GIFT OF 
 
 Summer Session 
 
 
THE PUBLIC SCHOOLS 
 SOCIAL STUDIES REPORT 
 
 A report by the Director of Social Studies which 
 represents a partial curriculum in process of 
 evolution for Geography and History. 
 
 WM. JOHN COOPER 
 
 Director of Social Studies. 
 
 * * > 
 
 Addendum to the 
 
 SUPERINTENDENT'S ANNUAL REPORT 
 
 1917-1918 
 Oakland, California. 
 
INTRODUCTION 
 
 This report presents a partial curriculum in the Social Subjects. 
 It represents in a sort of pedagogical cross section a stage in the evo- 
 lution of the use of these subjects, not as ends in themselves for the 
 sake of the knowledge to be gained, but as means of development and 
 growth on the part of the young citizen of a re-vitalized democracy 
 working in the social environment of the public schools. It is the pro- 
 duct of the classrooms of the Oakland schools. Dozens, even hundreds, 
 of classroom teachers and principals have contributed ; to list all of them 
 would almost represent a reprint of the Oakland school directory for 
 the year, for all teachers using social subjects have made their con- 
 tribution. Special committees have undertaken portions of the work 
 as special co-operative projects. The director Mr. Cooper has 
 been the leader and co-ordinater and chief experimenter. But the 
 whole course is an illustration of the co-operative and inductive plan 
 of curriculum development rather than of the plan of curriculum 
 development by "divine origin" in the Superintendent's Office. Such 
 a course is never complete, never static. It degenerates into the deadly 
 rut of mechanical device the moment it becomes so. It will there- 
 fore continue to grow through this and coming years, and the resource- 
 fulness and research genius of Oakland classroom teachers and prin- 
 cipals will continue to weld into it under expert leadership as in the 
 past months. Other cross section stages will from time to time be 
 printed. 
 
 This publication appears in print in the original bulletin form 
 as sent out to the teachers. 
 
 Fred M. Hunter, 
 
 Superintendent of Schools. 
 
OAKLAND PUBLIC SCHOOLS 
 
 Superintendent's Report 1917-1918 
 
 The course of study in social subjects as printed herewith is a 
 part of the Annual Report of the Superintendent of Schools. 
 It is printed thus separately to make it more convenient for 
 use as a teachers' manual. 
 
 The body of the report of the Superintendent of Schools embodies 
 the following features: 
 
 Discussion of the issues and objectives in public education now 
 before the people of Oakland; with recommendations of a pro- 
 gram for the development of the schools. 
 
 Annual Statistical Report. 
 
 Reports of Assistant Superintendents and Secretary-Business 
 Manager. 
 
 Discussion of the Committee Plan of Work. 
 Reports of Committees. 
 
 Reports of Principals and Directors and Supervisors of Special 
 Subjects. 
 
 Report of the Director of Reference and Research. 
 
GENERAL CIRCULAR NO. 1 
 
 TO PRINCIPALS AND TEACHERS: 
 
 For your information the following suggestions are submitted con- 
 cerning reference books for the various grades together with notes 
 on what should be the scope of each course. 
 
 A. History Work.- 
 
 I. THE FIFTH GRADE. The Story of the Nation (bi- 
 ography). 
 
 a. Use California State Text. As soon as old Introductory 
 History is used up obtain from superintendent's office 
 the new text by Mace "Beginner's History." If you 
 have old texts, try to get one copy of the Mace for the 
 teacher's desk. 
 
 b. Reference books at least one copy of each of as many 
 of these as you can afford : 
 
 1. Gordy, W. F., American Leaders and Heroes, (Charles 
 Scribner's Sons 60c). 
 
 2. Foote, A. E. & Skinner, A. W., Explorers and Founders 
 of America, (American Book Co. 60c). 
 
 3. Foote, A. E. & Skinner, A. W., Makers and Defenders 
 of America, (American Book Co. 60c) . 
 
 4. Tappan, Eva M., American Hero Stories, (Houghton 
 Mifflin Co. 55c). 
 
 5. Coe, F. E., Makers of the Nation, (American Book 
 Co. 56c). 
 
 6. Coe, F. E., Founders of Our Country, (American Book 
 Co. 50c). 
 
 7. Mace, W. H., History Readers, (Rand McNally Co). 
 
 Book I . ....35c. 
 
 Book II 35c. 
 
 Book III . ...35c. 
 
 8. Lawler, T. B., The Story of Columbus and Magellan. 
 (Ginn & Co. 40c). 
 
 Additional titles furnished if requested. 
 
 c. Course of Study. 
 
 5 
 
LOW FIFTH Follow outlines furnished last term. 
 
 Complete as many biographies as pos- 
 sible. 
 
 The outlines furnished are for teachers' 
 use only. 
 
 HIGH FIFTH Continue low fifth work. More out- 
 lines will be furnished to complete 
 course. 
 
 II. THE SIXTH GRADE. European Beginnings of American 
 History. 
 
 a. Text book. Have enough books that each pupil may have 
 a copy. It is recommended that choice be made from : 
 Bourne & Benton, Introductory American History. (D. C. 
 Heath & Co. 60c). 
 
 Mace & Tanner, The Story of Old Europe and Young 
 
 America. (Rand McNally Co. 65c). 
 
 Hall, Jennie, Our Ancestors in Europe. (Silver Burdett 
 
 & Co. 65c). 
 
 Other books may be used. See list in Course of Study. 
 
 b. For teacher's use, get Report of the Committee of Eight 
 on History in the Elementary School. (Charles Scribner's 
 Sons 50c) . This gives the outline the teacher is to follow. 
 
 c. Reference books. Get at least one copy each of three 
 books listed for this grade not used as the text in your 
 school (see Course of Study) and Benezet, L. B., The Story 
 of the Map of Europe. (Scott Foresman & Co. 60c). 
 (This in simple form gives the background of the Great 
 War). 
 
 d. Course of Study. 
 
 LOW SIXTH To the Crusades. (Committee of Eight 
 Outline). 
 
 HIGH SIXTH Finish outline in Committee of Eight for 
 sixth grade including discovery and exploration of America. 
 
III. SEVENTHjGRADE. The United States to 1870. 
 
 a. Text: McMaster Brief History of the United States. 
 (California State Text). 
 
 b. Reference Books. Select from: 
 
 Bassett, J. S., Plain Story of American History. (Mac- 
 
 Millan Co. $1.00). 
 
 Mace, W. H. School History of the United States. (Rand 
 
 McNally&Co. $1.00). 
 
 Forman, S. E., A History of the United States. (The 
 
 Century Co. $1.00). 
 
 Redway, J. W., The Redway School History. (Silver 
 
 Burdett & Co. $1.00). 
 
 Bourne & Benton, History of the United States, (D. C. 
 
 Heath & Co. $1.00). 
 
 Thwaites & Kendall, A History of the United States, 
 
 (Houghton Mifflin Co. $1.00). 
 
 Foster, E. G., A History of the United States, (Topeka, 
 
 Kansas, Historical Publishing Co. $1.00). 
 
 Woodburn & Moran, Elementary American History and 
 
 Government, (Longmans, Green & Co. $1.00). 
 
 Gordy, W. F., A History of the United States (Chas. 
 
 Scribner's Sons $1.00). 
 
 Also get Stevenson, Augusta, Dramatized Scenes from 
 American History (Houghton Mifflin Company). 
 
 c. For the teacher's use Bliss, W. F. History in the Ele- 
 mentary Schools. (American Book Company 80c). 
 
 Also Wayland, J. W., How to Teach American History. 
 (Macmillan Co. $1.10). 
 
 d. Course of Study. 
 
 LOW SEVENTH From beginning of English settlement 
 to administration of Washington, 1789 pages 33-209, 
 Omit the following : 
 
 1. From the middle of page 35 to the bottom of page 39. 
 
 2. Maine and New Hampshire on page 60. 
 
 3. From the middle of page 71 to middle of page 74. 
 
 4. New Jersey on pages 78 and 79. 
 
 7 
 
5. Carolinas on pages 82, 83, 84, and 85. 
 
 6. Chapter X. 
 
 7. Chapter XI to Quebec on page 140. 
 
 8. Details of the provinces of Quebec and East and 
 West Florida, page 143. 
 
 9. Treat Chapter XV as a series of reports. 
 
 HIGH SEVENTH (In general pages 210 to 392). From 
 Washington through Reconstruction. Omit the following: 
 
 1. Pages 246 and 247. 
 
 2. Chapter XX. Read military events with books open 
 and use maps. 
 
 3. Omit pages 296 to 299. 
 
 4. Omit Webster Ashburton Treaty pages 316-7. 
 
 5. Study pages 320-322 and Chapters XXVIII, XXIX 
 and XXX with books open and use maps. 
 
 NOTE: In reading about campaigns endeavor to show connection 
 with the geography. Lay stress on the location. Also supplement such 
 a battle as Gettysburg in order to leave a vivid impression of the struggle. 
 
 IV. EIGHTH GRADE. Teachers should continue until 
 January much as heretofore, but begin organizing the work 
 by problems rather than by years or administrations; for example, 
 The Tariff Problem. Of course, it will be necessary for this to 
 continue from where the high seventh left off last term. 
 
 HIGH EIGHTH GRADE. Continue with the Civics Book 
 as heretofore, supplementing with topics of local concern 
 "to socialize" the work. A topic like "The Appearance of 
 Vacant Lots in the Community" can be so worked up and 
 contributed to by all the members of the class as to make an 
 interesting and valuable civics lesson. Each teacher should 
 obtain for herself, if she has not already done so, "The 
 Teaching of Community Civics," being Bulletin of the 
 United States Bureau of Education, 1915, No. 23. Send 
 ten cents to the Superintendent of Documents, Washington, 
 D.C. 
 
 Detailed instructions on Civics will be issued next year. 
 
 8 
 
Geography Work. The re-organized course in Geography 
 will start at two points, the low fifth and the low seventh. It 
 is planned to put the new course into the fifth and seventh grades 
 during this school year, and into the sixth and eighth grades during 
 next year. Teachers' meetings in both low fifth and low seventh 
 have been held, and outlines will be forth-coming as rapidly as 
 they can be prepared and issued. 
 
 I. LOW FIFTH GRADE. The new course is concerned with 
 North America (physical), and California. In view of the fact 
 that these pupils have just gone over North America in the high 
 fourth under the old plan, a rapid review may be taken. Then 
 they should begin the study of California. As the high fifths 
 are now studying California under the old plan, the two classes 
 may be taught together for this semester. 
 
 a. Text. Use both state text books for such material as they 
 contain, and supplement with local and recent material. 
 
 b. Reference Books. 
 
 Fairbanks, H. W., The Geography of California, (Whitaker 
 
 &Ray WigginCo). 
 
 N. S. Shaler, The Story of our Continent, (Ginn & Co. 
 
 75c). For Teacher's use only. 
 
 Dodge, R. E., A Reader in Physical Geography, (Longmans, 
 Green & Co. 70c). For Teacher's use only. 
 Winslow, I. O., The United States, (D. C. Heath Geography 
 Series II. 50c). 
 
 Chase, A. and Clow, E., Stories of Industry, Volumes I and 
 II, (Educational Publishing Co. 60c each). 
 Chamberlain, T: F. Geographical Readers (Macmillah Co. 
 
 -40ceach). I. HOW WE ARE CLOTHED. 
 II. HOW WE ARE FED. 
 
 III. HOW WE ARE SHELTERED. 
 
 IV. HOW WE TRAVEL. 
 
 Tappan, Eva, M., The Industrial Readers (Houghton, 
 Mifflin Co. 50c each). 
 
 Book I. The Farmer and his Friends. 
 
 II. Diggers in the Earth. 
 " III. Makers of Many Things. 
 " IV. Travelers and Traveling. 
 
 9 
 
Sutherland, W. J. and Sanford, C. M., Practical Exercises 
 in Geography. Book I., (Silver Burdett & Co. 60c). 
 
 II. SIXTH GRADE. 
 
 a. Keep Low Sixth grade as heretofore. 
 
 b. Let High Sixth grade follow work laid out in old manual 
 for Low Seventh (i. e. Africa, Asia, Australia). 
 
 III. SEVENTH GRADE. Low seventh pupils begin on new 
 course as soon as topic now discussed is completed. Subject: The 
 United States in its Relation to other American Countries. 
 
 a. Textbook. Use Advanced Geography as guide to maps 
 and locational work. 
 
 b. References: 
 
 Keller, A. G. & Bishop, A. L., Commercial and Industrial 
 
 Geography (Ginn & Co. $1.00). 
 
 Dryer, C. R., Elementary Economic Geography, (A. B. C. 
 
 $1.28). 
 
 Allen, N. B., Industrial Studies, United States, (Ginn & 
 
 Co. 65c); Europe, (Ginn & Co., 80c). 
 
 Chamberlain, The Continents and Their People, North 
 
 America, (Macmillan Co. 55c) ; Europe, (Macmillan Co. 
 
 55c). 
 
 Rocheleau, W. F., Geography of Commerce and Industry 
 
 (Educational Publishing Co. $1.00). 
 
 Blaich, L. R., Three Industrial Nations, (American Book 
 
 Company 64c) . 
 
 Carpenter, F. G., Readers on Commerce and Industry, 
 
 (American Book Company) . 
 
 "How the World is Fed" 60c. 
 
 "How the World is Clothed" 60c. 
 
 "How the World is Housed" 60c. 
 
 Johnson, Clifton, New England, A Human Interest Geo- 
 graphical Reader (Macmillan Company) . 
 Winslow, I. O., Geography Readers, III, "Our American 
 Neighbors." (D. C. Heath Company 50c) . 
 
 10 
 
Hotchkiss, Caroline, " Representative Cities of the United 
 States," (Houghton Mifflin Company). 
 
 c. High Seventh pupils continue with old course until January, 
 1918. 
 
 IV. EIGHTH GRADE. 
 
 Continue with old course until next August. 
 Teachers' Books in Geography. 
 
 Dodge & Kirchwey. The Teaching of Geography in Element- 
 
 tary Schools, (Rand McNally & Company $1.00). 
 
 Holtz, F. L., Principles and Methods of Teaching Geography. 
 
 (Macmillan Company $1.10). 
 
 Sutherland, W. J., The Teaching of Geography (Scott Forsman 
 
 Company $1.25). 
 
 Wiswell, Leon O., Globes and Maps in the Elementary Scheols, 
 
 (Rand McNally Company 50c). 
 
 A. Motivation Suggestions. 
 
 I. A successful teacher in one of our schools in the industrial 
 districts has made a chart showing, for each pupil, name of pupil, 
 and occupation of father, of mother (if working in industries) and 
 of other near relatives. This list enables her to call on the right 
 pupil to introduce a topic in geography. NOTE: The Director will 
 endeavor to serve as a clearing house for ideas and suggestions, that 
 all may profit by the experiences of each. 
 
