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+The Project Gutenberg EBook of Where We Live, by Emilie Van Beil Jacobs
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Where We Live
+       A Home Geography
+
+Author: Emilie Van Beil Jacobs
+
+Release Date: October 7, 2007 [EBook #22911]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK WHERE WE LIVE ***
+
+
+
+
+Produced by Juliet Sutherland, David Wilson and the Online
+Distributed Proofreading Team at https://www.pgdp.net
+
+
+
+
+
+
+
+
+
+WHERE WE LIVE
+
+
+A HOME GEOGRAPHY
+
+GENERAL EDITION
+
+
+by
+
+EMILIE V. JACOBS
+
+Supervising Principal of the Richardson L. Wright School,
+Philadelphia
+
+
+
+
+PHILADELPHIA, 1913, 1914
+CHRISTOPHER SOWER COMPANY
+124 North Eighteenth Street
+
+
+
+
+CONTENTS
+
+                                         Page
+  Foreword                                  5
+  Introduction                              7
+
+  PART ONE
+     I. Our School                         11
+    II. The Streets and Roads              17
+   III. The Buildings                      22
+    IV. The Town as a Whole                31
+     V. The People                         36
+    VI. Industries and Occupations         42
+   VII. Animals and Plants                 46
+  VIII. Transportation and Communication   50
+    IX. Physiography of the Neighborhood   54
+     X. Direction                          66
+
+  PART TWO
+     I. The Earth as a Whole               73
+    II. The Seasons                        79
+   III. The Zones                          82
+    IV. North America                      93
+     V. Countries of North America        100
+    VI. Trips                             105
+
+
+
+
+MAPS
+
+
+    I. The Western Hemisphere           74-75
+   II. The Eastern Hemisphere           74-75
+  III. The World                           82
+   IV. Surface Map of North America        96
+    V. North America                      100
+
+
+
+
+FOREWORD
+
+
+Once upon a time as four blind men sat by the roadside they heard the
+tramp of an elephant's feet, and said one to another, "Here comes an
+elephant; now we shall know what he is like." The first blind man put
+out his hand and touched the elephant's broad side. The second took hold
+of a leg. The third grasped a tusk, and the fourth clutched the animal's
+tail.
+
+"Now do you know what an elephant looks like?" asked a friend.
+
+"Yes," cried the first. "The elephant is broad and flat like a barn
+door."
+
+"What!" exclaimed the second. "The elephant is big and round like the
+trunk of a tree."
+
+"Not so!" cried the third. "The elephant is hard and smooth like a
+polished stone."
+
+"What are you all talking about?" cried the fourth. "The elephant is
+just like a piece of rope."
+
+Much so-called teaching of geography leads to just such incomplete and
+fantastic ideas about geographical concepts. Very many children have
+only vague, incomplete and incorrect conceptions of the things they see.
+Like these physically and mentally blind men we are too often satisfied
+with mere wordy descriptions of subjects when we might study the subject
+at first hand if we would.
+
+This little book is intended to prevent the giving of information by
+description, but to suggest ways of directing attention to those things
+which lie within reach of the child's senses, things which he might pass
+by, things which are needed now to stimulate an intelligent interest in
+his surroundings, things which are needed later for an appreciation and
+enjoyment of his study of the larger facts and concepts of geography. If
+the larger geographical concepts are to have accuracy and richness for
+the child he must have his attention directed to his surroundings. The
+trite expression "from the known to the unknown" is good pedagogy, but
+there must be a "known" on which to build.
+
+The book is based upon the author's actual experience in the class-room
+studying the children at their geography tasks. It has been her
+experience that the efforts of the teachers to build broad geographical
+concepts were of no avail because the pupils did not have accurate
+intimate knowledge of the necessary home geography upon which to build.
+To correct this defect she set about collecting and classifying the
+necessary material. With the use of this material she not only found
+that the class teachers had much less difficulty in presenting the study
+of the earth as a whole, but that an interest beyond all expectation was
+apparent in the children.
+
+The following pages are valuable more on account of the things they
+suggest than for any geographical facts which they incidentally present.
+The book is not a text-book on geography; it is a compendium of
+suggestion on the study of the subject. It makes little effort to
+present facts, but rather it tells how to gather, classify and study
+facts. It is intended to be used with children during the age when they
+especially delight in the making of collections, and is intended to turn
+to a definite use this childish instinct.
+
+Map study is based entirely upon the child's experiences as he makes
+plans of his schoolroom, schoolhouse, streets and city. The suggestions
+regarding the study of things foreign to the child are based entirely
+upon his experience in the study of the types with which he has become
+familiar in his study of his surroundings.
+
+  Milton C. Cooper,
+  Superintendent of District Nine, Philadelphia.
+
+
+
+
+INTRODUCTION
+
+
+Geographical knowledge should progress from the known to the unknown,
+from the familiar to the unfamiliar. The world is the home of mankind.
+We can best understand the larger world by a preliminary consideration
+of our own small intimate home. We therefore begin to study geography
+with an account of the child's immediate environment. The school stands
+for the common home of the class. From the school we gradually widen out
+our teaching to include the immediate neighborhood with its buildings,
+and finally the whole town or community.
+
+We study the various types of people whom we meet every day, and the
+industries in which they engage in their efforts to obtain the three
+main necessities of human life,--food, clothing and shelter. The animals
+and plants sharing the world with man and contributing to his sustenance
+next focus our attention.
+
+The home neighborhood has its physiographical features distinguishing it
+from other places and influencing the life of its inhabitants. The land
+and water divisions in the immediate environment are studied as types,
+while those not closely related to our home are reserved for
+consideration as each one occurs in its local geographical place in the
+course of study.
+
+We must know something of direction in order to conveniently locate the
+streets, buildings and physiographical features near our home. Finally,
+we will try to realize the great size of the earth, of which our home is
+but a small portion, by a consideration of the relationship of our
+community to the rest of the world and to some of this world's great
+diversities.
+
+As geography is a study of cause and effect, the early lessons should be
+mainly oral. Later, in order to obtain a broad knowledge of geographical
+data, not one but many books should be read. This little book aims to
+serve as a bridge between the oral lesson and the descriptive text-book.
+The presentation of many questions leads the pupil to think out cause
+and effect, and to connect his present knowledge with the realm of the
+unknown. Special care has been exercised to present facts only when
+facts are absolutely necessary, and only after allowing the pupil the
+opportunity to first exercise his own reasoning faculties in obtaining
+the information.
+
+The excursion is an essential part of every geography course, and every
+effort should be made to use this effective means of teaching.
+
+Four types of valuable exercises may be suggested in the use of this
+book:
+
+1. The pupils may read the questions orally and give the answers orally.
+
+2. They may read the questions silently, answering them orally.
+
+3. They may read the questions orally and write the answers.
+
+4. Finally, they may silently read the questions and write the answers.
+
+All definitions have been carefully avoided as tending to hamper the
+free acquisition of ideas.
+
+
+  PART I
+
+  TOPICS
+
+   1. Our School.
+   2. The Streets and Roads.
+   3. The Buildings.
+   4. The Town as a Whole.
+   5. The People.
+   6. Industries and Occupations.
+   7. Animals and Plants.
+   8. Transportation and Communication
+   9. Physiography of the Neighborhood
+  10. Direction.
+
+
+  PART II
+
+   1. The Earth as a Whole.
+   2. The Seasons.
+   3. The Zones.
+   4. North America.
+   5. Countries of North America.
+   6. Trips.
+
+
+
+
+PART ONE
+
+[Illustration: THE CAPITOL AT WASHINGTON.]
+
+
+
+
+WHERE WE LIVE--A HOME GEOGRAPHY
+
+
+CHAPTER I
+
+OUR SCHOOL
+
+
+1
+
+What is the name of our school?
+
+Where have you seen this name?
+
+[Illustration: A TOWN SCHOOL.]
+
+Why was this name given to our school?
+
+On what street or road does our school stand?
+
+How long have you been attending this school?
+
+See how much you have noticed as you came here each day. Tell what you
+can remember of the different parts of the building which can be seen
+from the street or road. Describe each of these parts:
+
+  Walls      Roof
+  Windows    Chimneys
+  Doors      Fire-escape
+
+
+2
+
+As you look at the school from the outside what materials do you see
+that the builders have used? Where have they needed stone, slate, glass,
+tin, iron, steel, wood?
+
+Now let us think of the garden and playground. Tell about the different
+parts and the materials that have been used in making them.
+
+What great numbers of workmen were needed before a school like ours
+could be built! Who procured the stone and the slate? Whose work was
+needed to obtain the iron, the steel and the tin? Who made the glass?
+Which workmen shall we thank for the wood?
+
+Can you think how the bare lot looked before the school was built? Many
+men with shovels and pick-axes dug out the foundation, and numbers of
+horses and wagons were needed to carry out the earth. Then came the
+builders. How were so many materials brought here?
+
+
+3
+
+1. We will go outdoors together and look at the school building.
+
+2. We will stand north of the school, south, east and west of it. Notice
+the position of the parts, their number, shape, size and color.
+
+3. As we stand at each side, see whether there are any parts which you
+never noticed before or any parts which we forgot to mention yesterday.
+
+
+4
+
+[Illustration]
+
+Look at this drawing of a school building and grounds. It is called a
+plan. Before any school or church or home is built a plan must be drawn.
+This is to show the workmen what to do. See how much of the ground is
+used for the building. Find the garden. What are in the garden? Which is
+larger, the garden or the playground? What shape is the playground? How
+many doors are there to the building? In how many ways can you get into
+the playground?
+
+Try to draw a plan of your school building and yard, showing the gates,
+the flagpole, the drinking fountain or pump, and any other parts you
+think of. Show which door you use most.
