feathers.
+</p><p>
+What do we call the covering of a sheep? Of a pig? Of what use is
+hair to animals?
+</p><p>
+What covering has an oyster? A lobster? A turtle? Of what use is it
+to them?
+</p><p>
+The duck's feathers are covered with an oily coating, which keeps
+them from getting wet. Are the feathers of the hen so covered?
+Why?
+</p><p>
+Suppose a squirrel's covering were like that of a turtle's, what
+would result?
+</p><p>
+What would result if a bird had scales instead of feathers? You see
+that each animal has that covering which suits its habits
+best.</p>
+</div>
+<div class="chaptext" id="l39"><a id="less39"></a>
+<div class="lesson">LESSON XXXIX.</div>
+<div class="chaphead">USES OF ANIMALS.</div>
+<br />
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/072_l.gif" target="_blank" id="ill72"><img src=
+"images/072.jpg" border="0" alt=
+"WHAT DOMESTIC ANIMALS ARE USED FOR FOOD?" /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">WHAT DOMESTIC ANIMALS ARE USED FOR FOOD?</div>
+</td>
+</tr>
+</table>
+<p>What domestic animals are used for food?
+</p><p>
+What wild animals are used for food?
+</p><p>
+From what animals do we get beef? pork? mutton? veal?
+</p><p>
+What birds and fowls are used for food? What fishes?
+</p>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/073_l.gif" target="_blank" id="ill73"><img src=
+"images/073.jpg" alt="FROM WHAT ANIMAL DO WE GET WOOL?" border=
+"0" /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">FROM WHAT ANIMAL DO WE GET WOOL?</div>
+</td>
+</tr>
+</table>
+<p>From what animal do we get wool? How is wool taken from the sheep?
+What articles of dress are made of wool?
+</p><p>
+Name the animals whose skins are used to make leather. How is
+leather prepared? Did you ever see a tannery? What do they do
+there?
+</p><p>
+From what animals do we get furs?
+</p><p>
+<br />
+What is silk?
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/074_l.gif" target="_blank" id="ill74"><img src=
+"images/074.jpg" border="0" alt=
+"THE SILKWORM AND MOTH." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">THE SILKWORM AND MOTH.</div>
+</td>
+</tr>
+</table>
+<p>Silk is made by little worms called silkworms. When the worm is
+fully grown, it spins round itself a small ball of silk, called a
+cocoon. If this cocoon were left to itself, the worm would change
+to a moth, and the moth would eat its way out of this little house.
+But this, of course, would cut the little threads and spoil the
+silk. As soon, therefore, as the cocoon is made, it is put into hot
+water to kill the worm. In this way the silk is saved.
+</p><p>
+Almost every part of the cow is made use of. For what is the flesh
+used? What use is made of the hoofs? horns? hair? What is done with
+the skin? What other uses has the cow?
+</p><p>
+What animal shows the most affection for his master?
+</p><p>
+Mention some kinds of dogs.
+</p><p>
+You may have seen a dog called the St. Bernard. He is large, with
+long curly hair. In the Alps mountains, where traveling is
+dangerous, the St. Bernard dogs have saved many lives. Who use
+their dogs, as we use horses, to draw their sledges?
+</p><p>
+Which is the most useful animal to man?
+</p><p>
+Draw and paint some of the animals spoken of in the lesson.
+</p><p>
+<i>Write the names:</i>
+</p><p>
+Of animals useful for food.
+</p><p>
+Of animals which work for man.
+</p><p>
+Of animals useful to us for clothing.
+</p><p>
+Of birds and fowls used for food.</p>
+</div>
+<div class="chaptext" id="l40"><a id="less40"></a>
+<div class="lesson">LESSON XL.</div>
+<div class="chaphead">THE SIGNS OF THE SEASONS.</div>
+<br />
+<table summary="poem" class="centeredimage" width="100%" border="0" cellspacing=
+"0" cellpadding="20">
+<tr>
+<td width="50%" align="center" valign="top">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>What does it mean when the bluebird comes<br />
+&nbsp;&nbsp;And builds its nest, singing sweet and clear?<br />
+When violets peep among blades of grass?--<br />
+&nbsp;&nbsp;These are the signs that spring is here.