 II. Dramatization as a motivation force in History. See Wilson 
 & Wilson "Motivation of School Work" pp. 109-117. 
 
 Useful books of Historical Plays for the fifth grade are : 
 
 1. Bird, Grace E. & Starling, Maud, "Historical Plays for 
 Children" (Macmillan Company 40c). 
 
 2. Tucker, Louise E. & Ryan, Estelle L., "Historical Plays of 
 Colonial Days" (Longmans, Green & Company 50c). 
 Stevenson, Augusta, "Dramatized Scenes from American 
 History" (Houghton Mifflin Company) is best for the sev- 
 enth grade. 
 
 III. Handwork, as a motive force. See: 
 
 11 
 
1. Dynes, Sarah A., "Socializing the Child" (Silver Burdett 
 & Co. $1.00) Chapter III. (Intended for grades 1, 2, and 3, 
 but suggestive). 
 
 2. Dobbs, Ella V., "Illustrative Handwork for Elementary 
 School Subjects" (Macmillan Co.) Especially Chapter 
 IV. and pages 156-161. 
 
 Miss Louise Kidder of the McKinley School, Berkeley 
 (Dwight Way just west of Telegraph Ave.) has an excellent 
 exhibit of handwork done by her pupils in history. It is 
 very worth a visit and Miss Kidder is most generous of her 
 time and energy in helping other teachers. 
 
 IV. Problems as a motive force will be treated in introduction 
 to low fifth history outlines when new series is issued. 
 
 B. Seventh Grade, biography Desk Book. Through oversight Brigham 
 
 & McFarlane, "Essentials in Geography" Second Book (American 
 Book Co. $1.24) was omitted from the list in General Circular 
 No. 1. 
 
 C. Prize Essay : A first prize of $75, a second prize of $25, and five 
 third prizes of $10 each are offered to teachers of the Elementary 
 Schools of California for essays on "Why the United States is at 
 War." Essays are not to exceed 3000 words, to be based on current 
 history as far as possible, and written in a style to interest Elemen- 
 tary School pupils. Essays are due in Washington Jan. 1. 
 
 I. Teachers of fifth grade geography whose schools are not too 
 far removed from the center of the city may be able to give purpose 
 to their work by introducing it with a class visit to the headquarters 
 of the Publicity Commissioners of Alameda County on 13th and 
 Harrison Streets opposite the Hotel Oakland. Mr. Stearn, in charge 
 of this exhibit, is very generous of his time and energies in assisting 
 teachers and pupils. Alameda County represents many of the in- 
 dustries and resources of the state, and, therefore, offers a good 
 starting point. Moreover, some knowledge of this work has already 
 been acquired in the fourth grade, and you can build upon the 
 child's previous knowledge and experience. Other regions of the 
 state can be compared with the local region. 
 
 II. It has been necessary in preparing these circulars to work 
 on the most pressing problems first. Greatest attention has there- 
 
 12 
 
fore been given to the 7A geography. As circulars reach you, 
 especially on 5 A geography and 5B history, they may treat of 
 topics you have already covered or may plan on covering in a 
 different way. You are urged, therefore, to use these circulars 
 with great discretion this term. Do not feel that you are to over- 
 turn a carefully worked out plan of your own in order to try the 
 plan indicated. 
 
 III. Inquiries still come in about sixth grade history outlines, 
 probably due to the fact that some of the present sixth grade 
 teachers were promoted with their classes, and last year did not 
 learn of the plan of work in the sixth grade. No outlines are sent 
 you on this work because the outline provided in the Report of the 
 Committee of Eight on the Study of History in the Elementary 
 Schools pp. 22-47 is very satisfactory. If possible, a copy should be 
 on the desk of each sixth grade history teacher. For the text-books 
 in the hands of the pupils and references books see General Cir- 
 cular No. 1. 
 
 IV. The seventh grade geography outlines are being issued as 
 rapidly as possible. Complete outlines on wheat, fisheries, and 
 coffee went to the teachers on or before September 20. Questions 
 have arisen as to how much time should be spent on wheat. For 
 your information the topics that the Social Studies Committee has 
 agreed upon for this term are wheat, fisheries, coffee, cotton, wool, 
 rubber, cattle and lumber. Sugar may be added. At the beginning 
 of next semester (or perhaps before the close of this semester) a 
 meeting of teachers will be called at which time you will be asked 
 to express an opinion on the amount of time each of these topics 
 should receive. Will you please, therefore, study the situation 
 that you may make a positive contribution to this discussion. 
 Furthermore, will you please feel free to criticise the material that 
 is reaching you. I was delighted to find on my desk the other day 
 a very well-prepared article by a seventh grade girl on "Wheat." 
 There seems to be no question but that the application of Dr. 
 McMurry's Elementary School Standards would have given a 
 100% answer in this case. 
 
 13 
 
Extracts from the report of the Director of Social Studies to the 
 Superintendent : 
 
 During the fall semester attention was given to : a, General directions 
 on the work of the year together with book list (General Circular No. 
 1-see Appendix A) ; b, a revision of the 5th grade course in history out- 
 lined last year; c, the outlining of a 5A geography course; d, the outlining 
 of a 7 A geography course. During the Spring semester, three courses 
 have been worked out in detail: a, the 5B geography course; b, the 7B 
 geography course; c, the 8A history course. 
 
 A. Class Room Supervision. 
 
 The actual class room supervision has been devoted largely in class 
 room teaching. It has seemed wise for the Director to actually 
 teach classes for teachers in order to show in a concrete way methods 
 of approach and points to be emphasized. Many teachers have 
 had drilled into them so long the idea that pupils must memorize 
 facts set forth in a textbook, that a method of teaching having in 
 view results indicated by McMurry's Elementary School Standards 
 has not been easy of realization. In some cases the Director has 
 listened to excellent recitations, giving praise where due, and in 
 a few cases recitations have been recorded by a stenotype reporter. 
 
 B. Meetings with Teachers. 
 
 Teachers' meetings have been called only when absolutely neces- 
 sary. These meetings are valuable, (1) for the purpose of getting 
 teachers in step with the policies of the administration; (2) for ex- 
 changing views, and, (3) for giving an opportunity for the expression 
 of criticism on the plans already put forth. Teachers have come 
 willingly to the meetings called and have co-operated in a most 
 helpful spirit. 
 
 C. Survey of the Elementary School courses prepared during the Year. 
 1. Geography. 
 
 The geography course involves a study of man in relation to his 
 environment, so divided that the so-called "first time over" treats 
 primarily of the physical environment and its effect on man while 
 the "second time over" treats rather of man's modification of his 
 surroundings. This does not imply a hard and fast line of division 
 but is set forth as a general guiding principle. 
 
 In studying the physical environment the home region is taken 
 
 14 
 
first. California geography occupies the 5A semester; the United 
 States 5B; Europe, 6A, and the rest of the world, 6B. This time 
 allotment is justified by such studies as that made by Dr. Bagley 
 (14th Year Book of the National Society for the Study of Education, 
 page 135). The problem method has been generally pursued in this 
 study. The 5A course consists of an introductory group of problems 
 on North America to show position of California. The California 
 geography is then grouped about eleven problems beginning with 
 the Bay Region and working out over the State in a way to connect 
 other sections of the State with the interests of Oakland children 
 (See Appendix B). In like manner the 5B geography consists of 
 eleven studies based upon the physical regions of the United States 
 largely as indicated in Tarr & McMurry, Advanced Geography 
 (State Text Book) figure 43, and as outlined in Sutherland & San- 
 ford, Practical Exercises in Geography, Book I. The order of treat- 
 ment, however, has been changed in a way to work from the local 
 region outward, the first study being on the Great Basin, and the 
 last on the New England Highlands. (Appendix C). An endeavor 
 has been made to make as much use as possible of the State Text 
 books, although these are very poorly adapted to our needs. Good 
 atlases and geographical readers would be more suitable. 
 
 The second course in geography begins with the 7A grade and ex- 
 tends through the 8A. The commercial and industrial activities of 
 man form the center of study. It is our aim to connect up all the 
 industries and commercial enterprises of our people with the needs 
 of the individual student and let him learn whether these needs 
 are supplied by our own people, or people living in other lands, or 
 whether the two are in competition with one another to supply 
 his wants. Much economics and vocational information are 
 indirectly taught. 
 
 In the 7A course the United States and its relation to other Amer- 
 ican Countries is the general topic. The industries studied involve 
 the whole world but the geography of the Americas is to be given 
 more detailed consideration. The topics outlined are: 1. Wheat, 
 2. Fish, 3. Coffee, 4. Cotton, 5. Wool, 6. Cyclones and Weather 
 Conditions in the Mississippi Valley (Optional), 7. Rubber, 8. 
 Lumber, 9. Cacao (Optional), 10. Our Relations with Other Amer- 
 ican Peoples, including consideration of their languages and gov- 
 ernments, the Panama Canal and the work of the Pan American 
 Union. It will be noted that most of these do not involve a study 
 of complicated manufacturing processes; that they concern rather 
 
 15 
 
large geographical areas and that they alternate climatic regions 
 and in this way one study will furnish a review of places involved 
 in a former study . (See Appendix D). 
 
 The 7B course considers the United States particularly in its 
 relation to European countries taking up more complicated in- 
 dustries and activities involving European labor conditions as 
 compared with American conditions. The topics for this semester 
 are as follows: 1. Sugar, 2. Flax, 3. Leather Products, 4. Coal, 
 5. Iron, 6. Copper, 7. Chinaware and Pottery (Optional), 8. Lace 
 (Optional), 9. Subtropical Fruits of Southern Europe, 10. Chemical 
 and Dye Industry (Optional), 11. Shipping and Atlantic Trade 
 Routes. (See Appendix E). 
 
 The 8 A course, which is yet to be outlined, is to cover the Pacific 
 Coast in its relation to the oriental countries. 
 
 2. History. 
 
 The history course for the fifth grade consists chiefly 
 of biographical studies. The characters selected are prom- 
 inent in the development of American ideals and it is hoped to 
 inculcate certain fundamental American principles in connection 
 with their study. The 5A course is a revision of outlines previously 
 issued. (See Appendix F). It involves the biographical studies 
 through the colonial period. The 5B course involves the Revolu- 
 tionary heroes, and also Jefferson, Jackson and Lincoln. (See Ap- 
 pendix G). 
 
 The 7th grade history is so far merely an adaptation of the State 
 textbook through the Civil War period. In the 7A course the Di- 
 rector has advised teachers at meetings to group the work around 
 the study of four main problems: 
 
 1. Why white men instead of red men live in America? 
 
 2. Why do these white men speak English rather than Dutch, 
 French, Spanish, Swedish, or Portuguese? 
 
 3. Why do these English speaking people not have the English 
 flag flying over their school houses and other public buildings? 
 
 4. Why do we have one flag and one government rather than 
 thirteen flags and thirteen governments? 
 
 The 7B work has not been developed so satisfactorily. Teachers 
 
 16 
 
are trying out such topics as: (1) Why our country has increased 
 without dividing into two or more sections, and (2) Why we de- 
 cided to do away with slave labor. Moreover, teachers have been 
 given permission to experiment by beginning the 8A topics in the 7B 
 term if they wish. No report on these experiments has been asked 
 for as yet. 
 
 The 8A course embraces an industrial history of the American 
 people. For the purpose of furnishing background for contempor- 
 ary history and reviewing the essentials in the earlier period, study 
 is grouped around. the following topics: 1. The Expansion of the 
 United States, 2. Population, 3. Immigration, 4. Development of 
 American Agriculture, 5. Transportation in the United States, 
 6. The Development of Manufacturing in the United Stares, 7. 
 The Trust Problem, 8. Capital, Labor and Management. (See 
 Appendix H). 
 
 D. Co-operation with the Committee of the High School Teacher's 
 Club. 
 
 The Director met with the sub-committee on History February 
 13, 1918 and explained fully the Social Studies Course in the grade 
 schools. He declined at that time to comment on the high school 
 course but participated as a member of general meetings of all the 
 high school history teachers on April 10th, 17th, .and 24th. He 
 frequently conferred with Mr. Granger, chairman of the sub-com- 
 mittee and at Mr. Granger's request helped outline a number of the 
 courses agreed upon at the final conference. The work done on the 
 high school curriculum therefore has been merely in the nature of 
 co-operation when assistance was requested. 
 
 E. The Technical High School. 
 
 1 . The Social Problems Course. 
 
 A new course entitled Social Problems, (J^ year elective) open 
 to advanced students only, has been tried out during the two 
 semesters. It has worked very well. The class has managed its 
 own affairs to a large extent. Recitations have taken the nature of 
 general discussions of topics which are treated in the textbook. No 
 mark is given on these recitations, but each pupil reports at the 
 end of each quarter the dates on which he participated in discus- 
 sions. During each quarter at least two papers are required on 
 topics involved in the discussions. The general scope of the course 
 
 17 
 
is indicated by Towne's Social Problems, which is used as the text- 
 book. Class excursions to the State School for the education of the 
 blind and deaf in Berkeley and to sessions of the Railroad Commis- 
 sion in San Francisco have been made. Individuals and committees 
 have visited and reported on the work of the Salvation Army, 
 Associated Charities, Municipal Wood Yard, etc. At this writing 
 the class is working on the topic: "Why Freshmen Leave the Tech- 
 nical High School." Each pupil is looking up three or four pupils 
 whose names have been furnished by the vice-principals. 
 
 2. The courses in Economics have developed very well, the ad- 
 vanced course being taken chiefly by boys, as might be expected. 
 
 3. The new course in European History has been developed in 
 all its branches. The 19th century course has been handled by 
 Miss Keefe who has done very good work. During the present 
 semester Harding's Outline of the Causes of the European War, 
 which consists of forty large pages published by the McKinley 
 Publishing Company has been purchased by each pupil in get- 
 ting a background for study of the War. 
 
 4. A class in Current History has been conducted for pupils 
 who found it difficult to fit into other work, and has been virtually 
 a running course in governmental policies regarding food and fuel 
 and the progress of the War. 
 
 5. The United States Lessons in Community Life have been 
 handled by the English Department since only a part of the students 
 take history. 
 
 F. The Work for Next Year. 
 
 During the next school year the Director's attention should be 
 given (1) In the fall semester, (a) to work out the geography of 
 Europe for the 6A grade. The geography of the War should furnish 
 the chief approach with such groupings as (1) the British Isles; 
 (2) Spain and Portugal; (3) France, Belgium and possibly Italy; 
 (4) Central Europe, particularly the Teutonic portions; (5) the 
 Balkan States and Greece; (6) Switzerland, Italy and the Medit- 
 erranean Islands; (7) Russia, and the Scandinavian Peninsula. Em- 
 phasis should be upon the nations associated with the United States, 
 (b) 8A Geography on the general topic, the Pacific Coast in rela- 
 tion with the Orient, grouped about industrial topics and the ship- 
 ping and trade routes of the Pacific Ocean. Emphasis should be 
 
 18 
 
upon the geography of Japan and China with enough attention to 
 conditions in India to explain Hindu immigration to North America. 
 (c) The 8B Civics: This should be a real course in Community 
 Civics taking in portions of the hygiene that concern the public 
 health. Such topics as the streets, fire department, police depart- 
 ment and public buildings should be treated in the light of their 
 history, present condition and future possibilities. This necessi- 
 tates working out the history of the local region and making use of 
 the Hegermann report. 
 