+
+    _Note to the Teacher._--The pupils should draw the plan upon paper
+    while the teacher draws it upon the blackboard. Infinite care should
+    be exercised to invest every line with its full meaning. Upon the
+    proper interpretation of this first plan will depend much of the
+    pupil's future ability to correctly read a map as the representation
+    of a reality.
+
+
+5
+
+THE INSIDE OF THE SCHOOL
+
+As you walk from the school door to your room what do you see? Tell all
+that you have noticed in the corridors, on the staircases, in the
+cloak-rooms and the class-rooms.
+
+
+6
+
+We will go on a little excursion through the school today, walking along
+all of the corridors and upon all of the staircases. Look especially to
+see anything that you never saw before, and notice anything that you
+forgot to mention in yesterday's description.
+
+
+7
+
+Answer the following questions:
+
+1. How many stories high is our school?
+
+2. How many class-rooms are on each floor?
+
+3. How many other rooms are on each floor?
+
+4. How many staircases does our school have?
+
+5. What materials have been used in building the staircases?
+
+6. What can be seen in the corridor nearest your room?
+
+7. By how many doorways can the children leave the building?
+
+8. How is your school heated and ventilated?
+
+
+8
+
+Describe everything that you can see in your class-room.
+
+
+9
+
+[Illustration: PLAN OF SCHOOL ROOM]
+
+Look at this plan of a school-room. See if you can draw a plan of _your_
+school-room.
+
+
+10
+
+Make a list of all the materials that have been used in building the
+inside of your school. Remember all of the following parts:
+
+  Floors      Windows       Corridor furnishings
+  Ceilings    Doors         Class-room furnishings
+  Walls       Staircases
+
+Now write a list of the kinds of workmen who gathered together these
+materials. Name as many of the kinds of workmen as you can think of who
+were engaged on the inside work of the building.
+
+
+11
+
+Write a letter to anyone whom you know who has never seen our school.
+Tell all about our building and the good workmen by whom it was planned
+and built.
+
+
+
+
+CHAPTER II
+
+THE STREETS AND ROADS
+
+
+1
+
+On what street or road does your school stand?
+
+On what street or road do you live?
+
+What streets or roads do you pass on your way home?
+
+What do you think is the finest street or road that you have ever seen
+anywhere? What makes that so good a street or road?
+
+Name a poor street or road. What could be done to improve it?
+
+
+2
+
+Why do cities and towns have streets and roads? Where are there no
+streets?
+
+Look at the country picture shown on page 19. How pretty it is! When
+would it be pleasant to walk there? When would it not be so pleasant?
+Why? What must be done to a road to make it into a good street? Tell
+what you can of the different ways of paving, lighting and draining
+streets and roads, and of the different kinds of name-signs you have
+seen.
+
+Now what can be done to make a street or road beautiful and pleasant in
+warm weather?
+
+How can boys and girls help to keep the streets and roads pleasant?
+
+Here is a plan of some of the streets in a large city.
+
+[Illustration: PLAN OF CITY STREETS.]
+
+
+3
+
+Draw the shape of the school lot. Now show the street or road that the
+school stands upon. If you live in a town, draw the streets next to the
+school. Then draw the next streets, and keep on until you have drawn the
+street on which your home stands. Place a little cross to show your
+home. With your pencil start from your house and make a dotted line to
+show how you come to school.
+
+
+4
+
+On your plan of the neighborhood place a circle to show the grocery
+store or bakery that you pass on your way to school. Make a large dot to
+show the nearest store to school, and with a dotted line explain how you
+would go there from school if your teacher sent you to buy ink. Make a
+circle with a cross in it to show where there is a church, a bank, a
+factory, or any other important building near your school. If there is a
+railroad near, show it upon your plan.
+
+[Illustration: A COUNTRY HOME.]
+
+
+5
+
+Many streets and lanes have names of trees. Some have been named after
+great and good men. There are some streets with only numbers for names.
+Do you know of any streets having names of these different kinds? Can
+you think of any street or road that received its name for some other
+reason?
+
+Get as many pictures as you can of the streets of your town or any other
+town and paste them in your note-book. Get some pictures of country
+roads and paste them also in your note-book.
+
+[Illustration: A CITY STREET.
+  (Copyright, 1911, William H. Rau, Philadelphia.)]
+
+
+6
+
+In some towns the streets are nearly straight and cross each other like
+the wires of a window-screen. In other towns the streets run off from
+the centre of the town like the spokes of a wheel. Some streets and
+roads are very crooked.
+
+How are the streets in our town arranged? Name some of our best business
+streets. Which streets have the finest homes in which people live? Name
+some streets or roads with trolley lines upon them. Are our streets
+paved?
+
+
+7
+
+Perhaps you live in the country where there are very few streets or none
+at all. How different is your walk to school each day from that of the
+city boy or girl! In town, children walk on paved streets and pass many
+buildings. What kind of roads do the country children walk upon? What
+buildings do they pass? A country school.
+
+[Illustration: A MODERN COUNTRY SCHOOL.]
+
+Do you take a pleasant road between broad fields? Do you walk through
+the cool shady woods? Perhaps you run over a bridge with the clear brook
+sparkling and babbling beneath. What else do you see or hear in the
+country which city folks do not know in their built up towns?
+
+
+
+
+CHAPTER III
+
+THE BUILDINGS
+
+
+1
+
+What kinds of buildings do you pass on your way to school? Write a list
+of all the kinds that you have ever seen.
+
+Look at the pictures of buildings in this book and see if you know for
+what each is used. How can you tell?
+
+
+2
+
+Of all the many kinds of buildings in town or country, the _houses_ are
+the most important. It is more necessary to have good homes to live in
+than to have the other buildings large or beautiful. What makes a good
+residence? There must be enough room for the whole family. It needs
+plenty of light, air, sunshine and water. It must have a good roof to
+keep it dry in stormy weather. It should be well heated in the cold
+winter. Tell of other things that are needed in our homes to keep the
+family healthy and happy. How can you help to make your home pleasant?
+
+
+3
+
+Good _schools_, too, are very necessary. The school-house must be built
+to keep the boys and girls comfortable and healthy while at work. Name
+some of the things needed for a good school building.
+
+[Illustration: A STREET SCENE IN NEW YORK.]
+
+
+4
+
+The libraries and museums also teach people. A _library_ is like a home
+where many friendly teachers live. These friends will talk to you and
+tell you many useful and wonderful things. Have you ever visited them at
+the library? Have you ever taken any of them home with you? Is there a
+library near our school?
+
+The _museums_ are full of many interesting objects. You may see
+beautiful pictures and statuary. Some have collections of pretty stones
+and of stuffed animals. Curious clothing, jewelry, toys and musical
+instruments used by people in distant lands are shown too. In a museum
+in Portland you may see the dear little clothing worn by the poet
+Longfellow when he was a tiny baby. Many books that Washington read are
+kept in a museum near the city of Washington. Have you ever visited a
+museum in a city? What did you see there?
+
+
+5
+
+No buildings anywhere are more beautiful than the _churches_. Are there
+any churches in your neighborhood? Describe the church which you attend.
+
+
+6
+
+In town and country there are many ill people who cannot be cared for at
+home. They go to _hospitals_ to be nursed back to health and strength.
+The good doctors and nurses work day and night to cure the sick people.
+How can well people help sick people? Where is the nearest hospital to
+your home? What is it named?
+
+[Illustration: INDEPENDENCE HALL.]
+
+
+7
+
+Almost every town has a _Town Hall_. Have you ever seen such a building?
+What is it used for? Here the mayor has his office. Sometimes the Town
+Hall or Court House has a high tower, or a fine dome, or a cupola. If
+you have ever seen a Town Hall tell how it looked.
+
+
+8
+
+Think of the _stores_ that you have seen. How many kinds can you name?
+What does each sell principally? Where are these things made? Have you
+ever seen a large _factory_? What does it manufacture?
+
+[Illustration: PITTSBURGH OBSERVATORY.]
+
+It would be fine if all of the buildings in which folks work were sunny,
+airy and clean. People employed in comfortable stores and factories are
+happy and feel like working.
+
+Alas! there are many miserable places where the workmen are crowded and
+uncomfortable. The impure air makes them tired and ill. If you have seen
+a good store or factory tell what helps to keep the workers comfortable
+and healthy.
+
+
+9
+
+Old cities have in them many very old buildings that all Americans love.
+The magnificent Capitol at Washington was built long ago. It is one of
+the finest buildings in the world. It is built of white marble. In the
+first picture in this book notice the beautiful dome and the great high
+stairs. In Philadelphia is the dear old Independence Hall with the
+Liberty Bell. Boston has the old Faneuil Hall. Here many great Americans
+of long ago have spoken to the people. Are there any old historic
+buildings in our neighborhood?
+
+[Illustration: LONGFELLOW'S BIRTHPLACE, PORTLAND, MAINE.]
+
+
+10
+
+Suppose some friends travel on the railroad to visit us. At what
+railroad station would the train arrive? Are there any other stations?
+How are they built? Do you think they give a beautiful, clean, friendly
+welcome to strangers? All stations should be pleasant and comfortable to
+cheer the tired travelers that pass through them day and night. At
+Denver, just outside of the station, there is a great arch stretching
+across the street. It says, "Welcome," in bright letters at night and in
+pretty letters in the day. The visitor is glad to see the friendly word
+after a long trip.
+
+[Illustration: OLD SOUTH CHURCH, BOSTON.]
+
+
+11
+
+When friends come from another town we like to show them the sights.
+Plan a nice trip around the town. Write a list of places to which you
+would take them. You must know where each place is. What could you tell
+about each place?
+
+
+12
+
+One day we should visit some park. Is there any near our school? Are
+there any interesting buildings or statuary in the park? Is there any
+water near by?