+</p><p>
+What does it mean when berries are ripe?<br />
+&nbsp;&nbsp;When butterflies flit, and honeybees hum?<br />
+When cattle stand under the shady trees?--<br />
+&nbsp;&nbsp;These are the signs that summer has come.</p></td>
+</tr>
+</table>
+</td>
+<td width="50%" align="center" valign="top">
+<table summary="poem" border="0" class="centeredimage">
+<tr>
+<td align="left"><p>What does it mean when the crickets chirp,<br />
+&nbsp;&nbsp;And away to the south the robins steer?<br />
+When apples are falling, and leaves grow brown?--<br />
+&nbsp;&nbsp;These are the signs that autumn is here
+</p><p>
+What does it mean when days are short?<br />
+&nbsp;&nbsp;When leaves are gone, and brooks are dumb<br />
+When fields are white with drifted snow?--<br />
+&nbsp;&nbsp;These are the signs that winter has come.</p></td>
+</tr>
+</table>
+</td>
+</tr>
+</table>
+</div>
+<div class="chaptext" id="l41"><a id="less41"></a>
+<div class="lesson">LESSON XLI.</div>
+<div class="chaphead">THINGS FOUND IN THE EARTH.</div>
+
+<p>
+The earth contains many things that are of great value to us. These
+we must find and dig out.
+</p><p>
+The coal we burn in our grates to warm us; iron, from which so many
+useful things are made; gold, silver, tin, lead, and copper,--all
+come out of the earth.
+</p><p>
+But these are not all the valuable things hidden away in the
+earth.
+</p><p>
+From salt wells we get a great deal of the salt used on our tables.
+From oil wells is obtained the oil we use in our lamps to give us
+light. Diamonds which sparkle so beautifully, and the stone we use
+in building, are also taken from the earth.
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/075_l.gif" target="_blank" id="ill75"><img src=
+"images/075.jpg" border="0" alt="OIL WELLS" /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">OIL WELLS</div>
+</td>
+</tr>
+</table>
+<p>
+Coal, iron, gold, silver, lead, tin, copper, mercury, and salt are
+called minerals.
+</p><p>
+The opening dug in the earth from which minerals, except stone, are
+taken; is called a <i>mine</i>.
+</p><p>
+One of the most useful of minerals is <i>coal</i>. Did you ever
+stop to think how much hard work coal does for us? It grinds our
+wheat, it weaves our cloth, it carries us by sea and by land over
+the earth. Hardly any labor can be done without coal.
+</p><p>
+You have noticed that some coal burns with a great deal of flame
+and smoke. That is called soft or bituminous coal. That hard,
+clean-looking coal, which burns with little blaze, yet gives out
+such great heat, is anthracite coal.
+</p><p>
+Coal has many uses. Mention all you can think of. From which kind
+is gas obtained, hard or soft coal?
+</p><p>
+What is coal? Some day you will be able to understand how coal was
+made, and how it got deep down in the earth.
+</p><p>
+What article used with food is found in mines? Does all <i>salt</i>
+come out of the mines? How is the salt made that is not found in
+mines?
+</p><p>
+There are salt mines where men, women, and children live all their
+lives, and never see sun or sky. Many great rooms and galleries,
+with tall pillars to hold up the roof, are cut out of the salt.
+When lighted up with torches, they glitter as if studded with
+precious stones. It is like a fairy palace.
+</p><p>
+Some minerals are called metals. Iron, gold, silver, copper, tin,
+and mercury are metals.
+</p>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/076_l.gif" target="_blank" id="ill76"><img src=
+"images/076.jpg" border="0" alt="IRON MINE." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">IRON MINE.</div>
+</td>
+</tr>
+</table>
+<p>Iron is the most useful of all metals. Did you ever think what we
+should do without this hard, strong metal? The following lines tell
+some of the uses of iron:
+</p>
+<div class="verse">Iron vessels cross the ocean.<br />
+Iron engines give them motion;<br />
+Iron pipe our gas delivers,<br />
+Iron bridges span our rivers,<br />
+Iron horses draw our loads,<br />
+Iron rails compose our roads;<br />
+Iron houses, iron walls,<br />
+Iron cannon, iron balls,<br />
+Iron lightning rods on spires,<br />
+Iron telegraphic wires,<br />
+Iron hammers, nails, and screws,<br />
+Iron everything we use.</div>
+<p>
+Steel is iron made very hard. Knives, axes, hatchets, and other
+tools are made of steel. Many little things are made of steel.