 2. During the Spring semester; the 6B Geography should be 
 worked out on the basis of large geographic areas, Asia and Africa 
 being treated together, for part of this work, and all courses should 
 be revised for printing. (See Topic J below) . 
 
 3. Assistance should be given committees of the high school 
 teachers in preparing syllabi. 
 
 4. Development of courses in citizenship and Americanization to 
 meet special needs. (See Topic K below.) 
 
 5. Preparing outline maps. (See Topic M below). 
 
 G. Americanization and Citizenship. 
 
 In the schools attended largely by children of foreign born parents, 
 Americanization is one of the big problems, and one not met by 
 civics in the commonly accepted sense of the term. An interest in 
 and enthusiasm for American ideals may be successfully taught 
 through American History. The problem (so far as Social Studies 
 are concerned) is one of selection and emphasis rather than one of 
 scope. It is not advisable even to eliminate European History from 
 the sixth grade, but rather to emphasize more than do teachers in oth- 
 er schools the fact that American History is an outgrowth of Euro- 
 pean History; that the people who came to America came for greater 
 economic opportunity and in search of religious and political free- 
 dom; that we are seeking to build up our own civilization upon the 
 best and most progressive elements that all Europe has to contrib- 
 ute. This is "the land where hatred expires." 
 
 In the schools, however, which minister to a population largely 
 of foreign born parents, afternoon and evening classes should be 
 held for the adult population with a view of informing them of 
 the underlying principles of American democracy. Upon inquiry I 
 am able to ascertain the percentage of persons of foreign birth in these 
 
 19 
 
communities, but have been unable to find any record of the number 
 who are naturalized and number who are not naturalized. Two 
 types of courses should be given: one, for those who are not nat- 
 uralized, instructing them in American ideals and working principles 
 of American government so that they will seek naturalization and be 
 well enough informed to pass the court examination for admission 
 to citizenship ; second, courses for those who have been naturalized 
 but are not thoroughly alive to the responsibilities they have 
 undertaken. Some of them may be among what Dr. Suzzallo calls 
 "lost Americans"; in a word, they correspond to what the good 
 churchman may term "backsliders." 
 
 H. Methods. 
 
 The Social Studies Courses in the grades are well adapted to the 
 application of what usually passes under the term Socialized 
 Recitation. Many of the teachers have been highly successful in 
 applying this very democratic method of conducting recitations. 
 It has added interest to the work; it has developed a spirit of co- 
 operation among pupils; it has succeeded in emphasizing the points 
 of most vital interest to the pupils. So many of the teachers have 
 been so successful at this work that to mention their names in this 
 connection might be doing an injustice to other teachers whose 
 work the Director has not seen because of insufficient time and 
 because classes are held at an hour when he could not visit them. 
 However, as a permanent record of the success of this method of 
 instruction a stenotype reporter, Miss Catherine Irvan, of the 
 Technical High School, has gone with the Director of Social Studies 
 to a number of class rooms and each word spoken during the recita- 
 tion by teacher or pupil, whether correct or incorrect has been 
 taken down. Transcripts of these stenotype records in Miss 
 Irvan's possession, are appended hereto and made a part of this 
 report. To anyone interested, they show the Socialized Recita- 
 tion in its actual operation, revealing its strong points and its 
 defects. Of the latter, probably the chief is the work of the slow 
 pupil. Just as he formerly was not reached, so now he tends to be 
 the laggprd in doing his share. It is the personal opinion of the 
 Director, however, that he gets at least as much as he did under 
 the old method, and he must now realize that he lags behind in the 
 race not because of his failure to measure up to the teacher's 
 standards, but because of his failure to keep step with the pace set 
 by his own fellows, and it is hoped that as pupils advance from the 
 lower grades with a greater familiarity with this method of recita- 
 
 20 
 
tion work, the number failing to participate in the upper grades 
 will be conspicuously less. (See Appendix I). 
 
 I. Outline Maps. 
 
 The insistence upon much rapid map making, especially in 
 geography, led to the appointment of a committee of the Principals' 
 Club to find some solution for the desk map question. At the same 
 time Asst. Supt. Cox called a meeting of the high school history 
 teachers for the discussion of books and supplies. In discussing 
 the map book question, this meeting selected a committee to meet 
 with the Social Studies Committee and at this joint meeting the 
 following plan was adopted: First, that the department should 
 have plates engraved and print its own desk maps ; second, that there 
 should be sixteen such plates made, six being particularly for high 
 school use, the others such as would do for either high school or 
 grade school courses. This report was made to the Principals' 
 Club and approved and forwarded to Mr. Cox (Acting Superintend- 
 ent in Mr. Hunter's absence). Receiving Mr. Cox's approval, it 
 came to the Director to provide outlines for such maps. Tracings 
 are now complete for two of these (California and the United 
 States) and work is progressing on the others. One hundred dollars 
 has been asked for in the next year's budget for engraving plates 
 of these sixteen maps. 
 
 J. The Social Studies Committee, appointed by the Superintendent 
 consisting of Principals Greenwell, Gilson and Wheeler, and class 
 teachers, Miss Ogden, Mrs. Clark and Miss Grubb with the Director 
 as chairman held several meetings during the fall term. Their ad- 
 vice and approval was had upon the general plan of each course of 
 study worked out during the past year. Their helpful suggestions 
 and cordial cooperation are hereby formally acknowledged and the 
 Director's appreciation expressed. 
 
 It would be unfair to close this report without acknowledging the 
 cooperation of the entire teaching corps with whom it has been 
 my pleasure to work. I can say that there has been no exception. 
 The principals of the schools have in many instances gone out of 
 their way and taken of their time to accompany the Director in his 
 visits, offer suggestions, and express their frank criticism. The 
 enthusiastic, vigorous support of the policies of the Director by 
 the Superintendent in large measure accounts for the success of the 
 work during the present year, and is gratefully acknowlegded. In 
 
 21 
 
fact it is impossible to measure the actual progress of the Social 
 Studies Course as such during the past year,because; first of the im- 
 petus given by the active support of the Superintendent, and second, 
 the enthusiasm and spirit injected into the work through the War 
 Work activities of the schools. There has been great progress; how 
 much is due to these two factors is impossible to say, but their 
 influence has been very great. 
 
 W. J. C. 
 
 22 
 
HISTORY PLAN GEOGRAPHY PLAN 
 
 To be in effect Grade To be in effect. 
 
 I-IV. Inch 
 
 Fall '17 Early history of Oak- Industrial Groups. Fall '17 
 
 and land and Bay region. Common physical phe- and 
 
 Spring '18 What our City does for nomena. Types of Life Spring '18 
 
 us. What we can do to illustrating controls of 
 
 Help it. of heat, moisture and 
 
 * land relief. 
 
 5A 
 
 Spring '17 The Nation North America Fall '17 
 
 Explorers (physical) 
 
 Pioneers California 
 
 5B 
 
 Fall '17 The Nation United States Spring '18 
 
 Founders 
 Development. 
 Civil War. 
 
 6A 
 
 Spring '16 European beginnings. Eurasia (physical) Fall '18 
 
 Ancient Europe 
 
 Mediaeval 
 
 6B 
 
 Fall '16 European beginnings. Africa, Australia, South Spring '19 
 
 Early Modern America, Asia 
 
 (Age of Discovery) 
 
 7A 
 
 Spring '17 United States to 1789 United States in its re- Fall '17 
 
 lation to other Amer- 
 ican countries. 
 
 7B 
 
 Fall '17 United States to 1870 United States in its re- Spring '18 
 
 lation to European 
 Countries. 
 
 8A 
 
 Spring '18 History Civics Na- Pacific Coast in its re- Fall '18 
 
 tional Problems lation to the Orient. 
 
 8B 
 
 Fall '18 Civics (Hygiene) 
 
 State and Local 
 
 23 
 
Social Studies Courses in Oakland High Schools, 1917. 
 
 Course Grade 
 
 European History Plan A (Committee of Seven) 
 I. Ancient History to 800 A. D. 9th (10, 11) 
 
 II. Mediaeval and Modern 
 
 European History Plan B (Approx- 
 mately N. E. A. plan). 
 
 I. Early European Civil, to 1500 
 II. Modern 
 
 English History 
 
 School 
 
 Frem., Oak. H. S., Univ., 
 Voc. (girls). 
 
 10th (11, 12) Frem., Oak. H. S., Univ., 
 Voc. (girls). 
 
 9th (10, 11) 
 10th (11, 12) 
 llth (12) 
 
 European Civilization (Ind. aspects.) 9th (10, 11) 
 Industrial History (English and Amer.) llth 
 
 United States and Gov't. 
 
 12th (11) 
 
 Tech. 
 
 Fremont, Univ. 
 
 Tech. 
 Voc. (Presc.) 
 
 PRESC. All Schools. 
 
 Economics. 
 
 Economics; (Emphasis on Production) 
 Economics; Theory and Problems 1 yr 
 Economics ; ^ and Community Civics \ 
 
 Economics I. 3^ 
 Economics II. % (Problems) 
 
 Civics I Adv. Study Local, State Na- 
 tional Government. 
 
 Civics II Social Problems 
 Current History ^ to 1 yr. 
 
 H yr. 10th 
 llth (12) 
 10th (11) 
 
 Voc. (Presc.) 
 Oak. H. S. 
 Fremont 
 
 11 or 12 
 
 Tech. Univ. 
 
 11 or 12 
 
 (t a 
 
 (Presc. 1 yr. 
 adv. work.) 
 
 10, 11, 12 
 
 not given. 
 Tech. 
 Tech. 
 
 24 
 
TO PRINCIPALS AND EIGHTH GRADE TEACHERS: 
 
 At a meeting of the civics teachers held on October 17th to discuss 
 the content of the civics work to be re-organized in the Spring and Fall 
 terms of 1918 as indicated by the committee on social studies it was 
 decided that the teachers make a study of the topics suggested by Pro- 
 fessor Bobbitt in his part of the Cleveland Survey. It is Dr. Bobbitt's 
 idea that the history curriculum maker should make "an analysis of 
 present day social conditions, the proper understanding of which re- 
 quires historical background," and then to grade these, placing in the 
 elementary schools those that belong there, and in the high schools those 
 that require more mature minds. You will, therefore, please study 
 Professor Bobbitt's list which follows, indicating those that you think 
 ought to be taken up in the 8A grade, those that are suitable for 8B, and 
 those that should be left for the high school. You will strike out any 
 that you think ought not to be studied, and add any that you think im- 
 portant. Once we get a fair agreement on this list, your director will 
 consider it his work to find the necessary materials for the use of teachers 
 and pupils, and to assist in adapting each topic to the maturity of the 
 pupil in the grades where you think social necessity demands that it 
 be treated. 
 
 Sociological Aspects of War Race Problems Trusts 
 
 Territorial Expansion Transportation Education 
 
 Our Insular Possessions Money Systems Suffrage 
 
 Centralization of Govt. Immigration Taxation 
 
 Growth of Population Strikes and Lockouts Army 
 
 Panics and Business Depressions Inventions Navy 
 
 Govt. Control of Corporations Agriculture Wages 
 
 Capital and Labor Manufacturing Commerce 
 
 Banks and Banking Foreign Commerce Crime 
 
 Tariff and Free Trade Labor Unions Charities 
 
 Municipal Government Postal Service Mining 
 
 Roads and Road Transportation Liquor Problems Prisons 
 
 Newspapers and Magazines Unemployment Pension 
 
 Women in Industry Child Labor Hospitals 
 
 Conservation of Natural Resources Savings Banks Insurance 
 
 Recreations and Amusements Fire Protection Housing 
 Co-operative Buying and Selling Cost of Living 
 Pure Food Control Health Sanitation, etc. 
 Water Supply of Cities Courts of Law 
 Parks and Playgrounds National Defense. 
 
 For San Antonio, Dr. Bobbitt advised a study of: City beautifica- 
 tion; street paving; street cleaning; the smoke nuisance ; water supply; 
 city milk supply; city food supply in general; fire losses and fire insur- 
 ance rates; the economic value of birds; the sanitation of public build- 
 ings, schools, churches, theaters, etc; vocational survey of the city; 
 the care of the unfortunate; the public utilities of the city; uses of vacant 
 
 25 
 
lots; municipal social center; municipal civic forum; cost of maintaining 
 each city department; city dust; the municipal board of health; the 
 possible civic uses of the San Antonio river; the civic uses of the San 
 Antonio river; civic problems of city school, etc. 
 
 I. The 7 A Geography outline will be completed with p. 20 
 which should reach you by Nov. 2. Teachers will feel free to send 
 criticisms to the director on amount and character of the work. 
 In estimating the amount of work possible, please recall that we 
 began on the new course a few weeks late this fall. How much time 
 should we give to each topic with an average class? Let me hear 
 from you before January 1 1, 1918, on this point at least. 
 
 II. The Social Studies Committee will meet on November 15 
 to determine in a general way the content of the 7B Geography 
 course. You will recall that the "United States in Relation to 
 European Countries" is the general subject. The locational work 
 will therefore be concerned mainly with Europe. The director in- 
 tends to propose for discussion at this meeting the following topics : 
 sugar, cattle and leather products, copper, flax, coal, iron and iron 
 manufactures, chinaware, chemicals and dyes, shipping and Atlan- 
 tic Trade Routes. If you have suggestions to offer in way of addi- 
 tions, omissions, or order of treatment for the committee's con- 
 sideration, please send them in before November 15. 
 
 III. General Circulars. 
 
 Not all of these have been sent to each teacher. If you are in- 
 terested in any circular which has not been sent you, please ask for 
 it. A complete list follows: 
 
 General No. 1. (6 pages) Lists of books and general directions 
 for Fall term of 1917. 
 
 " No. 2. A few additional book titles and some suggestions 
 on history method. 
 
 " No. 3. Comments on 5th and 7th grade geography out- 
 lines and use of Committee of Eight for 6th grade 
 history. 
 
 " No. 4. Outline of plan of history and geography in Oak- 
 land schools grades 1-8 inclusive. 
 
 " No. 5. Social Studies Courses in Oakland's High Schools. 
 
 26 
 
General No. 6. Suggestions on civics topics preliminary to work- 
 ing out the 8A and 8B courses (next term). 
 