+
+When we visit our town park we should remember that it belongs to us,
+for a public park belongs to all of the people. Do you not like to have
+the things that belong to you as good, as useful and as beautiful as
+possible? Do you want your home to look sweet and clean and comfortable,
+or dirty, careless and unpleasant? Do you want your clothing to be
+strong, neat and pretty, or torn and dirty? We should all take pride in
+having the things we own just as good as possible. When you are in the
+street, the school, any public building, or in a park, say to yourself,
+"This is mine." Then look around and see whether you like the way it
+looks. Think how you can help to keep it looking well or make it look
+even better.
+
+[Illustration: WINTER SCENE IN FAIRMOUNT PARK.]
+
+How can boys and girls help keep the grass, the paths, the flower-beds,
+the trees and the buildings beautiful? Where does the money come from to
+pay the caretakers of the park?
+
+Some people visit the park only in spring, summer or autumn. We all love
+the park in those seasons. Many do not know how beautiful the bare trees
+look in winter with their gray or brown branches. There is no more
+exquisite sight in the world than to see these trees coated with
+glistening ice out to the tiniest twig, or to see them ridged with
+pearly white snow. It is a merry sight to see the jolly coasters and
+skaters.
+
+
+13
+
+Copy the list of buildings given below and mark each kind that you have
+seen. Tell where you saw it, of what it was built, or for what it was
+used.
+
+  Residence    School                 Museum
+  Store        Church                 Car-barn
+  Bank         Hospital               Library
+  Factory      Railroad station       Office
+  Stable       Government building    Garage
+  Dairy        Barn                   Ice House
+
+What building is shown on the cover of this book?
+
+
+
+
+CHAPTER IV
+
+THE TOWN AS A WHOLE
+
+
+1
+
+Think of the times when you have walked or ridden about our town.
+
+What rivers did you see?
+
+[Illustration: CAPITOL AT HARRISBURG.]
+
+Which buildings did you think were very beautiful?
+
+What was each used for?
+
+What buildings have we that are very helpful to the people?
+
+What interesting places have you visited in your neighborhood?
+
+What other places would you like to visit?
+
+
+2
+
+PREPARATION FOR A TRIP TO SOME HILLTOP, OBSERVATORY, TOWER OR
+ROOF-GARDEN FROM WHICH AN EXTENSIVE VIEW CAN BE HAD
+
+What place shall we visit? Why? Draw a plan to include the school and
+the place to be visited.
+
+How far must we go? Shall we ride or walk? In what direction shall we
+go?
+
+When we are up high we can look over the whole neighborhood. First, try
+to find our school. In what direction shall we need to face? Then let us
+notice what lies between us and our school. See if you can find any park
+or large building which you know. Try to find the street or road upon
+which your home stands. Then look beyond our school for any other
+familiar building or park, and look for your home if you did not see it
+before. Notice how far the town stretches and try to see what cuts it
+off or bounds it.
+
+Next we shall turn and look in the opposite direction. What direction
+will that be? Find any familiar places. How can you know which are
+homes, schools, churches or factories? See how far the town extends and
+what cuts off or bounds it on this side.
+
+In what other directions shall we look? Again we shall notice the
+familiar and unfamiliar places and the town boundaries.
+
+
+3
+
+THE TRIP
+
+
+4
+
+Was the neighborhood view like you expected? What surprised you? What
+did we see most of? Make a list of all the places you remember seeing.
+Think of each view separately; north, south, east and west. Tell of
+anything you saw as you looked in each direction. Why could we see so
+much? How could we see even farther?
+
+
+5
+
+Do we live in a large city, a small town or in the country? What is the
+name of our town or the nearest town? Who first settled in the place
+which has grown to be a town? It is hard for us to believe that two
+hundred and fifty years ago there were no houses, churches, schools,
+streets or roads where we now live. All this land was wild country,
+mostly woods. The early settlers were strong and brave men. They had to
+cut down the forests and build their first homes of rough logs. Then
+they planted fields with corn, wheat and vegetables. They killed the
+wild animals for food, using the skins for clothing. As soon as
+possible the settlers tried to build a small plain church and a
+school-house.
+
+[Illustration: CHRISTOPHER COLUMBUS. From a "Thistle" Print.
+  (Copyright, Detroit Publishing Co.)]
+
+[Illustration: COLUMBUS'S SHIP.]
+
+Now we have our fine towns which have grown from the early work of these
+first sturdy settlers. All of the people should love our dear home town
+and try to make it beautiful, healthful and comfortable. We should love
+our neighbors and treat them all like brothers and sisters. If we are
+true to our village or our dear town we will be kind and fair to all,
+rich and poor, Americans and foreigners, white and colored people. That
+is one way of showing our thankfulness for our comfortable homes.
+
+
+
+
+CHAPTER V
+
+THE PEOPLE
+
+
+1
+
+Think of the many buildings which you see as you look over the
+landscape. There are people living in nearly all of those houses. Just
+think of the many, many people who live here. How many are there? How
+many schools have we in the town? How many people go to your school?
+
+Most of these people look much alike, but some are very different in
+appearance. Name some of the different kinds of people whom you have
+seen. How do you distinguish a negro and Chinaman or Mongolian from a
+white person or Caucasian? Tell about their hair, skin or any other
+peculiar features.
+
+Each kind of people is called a race. The pictures show some of the
+races we often see--Caucasian, Mongolian and negro. The Chinese and
+Japanese are called Mongolians.
+
+
+2
+
+THE INDIANS
+
+The Indians lived at this place which is now our home long before there
+were any white people here or any towns at all. Where these many
+buildings now stand there was wild country, fields and woods. Under the
+trees stood the Indian wigwams made of skins and branches. The early
+settlers came to this country from far across the ocean. After William
+Penn landed with his companions he began at once to make friends with
+the Indians. As the red men were living upon the land, Penn thought that
+it was only fair and honest to buy from them the land that the English
+people wanted for their homes. The Indians could not use money, so he
+gave them blankets and other presents which pleased them very much. The
+Indians promised William Penn to live in peace with the white men and
+they kept their promise for many years.
+
+[Illustration: AN INDIAN FAMILY.]
+
+Most of the white people who came in those early days to other parts of
+our land did not act in this noble way. When they wanted land on which
+to build their homes they drove the Indians away, killing many of them.
+Thus these unjustly treated Indians became the enemies of the white men,
+and often treated them very cruelly in return. Let us remember that the
+Indians were the first owners of this land of ours and that they should
+be treated as William Penn showed us, with kindness and justice.
+
+[Illustration: INDIAN CHIEF.]
+
+Those wild Indians of long ago had many noble traits. They were strong
+and brave and fearless.
+
+    Read in some of your school books about Indians and their homes.
+
+
+3
+
+THE NEGROES
+
+There were no negroes in this country till many years after Columbus and
+the other white men began to settle here. Some white men went far across
+the sea to Africa. They stole the negroes away from their homes, carried
+them to their ships and sailed back to this country. Then these white
+men sold the negroes to other men for money. The poor colored men had to
+work terribly hard as slaves and received no pay for their work. At last
+they were freed by Abraham Lincoln and others who helped him.
+
+[Illustration: NEGRO.]
+
+The negroes have much that is fine in their character. Even when they
+were slaves they often grew to love their masters so dearly that they
+would do anything in the world, even give up their lives, for their
+masters. We should always remember that God made the negro as well as
+the white man. Fair-minded people will try to be honest, kind and just
+to everyone.
+
+
+4
+
+THE CHINESE
+
+[Illustration: CHINESE MANDARIN AND SERVANT.]
+
+Many Chinamen have come to our country from their distant homes in
+China. Their country is so crowded, and it is so hard to earn a living
+there, that most of the people are very poor.
+
+The Chinese living in our country are peaceful and quiet. They work very
+hard in their laundries and other places of business; yet there are many
+white people so cruel and thoughtless as to ridicule a Chinaman whenever
+they see one. These white people should remember that God made the
+Chinaman and that he is a stranger here in our country. Is it not even
+worse to ill-treat a stranger than one who is at home? The color of our
+skin and hair is not very important. It matters far more whether we are
+honest, loving, industrious and fair-minded.
+
+Not all of the white people living around us were born in this country.
+Where did your parents and grandparents live when they were children?
+Do you know any people who came from distant lands? Where were their
+first homes? Find out how many of the parents of your schoolmates came a
+long journey over the water to reach our land.
+
+Yes, we have people from many foreign countries. Some are English,
+Irish, Scotch or French. Then there are the Germans, Italians, Russians
+and others. From what country did each of these people come?
+
+Here they are all living together, people from all over the great wide
+world. Our homes stand side by side. We work and play together. Truly we
+are brothers and sisters, for we are all children in the great human
+family. It matters not from what distant land our people may have come,
+we should all be bound together like one family by human love and
+kindness.
+
+
+
+
+CHAPTER VI
+
+INDUSTRIES AND OCCUPATIONS
+
+
+1
+
+Which members of your family work? Why do they work? For what is the
+money they earn spent? Think which of these things are absolutely
+necessary to keep us alive.
+
+We all need _food_.
+
+We all need _clothing_.
+
+We all need _homes or shelter_.
+
+Without these provisions we should die.
+
+How do we get our food, our clothing and our homes? How did people get
+them when there were no stores and no money? Do you know of any people
+who were compelled to get things in this way?
+
+    In a school reader, read about how primitive people lived.
+
+
+2
+
+THE SOIL
+
+We have two kinds of food, vegetable food, which grows from the ground,
+and animal food. Name some foods of each kind. All plants grow out of
+the earth or soil. The soil is necessary to produce our animal food
+also. The meat we eat comes from sheep, cows, chickens and other
+animals. These animals all live on vegetable food. Without good soil
+there would be no grass nor hay. No grass would mean no food for cows
+and sheep. So we see that all of our food really comes from the soil.
+
+Our clothing, too, is dependent upon the soil. The cotton plant grows up
+out of the ground. The wool comes from the sheep, which eats grass which
+grows from the ground.