+Mention some of them.
+</p><p>
+Which is the most valuable of all metals? Is all the gold made into
+money? Is money made of pure gold? Why? Name articles of ornament
+made of gold. Articles of use. Are gold watches, chains, and rings
+usually made of pure gold? Why? What do you call the man who makes
+these articles?
+</p>
+<table summary="illustration" class="centeredimage" width="100" cellpadding="5"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/077_l.gif" target="_blank" id="ill77"><img src=
+"images/077.jpg" border="0" alt=
+"CASTING IRON FROM THE ORE." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">CASTING IRON FROM THE ORE.</div>
+</td>
+</tr>
+</table>
+<br />
+<p>Silver is the whitest and most lustrous of all the metals. What
+does "lustrous" mean? Is iron lustrous? Are silver articles usually
+made of pure silver? Why?
+</p><p>
+Silver and gold are found among the mountains in the west.
+Sometimes they are dug out of the ground. Sometimes they are found
+in rocks, and the rocks must be broken up before they can be taken
+out.
+</p>
+<table summary="illustration" class="centeredimage" width="100" cellpadding="5"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/078_l.gif" target="_blank" id="ill78"><img src=
+"images/078.jpg" border="0" alt=
+"SOMETIMES MEN WASH DOWN THE HILLS." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">SOMETIMES MEN WASH DOWN THE HILLS.</div>
+</td>
+</tr>
+</table>
+<br />
+<p>Sometimes men wash down the hills with streams of water in order to
+get at the silver or gold among the rocks.
+</p><p>
+Gold and silver are called the <i>precious metals</i> because they
+do not rust, and on account of their scarcity.
+</p><p>
+Tin is white and bright, but too soft to make articles which shall
+be light and strong. Therefore, thin plates of iron are dipped into
+melted tin. The tin adheres to the iron and makes it bright like
+tin itself.
+</p><p>
+A thin sheet of iron, covered with tin, is called tin-plate. It is
+of this that our tin cups, pans, and kitchen utensils are made. A
+tin cup is really made of iron.
+</p><p>
+Lead is a very heavy metal. It is so soft that it can be cut with a
+knife. It is used in making shot, and water pipes.
+</p><p>
+Do you know how shot is made? Did you ever see a shot-tower? Small
+shot is made by dropping melted lead through a sieve in rapid
+motion, from the top of a high tower. The drops fall into a vessel
+of water below. They are next polished and made black, and then are
+ready for sale.
+</p><p>
+You think, I suppose, that the lead pencil with which you write is
+made of lead. It is not made of lead, but of graphite, which is a
+kind of coal.
+</p><p>
+Copper is softer than iron, but harder than lead. It will not rust.
+Cooking vessels are often made of copper.
+</p><p>
+Zinc is another valuable metal, and is almost the color of tin.
+Brass is made by mixing copper and zinc together.
+</p><p>
+Mention some articles made of brass.
+</p><p>
+Write five lines about tin.
+</p><p>
+Write five or more lines about coal.
+</p><p>
+Write what you know of iron, gold, silver, copper, lead.</p>
+</div>
+<div class="chaptext" id="l42"><a id="less42"></a>
+<div class="lesson">LESSON XLII.</div>
+<div class="chaphead">MORE ABOUT THINGS FOUND IN THE EARTH.</div>
+
+
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/079_l.gif" target="_blank" id="ill79"><img src=
+"images/079.jpg" border="0" alt="A GRANITE QUARRY" /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">A GRANITE QUARRY</div>
+</td>
+</tr>
+</table>
+
+<p>
+We have seen that there are many kinds of metals. There are also
+many kinds of stone. Those which are strong and do not crumble by
+exposure are useful for building. The place from which stones are
+taken for building is called a <i>quarry.</i>
+</p><p>
+The more common stones are granite, sandstone; limestone, marble,
+and slate.
+</p><p>
+We will first examine a piece of <i>granite.</i>
+</p><p>
+How hard and firm it is! What a beautiful clean surface when
+polished!