 IV. History 5A outlines sent out last term will soon be revised and 
 issued on sheets uniform with present Supervisory Series. Please 
 let me have any criticism you care to make at once. You will recall 
 that early in the term we agreed in a teacher's meeting to study in 
 the 5A term the following: Columbus, Magellan, Cabots. De Soto, 
 Hudson, La Salle, J. Smith, M. Standish, Roger Williams and Thos. 
 Hooker, William Penn, Oglethorpe. For the 5B, the biographies 
 studied will be Benjamin Franklin, George Washington, (S. Adams, 
 P. Henry, and military heroes of Revolution optional), Jefferson, 
 Jackson, (Webster, Clay, Calhoun optional). Lincoln, Lee, Grant, 
 In general follow Mace (your textbook). Outlines will be issued 
 as soon as possible. 
 
 27 
 
SELECTED BIBLIOGRAPHY ON GEOGRAPHY AND HISTORY 
 TEACHING (ELEM. SCHOOLS) 
 
 BAGLEY, W. C. -"The Determination of Minimum Essentials in 
 Elementary Geography and History." 14th Yearbook, Nat. Soc. 
 for Study of Educ. Part I. Blocmington, 111., Public School Pub- 
 lishing Company. 
 
 BAGLEY. W. C. "Present-Day Minimum Essentials in United States 
 History as Taught in the Seventh and Eighth Grades," 16th Year- 
 book. 
 
 BETTS, G. H. "Classroom Methods and Management," (Bobbs, 
 Merrill Co.). 
 
 BLISS, W. F. "History in the Elementary Schools," (American Book 
 Co.). 
 
 BOBBITT, F. "What the Schools Teach and Might Teach," (Cleve- 
 land Survey) . 
 
 CHARTERS, W. W. "Teaching the Common Branches," Chap. 9 
 (Geography), Chap. 10 and 11 (History), (Houghton, Mifflin Co.). 
 
 COMMITTEE OF EIGHT "The Study of History in the Elementary 
 Schools," (Scribner). 
 
 DODGE AND KIRCHWAY "The Teaching of Geography," Rand 
 McNally & Co.). 
 
 FINLAY JOHNSON, H. "The Dramatic Method of Teaching," 
 (Ginn & Co.). 
 
 FREEMAN, F. N. "The Psychology of the Common Branches," 
 Chap. 7, (History), Chap. 8 (Geography), (Houghton, Mifflin Co.). 
 
 HORN, ERNEST, "Possible Defects in the Present Content of Amer- 
 ican History as Taught in the Schools," 16th Yearbook. 
 
 HORN, ERNEST "Principles for Making Curricula in History," 
 Teachers College record, September, 1915, Teachers College, New 
 York. 
 
 JOHNSON, H. "The Teaching of History," (Macmillan Company). 
 
 KEMP, E. W. "An Outline of History for the Grades," (Ginn & Co.). 
 
 KENDALL & MIRICK "How to Teach the Fundamental Subjects," 
 Chap. IV., (Geography, history and civics), (Houghton, Mifflin 
 Company) . 
 
 MACE, W. H. "Method in History" esp. 213-292., (Rev. Ed. Rand 
 McNally). 
 
 . 28 
 
McMURRY, C. A. "Special Method in History," (Macmillan Com- 
 pany). 
 
 McMURRY, C. A. "Special Method in Geography," Macmillan 
 Company). 
 
 McMURRY, FRANK "Principles Underlying the Making of School 
 Curricula, pp. 1-10; "Principles for Making and Judging Curricula 
 in Geography," pp. 11-32; Teachers College Record for September, 
 1915. 
 
 RAPEER, L. W. AND OTHERS "Teaching Elementary School 
 Subjects, Chap. 16 (Geography) 20 (History) 21 (Civics) (Scribners). 
 
 RICE, EMILY J. AND OTHERS "The Course of Study in History 
 for the Common School," (University of Chicago Press). 
 
 SUTHERLAND, W. J. "The Teaching of Geography," (Scott, 
 Foresman & Co.). 
 
 SUTHERLAND, W. J., & SANFORD "Practical Exercises in Geog- 
 raphy," (Silver Burdett & Co.). 
 
 TRYSON, R. M. "Materials, Methods, and Administration of His- 
 tory Study in the Elementary Schools of the United States," 
 (Indiana University Bulletin). 
 
 TRYSON, R. M. "History in the Junior High School" in Elem. Sch. 
 Jour., May, 1916. 
 
 TALKINGTON, H. L. "How to Study and Teach History in the 
 Grades," (Bloomington, Illinois Public School Publishing Co). 
 
 WAYLAND, J. W. "How to Teach American History," (Macmillan). 
 
 WILSON, H. B. & G. M. "Motivation of School Work," Chap. 7 
 (History) Chap. 8 (Geography), (Houghton, Mifflin Co.). 
 
 UNITED STATES BUREAU OF EDUCATION, BULLETINS: 
 No. 17, 1915. "Civics Education in Elementary Schools." 
 No. 23, 1915. "The Teaching of Community Civics." 
 No. 28, 1916. "Social Studies in Secondary Education." 
 
 "The History Teacher's Magazine," Philadelphia, (McKinley Publish- 
 ing Co.). 
 
 "The Journal of Geography." Apple ton, Wise. 
 
 29 
 
TO PRINCIPALS AND FIFTH GRADE TEACHERS : 
 
 The Supervisory Series for 5 A Geography is completed with page 16, 
 sent to the teachers November 22. As you were advised in my General 
 Circular No. Ill, these 5 A Geography outlines were unavoidably late 
 in appearing and were in no way intended to interfere with plans which 
 had already been worked out by teachers. Some of you, however, have 
 been making considerable use of these problems and you are therefore 
 in a position to criticise them. Will you please let me know at your 
 convenience: first, which problems, if any should be omitted; second, 
 what regions, if any, should be more thoroughly stressed than the 
 present series of problems seems to do; third, problems which are in 
 general satisfactory to you, but should be changed in some details. 
 Since it is planned to get this material in shape for printing next sum- 
 mer, you are requested to assist in any needed revision by experience 
 derived from your teaching next semester. 
 
 In this connection you will observe that no study has been issued 
 on the Great Basin area including the Imperial Valley. The reason for 
 this is that the geography of this region does not belong to California 
 proper but rather to the geography of Nevada, Arizona, etc., and will 
 furnish the material for the first type study in the 5B work, which works 
 out from California and covers the United States. Moreover the 8A 
 Geography contemplates a study of the Pacific Coast in its relation 
 to the Orient. The industrial side of our geography including our won- 
 derful petroleum resources will be studied in connection with that term's 
 work. This does not imply that it is our intention to ignore it com- 
 pletely in the 5A term, but only to explain to you why such an obvi- 
 ously important industry is not made the basis of one of our studies. 
 
 May I take this opportunity to express my appreciation of the hearty 
 co-operation I have had from you. I feel that you have been remark- 
 ably successful in securing the interest and co-operation of your pupils 
 in gathering material necessary for the successful study of our State. 
 In this connection, however, the Chamber of Commerce and Alameda 
 Co. exhibit authorities report that groups of pupils are re-visiting them 
 and carrying away pamphlets, etc., indiscriminately. To prevent 
 abuse let us instruct our pupils to go there only with their teachers or 
 as individuals representing a class with note from the teacher, and in 
 case pamphlets are wanted, please state this fact. Otherwise it is pos- 
 sible for a few mischievious boys "to wear our welcome out." 
 
 Through the generosity of the Southern Pacific Co., and the courtesy 
 of Passenger Traffic Mgr. Chas. S. Fee, I am enabled to send to each 
 
 30 
 
school one copy each of several folders useful in teaching California 
 geography. 
 
 I do not plan to issue any further circulars this semester but will 
 devote attention to preparing bulletins to assist in beginning the work 
 next semester in the 5B course. 
 
 TO PRINCIPALS AND TEACHERS IN GRADES 4, 5 and 6. 
 
 At the request of the Superintendent, the following suggestions are 
 offered for the use of the U. S. "Lessons in Community and National 
 Life" Series C., in order that no single subject in our curriculum be 
 forced to yield to matter that is being cared for in some other way. If 
 you have already worked out a plan, by all means follow it. If not, 
 use these suggestions with such modifications as your situation seems 
 to demand. 
 
 1. The War and Aeroplanes, take up in English, all grades. 
 
 2. Spinning and Dyeing Linen in Colonial Times. 
 4th grade use any time. 
 
 5th grade, Home Economics or History time. If latter; in 5A 
 
 with Miles Standish story; in 5B with Washington Story. 
 6 A with Geography of the Dakota-Manitoba region. 
 6B with History; Life in the Middle Ages. 
 
 3. Water Supply of a Town or City. 
 
 In all grades in time for English or Hygiene. 
 
 4. Petroleum and its uses. 
 4th grade omit. 
 
 5A in Geography with Los Angeles study. 
 
 5B in Geography with Pennsylvania region. 
 
 6 A in Geography with Pennsylvania region. 
 
 6B in Geography with China (or as a side report on Russia) . 
 
 5. Conservation as exemplified by Irrigation Projects. 
 4th grade omit. 
 
 5 A grade omit. 
 
 5B in Geography with Studies I, II, III, or IV. 
 
 6A in Geography with Canada or parts of U. S. Study. 
 
 6B in Geography with Egypt. 
 
 6. Checking Waste in the Production and use of Coal. 
 4th and 5 A in English time. 
 
 31 
 
5B in Geography in connection with the Coal States. 
 6A in Geography in connection with the Coal States. 
 6B in Geography in connection with China's undeveloped re- 
 sources (Contrast). 
 
 7. Preserving Foods. 
 
 In all grades in Home Economics or English time. 
 
 8. Preventing Waste of Human Beings. 
 
 In all grades in English time. A place for Vocational talk. 
 
 TO PRINCIPALS AND TEACHERS IN GRADES 7 and 8: 
 
 At the request of the Superintendent, I offer suggestions for the 
 use in your classes of the United States " Lessons in Community and 
 National Life" Series B. The only purpose of this circular is to point 
 out a plan for those who are having difficulty in working this material 
 into the already crowded curriculum. If, therefore, you have a plan 
 which works do not change. 
 
 1. The Effect of the War on Commerce in Nitrate. 
 7A, 7B and 8A take geography time at once. 
 8B use English time. 
 
 2. The Varied Occupations of a Colonial Farm. 
 
 7 A and 7B in history time. Displace parts of textbook. 
 8A in History time (contrast with factory method). 
 8B in. civics time displacing Chapter XXI (State text). 
 
 3. A Cotton Factory and the Workers. 
 7 A in Geography with Cotton. 
 
 7B in Geography with Flax. 
 
 8A in Geography with Commercial Studies. 
 
 8B in Civics in connection with Chapter XI. 
 
 4. Feeding a City. 
 
 7 A, 7B, 8 A in Geography with any food product study. 
 8B in Civic supplementing Chapter XIV. 
 
 5. Saving the Soil. (Connect with School Garden if you have one). 
 7 A in Geography time with Study of Wheat. 
 
 7B in Geography time with Study of Sugar. 
 
 8 A in Geography time. Any time, in place of anything. 
 
 8B in Civics time, displacing most of Chap. VIII. 
 
 32 
 
6. Making dyes from Coal Tar. 
 
 7A in Geography time with Study of Cotton or Wool. 
 7B in Geography time with Study of Flax. 
 8A in Geography time. Displace anything you wish. 
 8B in Civics in connection with Chap. XII. 
 
 7. An intelligently selected diet. 
 
 In all grades in Home Economics or English time. 
 
 8. Finding a job. 
 
 In all grades in English time. Stress vocational aim. 
 
 TO PRINCIPALS AND TEACHERS IN GRADES 7 and 8. 
 
 At the request of Superintendent Hunter, I offer suggestions for the 
 use in your classes of the United .States "Lessons in 'Community and 
 National Life" Series B for December and January. The only purpose 
 of this circular is to point out a plan for those who are having difficulty 
 in working this material into the already crowded curriculum. If, there- 
 fore, you have a plan which works do not change. Further lessons of 
 this series have not been ordered for work this semester. Plan your 
 work accordingly. 
 
 Lesson B9 How Men Made Heat to Work. 
 
 7 A Use English time (or History time). 
 
 7B In Geography with Coal and Iron. 
 
 8A In History with Study V on Transportation. 
 
 8B In Civics with Chapter XIV or as a separate lesson. 
 
 Lesson BIO Telephone and Telegraph. 
 7A-7B Use any History time. 
 8A In History with Study V on Transportation. 
 8B In Civics with Chapter XIV or as a separate lesson. 
 
 Lesson B 11 The Work of Women. 
 
 7A-7B Use any History time or in Geography with study 
 
 of any textile. 
 
 8A In History with Study VI on Manufacturing. 
 8B In Civics with Chap. XIII or as a separate lesson. 
 
 Lesson B12 Impersonality of Modern Life. 
 7A-7B Omit. 
 8A In History with Study VI on Manufacturing. 
 
 33 
 
8B In Civics as special lesson (or with Chap. XI) . 
 
 Lesson B13 The Department of the Interior. 
 7A-7B-8A Omit. 
 8B Omit or read over in Civics with Chap. XXIV. 
 
 Lesson B14 The United States Public Health Service. 
 
 7A-7B-8A Read in class and use for composition work. 
 8B In Civics with Chap. IX (or for composition). 
 
 Lesson B15 Price Control of Wheat. 
 
 Lesson B16 Why we must help France. 
 
 7A-7B Use as part of English work for reading and com- 
 position. 
 
 8A-8B Use as part of English work for reading and com- 
 position. 
 
 TO PRINCIPALS AND TEACHERS IN GRADES 4, 5 and 6: 
 
 At the request of Superintendent Hunter, I offer suggestions for 
 the use in your classes of the United States "Lessons in Community and 
 National Life" Series C for December and January. The only purpose 
 of this circular is to point out a plan for those who are having difficulty 
 in working this material into the already crowded curriculum. If, there- 
 fore, you have a plan which works do not change. These will be the 
 last of these circulars for this semester. 
 
 Lesson C9 Inventions. 
 
 4th Use any time. Read (aloud by teacher, perhaps), 
 
 discuss, and write compositions. 
 
 5th Use English time. Read Compositions on topics. 
 6th Use History time. Connect with advance from the 
 
 savage state. 
 
 Lesson CIO Iron and Steel. 
 4th and 5th Omit. 
 6th In English or in History as in C9. 
 
 Lesson Cll The Effects of Machinery on Rural Life. 
 4th Omit. 
 
 5A In Geography with any study of valley conditions. 
 5B In Geography with Study VI, The Great Plains and 
 Plateaus. 
 
 34 
 
6th Use English time to read and discuss. 
 
 Lesson C12 Patents and Inventions. 
 
 All Grades Talk it over with pupils. Some of the pupils 
 will have read in Book of Knowledge, Popular Mechanics, 
 etc., similar material. 
 
 Lesson C13 Market Reports on Fruits and Vegetables. 
 
 All Grades : Illustrate by imagining the school garden a sole 
 producer on a large scale of one product needing an exten- 
 sive market. Think of the number of people required to 
 produce and market the product. If there is not a school 
 garden omit the lesson. 
 