+
+Even our homes could not be built without products from the earth or
+soil. Think how much wood is used in the construction of a house. The
+trees which grow in the soil give us all the wood. Much iron, steel,
+copper, brass and nickel are used in our homes. Stones and bricks form
+part of many houses. All of these things come out of the earth. What a
+wonderful thing is the soil! Out of it come our food, our clothing and
+our shelter!
+
+    In one of your books read the wonderful story of how we obtain a
+    loaf of bread.
+
+
+3
+
+
+Write a list of all the kinds of work you can think of which people do.
+
+Copy this list of industries and place a cross beside the ones at which
+any persons you know work:
+
+  Mining                 Printing and bookmaking
+  Weaving                Iron and steel work
+  Shipbuilding           Glass-blowing
+  Lumbering              Pottery making
+  Brickmaking            Meat packing
+  Farming                Dairying
+  Manufacturing foods    Manufacturing clothing
+  Ice cutting            Manufacturing furniture
+
+Which are town industries? Which are country industries?
+
+
+4
+
+Would you like to go to-morrow to visit a factory in which some food or
+clothing is manufactured? Look at the map of the town. Find your school.
+Find the factory. How far must we go and in what direction? What is the
+name of the place we will visit? Notice all of the things made there.
+Try to remember all of the materials needed at the factory, and find out
+where these materials come from. Try to remember just how the articles
+are made. Find out what will be done with the things that are
+manufactured. Notice the number and kinds of machines used. See how many
+workmen are employed.
+
+
+5
+
+AFTER THE TRIP
+
+Write a letter to a friend in another class telling all about your
+visit. Mention these points:
+
+1. Where you went.
+
+2. What was made.
+
+3. How it was made.
+
+4. The materials used.
+
+5. The machinery.
+
+6. The workmen.
+
+7. The usefulness of the factory.
+
+8. The care and skill of the workmen.
+
+9. Anything else interesting about the trip.
+
+
+6
+
+Every town and every village is a workshop. There are many workmen here
+that do good, careful work. Some of the goods of our town may be sent
+thousands of miles away to other people who need them. The country
+people, too, do much useful work. Name some of the things which our
+workmen do for other people living at a distance from us.
+
+    Read about the manufacture of the articles which you saw being made
+    at the factory.
+
+
+7
+
+There are many workers in the world who do not make things with their
+hands. Most of their work is done with their minds, though, of course,
+their hands help too. Name some of these. What kind of work does each of
+the following do?
+
+  Teacher    Lawyer    Minister
+  Doctor     Author    Banker
+
+
+
+
+CHAPTER VII
+
+ANIMALS AND PLANTS
+
+
+1
+
+There are many other living creatures in the world besides people. Write
+a list of all the kinds of animals that you have ever seen.
+
+[Illustration: AMERICAN BUFFALO.]
+
+Some of these animals live near the homes of men. They are tame. Men
+take care of them and see that they get food. Many of these animals are
+very useful to us. Write a list of these tame animals. At the top of the
+list write _Domestic Animals_. Of what use is each of the following
+animals when alive? Which are useful after they are killed? Of what use
+to man is each one?
+
+  Horse    Pig    Chicken
+  Cow      Dog    Duck
+  Sheep    Cat    Pigeon.
+
+    Read about how our meat is supplied to us.
+
+
+2
+
+Write a list of all the _wild animals_ you remember ever having seen.
+Where did you see them? How were they prevented from harming people?
+Where was the natural home of these animals? How did they get their
+food? How do they now get their food?
+
+[Illustration: RACCOON.]
+
+Some of these animals so closely resemble the domestic animals that they
+are said to belong to the same family. Read the names of the animals
+belonging to the same family and tell in what way they resemble each
+other. Tell which are domestic and which are wild.
+
+THE CAT FAMILY
+
+  Cat    Lion    Tiger    Leopard
+
+[Illustration: TIGER.]
+
+THE DOG FAMILY
+
+  Dog    Fox    Wolf
+
+THE HORSE FAMILY
+
+  Horse    Zebra
+
+THE COW FAMILY
+
+  Cow    Buffalo
+
+Describe some of these wild animals:
+
+  Elephant    Fox
+  Squirrel    Wolf
+  Bear        Deer
+
+There are also many fish, birds and insects.
+
+Paste in your notebook any pictures of animals.
+
+
+3
+
+Take a trip to the Zoological Gardens and see these animals.
+
+[Illustration: LEOPARD.]
+
+
+4
+
+Which domestic or wild animals are useful to us in obtaining food,
+clothing and shelter?
+
+
+5
+
+PLANTS
+
+We cannot live without food, clothing and shelter. Let us see how plants
+help us to obtain these three great necessities.
+
+Write a list of all the plants that you can name.
+
+Draw a line under each that is useful for _food_.
+
+Draw two lines under each that is useful for _clothing_.
+
+Draw three lines under each that is useful in making or furnishing our
+_homes or shelter_.
+
+[Illustration: ELK.]
+
+Of what use are the plants that are not underlined? Are they beautiful?
+How dull the world would be without flowers!
+
+We have:
+
+1. Food plants.
+
+2. Clothing plants.
+
+3. Shelter plants.
+
+4. Ornamental plants.
+
+
+
+
+CHAPTER VIII
+
+TRANSPORTATION AND COMMUNICATION
+
+
+1
+
+Think of the foods that you had on your dinner table yesterday. Where
+did each come from? How did it get here? Was there anything which came
+from our own neighborhood, and which did not have to take a long journey
+either to the factory where it was manufactured or to the store where it
+was sold?
+
+Examine the clothing you are wearing. Of what material is each article
+made? Where did the materials come from? Where were they manufactured?
+Which had to come a long journey before it reached your home?
+
+Look around the school-room and name the materials which had to travel a
+long distance before we could have them for our use.
+
+Imagine trying to get our food, our clothing and our shelter materials
+right near our school. How much could we be sure of having?
+
+
+2
+
+Perhaps you have seen products being brought into the city. You may have
+seen the milk trains unloading their many shining cans. Surely you have
+seen the freight cars with their signs painted on the outside telling
+that they are refrigerator cars, or coal cars, or other kinds of cars.
+What do they carry?
+
+Most of the things we need are brought here on trains. Where is there in
+our neighborhood a freight railroad station? Is it near our school?
+
+Some products are taken from the country to the town in wagons. You have
+seen the big hay wagons which go a long way from some farm to take food
+for the city horses.
+
+[Illustration: CHINESE TRANSPORTATION.]
+
+How else are products carried? Coffee, rubber, pepper, chocolate and
+much silk are brought here from distant lands in ships. If you go to the
+harbor of a large city you can see hundreds of busy men unloading the
+big steamers.
+
+
+3
+
+Ships and railroads carry not only foods but people too. There are many
+ways of carrying people and products. These are some of the ways:
+
+1. On the backs of animals, as horses, camels, elephants.
+
+2. In wheelbarrows.
+
+3. In wagons.
+
+4. In automobiles.
+
+5. In trolley cars.
+
+6. In railroad trains.
+
+7. On boats, or ships.
+
+8. In sleighs.
+
+9. On bicycles.
+
+10. In airships.
+
+[Illustration: TRANSPORTATION IN ARABIA.]
+
+In which of these ways have you traveled? Can you tell what power is
+used in each case?
+
+In order to travel safely and quickly we need more than something in
+which to carry the people and products. We must have good wagon roads,
+well built railroads, tunnels through the mountains, and bridges over
+the rivers. Lighthouses are necessary to warn the vessels of the rocks
+at night or in the storms.
+
+
+4
+
+When people need things from a distance they cannot always go all the
+way to the place and bring back the products or articles. It is quicker
+and easier to send messages asking for what is needed. How would your
+mother send an order to the butcher for meat if she did not wish to go
+for it? How could a farmer send a message to the city ordering new milk
+cans and strawberry boxes? How do messages come to your house?
+
+In olden days the persons had to carry all of their messages for
+themselves or send them by other persons. The messenger would often run
+for miles without resting so as to deliver the letters as soon as
+possible. At last the people decided to give all of their letters to a
+postman who would ride on horseback from place to place with the mail.
+Stagecoaches were next used. It took a week for a coach to go as far as
+a train can go now in a few hours. Our mail is now carried from one
+place to another by trains or vessels, and then the letter carriers
+deliver it at our city houses or to our town post office or rural
+mail-box.
+
+The quickest way to send a message is by cable, telegraph, telephone or
+wireless message. Over the electric wires or through the air the words
+are flashed for miles in a few minutes.
+
+
+
+
+CHAPTER IX
+
+FAMILIAR SURFACE FEATURES
+
+  1. Hill and plain.         3. River
+  2. Mountain and valley.    4. Ocean
+      5. Island and peninsula.
+
+    _Note to the Teacher._--Consider at this time only such familiar
+    features as belong to the children's immediate environment in or
+    very near their neighborhood. Defer the study of the other land and
+    water forms until later, as suggested in the Introduction. For
+    further details of these features, see Chapters I and IV in Part II.
+
+
+1
+
+HILL AND PLAIN
+
+Some streets and roads are flat and level. Others slope like _hills_.
+Can you name a street which is level, and one that slants or slopes?
+Which road is easier to walk on? Why? Do you prefer the level or the
+sloping street when roller-skating? Why? Which is the best when you are
+coasting?
+
+You may have noticed that some of the fields in the park or in the
+country are nearly flat. Other fields lie on slopes or hills. We call
+the flat part of the land a _plain_, whether it is in the city or in the
+country. The sloping part of the land forms a hill. Have we mostly hills
+or plains in the streets of our city?
+
+
+2
+
+Some plains and some hills are covered with trees. If you were in the
+woods, surrounded by trees, how would you know whether you were on a
+plain or on a hill?