+</p><p>
+Granite is used for steps, for paving streets, and for sidewalk
+curbings. Are houses ever built of granite? Can you think of other
+uses of granite?
+</p><p>
+Why is granite used for these purposes? It is easily shaped. It is
+hard enough to give strength. It is enduring. What does "enduring"
+mean?
+</p><p>
+This is a piece of <i>sandstone</i>, made of little grains of sand.
+It will crumble more easily than granite. What does "crumble" mean?
+Brownstone, used in building, is a kind of sandstone.
+</p><p>
+And this is the common gray <i>limestone</i> of which lime used in
+building is made. The large oven in which lime is burned is called
+a lime-kiln. Did you ever see one? Can you tell how the lime is
+made?
+</p><p>
+Here are three pieces of <i>marble</i>. This piece is pure white.
+This is colored. It is marked by many strange forms, as you see in
+your mantel-pieces and table-tops. In this piece, you see many
+colored spots--mottled it may be called.
+</p><p>
+Marble is beautiful when polished.
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/080_l.gif" target="_blank" id="ill80"><img src=
+"images/080.jpg" border="0" alt="A MARBLE QUARRY." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">A MARBLE QUARRY.</div>
+</td>
+</tr>
+</table>
+<p>In what different ways have you seen marble used? What parts of
+furniture are sometimes marble? Why is it suitable for this? Is
+marble ever used for building houses? Do you think it would be good
+for that purpose? Why? Which, do you think, is the best of all
+building stones? Why?
+</p><p>
+Marble and granite are the most beautiful and enduring of all
+building stones.
+</p><p>
+<i>Chalk</i> is a variety of limestone. Could it be used as a
+building stone? Is chalk harder or softer than other stone?
+</p><p>
+You need not to be told the name of this dark stone. You could not
+get along well in school without <i>slate</i>. Slate is easily
+split into thin plates, and has a smooth, firm surface.
+</p><p>
+Slate is used to write on. It is used in house building. What part
+of a house is sometimes slate? Think of other uses. Why is it
+useful for these purposes?
+</p><p>
+We must not forget <i>brick</i> in our talks about things that come
+out of the ground. Brick is not found in the earth, as the metals
+and stone are found; but it is made of clay, which is itself a part
+of the ground.
+</p><p>
+Have you ever seen a brick-yard? What are some of the uses of
+bricks? What is the man called who builds houses of bricks?
+</p><p>
+Is glass taken out of a mine or quarry? No; but glass is made from
+sand; which is also a part of the ground.
+</p><p>
+In laying brick or stone, the mason uses <i>mortar</i>. Mortar is
+made chiefly of lime. Lime is made of stone which comes out of the
+ground.
+</p><p>
+If possible, visit mines and quarries. Take careful notice of all
+you see, and on your return to school tell what you have
+learned.</p>
+</div>
+<div class="chaptext" id="l43"><a id="less43"></a>
+<div class="lesson">LESSON XLIII.</div>
+<div class="chaphead">HOW PEOPLE LIVE AND WHAT THEY ARE DOING</div>
+<br />
+<p>Can you think of anything used in building houses that does not
+come from the earth?
+</p><p>
+Do all people have large, fine houses of brick or stone to live in?
+What is a tent?
+</p>
+<table summary="illustration" class="centeredimage" width="100" cellpadding="5"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/082_l.gif" target="_blank" id="ill82"><img src=
+"images/082.jpg" border="0" alt="WIGWAMS." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">WIGWAMS.</div>
+</td>
+</tr>
+</table>
+<p>A wigwam? Who live in huts? Did you ever hear of people who live in
+snow houses?
+</p>
+<table summary="illustration" class="centeredimage" width="100" cellpadding="5"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/081_l.gif" target="_blank" id="ill81"><img src=
+"images/081.jpg" border="0" alt=
+"DID YOU EVER HEAR OF PEOPLE WHO LIVE IN SNOW HOUSES?" /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">DID YOU EVER HEAR OF PEOPLE WHO LIVE IN SNOW
+HOUSES?</div>
+</td>
+</tr>
+</table>
+<p>In some places houses are built of bamboo. Bamboo is a kind of cane
+that grows in warm countries.