 Lesson C14 The United States Fuel Administration. 
 All Grades in English or Geography time. 
 
 Lesson C15 Sugar. 
 
 4th grade in English time (stress only pp. 22-24). 
 5th and 6th grades in English or Geography time. 
 
 Lesson C16 The Commercial Economy Board of Council of Na- 
 tional Defense. 
 
 All Grades Take time from subjects least pressed for time. This 
 lesson should be so thoroughly mastered that it will have some effect 
 during the summer vacation. Moreover, these strenuous times may 
 force some of your older boys into the industries before school again 
 opens. Throw your whole spiritual weight into final appeals that these 
 boys may always be sincere cooperators in a social order dedicated to 
 the principles of intelligent voluntary cooperation and unalterably op- 
 posed to both the threadbare philosophy of rank individualism and the 
 Prussian ideal of dominance. 
 
 VI. Thomas Jefferson. 
 
 1. Birth, 1743 in Virginia. What other Virginia boys have 
 you studied about? Why were so many of the notable 
 men of this period born in this colony? (Note extent of 
 U. S.; size and age of Virginia.) 
 
 2. Early training. Was Thomas as a boy a good student? 
 Did he like athletics? What sort of things did he do best? 
 Did he go to college? 
 
 3. His position in his community. What prominent men were 
 
 35 
 
his friends? Did his fellow citizens elect him to office? 
 By what means did he earn his living? (Law). 
 
 4. His part in the development of the American Nation. How 
 did he feel toward the British taxes? What part did he 
 take with regard to these taxes? (Compare with other 
 patriots.) 
 
 5. In the Continental Congress. Would you expect Jefferson 
 to be chosen by his colony to go to this Congress? Did 
 his fellow members in Congress have confidence in him? 
 Were they satisfied with his draft of the Declaration of 
 Independence. (NOTE: Learn thoroughly the date of 
 July 4, 1776, and its significance without going into the 
 philosophy expressed in the Declaration.) 
 
 6. Jefferson's work for his own State. Virginia was now an 
 independent State instead of British colony and Jefferson 
 served as a member of its legislature and (from 1779 to 
 1781) as its governor. In those days people paid taxes to 
 support a certain church whether they attended it or not. 
 Jefferson believed that a man ought attend what church he 
 pleased and contribute to its support as he could. He there- 
 fore worked for a law in the State of Virginia to bring this 
 about. (Stress again the idea of religious freedom taught 
 in connection with the story of Roger Williams.) 
 
 7. His service to this Nation as a foreign minister. After the 
 death of Mrs. Jefferson, Thomas Jefferson was willing 
 to leave his old Virginia home for a time. He served as 
 foreign minister for four years and returned home when 
 Mr. Washington became President to conduct the office 
 of Secretary of State which has charge of all our foreign 
 ministers. 
 
 8. During Mr. Adams' administration Mr. Jefferson served 
 as vice-president of the United States and wrote the first 
 set of rules for the United States Senate (over which he 
 presided) . 
 
 9. Jefferson as President. In 1800 he was elected president, 
 becoming the founder of what was then called the Repub- 
 lican Party, later the Democratic-Republican Party and 
 still later the Democratic Party. (Discuss the addition of 
 
 36 
 
the Louisiana country and let some pupil report on Lewis 
 and Clark.) 
 
 10. The latter portion of his life was given to working for edu- 
 cation and he became the founder of the University of 
 Virginia. He considered this so important that he asked to 
 have engraved on his monument that he was the "Father 
 of the University of Virginia." 
 
 11. Importance: Mr. Jefferson ranks as one of our first great 
 democrats for he had a very great faith in the ability of 
 the people to govern themselves honestly and efficiently. 
 Many of the men of his time did not believe in a govern- 
 ment by kings but did not think that the average man 
 would be wise enough to know what kind of government 
 was best for him and so thought that the vote ought only 
 be given to men of considerable wealth or education and 
 that the holding of office should be confined to the well- 
 to-do. With all of these Mr. Jefferson disagreed for he 
 believed that the people should be educated so that they 
 would know and understand questions that were important 
 in their life. 
 
 References: Mace, "Beginner's History" (State text), 
 pp. 229-238. Foote & Skinner, "Makers and De- 
 fenders of America." pp. 117-127. Coe, F. E., 
 "Makers of the Nation," pp. 213-217. 
 
 For the Teacher: Sparks, "The Men Who Made 
 the Nation," pp. 218-266. 
 
 VII. Andrew Jackson. 
 
 1. Birth, 1767 in North Carolina. Jackson's family lived back 
 in the mountains west of the great plantations owned by 
 the wealthy men. The later immigrants from England 
 and Ireland, had to settle in these foothill regions and strug- 
 gled with clearing forest and fighting wild animals from 
 their stock. Therefore, Andrew's people were very poor. 
 
 2. Early training. Would you expect to find good schools in 
 these hills in the early days? Were Andrew's people able 
 to send him to school? Find out whether he liked outdoor 
 activities and if he excelled other boys in anything. 
 
 3. Andrew's family in the Revolutionary War. The other 
 
 37 
 
men we have been studying were grown men during the 
 Revolutionary War. How old was Andrew Jackson when 
 the Declaration of Independence was signed? when Wash- 
 ington became President in 1789? (Some boy may give a 
 report on the British raids in the Southern states and how 
 they affected the Jackson family.) 
 
 4. His position in the community. Jackson studied law but 
 decided that his chances of making good would be better 
 in a new country in the West and he therefore moved to 
 Tennessee and settled down in Nashville. 
 
 5. His services to Tennessee. Find out what offices he held. 
 How did his neighbors like him? 
 
 6. Jackson as a military man. How did he become known as 
 "Old Hickory?" Tell about his fights with the Indians, 
 his battle at New Orleans. 
 
 7. As president. To whom did Jackson owe his election? 
 Name men who opposed him. Why did they oppose him? 
 His attitude toward the Union. 
 
 8. Importance. A great true democrat. 
 
 References: Mace, "Beginner's History," (State text), 
 pp. 245-254 and references, page 257. Foote & 
 Skinner, "Makers and Defenders of America," pp. 
 168-177. 
 
 For the Teacher: Sparks, "The Men Who Made the 
 Nation," pp. 282-317. 
 
 VIII. Calhoun, Clay and Webster. (Optional). 
 
 NOTE: If time permits groups of students may study 
 the work of these three great statesmen and discuss them in 
 class. 
 
 References: Mace, "Beginner's History/' (State Text), 
 pp. 296-314. Coe, F. E., "Makers of the Nation," 
 pp. 283-290 (Webster); pp. 291-195 (Calhoun); pp. 
 296-302 (Clay). Foote & Skinner, "Makers and 
 Defenders of the Nation," pp. 178-190 (Clay); pp. 
 191-204 (Webster). 
 
 38 
 
IX. Abraham Lincoln. 
 
 1. Birth February 12, 1809, in Kentucky. (Show picture of 
 cabin and discuss hardships of frontier life). Learn Krl>. 
 12th. 
 
 2. Boyhood and influence of mother. Did he love his mother? 
 
 3. Education. How much chance did young Abe have to go 
 to school in Indiana and Illinois? What books did he rc:rl? 
 Have you read any of them? 
 
 4. How did he learn to write? What kind of a copy book did 
 he have? What things did he write in? 
 
 5. How he earned his living. What sort of a farmer was he? 
 Why did he have to split rails? What sort of a business 
 man was he? Why did he have to fight Indians? (Frontier 
 conditions again.) 
 
 6. What offices did Lincoln hold before he became President? 
 Why did people like to vote for him? How did he let people 
 know what he thought on slavery and other questions? 
 (Stump speeches.) 
 
 7. Lincoln as President. NOTE: Give a brief account of the 
 Civil War; its causes; effect of it on slavery and the sta- 
 bility of the Union, such as given in the textbook. 
 
 8. His assassination and place in history. 
 
 References: Mace, "Beginner's History," (State Text), 
 pp. 315-330. Mace, "Wm. H. Lincoln, The Man of 
 the People." Foote & Skinner, "Makers and De- 
 fenders of America," pp. 230-256. Coe, "Makers and 
 Defenders of America," pp. 303-324. Sparks, "Men 
 Who Made the Nation," pp. 378-410. 
 
 For the Teachers: Selected Works of Lincoln and 
 Biographies. Read selections from letters showing 
 human side, kindness of heart, etc. Study simple 
 appreciations of Lincoln. Benjamin Chapin has im- 
 personated Lincoln very well for a moving picture 
 dramatization of the President's life. If this is given 
 at time of study, suggest to pupils that they see it. 
 Then discuss in class. 
 
 39 
 
X. Civil War Heroes. 
 Grant. 
 Lee. 
 
 Reports and discussion of about the extent indicated in the 
 State text. 
 
 This concludes set. 
 
 40 
 
LOW FIFTH GEOGRAPHY 
 
 A. The Function of Geography. 
 
 Professor Bobbitt argues that the educational process in and out of 
 school should have as its result that children acquire by easy stages 
 the ability to think and so as adults think and see. In the early 
 community, this process was simple and required no conscious, 
 purposeful schooling. In its first stages schooling was concerned 
 with mastering first written language and later numbers. "As com- 
 munity vision widened and men's affairs came to extend far be- 
 yond the horizon, a need arose for knowledge of the outlying world. 
 This knowledge could rarely be obtained sufficiently through travel 
 and observation. There arose the new need for the systematic 
 teaching of geography. What had hitherto not been a human 
 necessity and therefore not an educational essential became both 
 because of changed social conditions." The significance of this 
 argument lies in the stress it puts upon geography as a social sub- 
 ject. The teacher who bears this in mind will, therefore avoid: 
 first, facts of geography for facts' sake; second, bringing in mere 
 facts of general science; third, memorization of states and capitals, 
 counties and county seats, etc. The view point must be primarily 
 social, that is, as the child develops toward adulthood he should 
 understand such forces and controls as determine the relationships 
 between the earth and its human inhabitants. 
 
 "The function of historical and geographical subject matter 
 is to enrich and liberate the more direct and personal contacts of 
 life by furnishing their context, their background and outlook." 
 Dewey. 
 
 B. Method. 
 
 I. Study the relation of the 5 A course to other parts of the geog- 
 raphy course. 
 
 a. Teachers who have not taught in the earlier grades should 
 study carefully the work in home geography which has pre- 
 ceded, and make constant use of these principle in the 
 work of the fifth grade. 
 
 b. Have in mind in a general way the work which is to follow 
 
 41 
 
follow this grade to see exactly its functions in the whole 
 geography course. 
 
 c. Consider what training the pupil should have received 
 by completion of his geography work that your contrib- 
 ution may be clear in your own mind. 
 
 References: Dodge & Kirch wey, "The Teaching of 
 Geography," Chap., (Rand, McNally & Co. $1.00). 
 
 
 B. Method. 
 
 II. Study the relation of this work to the other 5 A subjects. 
 Pupils are being taught by means of Geography it is but one of 
 your tools. See especially: 
 
 a. History. 
 
 b. Home economics for food and textile products. 
 
 c. Literature. 
 
 III. The underlying psychology of geography is the "extension 
 of experience through imagination." See Freeman, F. N. "The 
 Psychology of the Common Branches." Chap. VIII. (Houghton 
 Mifflin Co., 1916 $1.25.) 
 
 IV. Lesson Plans. "The teacher should be perfectly free to 
 plan his work so as to give his children the best training he can. 
 He should adopt any "methods" that seem suited to his needs, 
 but should never forget that he is supposed to be forging one of 
 the necessary links in the whole chain of geography study and that 
 his work must be strong geographically, as it should be pedagogi- 
 cally." (Dodge & Kirchwey, p. 5.) 
 
 b. Problem Method. Geography furnishes an excellent sub- 
 ject to teach by the problem method. Sutherland, W. J., "The 
 Teaching of Geography." (Scott Foresman & Co $1.25), Chap- 
 ters 11 and 12. (Also Dodge & Kirchwey, pp. 85-86.) 
 
 c. The Socialized Recitation. Important problems involving 
 several recitation periods offer a fruitful field for the co-operation 
 of all members of the class in their solution. 
 
 References: Pearson, F. B., "The Vitalized School," 
 Chap. 15, (Macmillan Co. $1.40). Whitney, Wil- 
 liam, "The Socialized Recitation," pp. 1-17.* (A. S. 
 
 42 
 
Barnet Co. 50c.) Earhart, Lida B., "Types of 
 of Teaching," Chap. 11, (Houghton, Mifflin Co. 
 
 $1.25). 
 
 d. Suggested Lesson Plans. Strayer, G. D., "A Brief Course 
 in the Teaching Process," Chapter 16, (Macmillan Company- 
 Si. 25) especially pages 221-223, a lesson plan for Pittsburg as a 
 trade center. Earheart, Lida B., "Types of Teaching," plans for 
 6th grade on "Climate of Western States," pp. 251-254, On "Irri- 
 gation in the Western States," 255-9. 
 
 V. Use of Equipment. 
 
 a. Maps and Globes. Wiswell, L. E., "Globes and maps in 
 Elementary Schools," (Rand McNally Co. 50c). Dodge 
 & Kirchwey, Chapter XVII. Redway, J. W., "The New 
 Basis of Geography," Chapters VIII and IX (Macmillan Co. 
 $1.00). Sutherland, W. J., "Teaching of Geography," 
 Chapters XVIII, XIX and XX, 
 
 b. Pictures, Models, etc. 
 
 Dynes, Sarah A., "Socializing the Child," pp. 41-73, 
 (Silver, Burdett & Co. $1.00). Intended for grades 
 I-III but is suggestive to a teacher. See also Dodge & 
 Kirchwey, Sutherland, Redway and references in Tarr & 
 McMurray, Introductory Geography page 117. 
 
 c. Museum and Excursion. (See references above.) Also 
 "Journal of Geography," Vol. III., p. 322-332. 
 
 C. Content Material for Course. 
 
 I. Globe and Map Lessons. 
 
 a. Continents and oceans. Location, size (relative). Intro- 
 duce by letting pupils volunteer stories read in lower grade 
 or at home (e. g. war story introduces Europe "as the 
 main theater." Where is Europe? Size? Shape? etc.). 
 
 b. Directions on globe. Where do we live? Europe is in 
 what direction? How far distant (i. e. what part of globe's 
 circumference in our latitude). Use of parallels and mer- 
 idians as indexes of direction. 
 
 c. Scale where to find, how to use; need for, etc. Intro- 
 ductory Geography (State Text) Chapter XL 
 
 43 
 
II. North America Physical. 
 
 a. Position on globe as to equator, poles, oceans, other con- 
 tinents. 
 
 b. Size. Third among continents; contains about one sixth 
 of all land area. 
 
 c. General shape and location in zones of wider and narrow 
 parts. Indentations of coast line. Peninsulas,' Large 
 Bays, etc. 
 
 d. General relief, extent, general direction and elevation of 
 primary highlands. Effects on rivers, etc. 
 
 e. Suggested problems. (Adapt to your class those you think 
 suitable.) 
 