+
+[Illustration: HILLS AND VALLEYS.]
+
+Some hills look very different from others. Some slope very gradually,
+while some are very steep. Some hills have city streets on them. Others
+have great fields of grass for cows to graze upon. Still others are
+planted with corn, wheat, rye or vegetables. There are wooded hills
+covered with trees. How do we know that all of these very different
+forms are hills?
+
+In the same way plains vary greatly. While some have been made into city
+streets, others are large, flat, grassy fields, with streams sometimes
+flowing through them. Some plains are covered with forests. Others are
+planted with grain and vegetables. How can you know when you see a plain
+if there are so many different kinds?
+
+
+3
+
+Look through the pictures in this book and decide which show hills and
+which show plains. Which is easier for a farmer to plow, a hill or a
+plain? Why?
+
+If you were sent upon an errand, would you choose to go by way of a
+hilly road or by a level one? Which is the pleasantest place for a
+summer home, upon a hill or upon a plain?
+
+How must a driver help his horses when they are pulling a heavy load up
+or down a hill?
+
+
+4
+
+MOUNTAINS AND VALLEYS
+
+Some hills are so very, very high that they have been called
+_mountains_. What are our neighboring mountains named? Have you ever
+been to the top of one of these mountains? Describe the beautiful view
+from the summit. Did you see any wild creatures along the way? Tell
+about any trees and other plants that you noticed.
+
+When people build homes in mountain regions they generally place them in
+the low land between the high mountains. Why? This lower land is called
+a _valley_. The people in the valley town can often look beyond the
+fields and see the mountains rising high and steep beyond. Some
+mountains are covered with trees. At places you may see great bare,
+rough rocks on the mountain side. The scenery is very beautiful. There
+are often streams and broad rivers down in the valley.
+
+[Illustration: THE UPPER DELAWARE.]
+
+Many lumbermen work on the mountains. Why do they cut down the trees?
+The mountains give the miners work too. The men go far into the mines to
+bring out the useful minerals. Are there any mines in the mountains
+near our home? What do the miners take from these mines?
+
+[Illustration: AN OCEAN STEAMSHIP.
+  (Copyright, 1911, William H. Rau, Philadelphia.)]
+
+
+5
+
+RIVERS
+
+What _river_ flows near our home? Have you ever seen it? Where were you
+when you saw it? How did it look? What did you notice along its banks?
+What was on the river? Was there any way of crossing over to the
+opposite bank?
+
+Did you see where the boats land? Men have built many wharves on the
+banks of the rivers. If you stand on the wharf, you may see great
+ferry-boats crowded with people. Back and forth these boats go, carrying
+the people from one side of the river to the other.
+
+Sometimes great steamers come up the river. They have carried people,
+food and clothing on a long journey. Some boats are loaded with coal or
+lumber. There are many pretty sailboats and rowboats too. In some you
+will see fishermen. They bring the fish back for the city people to eat.
+
+Before the city was built there was beautiful country all along the
+banks. If you travel up the river, leaving the city far behind, you will
+see some fine scenery. Perhaps you will pass beautiful woods. Some of
+the trees bend over the river as if they were looking at their
+reflections in the clear water. At places there are broad fields where
+the cows come down to drink the cool water. Farther up there are hills
+or mountains rising far above the banks. You will notice that the river
+is growing narrower and narrower until it is but a small stream. If you
+go down the river again, you will see that it gradually widens as it
+flows on to the mouth.
+
+
+6
+
+Most cities get their water supply from a nearby river. Do you know
+where the water in your bath-room comes from? When you take a drink in
+our school-yard what water are you swallowing? How does this water get
+to our home and school? Pipes run under the streets from the river to
+all the buildings of the town. There are big pumping stations on the
+river bank to pump the water out of the river through pipes to the
+houses. Millions of gallons of water are pumped each day into the homes,
+schools, mills and factories. For what is this water used?
+
+[Illustration: PUBLIC LIBRARY, NEWARK, N. J.]
+
+
+7
+
+Plants need more than good soil to make them grow. They will wither and
+die unless they have plenty of rain to keep the earth soft and moist.
+There are many places in the world where no trees, nor grass, nor plants
+of any kind can grow. This is because there is no water to wet the
+earth.
+
+We all know that clouds bring the rain; but how do the clouds get the
+water? Whenever there is water on the earth, as in the rivers, the air
+is continually drawing up the moisture in tiny invisible drops. This
+moisture rises in the air and forms clouds. When the clouds get very
+heavy, down comes the water which we call rain. In cold weather it is
+changed into snow.
+
+[Illustration: ELEPHANT IN THE "ZOO."]
+
+Where there is no moisture there can be no rain, for the air cannot draw
+up moisture to form clouds. Where there are many rivers there has been
+much rain, and the soil is kept fertile. Plants will grow in it. Do you
+see how our food, our clothing and our shelter are dependent upon
+rainfall? Do you see how we are kept alive by rivers?
+
+
+8
+
+Think of the many, many uses of rivers. There are thousands of useful
+rivers in the world.
+
+What are the three great necessities of human life? How do rivers help
+us to get _food_ and _clothing_ and to build our _homes_ and make them
+comfortable?
+
+SOME USES OF RIVERS
+
+1. Water supply; washing and drinking.
+
+2. Water power; flour, textile and planing mills.
+
+3. Commerce; transportation.
+
+4. Life; fish, plants.
+
+5. Fertility of soil, rainfall.
+
+6. Beauty of scenery.
+
+
+9
+
+Look at the map of our neighborhood. See the lines that represent the
+river. Notice how it bends. Does it show where bridges cross it?
+
+
+10
+
+THE OCEAN
+
+Have you ever stood on the beach and watched the big waves roll in? The
+great _ocean_ stretches away as far as you can see. It seems to meet the
+sky. The weaves roll and break, and roll and break from morning till
+night forever. Where there are rocks along the shore the ocean dashes
+against them. The sparkling snowy spray then leaps high into the air
+with a boom and a swish!
+
+    _Note to the Teacher._--See the details for studying about the
+    oceans in Part II, Chapter I.
+
+
+11
+
+ISLANDS AND PENINSULAS
+
+[Illustration: THE OCEAN.]
+
+As you sail up the river you may see large portions of land lying right
+out in the water. There are pieces of land lying out in the ocean too.
+The water lies around them on all sides. We call such portions of land
+_islands_. If you were standing on the shore how could you go to an
+island which you saw out in the water? How could you get there if you
+had no boat? Some islands are joined to the shores by bridges.
+
+Many islands are no larger than this room. Others are so large that it
+would take days to travel around them. Whether they are large or small
+they have water entirely around them.
+
+[Illustration: PART OF A ROCKY ISLAND.]
+
+Some of us have been to a large island that has been built up into a
+city. When the New York boys and girls want to leave their city they
+must either go in a boat, or over a bridge, or through a tunnel far
+under a river. Why? When you visit Atlantic City your train goes over a
+bridge into the city. Why?
+
+
+12
+
+Look at some pictures of islands and notice how many kinds there are.
+Some are all wooded. Others are covered with fields. Notice one that is
+rocky and steep, and another that is level and built into a city.
+
+Some islands are so large as to have many cities built upon them, and
+there are many farms and dense woods besides upon the same islands. Some
+have many rivers flowing through them.
+
+If you were on a large island, how could you prove that it was an
+island? If you wanted to leave it, how could you do so? Notice on the
+map of our neighborhood whether a river with islands in it is shown.
+
+
+13
+
+Sometimes a piece of land has water flowing only part way around it. If
+you take a boat and try to go all around it, you will come to a place
+where the boat cannot go because there is land there. This land that is
+nearly an island, but does not have the water completely around it, is
+called a _peninsula_. Where have you seen a peninsula?
+
+
+
+
+CHAPTER X
+
+DIRECTION
+
+
+A LESSON IN THE SCHOOL YARD AT NOON TIME
+
+Face the sun. We are facing the south. Does the sun always lie south of
+us? Where was it early this morning when it arose? That was east. Where
+will it be at sunset? That is west. Move your hand to show the sun's
+daily journey from east to south to west. The sun is south of us only at
+noon time.
+
+[Illustration]
+
+Face your shadow. Now the sun is behind you. What direction is back of
+you? You are facing north. Look at the shadows of the school, of the
+fence, of the pole, and of all the other children. They are all falling
+to the north. Can you make your shadow fall east or west or south? Why
+not? When only will shadows fall north? Can you think of any time when
+the shadows would fall east or west? Could they ever fall south? Why
+not?
+
+
+2
+
+Draw this diagram on the yard pavement, and mark the parts that are
+north, south, east and west. Stand at the middle of the cross. Face
+north. What is behind you? What direction is at your right side and
+which is at your left side? Learn these words:
+
+"When I face the north the south is behind me; the east is at my right
+hand and the west is at my left hand."
+
+If you pass a weather vane on your way home, see if you can read the
+letters on it and find out what they mean.
+
+
+3
+
+With soft chalk draw a line on your desk with one end toward the north
+and one end toward the south. Mark N for north and S for south. Draw a
+line across the middle of it, and mark E for east and W for west.
+
+What is north of you, south of you, east of you and west of you?
+
+In what direction from you is your teacher's desk?
+
+On what side of you are the blackboards? On which side are the windows?
+
+Walk toward the north, toward the east, toward the south, toward the
+west.
+
+Which boy or girl is north of you? Which pupil is west of you?
+
+What is south of your room? What is east of it?
+
+On what side of your room is the corridor? On which side is the street?
+On which side is the school yard?
+
+What is north of your teacher's desk? What is south of your teacher's
+chair? What is west of the table? What is east of the windows?
+
+
+4
+
+[Illustration: POINTS OF THE COMPASS.]