+</p>
+<table summary="illustration" class="centeredimage" width="100" cellpadding="5"
+cellspacing="0" border="0">
+<tr>
+<td><a href="images/083_l.gif" target="_blank" id="ill83"><img src=
+"images/083.jpg" border="0" alt=
+"HOUSES BUILT OF BAMBOO." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">HOUSES BUILT OF BAMBOO.</div>
+</td>
+</tr>
+</table>
+<p>What building is now going up in this place? Tell the use of stone,
+brick, mortar, iron, tin, lead, and glass in building the house.
+Where and how are they obtained?
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/084_l.gif" target="_blank" id="ill84"><img src=
+"images/084.jpg" border="0" alt="WHO LIVE IN HUTS?" /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">WHO LIVE IN HUTS?</div>
+</td>
+</tr>
+</table>
+<p>We could not live without food. We must also have clothes to wear
+and houses to live in. Besides these, we need schools, books, and
+churches, which make us wiser and better. Now, if you think a
+little, you can name many other things which we need to make our
+homes beautiful. To supply us with all of these things, men must do
+many different kinds of work.
+</p><p>
+Where does the food we eat come from?
+</p><p>
+We get most of it from plants. Wheat, corn, peas, and beans are
+seeds of plants. Almost all our bread is made from wheat. Beets,
+turnips, and radishes are roots of plants. Lettuce and cabbage are
+the leaves of plants.
+</p>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/085_l.gif" target="_blank" id="ill85"><img src=
+"images/085.jpg" border="0" alt=
+"OUR BREAD IS MADE FROM WHEAT." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">OUR BREAD IS MADE FROM WHEAT.</div>
+</td>
+</tr>
+</table>
+<p>Apples, peaches, pears, and other fruits grow on plants. All these
+we use for food.
+</p><p>
+Plants also supply us with material for clothing. Some clothes are
+made from cotton; cotton grows in the pod of a plant. Some clothes
+are made from linen; linen comes from flax, which is a plant. Hats
+are made from straw; straw is the stem or stalk of plants.
+</p><p>
+Now, these plants, which supply us with so much of our food and
+clothing, do not grow of themselves.
+</p><p>
+The ground must be plowed, the seeds planted and taken care of
+while growing. So, outside the city, you may see a great many
+people at work raising grain, vegetables, and other plants. This
+occupation we call <i>agriculture</i> or <i>farming;</i> the people
+we call farmers.
+</p>
+<table summary="illustration" width="100" border="0" align="left" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/086_l.gif" target="_blank" id="ill86"><img src=
+"images/086.jpg" border="0" alt=
+"HERDS OF COWS AND OXEN FEEDING." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">HERDS OF COWS AND OXEN FEEDING.</div>
+</td>
+</tr>
+</table>
+<p>Animals, as well as plants, furnish much of our food. All meat
+comes from animals. We get milk from cows. From milk we make butter
+and cheese.
+</p><p>
+Animals also supply us with clothing. Many articles of dress are
+made of wool. Wool, you know, grows on the sheep. Shoes and kid
+gloves are made of leather. Leather is made from the hides of cows;
+sheep, oxen, and goats.
+</p><p>
+But animals could not live and grow if people did not carefully
+raise them. In the country, yon may see flocks of sheep and herds
+of cows and oxen feeding on the fresh sweet grass of the pastures.
+Those animals are called stock. The business of those who raise
+them is called <i>stock-raising.</i>
+</p><p>
+Most farmers raise cows, horses, and other animals. Which land does
+the farmer use for pasture? What is a pasture? What is a
+meadow?
+</p><p>
+Grazing means feeding on grass. What animals have you seen grazing?
+Does a dog graze? A cow?
+</p><p>
+Mountains, so rough and rocky, are not good for farms and gardens.
+But many of them contain coal, on which millions of people depend
+for heat and light. In mountains, too, we find iron, which is more
+useful to us than gold and silver.