 1. Hudson and other explorers were looking for a water- 
 way through North America. Had they known what 
 we know today about the location of mountains, would 
 they have spent time in this search? Explain fully. 
 
 2. In what general direction must most of the rivers flow 
 that empty into the Pacific Ocean? Into the Atlantic? 
 
 Explain. 
 
 3. Show how the plains between the two great ranges 
 slope. Prove your point (by rivers). 
 
 4. Is the land along the 49th parallel from the Rockies 
 to the Lakes higher or lower than the land at St. Louis? 
 Than land near Hudson Bay? 
 
 5. If you were travelling over the United States, (a) 
 would you expect to find the James river or the Mis- 
 sissippi river the larger? Why? (b) Would you expect 
 to find more snow on the Blue Ridge Mountains or 
 the Sierra Nevada Mountains? Why? 
 
 6. What mountains almost form an eastern boundary 
 for our own state? (b) What mountains are along our 
 coast? (Note Junctions in North and at Tehachapi.) 
 
 7. What must be the directions of the two chief rivers of 
 this state? (b) Why do these rivers have more and 
 larger tributaries come from the East than from the 
 West? 
 
 8. (a) Will you be likely to find animals with heavy coats of 
 hair in North America? In what part? (b) Will you 
 
 44 
 
find the poisonous snakes and insects of the hot cli- 
 mates? In what part? (c) Is the climate suited to few 
 or to many kinds of animals? 
 
 9. (a) What sorts of plants will grow where the polar 
 bears live? Why? (b) Will orange trees grow there? 
 Will any orange trees grow in North America? Where? 
 Why? ' 
 
 10. The early settlers in North America were always look- 
 ing for gold. Was there gold where they settled? 
 Might there have been? Were there other minerals? 
 Did the first settlers find and use these minerals? 
 
 11. (a) What different sorts of savages might have lived 
 in North America? (Many kinds from the sluggish 
 tropical savage to the vigorous Eskimo), (b) In 
 what part would Englishmen, Frenchmen, and Dutch- 
 men be likely to settle? Spaniards? 
 
 References: For Teachers' reading: Sutherland, W. J.. 
 "The Teaching of Geography," Chap. VIII on "Geog- 
 raphy and Life." (General discussion of effect of 
 environment on plant and animal life.) Dodge, R. E., 
 "A Reader in Physical Geography," pp. 10-23. 
 (General treatment of many topics mentioned in 
 above problems.) Shaler, N. S., "The Story of Our 
 Continent." (The Index is very good.) See "Appa- 
 lachian Mountains," "Climate," "Cordilleran Moun- 
 tains," etc. Salisbury, Barrows & Tower, "Modern 
 Geography," see p. 174 and Index. Also Plate I in 
 Appendix. 
 
 For pupil: Tarr & McMurry, "Introductory 
 Geography," (State Text), pp. 150-152. Map of 
 North America. Show coast line with chief bays. 
 Show chief mountains ranges, Mississippi River 
 with four main tributaries, and chief rivers emptying 
 into Pacific, Atlantic, and Arctic Oceans. Make 
 boundary lines to show how much of North America 
 is under the United States Flag. 
 
 Pupils who are good in drawing may be able to 
 make a charcoal map or colors may be used for the 
 
 45 
 
plateau regions. A sand table may be employed for 
 part of the work and a large relief map should be 
 used. 
 
 A second map of the Western part of North Amer- 
 ica (i. e. from Rockies west) may be also made as 
 introductory to the California geography. 
 
 III. California (Study I). 
 
 The following exercise and problem are adapted from 
 Sutherland & Sanford, "Practical Exercises in Geography, Book 
 One," pp. 177-178. 
 
 1. On an outline map of the Pacific Slope enter the names of 
 seven or eight largest cities. (Tarr & McMurry, "Intro- 
 ductory Geography," pp. 336-338.) 
 
 2. Why are there so few cities on the Coast? 
 
 Problem: What Geographic Conditions have made the Bay 
 Cities the Metropolis of the Pacific Coast? 
 
 The steps suggested in the study of this problem are as follows : 
 
 1. Sketch San Francisco Bay. Give your reasons for believing 
 that it is a good harbor. 
 
 2. Locate San Francisco, Oakland, Berkeley, Alameda, Rich- 
 mond. 
 
 3. Using the table in your textbook (Adv. Geog.) find; 1st, 
 population of each of these; 2nd, total population (add in 
 Piedmont, Emeryville and Albany if you can find figures) . 
 
 4. Compare this total population with that of Seattle; of 
 
 Los Angeles; of Portland. 
 
 5. What mountains skirt the Pacific Coast? How near to the 
 sea do they seem to be? Where do you find an opening 
 through these mountains? Consult a railroad map to learn 
 how many railroads take advantage of this opening. (Get 
 
 these from railroad offices: S. P., W. P., etc.). 
 
 6. Use the scale and determine about how many miles north 
 of Oakland one must go to find another opening through 
 the mountains through which railroads pass. How many 
 miles south? How does the lack of openings through 
 the mountains affect the trade of the Bay Cities? 
 
 46 
 
7. How many miles north of San Francisco Bay is the first 
 good harbor? How many miles south? How does the 
 absence of good harbors affect the trade of the Bay Cities? 
 
 8. Consult Dictionary for the meaning of the term "hinterland." 
 What two river valleys constitute the most productive 
 portion of hinterland? About what is the area of their 
 basins? (Page 285 gives length and breadth. Have pupils 
 multiply.) How many counties the size of Alameda county 
 would these valleys make? (For area of Alameda County, 
 see Adv. Geog. p. 641. Have pupils divide.) From your 
 textbook, make a list of the important products of this 
 hinterland. 
 
 9. Write three reasons why you think the Bay Cities are the 
 Metropolis of the Pacific Coast. 
 
 NOTE: If pupils have very old textbooks, teacher should 
 have them add a column for latest census figures. 
 
 Problem : If you were called to Stockton (on business, to see your 
 father who was ill there, etc.) how could you get there? 
 
 1. Draw a map of the Bay region about 75 miles north and 
 south of Oakland and 125 miles inland. See insert, (figure 
 519 Advanced Geography). 
 
 2. Label San Francisco, San Pablo, Suisun, Tomales and Half 
 Moon Bays, Golden Gate, Strait of Carquinez, Sacramento 
 and San Joaquin rivers, Mt. Tamalpais, Mt. Diablo. 
 
 3. Locate San Francisco, Oakland, Berkeley, Alameda, San 
 Jose, Hayward, Livermore, Niles, Martinez, Benicia, 
 Antioch, Tracy, Stockton, Sacramento. 
 
 4. The water route. Cross to San Francisco. About where is 
 the dock? When does boat leave? How many hours long is 
 the trip? What does it cost? (Get time table from Cal. 
 Nav. & Imp. Co.) How many miles does the boat go? 
 With your scale see how far it is from San Francisco to 
 Stockton as the crow flies? Why so far by water? What 
 does this indicate about the mountains? 
 
 5. The rail routes. Consult inset map, figure 519. What 
 railways go from Oakland to Stockton? Which company 
 has two lines? Why do each of the other companies follow 
 
 47 
 
so closely the lines of this company? Why did none of 
 them go straight towards Stockton? Teachers must have 
 relief map to show canyons, etc. Have pupils obtain time 
 tables of these railroads. How far is it to Stockton by 
 these various routes? About how many ho'urs does the 
 trip take by local train? What is the difference be- 
 tween a local train and an overland train? 
 
 6. The automobile route. (Boys may be able to bring from 
 home auto road maps or get them from the California 
 Auto Association, headquarters in the Oakland Hotel.) 
 Two main routes: via Dublin pass (Lincoln Highway) and 
 via the Claremont Tunnel. Why do railroads not follow 
 these canyons? Why are the roads so crooked? Why does 
 the Lincoln Highway join the railroad at Altamont? 
 Why must ore on the tunnel route either turn south and 
 join the Dublin route in the Livermore valley or else 
 practically follow the Santa Fe Railroad? 
 
 7. Why do all these routes approach Stockton from the south 
 or southwest rather than from the west or northwest? 
 (Effect of swamps.) 
 
 8. How high is the divide east of Piedmont and Berkeley? 
 Name the highest peaks. Give height of some of them. 
 
 References: Tarr & McMurry Geographies (Text- 
 books). Time tables and road maps. U. S. Geologic 
 Survey San Francisco, Haywards, Concord, Pleas- 
 anton, Mt. Diablo and Tesla Quandrangles. Any 
 good relief map or graphic relief map. Fairbanks 
 "Geography of California," Chapter XIII, expecially 
 pp. 92 and 100-101. 
 
 III. California (Study I). 
 
 Problem: To plan a Week-end Outing on Mt. Tamalpais. 
 
 I. Make a rough map of Bay region (much as in Study II but 
 on a little larger scale see figure 526 Advanced or 230 Introductory 
 but show more of Marin coast). 
 
 II. Locate Mt. Tamalpais, the important water areas, and chief 
 cities. Show also the Oakland local piers, Ferry Building (S. F.), 
 Sausalito. Show N. W. Pacific R. R. (as far as map allows) . 
 
 48 
 
III. Label counties. Write "part" under county name where 
 whole county is now shown. 
 
 IV. How can we reach Mt. Tamalpais? (a) Ferry and rail 
 route. (Get time tables.) When do trains go? How long is the 
 trip? What will it cost (add local fares in) for transportation. 
 Figure complete trip to top. Why is the Tamalpais railroad so 
 crooked? Also plan on walking from Mill Valley. How Icng is 
 the road? Cost? Etc,, (b) Automobile trip to Mill Valley, 1, via 
 Oakland Estuary Ferrv and 2, via Richmond -San Rafael Ferry? 
 No auto road on the mountain. Plan to walk up or take a train 
 from Mill Valley. 
 
 V. How high is the mountain? Compare with Grizzly, Redwood 
 Peak, etc. - graphs. What places will you expect to see from the 
 top on a clear day? We may return home the same day or stay 
 over night in one of the many Marin home cities, or remain on top 
 of the mountain all night. Get suggestions from class on plan to 
 be worked out. 
 
 VI. On the mountain on a moonlight night as the fog comes in. 
 (Fig. 524) Advanced, and 71 Introductory. If some pupil has seen 
 this sight from Tamalpais or the higher peaks east of us, let him 
 tell about it. Get fog formations and general wind direction clear 
 at this time. 
 
 References : Tarr & McMurry Geographies, (textbooks) . 
 Salisbury, Barrows & Tower, "Modern Geography," 
 pp. 61-62. (For the teachers' use a brief but clear 
 explanation of clouds and fog.) Maps U. S. Geo- 
 logical Survey. Fairbanks, "Geography of Cal- 
 ifornia," p. 98. 
 
 Optional Problem : A Study of a Geological Survey Map, using 
 the Tamalpais Quadrangle. Teach meaning of contour lines. 
 
 California (Study IV). 
 
 Problem: To plan a week end outing in the Santa Clara Valley. 
 
 I. Make map of coast section of California from latitude 38 
 to 36-30 approximately and inland to a north and south line 
 about through Stockton. 
 
 II. Locate: Important water bodies shown on previous maps (so 
 far as they appear), Monterey Bay, Mt. Diablo Range, Santa Cruz \ 
 
 49 
 
Ranges, Mt. Hamilton, Niles, Mission San Jose, Gilroy, Santa Cruz, 
 Redwood City, Palo Alto, and others if they come up in discussion. 
 Label counties. 
 
 III. Pick out imagined destination, i. e., San Jose, Los Gatos, 
 etc. (After discussion with class.) 
 
 IV. Discuss how one can get there; railroads and auto roads; 
 note absence of mountains to be crossed. Where are the mountains? 
 What direction? Note how climate differs from that of Oakland. 
 Explain why. 
 
 V. Discuss agricultural products to be seen along the road. This 
 will open up the fruit regions, especially the cherry industry of 
 our own county and the prune industry of Santa Clara (Fig. 591, 
 Adv. and figs. 260 and 265 Intro.). Let children who have visited 
 these places or have lived there, tell of their experiences. (A visit 
 to the Alameda Co. exhibit at 13th and Harrison will 
 be profitable if class has not been there). Other industries 
 may come up for discussion. 
 
 VI. Points of especial interest for discussion (with imaginary 
 visits) . 
 
 1. Mt, Hamilton and the Lick Observatory (Fig. 629 Adv. 
 Geography) . 
 
 2. The old Mission San Jose (in our own county) and tales of 
 the mission founders. 
 
 3. San Jose (founded 1781) was the second pueblo (town) 
 founded by the Spaniards in California. The Normal 
 School. What are Normal Schools for? 
 
 4. The quicksilver mine at New Almaden nature and 
 uses of quicksilver (fig. 615 Adv. also Map fig. 612 
 Adv.). 
 
 5. Stanford University (at the edge of the valley). 
 
 6. Santa Clara University (Church college) at Santa Clara. 
 Also site of an old mission. 
 
 References: Tarr & McMurry Geographies (textbooks). 
 Alameda Co., "California, Farms, Orchards," etc., 
 by Daniel H. Bradley, published by the Board of 
 Supervisors of Alameda County. (Obtain at 13th 
 and Harrison.) Allen, "Industrial Studies United 
 States," pp. 99-102 (discusses prunes only. Borrow 
 
 50 
 
copy from 7th grade teacher.) Alameda County Map 
 a folder (Obtain at 13th and Harrison Streets). 
 Have pupils write to Chamber of Commerce, San 
 Jose fcr material. 
 
 California (Study V). 
 
 Problem: Why is Petaluma known as "The city of a million 
 hens?" 
 
 I. Do you have chickens at home? Do you buy eggs and 
 
 poultry? 
 
 NOTE: Children who have the care of chickens should be 
 given an opportunity to explain something of their care, feed- 
 ing, different breeds, etc. 
 
 II. Try to learn from your dealer where the eggs and poultry 
 you buy are produced. 
 
 III. Make a rough map of central California from about lat. 
 37 to lat. 39. Locate main bodies of water and chief cities as 
 on previous maps. 
 
 IV. About how many people live in the bay cities? (Consult 
 appendix and add.) 
 
 V. Can these people produce the amount of eggs and poul- 
 try they need? 
 
 VI. What regions near this center of population would be 
 suitable for poultry raising? Would you expect the poultry 
 industry to flourish in the high Sierras? (See fig. 520 and 540 
 Advance Geography and fig. A., and 232 Intro. Geography.) 
 What effect would the snow have en poultry industry? What 
 effect would distance from market have? What effect will 
 cold winters have on the sort of houses chickens would require 
 and so expense? What animals might be destructive of 
 chickens? 
 