+
+Draw a plan of your desk. Mark north, south, east and west upon it. Hang
+it up with north at the top. Draw a plan of your schoolroom. Mark the
+north, south, east and west. Hang up the plan with north at the top.
+
+Look at the plan of the town. We call it a map. North is at the top.
+Find the rivers. At which side of the city are they?
+
+Look at a plan of the entire school floor with all of the rooms and the
+corridor. How shall we hang it?
+
+
+5
+
+Men have made plans of the city, the country, and the whole world. These
+plans which show the land and water are called maps. On all maps north
+is usually at the top.
+
+Look at the map of the whole world. How can you tell which part means
+land and which means water? What direction is at the top of the map, at
+the bottom, at the right side, and at the left side?
+
+
+6
+
+See where we find the north-east, south-east, south-west and north-west.
+
+
+
+
+PART TWO
+
+
+
+
+CHAPTER I
+
+THE EARTH AS A WHOLE
+
+
+1
+
+[Illustration]
+
+Long ago wise men found out that the great earth on which we live is not
+flat, but round like a ball. It is so very large, and we see so small a
+part of it at one time, that it looks flat to us. Take a piece of paper
+and tear out a small hole. Hold the hole over your globe so that a small
+part of the surface shows through. Does the small piece of the globe
+look very curved?
+
+These men noticed ships sailing away across the water. When the ships
+were far away the lower part of the boat could not be seen. More and
+more disappeared till only the tops of the masts could be seen; and at
+last they were gone too. If you make a little paper boat and let it sail
+flat across your desk and then try it over the globe, you can see how
+this proves that the earth is not flat.
+
+Did you ever see an eclipse of the moon? The big curved shadow was the
+earth's shadow. Why was the shadow round?
+
+A globe shows the shape of the earth.
+
+
+2
+
+Look at all of the globes and maps in the room. Find how the land and
+the water are shown. Can you see any islands, any peninsulas? A tiny dot
+may mean the whole city with hundreds of homes, factories and other
+buildings. Do you remember how we looked down on our town from a great
+height and saw the many houses? Just think of a tiny dot meaning all of
+our town.
+
+[Illustration: WESTERN HEMISPHERE]
+
+[Illustration: EASTERN HEMISPHERE]
+
+
+3
+
+How are the rivers drawn? Think of the great wide flowing river with its
+wharves and its boats. It flows on for miles and miles. Some day all
+of its water will reach the ocean. This little black line means all of
+that great broad river.
+
+Why do we have such tiny things to represent such great things?
+
+See this land called North America. It would take five days and nights
+in a fast express train to travel straight across it.
+
+
+4
+
+We can cut the globe in half and make a flat picture of the two parts as
+they look when placed side by side.
+
+Another name for the globe is sphere. "Hemi" means "half," so each half
+of the globe is called a "hemisphere."
+
+One half is called the Eastern Hemisphere and the other half the Western
+Hemisphere.
+
+In the Western Hemisphere we have the Western Continent, which is
+America. This Western Continent is made of two grand divisions, North
+America and South America. Why are they so named? We live in North
+America. Find our city and the river nearest to it. North America was
+joined to South America by a narrow strip of land called the _Isthmus of
+Panama_. Look at the map and think why millions of dollars have been
+spent through many years to cut through this isthmus. Now vessels can
+pass through this Panama Canal.
+
+Look at the map of the Western Hemisphere and notice what it contains
+besides the Western Continent of America. There is more water than land.
+This water forms the great oceans.
+
+Perhaps you have been to Atlantic City or some other seashore place and
+have seen the Atlantic Ocean. Do you remember the big waves which rolled
+in on the sandy beach and the pretty white-caps far out? Did you see the
+big nets drawn in full of hundreds of fish? Perhaps you bathed in the
+ocean and got your mouth full of water. It did not taste like the water
+we drink, for it was salty. All of the water of the ocean is salt water,
+but the water of rivers is fresh.
+
+The oceans are very large. It would take us five or six days and nights
+on a great steamer to cross to the other side of the Atlantic Ocean. In
+what direction should we go?
+
+
+5
+
+On the western side of America there is another great ocean, the Pacific
+Ocean. It has salt water like the Atlantic Ocean, and it also is
+constantly in motion with great waves.
+
+North of North America, in the intensely cold region, is the Arctic
+Ocean. Great masses of ice called icebergs and ice floes are floating
+through this ocean.
+
+Far south of South America is the Antarctic Ocean. It does not touch
+South America. It too is in a cold part of the world.
+
+
+6
+
+Do you know of any people who came here from England, Ireland, France,
+Germany, Italy or Russia? Their homes were in the Eastern Hemisphere.
+The Eastern Hemisphere has a great mass of land called the Eastern
+Continent. The Eastern Continent is composed of three grand divisions,
+Europe, Asia and Africa.
+
+Find the great island named Australia. That is sometimes called the
+Australian Continent because it is so large.
+
+
+7
+
+The same oceans which are in the Western Hemisphere extend into the
+Eastern Hemisphere. Can you name them? The Eastern Hemisphere also
+contains the Indian Ocean, which is not in the Western Hemisphere.
+
+
+8
+
+1. How can people go from North America to Europe?
+
+2. How do the Chinese, whose home is in Asia, come to America?
+
+3. Nearly all of the rubber which we use for automobile tires,
+overshoes, erasers, and hundreds of other articles comes from South
+America. Over what ocean does it come?
+
+4. On what ocean did Peary sail on his journey to the North Pole?
+
+5. When Amundsen searched for the South Pole, he started from an island
+near Australia. On what oceans did he sail?
+
+6. When the first negroes were brought here from Africa over what ocean
+did they come?
+
+7. What ocean trip is shortest from Africa to Asia?
+
+8. Of what use is the ocean?
+
+9. Which ocean can we reach most quickly from our home? How long would
+it take us to get to this ocean?
+
+10. How long would it take us to reach the Pacific Ocean?
+
+    "Behold the sea, ... splendid and strong, yet beautiful as the rose
+    or the rainbow; full of food, nourisher of man, purger of the world,
+    creating a sweet climate."--_Emerson_.
+
+
+
+
+CHAPTER II
+
+THE SEASONS
+
+
+1
+
+What kind of weather are we having now? What kind will we have in July,
+in December, in April, in October?
+
+What do we call the warm season? What is the cold season? What are the
+mild seasons? How many seasons have we?
+
+
+2
+
+What kind of clothing do we need in winter?
+
+What work in your home is different in winter from what is done in
+summer? What season gives the school janitor most work? Why?
+
+If you live in the country you have seen how different it looks in
+winter time and in summer time. Tell how. In what ways do the town
+streets and country roads differ in winter and in summer?
+
+Name some winter and some summer sports and games.
+
+There are certain kinds of industries which can be engaged in only in
+summer and some only in winter. Decide which of the following are summer
+and which are winter industries, and which require work in more than
+one season:
+
+  Ice cutting    Building
+  Farming        Preserving
+  Lumbering      Fishing
+
+
+3
+
+What season do we have when the warm summer is over, and before the cold
+winter has set in? How do the city streets look then? How do you think
+the farm looks then?
+
+Autumn or fall is a busy time on the farm. The last of the vegetables
+must be taken in and stored away for the winter. The ripe apples and
+nuts must be gathered too. The corn is brought in from the fields and
+stored in the barns for the winter food of the farm animals.
+
+
+4
+
+After the long cold winter is over the days grow gradually milder and
+warmer until spring has come. Are you glad when spring comes? Why?
+
+In your schoolroom you can tell when spring is here. How pleasant the
+air feels as it blows in through the window! It seems to kiss us with
+its warm breath. You can hear the birds chirping as if they were happy.
+Perhaps a bee will buzz into the room. Many of the children will bring
+to school the dainty little spring flowers, anemones, blood root,
+hepatica, violets and buttercups.
+
+Out in the country all nature is busy. The tree buds are swelling and
+bursting. The grass and flowers are springing up. The birds are building
+their nests. The farmer is ploughing and planting his fields.
+
+
+
+
+CHAPTER III
+
+THE ZONES
+
+
+1
+
+All parts of the earth do not have seasons such as we have. If we should
+travel north we should find the climate growing colder and colder. After
+a long time we should come to a region of intense cold. The ground would
+be covered with ice and snow all the year through, both winter and
+summer. This most northern part of the earth is called the North Pole.
+The region around it is the North Frigid Zone. There is a South Pole and
+a South Frigid Zone as cold as the northern one. You can see where they
+are on the diagram.
+
+If we start from here and take a trip south we find it constantly
+growing warmer. At last we come to a place where it is extremely warm in
+both summer and winter. That region is called the Torrid Zone because
+"torrid" means "hot." This hot zone extends right around the middle part
+of the earth. The very hottest part through the middle is the Equator.
+Notice on the drawing that we live in a zone between the very cold
+region, or Frigid Zone, and the very warm region, or Torrid Zone. Our
+zone is called the North Temperate Zone. We have here spring, summer,
+autumn and winter. Our weather is seldom so cold as in the Frigid Zones,
+nor so warm as in the Torrid Zone. Our spring and autumn are mild or
+temperate.
+
+[Illustration: World map]
+
+[Illustration: THE ZONES.]
+
+Find the South Temperate Zone. Its climate is just like ours. What
+seasons do they have there? What zone lies north of it and which south
+of it?
+
+Copy the diagram of the zones in your note-book.
+
+
+2
+
+THE TEMPERATE ZONE--OUR ZONE
+
+Most of the people of the world live in one of the Temperate Zones, and
+most of the great cities are in these zones. People can work better here
+where we do not have either intensely hot or intensely cold weather all
+of the time. There are two Temperate Zones, the North Temperate Zone
+and the South Temperate Zone. In which do we live?
+
+Some plants grow best in the Temperate Zones, while others live best in
+the Torrid Zone. Scarcely any grow in the Frigid Zones. Name all the
+plants you can think of that live in our zone. These plants grow during
+the summer and rest or die when winter comes.