+</p><p>
+<a href="images/087_l.gif" target="_blank" id="ill87"><img src=
+"images/087.1.jpg" alt="A MINE IS LIKE A GREAT CAVERN." border="0"
+align="right" /> <img src="images/087.2.jpg" alt=
+"A MINE IS LIKE A GREAT CAVERN." border="0" align="right" /></a> To
+get these, thousands of men are at work in places called mines. A
+mine is like a great cavern. There is neither sun nor sky. Torches
+and lamps give the only light the miners have to see by. The air is
+damp and close. I suppose you would not like to work in such a
+place. Yet great numbers of persons are employed in
+<i>mining.</i>
+</p><p>
+How is coal taken out of a mine? What are the dangers of
+coal-mining? Try to find answers to these questions for yourself.
+If necessary, your teacher will help you.
+</p><p>
+In some parts of the country are forests of pine, oak, and other
+trees. Some of these forests are so large we might travel for days
+or weeks through them. From trees we get lumber. Lumber is needed
+for building houses and ships, and for furniture. So a great many
+men are employed in cutting down trees and preparing the wood for
+use. This is called <i>lumbering</i>.
+</p><p>
+The lumbermen go into the woods in winter, and build themselves
+little huts to live in. All through the winter months they work in
+the woods from sunrise to sunset, felling the best trees and
+cutting them into logs. Then they haul them over the snow-covered
+ground to the frozen streams, and pile them upon the banks.
+</p><p>
+<a href="images/088_l.gif" target="_blank" id="ill88"><img src=
+"images/088.1.jpg" alt="THEY WORK IN THE WOODS." border="0" align=
+"left" /> <img src="images/088.2.jpg" alt="THEY WORK IN THE WOODS."
+border="0" align="left" /></a> Here the logs must rest till the
+snow and ice have melted and the streams are full. Then they are
+floated down to the great saw-mills; and cut up into boards, laths,
+shingles, and other kinds of lumber.
+</p><p>
+What is a forest? Name some forest trees that grow near your
+home.
+</p>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/089_l.gif" target="_blank" id="ill89"><img src=
+"images/089.jpg" border="0" alt=
+"IT IS THE BUSINESS OF THOUSANDS OF PEOPLE." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">IT IS THE BUSINESS OF THOUSANDS OF
+PEOPLE.</div>
+</td>
+</tr>
+</table>
+<p>The sea yields much that we eat. Some parts abound in codfish,
+mackerel, and herring. Sardines, the little fish that come in
+boxes, are also found in the sea. It is the business of thousands
+of people who live near the ocean to catch fish, salt them, and
+pack them, to send to those who want them for food.
+</p><p>
+Have you ever seen the ocean, or eaten any of its fish?
+</p><p>
+Name some fishes found in fresh water.
+</p><p>
+Name some kinds of fishes found in waters near where you live. How
+may they be caught?</p>
+</div>
+<div class="chaptext" id="l44"><a id="less44"></a>
+<div class="lesson">LESSON XLIV.</div>
+<div class="chaphead">MORE ABOUT WHAT PEOPLE ARE DOING.</div>
+
+<p>
+In the city or town we shall find many of the people busy about
+something else than the occupations we have learned. What do you
+suppose it is?
+</p><p>
+If you go about the city, you will see large buildings several
+stories high, with long rows of windows, and great smoking
+chimneys. These are mills or factories, full of machines in motion
+doing their work almost like human beings.
+</p><p>
+The people who work in them make almost everything that is needed
+for our use. Wheat is changed into flour; cotton, into thread, fine
+muslins, and pretty calicoes; leather, into boots and shoes; iron
+and steel, into plows, stoves; and cutlery; lumber, into wagons,
+carriages, and all kinds of furniture. Other articles which we must
+not forget are elegant jewelry, all sorts of ornaments for parlors,
+and beautiful toys which you admire so much.
+</p>
+<table summary="illustration" width="100" border="0" align="right" cellpadding="5"
+cellspacing="0">
+<tr>
+<td><a href="images/090_l.gif" target="_blank" id="ill90"><img src=
+"images/090.jpg" border="0" alt=
+"BUSY MILLS AND FACTORIES." /></a></td>
+</tr>
+<tr>
+<td>
+<div class="caption">BUSY MILLS AND FACTORIES.</div>
+</td>
+</tr>
+</table>
+<p>It would take a long time to name a small part of the things made
+in the busy mills and factories; but think of the articles used in
+your home, and you may be sure they are manufactured articles. You
+see, <i>manufacturing</i> gives work to many thousands of
+persons.