 NOTE: It may be said that the first requirements for suc- 
 cessful poultry raising are: 1. Near markets. 2. Fairly even 
 temperature, winters not too cold and summers not too hot. 
 3. Plenty of green feed, which may be produced if necessary 
 by irrigation. 
 
 VII. How does the Sonoma County regions, especially 
 
 51 
 
around Petaluma meet these requirements? Study fig. 580, 
 581, 582 Adv. and 246, Intro. Some children may have been 
 in this region. 
 
 VIII. How does our own country meet these requirements? 
 Have we much poultry? 
 
 References: Tarr & McMurry Advance Geography, pp. 593-4. 
 Southern Pacific Co., "Success with Poultry in Cali- 
 fornia." Have pupils write to the Chambers of Commerce 
 at Santa Rosa and Petaluma for information. Crissey, 
 "Story of Foods," Chapter XI, (For teacher's use). Car- 
 penter, "How the World is Fed," pp. 126-138. (General 
 for the world. Contains some good illustrations.) 
 
 NOTE: Do not let this study pass without indirectly 
 inculcating some lesson in kindness to the creatures upon 
 whom man depends. Where pupils have fowls at home, 
 emphasize the importance of sanitary conditions. In the 
 care of poultry sanitation pays dividends in dollars. 
 (Civics and Hygiene correlation.) 
 
 California. (Study VI). 
 
 Problem: Why are so many of our homes finished in redwood? 
 
 1. Have pieces of redwood brought to class. Visit, if 
 possible, a nearby building during erection and look for 
 redwood finish, doors, shingles, etc. 
 
 2. Schools near estuary may motivate by using observa- 
 tions of pupils or occupations of parents engaged in 
 lumber trade. 
 
 3. Let carpenter's/ and lumbermen's children lead the dis- 
 cussion : Arouse interest to know more. 
 
 4. How many have been in Redwood Canyon? Muir 
 Woods? Other redwood groves? 
 
 5. Read in encyclopedia on redwood (or sequoia). 
 
 52 
 
6. Draw rough map of California. Show mountain ranges 
 and the chief rivers. Locate our bay, Humboldt Bay 
 and Monterey Bay. Locate Oakland, San Francisco, 
 Eureka, and other cities that may be mentioned in 
 discussion. 
 
 7. Redwood is really found only in California. There are 
 two varieties: the Sequoia Gigantea (the big trees), 
 found only in the Sierras (west slope) east of San Joaquin 
 Valley; and the Sequoia Sempervirens (west slope of 
 Coast Range from Oregon to Monterey Bay, but 
 chiefly in Del Norte, Humboldt and Mendocino Coun- 
 ties). "Redwood is found along the Pacific Coast from 
 the Chetco River in Southern Oregon to Salmon Greek, 
 Monterey County, California, a distance of about 500 
 miles, and rarely extends more than 30 miles from the 
 sea. Its altitudinal range is from sea level to 2,500 
 and occasionally 3,000 feet ? U. S. Department of Agri- 
 culture Forest Service. Silvical Leaflet 18 (U. C. 
 Library bound in 520c, U 5 f s, ml-53) the whole 
 story of the Sempervirens except the lumber side in 
 five pages. 
 
 8. Discuss uses of redwood, advantages. 
 
 NOTE: It is pointed out that Eureka (the city of 
 redwood homes) has never had a serious fire. 
 
 9. Forest protection, fire caution, conservation. Write to 
 State Forester, Sacramento. 
 
 Suggested topics. (Optional). 
 
 California Redwood Park in Santa Cruz Mts. 
 
 References: Tarr & McMurry, pp. 574-576, 610-611, 
 and Figs. 553, 555, 609-610; Adv., pp. 310-311 and 
 319; Figs. 231, 256, 257, Intro. California Devel- 
 opment Board, Annual report entitled "California, 
 Resources and Possibilities," pp. 54-55 (in 1917 edi- 
 tion). Do not ask pupils to remember statistics. 
 Southern Pacific Company folder "Big Trees of 
 California," (Mostly on Gigantea, but very good and 
 beautifully illustrated). 
 
 53 
 
For Teacher: The Redwood Lumber Manufact- 
 urers' Association "The Home of the Redwood," 
 1897, U. C. Library f520 B321. (59 pages well 
 illustrated. Has map of North Coast counties.) The 
 Pacific Lumber Co., "California Redwood Lumber." 
 (48 pages nearly all illustrations. Very good. U. C. 
 Library 520 m PI 175.) 
 
 California (Study VII). 
 
 Problem: (Optional) Why does the North Coast Region 
 contain so many Mineral Springs? 
 
 1. Make a map showing the northern portion of the State. 
 See figure 518, Advance and 228 Introductory. 
 
 2. Show the mountain ranges, Sacramento River and main 
 tributaries, Eel and Klamath Rivers, Mt. Shasta, Mt. 
 Konocti, Mt. St. Helena, Mt. Tamalpais and Mt. 
 Diablo, and Mt. Lassen. Trace in roughly the counties 
 of the north coast region. Locate Clear Lake. 
 
 3. Observe how the coast mountains in the Klamath sec- 
 tion are practically one range and are divided near the 
 Bay region into three ranges by (1) the Sonoma Valley 
 and (2) the Napa Valley and the Clear Lake region. 
 
 4. What is a mineral spring? (p. 211 Salisbury, Barrows & 
 Towner.) Locate on the map any mineral springs that 
 you have heard about. 
 
 5. Are there any geysers in California? If so, locate them. 
 What is a geyser? 
 
 6 Can you find out what causes geysers and mineral 
 springs? (NOTE: this subject will be treated more fully 
 when the Yellowstone Park is taken up in the 5B 
 term.) 
 
 7. What is a volcano? Discuss Mt. Lasson. 
 
 8. After pupils have discovered the connection of these 
 phenomena with volcanic action, let them study the 
 make-up of Mt. St. Helena and Mt. Konocti for further 
 evidence of volcanoes. 
 
 54 
 
9. Do these volcanoes cause the earthquakes of the 
 Bay region? 
 
 10. What is the cause of our earthquakes? 
 
 11. Observe that Lake County has no railroads. Why? 
 What will be the effect on freight costs? 
 References: Tarr & McMurry, Advanced Geography, 
 
 p. 564 and figure 539. Faribanks, "Geography of 
 California," Chapter 13 on the Coast Ranges, es- 
 pecially pp. 104-107 on ancient volcanoes and the 
 earthquake rift. Salisbury, Barrows & Towner, 
 "Modern Geography," p. 210 geysers and p. 211, 
 mineral springs. (General for teacher's use.) Dodge, 
 "Physical Geography," p. 164. Shaler, "Story of 
 Our Continent," pp. 253-257. (Very general.) 
 
 Suggested Projects: 
 
 1. Let pupils write to various mineral spring resorts ad- 
 vertising in the newspapers. (These will be more 
 numerous in the spring semester.) 
 
 2. Some boy may be able to get up some simple apparatus 
 to illustrate the working of geysers. The demon- 
 stration and explanation of its working will form an 
 excellent exercise in exposition. 
 
 3. Children who have visited some of these springs may 
 be able to write compositions on their outing. 
 
 4. The Chamber of Commerce in Napa and Lakeport may 
 be able to furnish information on their counties. (Let 
 a pupil write.) 
 
 California (Stud} VIII). 
 
 Problem: Why do so many thousands of people spend 
 summer vacations in the Sierra Nevada Mountains? 
 
 1. Have pupils read Chapter III, Introductory Geography, 
 leach new vocabulary by use of pictures, etc. 
 
 2. Draw rough map of California showing mountain ranges 
 and the two large river systems (especially San Joaquin). 
 
 55 
 
3. Locate Lake Tahoe, Mono Lake, Owens Lake and 
 other lakes. Locate Mt. Whitney, Yosemite Valley. 
 
 4. Study a railroad map of California (p. 550 Adv. or 
 fig. 225 Intro.) Why do you think the whole eastern 
 side of the state has so few railroads across it? What 
 do the branches eastward from the main line indicate? 
 Why do they not continue eastward to the next north and 
 south line? (Connect with effect of our Mt. Diablo 
 Ranges on railroad lines.) 
 
 5. Find out how much higher these mountains are than 
 our Berkeley hills. Draw figures to represent Grizzly 
 Peak, Mt. Tamalpais, Mt. Diablo, Mt. Lassen and Mt. 
 Whitney. 
 
 6 What effect will elevation in the Sierras have on cli- 
 mate? Why should people from Sacramento, Stockton, 
 Fresno, Bakersfield, etc., like to go into the Sierras in 
 the summer time? What does Sierra mean? Nevada? 
 
 7. Why do we find snow in the Sierras all summer long? 
 What effect will this have on our rivers? 
 
 8. Why do boys like the mountains? How many of you 
 would like to spend part of a summer in the Sierras? 
 What part do you prefer? Why? 
 
 9. Special studies. Lake Tahoe, Yosemite Valley, Mt. 
 Whitney, Donner Lake and its story. Mace, "Beginner's 
 History," pp. 22-24 (California Supplement). If any 
 pupils become interested in the work of glaciers in 
 carving out mountains, a study of the Mt. Shasta, a 
 sheet is outlined in Sutherland and Sanford "Practical 
 Exercises in Geography Book II," pp. 178-180. 
 References: Tarr & McMurry, Intro. Chap. III., and 
 
 Index "Sierra Nevada Mountains." larr & McMurry, 
 Adv., pp. 570-581 and Index "Sierra Nevada Moun- 
 tains." Fairbanks, "Geography of California," pp. 
 62-77. Southern Pacific Folders, "1 he High Sierra of 
 California," "The Tahoe Country, its Lakes and 
 Streams," "Yosemite National Park." The United 
 States Geological Survey Maps will furnish much 
 valuable material for the teacher who wishes to make 
 
 56 
 
a detailed study of some of these regions before tak- 
 ing the topic up with her class. 
 
 California (Study IX). 
 
 Problem: What determined the location of the Cities of 
 Sacramento and Stockton? 
 
 1. Make a rough map of California showing mountain 
 systems and river systems. Locate Sacramento and 
 Stockton. 
 
 2. On what large river is Sacramento? Name the trib- 
 utary which joins this river at Sacramento. Can you 
 think of any reason for the name American River? 
 (Rio de los Americanos.) 
 
 3 What man first settled at this point (Mace, " Beginner's 
 History," p. 21 of California Supplement). 
 
 Color the region in which gold was found in the early days. 
 (Mace, "Beginner's History," pp. 28-34 of California 
 Supplement.) 
 
 o. What would be the easiest way before the days of rail- 
 roads for miners to reach these regions? (Review for 
 river routes of Study II.) 
 
 6. Why was it impossible for all people to mine? (Em- 
 phasize need of some men to furnish supplies and do 
 other necessary work.) 
 
 7. Had you been interested in a store in California, in the 
 mining days, what sort of articles would you have car- 
 ried in your store? 
 
 8. From a study of the map where would you have wanted 
 your store to be located? (Consider nearness to and 
 need for water transportation for imported goods. 
 Bring -out advantageous location of Sacramento and 
 Stockton.) 
 
 9. Why do the ocean steamers today not go to Sacramento 
 and Stockton? (Discuss increased size of vessels.) 
 
 10. Note that these cities are still terminals of steamers 
 (See folders of California Nav. Co., S. P. Co., etc.). 
 
 57 
 
Problem: Why is it that Sacramento and Stockton have 
 continued to grow in spite of the decline in importance of mining 
 and the fact that San Francisco and Oakland are now the 
 shipping terminals? 
 
 1. Hunt for the rise of other industries, grain, fruit, berries, 
 etc. 
 
 2. Can you find any industry or industries which explain 
 the continued prosperity of these cities? 
 
 3. Are they so located that they are likely to grow in size 
 and importance or do you think they have reached 
 their highest development as have some European 
 Cities? (Study their position as shipping centers for 
 the products of the valleys. Note the railroad lines.) 
 References: Tarr & McMurry texts: Adv. pp. 665-570; 
 
 606,626-7, 634-5; Intro., pp. 315-317. Mace, "Be- 
 ginner's History," (Textbook California Supple- 
 ment). See Index under Sacramento, Stockton. 
 Sutter, Sutter's Fort, Mining Camps, Marshall, 
 Fairbanks, "Geography of California," Chapter XII, 
 (esp. pp. 85). S. P. Co., "California for the Settler," 
 (esp. pp. 13-21). California Development Board, 
 "California Resources and Possibilities." Adver- 
 tising pamphlets on the Valley Counties. (Obtain 
 at California Development Board, Ferry Building, 
 or write to local Chamber of Commerce.) 
 
 California (Study X). 
 
 Problem: To find out where our oranges grow. 
 
 1 Find out how many carloads of oranges were shipped 
 from California last year. (See last report of California 
 Development Board or publications of Citrus Protective 
 League.) Suppose there are forty cars to a train, how 
 many trains will this make? 
 
 2. What parts of California produced oranges? Show on 
 rough outline map. What part produced the most of 
 them? 
 
 3 Make rough outline map of southern part of California. 
 
 58 
 
Show Tehachapi, Sierra Madre, and San Bernardino 
 Ranges, Mt. Lowe, Mt. San Bernardino, Mohave Desert, 
 Salton Sea, Death Valle>. 
 
 4. Study figure 245 Introductory, also figure 572 Advanced. 
 Do you think oranges or lemons would thrive in the 
 mountains? Why? From the great number of oranges 
 in Southern California in the valley regions, what do 
 you conclude as to the clmiate? 
 
 5. How much rainfall does this part of California get? 
 What do you conclude from the deserts you have 
 shown? In the region nearer the coast away from the 
 desert do you find any large rivers? See map, figure 
 537, Advanced or 244 Introductory, also figure 553 
 Advanced. 
 
 6. Note the county just south of Los Angeles County. 
 Why do you suppose it has this name? Locate River- 
 side and Redlands. These are centers of the orange 
 industry. 
 
 Suggested Topics: A history of orange industry in 
 California, (fig. 594 Advanced). (b) What are 
 citrus fruits? (Cut citrus fruits in half; compare with 
 peach, apple, pear, etc.) (c) How do Southern 
 California oranges reach us? (Study of the main 
 railroad and steamship routes.) 
 
 References: Tarr & McMurry, (Texts), Intro, pp. 
 298-301; Adv. pp. 586-589, 601-604. California De- 
 velopment Board, California Resources and Possi- 
 bilities, 1916, pp. 15, 26, 27, 48, 49. (Good). Chamber 
 of Commerce Bulletins (Have pupils write, especially 
 to Orange and Riverside Counties). 
 
 Problem (Optional). Why has Los Angeles become the largest 
 city in this region? (Now also the largest in California.) 
 
 1. Locate this city. Study picture fig. 574 Adv. (or be- 
 tween pp. 148-9 Introductory). Does this look like a 
 modern city? 
 
 7. How is it situated as regards the orange country? 
 What other fruits might grow in the same climate as 
 
 59 
 
oranges? Do these really grow near Los Angeles? 
 (See references above.) 
 