+
+SOME PLANTS OF THE TEMPERATE ZONES
+
+  Poplar      Fruit trees
+  Maple       Wheat
+  Chestnut    Corn
+  Oak         Cotton
+  Walnut      Farm vegetables
+  Pine        Familiar garden plants
+
+None of these plants can grow well in either the intense cold of the
+Frigid Zones or the great heat of the Torrid Zone.
+
+
+3
+
+Many animals live better in our zone than in any other zone. They need
+temperate climate.
+
+SOME ANIMALS OF THE TEMPERATE ZONES
+
+  Horse      Squirrel
+  Cow        Bear
+  Sheep      Wolf
+  Pig        Rabbit
+  Cat        Fox
+  Dog        Deer
+  Zebra      Buffalo
+  Giraffe    Goat
+
+Which are domestic and which are wild animals? Describe each and tell
+how it is useful to man.
+
+[Illustration: ZEBRA.]
+
+
+4
+
+THE HOT ZONE
+
+If we take a long trip to the south we find it growing warmer and warmer
+until at last we have reached a land where it is warm all the year
+through. This is the Torrid Zone.
+
+The plants do not rest nor die in winter there, for there is no cold
+weather. These plants keep right on growing through the year. Many of
+the trees grow very, very high and have tremendous leaves.
+
+In some cities there are large greenhouses where the Torrid Zone plants
+are raised. The temperature must be kept as warm there as in the Torrid
+Zone. These are some of the Torrid or Hot Zone plants:
+
+  Palm      Rubber    Giant ferns
+  Coffee    Bamboo    Banana
+
+[Illustration: IN THE TORRID ZONE.]
+
+In the forests of the Hot Zone the trees grow very close together. The
+sunlight cannot shine through. It is impossible to walk through these
+forests without first chopping out a pathway with a hatchet.
+
+
+5
+
+In these forests live many of the fierce animals which you have seen in
+cages in the Zoological Gardens or at the circus.
+
+SOME ANIMALS OF THE TORRID ZONE
+
+  Monkey     Elephant
+  Camel      Snake
+  Lion       Parrot
+  Tiger      Rhinoceros
+  Leopard    Wild Cat
+
+Describe these and tell of what use they are.
+
+[Illustration: A TROPICAL JUNGLE.]
+
+Why are some of the buildings in the Zoological Gardens so warm?
+
+
+6
+
+The Torrid Zone was the first home of the negroes before they were
+brought to America. There are many negroes and Indians living in the
+Hot Zone now. Many are but half-civilized. Some are savage. As they do
+not need large warm homes like ours, some live in small huts made of the
+branches of trees, earth and straw. A few of these homes together make a
+village. These people get their food by hunting in the forest and
+fishing in the rivers and ocean. They also eat the fruits that grow wild
+in the forests. There are some cities in the Torrid Zone, but none of
+them are very large. These towns have been built mostly by the civilized
+white people. The streets are often shaded with beautiful palm trees.
+The buildings are generally small, as the people live and work out of
+doors as much as possible.
+
+
+7
+
+WHAT THE TEMPERATE AND TORRID ZONES DO FOR EACH OTHER
+
+The people living in the Torrid Zone send to us Temperate Zone people
+many useful things that do not grow here. These are some of them:
+
+  Cocoanuts    Chocolate
+  Bananas      Pepper
+  Coffee       Palm leaves
+  Rubber       Mahogany
+
+In return the Temperate Zone people send to the Torrid Zone inhabitants
+things that they do not have. In the Hot Zone there are no large
+factories in which to manufacture goods, so we send there:
+
+  Farm tools     Guns
+  Woven goods    Knives
+  Books          Clothing
+
+
+8
+
+THE COLD ZONES
+
+[Illustration: AN ESKIMO FAMILY.]
+
+At the most northern part of the earth and at the most southern part are
+regions of intense cold. The earth is entirely covered with ice and snow
+all of the year. The water is filled with masses of floating ice and
+snow. Our coldest winter days are not nearly so cold as the climate of
+the North and South Frigid Zones. It is even hard to tell which is land
+and which is water.
+
+Of course no trees, nor grass, nor plants, nor animals, nor people of
+any kind can live in that intense cold. At the parts near the Temperate
+Zones, where it is slightly warmer, there are some very small dwarfed
+trees not more than a foot or two high, and perhaps a little moss. It is
+here that the Eskimos live; but most of the North Frigid Zone and the
+South Frigid Zone is a stretch of frozen whiteness on all sides, with no
+living thing of any kind. During the summer the sun never sets, so that
+there is twilight all night. In winter the sun never rises above the
+horizon, so there are months of darkness.
+
+[Illustration: ESKIMO BOY.]
+
+These frozen lands are the regions through which so many brave explorers
+have traveled trying to find the most northern part called the North
+Pole, and the most southern part, the South Pole. Many of these
+fearless men have never returned from the Frigid Zones. They have
+starved or been frozen to death.
+
+At last, after trying for twenty-seven years, Robert E. Peary, an
+American, reached the North Pole on April 6, 1909. All Americans are
+very proud of this brave, determined, fearless man, who would not stop
+until he had done what he set out to do.
+
+Roald Amundsen, a brave Norwegian, reached the South Pole on December
+14, 1911, after suffering many hardships.
+
+
+9
+
+Peary has written a book in which he tells about his travels. Up in the
+north he met the Eskimos, who belong to the Indian family. They live in
+snow houses in the winter. In summer, which is also very cold, they live
+in skin tents. These Eskimos dress in warm furs. They have no schools
+nor churches, but they are a kind and peaceful people. They are very
+good to the white explorers in the north.
+
+The Eskimo travels mostly on foot, but carries loads on sledges drawn by
+dogs. The Eskimo's dogs are his best friends. Without them he could not
+manage to carry home the animals he kills for food and clothing. He also
+uses boats which he makes of skins.
+
+Many of the Frigid Zone animals are covered with heavy fur. Why?
+
+SOME FRIGID ZONE ANIMALS
+
+  Dog         Polar Bear    Seal
+  Reindeer    Whale         Penguin
+
+
+10
+
+WHAT THE FRIGID AND TEMPERATE ZONES DO FOR EACH OTHER
+
+Men go to the Frigid Zones and catch seals and other animals and bring
+back the skins for the Temperate Zone people.
+
+The whale, which lives in the ocean of the Frigid Zone, is also very
+useful. From it we get the whalebone, oil and also a fertilizer to help
+our farm crops to grow. Great quantities of whale meat are eaten by some
+people of the Temperate Zones.
+
+The Eskimos of the Frigid Zone are glad to have from the Temperate Zones
+manufactured articles like pans, knives and guns.
+
+
+11
+
+1. What different kinds of people have you ever seen?
+
+2. Why are the Temperate Zone people more civilized than the Frigid Zone
+people?
+
+3. Name some animals of each zone.
+
+4. In which zones is it best to live? Why?
+
+5. As you sit at your desk point toward the North Pole, toward the South
+Frigid Zone, the North Frigid Zone, the South Temperate Zone, the
+Equator, the South Pole, the Torrid Zone.
+
+
+
+
+CHAPTER IV
+
+NORTH AMERICA
+
+
+1
+
+Find where we live on the map of North America. Locate our home on all
+of our maps and globes.
+
+North America is a very large portion of land. You could sail along its
+shores for thousands of miles. At its widest part you could not cross it
+in a fast express train in less than five days and nights. There are
+thousands of cities in this great grand division, for there are millions
+of people here. Most of them are white or Caucasian. There are also many
+Indians, negroes, Eskimos and Mongolians.
+
+Much of the land is dense forest, and much is fertile farm land. A small
+part has so few rivers and such a scarcity of rainfall that the land is
+dry and arid. Little grows upon it but coarse grass and cactus. This
+region is called a _desert_.
+
+
+2
+
+North America stretches far up north into the North Frigid Zone and far
+south into the Torrid Zone, but most of it lies in the North Temperate
+Zone. What plants and animals live in North America? It is separated
+from Asia by a narrow strip of water called Behring Strait. How did
+North America used to be connected with South America? Why is the
+separation called a canal and not an isthmus?
+
+
+3
+
+[Illustration: BARNEGAT LIGHTHOUSE.]
+
+Three great oceans wash the shores of North America. Name them. The
+coast line is very irregular. Notice on the map that at places part of
+the ocean extends far into the land, forming _gulfs_ and _bays_. Hudson
+Bay, Gulf of Mexico and Gulf of St. Lawrence are all parts of which
+ocean? The waves are not so high in the bays and gulfs as in the open
+ocean. The land keeps off some of the wind. Vessels that are waiting to
+be laden with cargo lie in these sheltered gulfs and bays. Why?
+
+At many places along the shore the land juts out into the ocean in
+_capes_. Many of these points of land have special names. Look on the
+map for them. There are light houses built on most of these capes to
+warn the ships in the dark and in the storms to keep away from the
+dangerous rocks and shore. A cape is often a pleasant place for a summer
+home. There is so much water around it that the sea breezes sweep across
+it and make it delightfully cool.
+
+
+4
+
+Do you remember how we spoke of the river with its many boats and
+steamers? There are hundreds of rivers in North America flowing for
+miles until at last they reach the ocean.
+
+
+5
+
+There are many high hills, some so very high as to be called
+_mountains_. There is a chain of these mountains called the Eastern
+Highlands along the eastern part of North America. They extend for many
+miles north and south. The scenery in this region is very beautiful. The
+mountains are covered mostly with forests of pine, spruce, oak, maple,
+chestnut and other trees. These are cut down for lumber. In the wilder
+parts of these forests live squirrels, rabbits, bears and snakes. At
+places the trees have been cut down to make room for fields of grain.
+
+[Illustration: SURFACE MAP OF NORTH AMERICA.]