+</p><p>
+What is cutlery? Name some articles of cutlery.
+</p><p>
+We need many things which we do not produce. Other people need
+things which they do not produce. How can each obtain what he
+needs? By exchanging one thing for another. This exchange of goods,
+or buying and selling them for money; gives rise to another
+occupation called <i>trade</i>, or <i>commerce</i>. So many people
+spend their time buying and selling grain, vegetables, clothing,
+boots and shoes, or in sending them to places where they are
+needed.
+</p><p>
+On all the large rivers and lakes you may see boats going up and
+down, carrying goods from one part of the country to another.
+</p><p>
+Can you think how goods are carried from place to place where there
+are no rivers? In countries where few people live, goods are often
+carried in wagons and on the backs of animals.
+</p><p>
+I wonder how many people have to work to get food and clothing for
+us. Make a list of all the occupations you can think of. Perhaps
+you can think of other occupations we have not named. Is
+dressmaking an occupation? Teaching? Which occupation would you
+prefer? Why?
+</p><p>
+If you think, perhaps you can tell why men do different kinds of
+work. What people do to make a living, depends very much upon the
+place they live in. For men almost always do that kind of work that
+pays them best for their labor.
+</p><p>
+Those who live where the land is rich and level will raise grain to
+make flour, or cotton and flax to make clothing. Some people among
+the mountains work in the mines. Some keep cows for their milk and
+butter, and sheep for their wool; for the hills and many of the
+mountain sides afford excellent pasture. People who live near the
+sea will be apt to catch fish along the coast, or engage in trade
+upon the water.
+</p><p>
+Employments in the city differ widely from those in the country.
+Here, as we have learned, most people make their living by working
+in factories, or as merchants in buying and selling goods which
+come from all parts of the world.
+</p><p>
+All people do not live in the same way. Some people have no
+churches, schools, books, or factories.
+</p><p>
+What do people who live in this way eat? What do they wear? How do
+they spend their time?</p>
+</div>
+<div class="chaptext" id="l45"><a id="less45"></a>
+<div class="lesson">LESSON XLV.</div>
+<div class="chaphead">A REVIEW LESSON.</div>
+
+<p>
+What kind of work is done by the people among whom you live? Are
+they farmers? How does the farmer make his living? Where does he
+sell the things which he raises? Where does he buy his sugar and
+tea and other things which he needs?
+</p><p>
+Do you live in a city? What are the chief occupations of the
+people? Do they work in shops or mills or factories?
+</p><p>
+Name some mills or factories in or near your city. What articles
+are made there? What manufactured articles are in the schoolroom?
+At home? What do you call the men who make these articles?
+</p><p>
+What kinds of goods are sold in the stores? What is a grocery
+store? A dry-goods store? A shoe store? Where did the things in
+these stores come from? Which were made in your city? Which were
+brought from other places?
+</p><p>
+What railroads or canals are in the city? Do boats come to the
+wharves? What do the boats or railroads take away? What do they
+bring in return?
+</p><p>
+<a id="test"></a> <i>Write the following:</i>
+</p>
+<form name="review" id="fillintheblanks" method="post" action=
+"#test" onsubmit="alert('That is Correct!')">Farmers raise
+<input type="text" id="question1" />(write the names of all the
+things you can think of).
+<p>
+Miners dig <input type="text" id="question2" /> out of the
+earth.
+</p><p>
+Quarrymen dig <input type="text" id="question3" /> from the
+quarries.
+</p><p>
+A shoemaker makes <input type="text" id="question4" />.
+</p><p>
+A blacksmith makes <input type="text" id="question5" />.
+</p><p>
+Merchants buy and sell <input type="text" id="question6" />.
+<input type="submit" value="( :" style="display: none" />
+</p></form>
+</div>
+
+<div>*** END OF THE PROJECT GUTENBERG EBOOK 12228 ***</div>
+</body>
+</html>
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author	Roger Frank <rfrank@pglaf.org>	2025-10-15 04:39:20 -0700
committer	Roger Frank <rfrank@pglaf.org>	2025-10-15 04:39:20 -0700
commit	fe7de39491363148e7ae68ccefe04494d0fc6f13 (patch)
tree	81982ff0fe1b61fc8aeb9538dc2c99280cb789ee /12228-h