+
+The mountains are full of useful minerals. Great quantities of coal and
+iron are mined in the Eastern Highlands.
+
+
+6
+
+The highest mountains in North America are the Western Highlands in the
+western part. One great chain or range extends the entire length of
+North America from the Arctic Ocean down into South America. Great
+forests grow on these mountains. In many places are huge masses of rock
+on which nothing grows, so this range has been called the Rocky
+Mountains. It is always bitter cold at the top of some of these
+mountains because they reach so high. Even in summer they are capped
+with snow. Nowhere in the world can more magnificent scenery be found.
+
+West of the Rocky Mountains is the Pacific Mountain System.
+
+Gold and silver are mined in the Western Highlands. In the wild parts of
+the forests, where no people live, deer, wolves and bears may be found.
+
+
+7
+
+The low land between the mountains we call _plains_ or _valleys_. There
+is a Great Central Plain which reaches from the Eastern Highlands to the
+Western Highlands. There are many rivers in this valley. The Mississippi
+and the Missouri Rivers are the largest.
+
+
+8
+
+You remember how rivers make rainfall and fertile soil. The Great
+Central Plain has some of the best farm land in the world. In the
+northern cold part hardly anything grows, but in the central part great
+quantities of corn, grain, fruits and vegetables are raised. In the
+south the plantations or farms raise sugar cane, cotton, tobacco, rice
+and coffee.
+
+[Illustration: SHEEP ON THE PLAINS.]
+
+On the western plains great herds of thousands of sheep and cattle are
+raised.
+
+In the Great Central Plain are hundreds of cities where the farm
+products are sold. Here, too, the farmers buy the farm tools and
+machinery which they need. In the city mills the wheat is ground into
+flour and the logs from the forests are sawed into planks or made into
+furniture. The cattle and sheep are killed and the meat prepared for our
+use.
+
+
+9
+
+East of the central part of the Great Central Plain are five of the
+largest lakes in the world. When you are in a boat in the middle of any
+one of them you cannot see the land on any side. They are called the
+Great Lakes. Their names are Superior, Michigan, Huron, Erie and
+Ontario. They are all joined together, and from the last a large river
+runs into the Gulf of St. Lawrence. It has the same name as the gulf.
+
+There are many other smaller lakes in North America where the land is
+low and the water from the rivers and streams fills up the hollows.
+Nearly all have fresh water like the rivers. A very few, like Great Salt
+Lake, contain salt water.
+
+
+
+
+CHAPTER V
+
+COUNTRIES OF NORTH AMERICA
+
+
+1
+
+North America contains several different countries. Each is under a
+separate government. These countries are United States, British America,
+Danish America, Mexico and Central America. Each country has its own
+ruler and its own laws. Each has a special flag and its own kind of
+money and postage stamps.
+
+
+2
+
+THE UNITED STATES
+
+We live in the best one of these countries, for we have the best ways of
+obtaining our food, our clothing and our shelter. Our climate is good,
+for we are in the North Temperate Zone. Our soil is very fertile. The
+Great Central Plain of North America passes through the central part of
+the United States. We raise fruits, vegetables, corn, wheat, rice and
+sugar for food. We have immense ranches for raising cows and sheep too.
+Our clothing is supplied by the thousands of sheep we raise and from the
+cotton we grow here. The Western and Eastern Highlands pass through our
+country.
+
+[Illustration: North America]
+
+We have a great quantity of lumber, stone, coal and iron for making our
+comfortable homes. In what part of the country is each of these
+products obtained? Why? Right in our own United States is found nearly
+everything that is necessary to make us comfortable and happy.
+
+[Illustration: COTTON FIELD.]
+
+We have hundreds of towns with homes, factories, schools, hospitals and
+churches. Over every public building floats our beautiful flag, the
+Stars and Stripes.
+
+Our laws are made in the capital, which is named Washington, after
+George Washington, our first president. Find Washington on the map. How
+long would it take to go to Washington from our home? It is a beautiful
+city. The Capitol building is one of the finest in the world. The
+President of the United States lives in the White House.
+
+Alaska, in the north-west, and the island of Porto Rico, in the
+south-east, belong to the United States. We own other islands in other
+parts of the world.
+
+
+3
+
+_British America_ is our next neighbor on the north. It includes all of
+the Dominion of Canada and the Island of Newfoundland. It belongs to
+England or Great Britain in Europe.
+
+[Illustration: MOUNTAIN GOAT.]
+
+The Great Central Plain and the Western Highlands pass through it, and
+yet it is not a rich country with many people like the United States.
+Can you tell why?
+
+There are large crops of fruit and grain in the southern part only of
+British America. In this part only are there any large cities. The few
+people in the northern part go there to hunt the animals for furs and to
+find gold. Many whales live in the cold waters of the Atlantic Ocean and
+Hudson Bay. Are they of use to man?
+
+
+4
+
+_Danish America_ is the name given to the two islands Greenland and
+Iceland, because they belong to Denmark, a country of Europe.
+
+Greenland lies in which zones? What kind of climate has it? A few white
+people and some Eskimos live in the southern part. The northern part has
+no life at all.
+
+What do you know of the people, the plants and the animals of this
+region?
+
+In what zone is Iceland? Why is the climate very cold? Many fish are
+caught in the ocean around Iceland. The people on the island are able to
+raise little but grass to feed their sheep and cattle.
+
+There are many mountains in Iceland. Some of them send out steam and
+melted rock and are called _volcanoes_.
+
+
+5
+
+_Mexico_ is our southern neighbor. This country has a president and a
+government somewhat like ours.
+
+Both Indians and white people live in Mexico. The climate is so warm in
+the valleys that the people living there cannot work so hard as they do
+in the United States. So they do not have large factories and many fine
+schools, hospitals and libraries as we have. Why do they not build these
+on the mountains where the climate is pleasant?
+
+They have large plantations where they raise rubber, sugar, cotton,
+coffee, tobacco and fruit and many cattle.
+
+The great Western Highlands extend down through Mexico, and silver,
+copper and coal are mined in them. Some of these mountains are
+volcanoes. What does this mean?
+
+
+6
+
+Central America is still warmer than Mexico. It is entirely in what
+zone? The plants and animals are much like those of Mexico.
+
+
+7
+
+The West Indies consist of many islands. The largest are Cuba, Haiti,
+Jamaica and Porto Rico. Which belongs to the United States? These
+islands have a warm climate. What do you think is raised on the
+plantations by the white people and negroes?
+
+The West Indies separate a part of the ocean from the main Atlantic
+Ocean. This smaller part is called the _Caribbean Sea_. Notice what
+countries it touches.
+
+
+
+
+CHAPTER VI
+
+TRIPS
+
+
+1
+
+Suppose you were to sail from New York City to Iceland.
+
+1. What would you take with you that the people would be glad to get?
+
+2. What kind of clothing would you need for the trip?
+
+3. Over what water would you sail?
+
+4. In what direction would you go?
+
+5. What countries would you pass?
+
+6. How could you tell when you were getting near Iceland?
+
+7. What would you see in Iceland?
+
+8. Could you bring back to the people at home anything useful?
+
+
+2
+
+Let us go to visit the Panama Canal, keeping our vessel close to the
+shore all the way.
+
+1. What clothing shall we need? Why?
+
+2. What countries shall we pass? What islands, peninsulas and capes?
+
+3. On what water shall we sail?
+
+4. What would the people be glad to have from our country?
+
+5. Where could we stop to get some coffee, rubber and bananas to bring
+back?
+
+
+3
+
+Plan a trip along the Pacific Ocean.
+
+1. Where will you start?
+
+2. Where will you go?
+
+3. What will you see at the place from which you start and at the end of
+the trip?
+
+4. What interesting places will you pass?
+
+
+4
+
+Let us cross our country by train from the Atlantic Coast to the Pacific
+Coast.
+
+1. How long shall we be on the train?
+
+2. Describe the scenery as we go west.
+
+3. What rivers shall we cross?
+
+4. What kinds of industries could we visit on the way across?
+
+
+5
+
+How far can a boat sail if it starts in the Gulf of St. Lawrence to go
+as far west as possible?
+
+
+6
+
+A trip up the Mississippi River.
+
+1. How would the climate change?
+
+2. What name is given to this part of the land through which the river
+flows?
+
+3. What scenes could we expect to see on the shores of the river?
+
+4. What products would the boats we pass be carrying?
+
+
+
+
+  +------------------------------------------------------------------+
+  |                                                                  |
+  | Transcriber's notes                                              |
+  |                                                                  |
+  |                                                                  |
+  | Obvious spelling/typographical and punctuation errors have been  |
+  | corrected after careful comparison with other occurrences within |
+  | the text and consultation of external sources.                   |
+  |                                                                  |
+  | Inconsistent hyphenations have been retained:                    |
+  | school-room/schoolroom, school-house/schoolhouse,                |
+  | note-book/notebook.                                              |
+  |                                                                  |
+  | On page 19 in Chapter II an apparent printing error              |
+  | interchanging the section heading "5" and the first line of the  |
+  | following text has been corrected.                               |
+  |                                                                  |
+  | Re the question at the end of Chapter III: the cover of the 1913 |
+  | edition shows a statue of a man, possibly William Penn,          |
+  | surrounded by silhouettes of the six continents. The cover of    |
+  | the 1914 general edition shows the dome of the Capitol at        |
+  | Washington (cf the frontispiece) in place of the statue.         |
+  |                                                                  |
+  | The original book was published at Philadelphia by the           |
+  | Christopher Sower Company, 124 North Eighteenth Street. The      |
+  | copyright date was 1913 and 1914.                                |
+  |                                                                  |
+  +------------------------------------------------------------------+
+
+
+
+
+
+End of the Project Gutenberg EBook of Where We Live, by Emilie Van Beil Jacobs
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