 3. No y te the map of Southern California (fig. 537 Adv. or 
 244 Intro.). What about the railroads? If you were 
 running a store in most of the towns of this region, 
 where would you send when your stock was running 
 low? If you were running a store in Bakersfield, should 
 it cost you more or less in freight charges to get your 
 goods from Los Angeles wholesalers than from San 
 Francisco wholesalers? 
 
 4. Study an automobile map of Southern California. 
 Why do so many roads lead to the coast? Are these 
 roads kept in good condition? If you were a wealthy 
 person with business interests in N. Y. or New England 
 where the ground is covered with snow in winter, should 
 you like to spend your winters in Los Angeles? 
 
 California (Study XI.) 
 
 Problem: (Optional). Why should San Diego become a great 
 city? 
 
 1. Locate San Diego on a rough map of California. 
 
 2. Make a drawing of San Diego Harbor. (Southern 
 Pacific Co., Map of California, or publications of the 
 San Diego Chamber of Commerce, or, Advanced Geo- 
 graphy fig. 537 or Intro. 244.) 
 
 3. Is this harbor deep? Is it protected from the winds? 
 
 4. Has it been long known to man? (This was the point 
 at which upper California was discovered. See Mace, 
 "Beginner's History," pp. 4-9 of California Supple- 
 ment.) 
 
 5. Note map of the United States, fig. 44 Adv. and fig. 
 124 Intro. Does not San Diego seem the nearest port 
 for many . of the people in the central portions in the 
 United States to get goods from the Orient? Measure 
 distance from Chicago, St. Louis, Denver, etc., to San 
 Diego and compare with distance to San Francisco 
 Bay. 
 
 60 
 
6. Study the relief map fig. 45 Adv., also figs. 516 Adv. and 
 283 Intro. Do there seem to be difficulties in the way 
 of using San Diego as the main port for getting goods 
 from the Orient? 
 
 7. Study a railroad map of the United States and of 
 California. Is there a direct railroute from San Diego 
 to Chicago? (Note that Santa Fe line passes through 
 Los Angeles. Another line passes into Mexico. Why 
 not directly toward Chicago?) What effect should a 
 railroad through mountains have? Why will such a 
 road be very expensive? 
 
 8. Would San Diego have a better chance for develop- 
 ment if it were located at San Pedro? (Distance les- 
 sened mountain barriers not so serious.) 
 
 9. What effect will the climate of San Diego have upon 
 its desirability as a home city? (San Diego advertises 
 the fact that it "uses the shortest thermometer in the 
 world.") (Explain.) 
 
 10. Study picture facing p. 153 Intro. What does it indi- 
 cate about importance of the city? 
 
 Suggested topics: (a) Why was an exposition held at 
 San Diego in 1915-1916? Did you attend? Did 
 any one you know attend? (b) The semi-precious 
 gems of San Diegc County. (An important industry, 
 
 , Adv. p. 615.) 
 
 References: Tarr & McMurry (Texts). Board of Super- 
 visors and Chamber of Commerce; San Diego, City 
 and County Advertising Pamphlets. 
 
 5B COURSE. 
 INTRODUCTORY 
 
 Methods. See suggestions offered in outlines for 5A Geography 
 >p. 1-3. 
 
 General Scope. The general topic for the semester's study is 
 lie United States. 
 
 Brief Approach. Recall to the pupils that we have studied some 
 )f the outstanding features of California, extending our investiga- 
 
 61 
 
tions as far as the top of the Eastern barriers. Review briefly the 
 large features of California; also the general physical features of 
 the Continent of North America. (5A outlines pp. 4-5.) 
 
 United States, (Study I) : The Great Basin 
 
 1. Note on the map that California takes in quite a strip 
 of land east of the mountain barriers to which we 
 studied. 
 
 2. As we stopped our California Study in the south, let 
 us imagine ourselves taking a trip from Oakland to 
 Los Angeles. By what railroads may we get there? 
 (Fig. 519.) (NOTE: All references are to larr and Mc- 
 Murry Advanced Geography State Text unless 
 otherwise indicated.) Review what we may see along 
 the route. (For S. P. lines consult folder "Wayside 
 Notes Along Sunset Route;" for Santa Fe, see folder 
 "By the Way,") 
 
 3. On an outline map of the United States locate the 
 Sierra Nevada Mountains, the San Bernardino Range, 
 and the railroad over which we have been travelling. 
 
 4. At Los Angeles. Why an important city? Note its 
 situation for a railroad center of the southland. Hunt 
 the passes through the mountains to the eastward. 
 Why hunt passes? What are the railroad lines to 
 eastern points? Let us imagine ourselves taking the 
 Los Angeles Limited train of the Salt Lake line en route 
 for Salt Lake City. 
 
 5. Locate Salt Lake City and Los Angeles on your outline 
 map. (Fig. 44 or 131.) Use the latitude and longitude 
 lines to help you. (At this point teach the meaning 
 of these lines, pp. 39-44.) 
 
 6. Now draw on your map the Salt Lake Route you are 
 travelling over. Study Fig. 130. Would it appear 
 possible to build this line without crossing very high 
 mountains? Can you tell from Fig. 130 how much 
 higher the ground is above sea level at Salt Lake City 
 than it is at Oakland or Los Angeles? Since you cannot, 
 that map is not satisfactory. Consult the railroad 
 time table. (Salt Lake Route: "The Way to the East," 
 
 62 
 
pp. 12-13.) Now study the large relief map in the 
 School room. How do you think you would like to be 
 a civil engineer engaged in surveying rights of way for 
 railroads? (Optional: Talk to your father or some 
 friend or read about this life and write a paper telling 
 what sort of duties and experiences one would have.) 
 
 7. At Salt Lake City. (Fig. 131 lower.) What body of 
 water will you see? Is it larger or smaller than San 
 Francisco Bay? How much? Draw this lake on your 
 map. What range of mountains can you see from the 
 city? Show them on your map. Are they as high as 
 Mt. Diablo? The Sierras? Are they snow clad? (Brig- 
 ham and McFarlane: Essentials Book II., Figs. 233- 
 238.) Find out what you can about Salt Lake City. 
 (See p. 159. Also Cyclopedias.) 
 
 8. Now let us return to Oakland as quickly as possible. 
 What railroad provides the most direct line? (Fig. 
 227. Note that W. P. line is now shown.) Let us study 
 the character of the country from the car window. (S. P. 
 folder "Wayside Notes along Ogden Route." Keep 
 map before you.) Study especially the Great Salt Lake. 
 (How would you like to swim in it?) the serrated moun- 
 tain ranges of Nevada, Humboldt River, Carson Sink, 
 and Reno. Review California points after we enter 
 the State, especially the mountains, Sacramento River, 
 Sacramento City, and the Delta region. 
 
 9. Study together a good relief map of the Western United 
 States. See Fig. 43 (poor). Show the geographical 
 boundaries of the Great Basin on your own map. 
 General directions are given in Sutherland and San- 
 ford, ''Practical Exercises in Geography, Book I," p. 
 154 (correct "Truckee Lake" to read "Lake Tahoe"). 
 For a good map, see Fairbanks, "Western United 
 States," p. 97. 
 
 Suggested Problems. (Groups of children may work 
 on each of these problems. Let the general clearing 
 up of the difficulties constitute the basis of two or 
 more real socialized recitations. 
 
 1. Why is the Great Basin so dry? (Some suggestions 
 63 
 
helpful to a teacher are given by Sutherland and San- 
 ford, op. cit. page 154, Exer. 2.) 
 
 2. If the climate should change and the rainfall in the 
 Great basin become very heavy, by what path would 
 the water escape to the ocean? (Needs an excellent 
 relief map and a continuation of study in No. 9 above.) 
 
 3. Do many people live in the Great Basin? Why? (Census 
 figures in Appendix; also Sutherland & Sanford, pp. 
 156-7, Exer. 5.) 
 
 4. What are the chief occupations of the people in the 
 Great Basin? (Textbook, pp. 150-163 passim. Figs. 
 137-8. Get other pictures if possible.) 
 
 References: Tarr & McMurry, Adv. Geography, 
 (State Text), pp. 147-176., passim, (and as above). 
 Brigham & Macfarlane, "Essentials, Book II." pp. 
 155-172. Fairbanks, "Western Untied States," pp. 
 95-123. Fairbanks, "Geography of California," 
 chap. XII. (For teacher only. Treats of California 
 portion of the Great Basin.) Sutherland & Sanford, 
 "Practical Exercises in Geography, Book I," chap. 
 XII. (Two pages of descriptive matter, five exer- 
 cises, and one problem and references. Very sug- 
 gestive for the teacher.) McMurry, C. A.. "Type 
 Studies in the Geography of the United States," 
 pp. 252-260. (Good.) Chamberlain, "North Amer- 
 ica," pp. 134-142. Carpenter, "North. America." 
 pp. 256-264. 
 
 Correlation: Ample opportunity offers for correlation 
 with the work in composition. A practical exercise 
 in Arithmetic may be worked out, in computing 
 the mileage of such a round trip, the number of days 
 required, the cost on a mileage basis, or with total 
 cost, the average cost per mile travelled, number of 
 nights one must spend in sleeper, cost of sleeping 
 car, cost of dining car service at a fixed amount 
 (set by the teacher) for breakfast, lunch, dinner, etc. 
 
 United States (Study II.) : The Columbia Plateau. 
 
 1. Study a relief map of the western part of the United 
 States. (Brigham & McFarlane II. Maps on p. 
 
 64 
 
156 and p. 174 are good.) State Text, figures 130, 
 131, 132, will help some, but do not show elevation. 
 
 2. Observe direction of the rivers just north of the Great 
 Basin. When we reach this country we have therefore 
 crossed the northern rim of the Great Basin. We now 
 want to find out about this regipn. 
 
 3. Let us start north from Oakland by S. P. Shasta Route. 
 Observe the two California mountain ranges on our 
 right and left. (See S. P. folder, "Wayside Notes Along 
 Shasta Route.") Where do they come together? Name 
 this peak. How many high ranges do you note north 
 
 . of this point? Name. Pick out the highest points. 
 (Be sure to locate Shasta, Hood and Rainier. Although 
 off the plateau proper Mt. Baker should be noted.) 
 How do these peaks compare with Mt. Tamalpais, 
 Mt. Diablo, Mt. Whitney? 
 
 4. How was this mountain system probably formed? 
 (Text pp. 4-6.) What is the explanation of these peaks? 
 (pp. 6-8.) 
 
 5. What great river system cuts through this mountain 
 chain? 
 
 6. On an outline map of the United States: (1) show the 
 coast line and Puget Sound, (2) locate the mountain 
 ranges you have been studying and the highest peaks, 
 (3) the great river system (Columbia). Let us trace 
 the branches of this river to learn what country it 
 drains. (Fig. 131.) 
 
 7. What mountain system seems to be the eastern boun- 
 dary of this region? Show this on your map. 
 
 8. In what states does this country lie? Observe that two 
 of these extend westward to the Pacific. Show these 
 State boundaries on your map. 
 
 9. Do there seem to be as many ridges in this plateau as we 
 saw in the Great Basin? (Fig. 130.) The explanation 
 of this is that the valleys have been filled many cent- 
 uries ago by a flow of lava from the volcanoes which 
 you have already discovered in the Cascades. (See 
 pp. 149 to 150. If possible the teacher at least should 
 
 65 
 
read "How the Columbia Plateau was Made" in Fair- 
 banks, "The Western United States," pp. 19-30.) 
 
 10. How can soil be formed from lava rock? (Shaler, 
 "Story of Continent." See index, also Dodge, "A Reader 
 in Physical Geography," See index.) 
 
 11. Locate the chief city in the plateau (Spokane) and note 
 what your book says about it. Compare with Oakland 
 in size. What sort of activities are carried on around 
 it? Is there plenty of rainfall in this region? 
 
 12. Let us examine the region between the plateau and the 
 ocean. Notice the many small mountain chains near 
 the coast with two low big areas one, the Willamette 
 Valley; the other, so low that it is filled with water 
 Puget Sound. Show on your. map. 
 
 13. Note the cities in the Willamette Valley. Why so many? 
 Which is the largest? Note the cities on Puget Sound. 
 Show on map. Compare these in size with Oakland. 
 What do you think will be the chief occupations of 
 these people? 
 
 References: Tarr & McMurry (State Text), Adv. 
 Geog., pp. 4-8, 147-176, passim., Figs. 130, 131, 132. 
 Brigham & McFarlane, Essentials II, pp. 173-184, 
 especially sec. 249 and part of sec. 252. Fairbanks, 
 "Western United States," pp. 19-30. (Very good; also 
 several good pictures.) Chamberlain, "North America," 
 Chapter XVII. (General.) 
 
 Optional Problems: 
 
 1. What city should always be the chief city in Oregon? 
 (A study of Portland's excellent situation.) 
 
 2. Why are there so many cities on Puget Sound? Which 
 ones should grow most rapidly? Search for railroad lines. 
 
 3. Find out why the Yakima Valley is a great fruit region? 
 
 4. How was Crater Lake formed? Why is this country 
 reserved as a National Park? (See S. P. Folder on Crater 
 
 Lake.) 
 
 5. Locate the national parks in this country and explain 
 distinctive features of each. 
 
 66 
 
United States (Study III): The Colorado Plateaus. 
 
 1. See Fig. 43, (State Text). Let us imagine ourselves on 
 top of the Wasatch Mountains about the middle of 
 Utah State. We can now look down upon some of the 
 U. S. Government's Indian Reservations. 
 
 2. In the distance far to the eastward, we may see the 
 main portion of the Rocky Mountain System and pos- 
 sibly Pike's Peak (about the center of Colorado). 
 
 3. Long chains of mountains seem to extend toward us 
 from this main chain. 
 
 4. In the valleys between these are large rivers which come 
 together in the southeast portion of Utah and form the 
 Great Colorado River. The main part of this plateau is 
 like the great Basin, about a mile above the level of 
 the sea. 
 
 5. (a) On an outline map of the U. S. show the Cascade 
 Range of the Sierra Nevadas, the Coast Range, the 
 main portions of the Rocky Mountains, the Wasatch 
 Mountains, (b) The Sacramento and San Joaquin 
 Rivers, the Colorado River and tributaries, the Colum- 
 bia River, (c) The Great Salt Lake, (d) Label the 
 Colorado Plateau, Great Basin, and Columbia Plateau. 
 
 6. Study the wonders of the canyon of the Colorado. It 
 is a good sample of erosion on a large scale. Colorado 
 means "red" in Spanish and refers to the muddy ap- 
 pearance of the stream. Dr. Fairbanks says that one 
 cubic foot of water near the mouth contains nearly 
 six cubic inches of sediment. (Western U. S., p. 6.) 
 (Get as many pictures as possible to show 'the gorge 
 and its coloring.) 
 
 7. The wonderful Imperial Valley where the soil depth is 
 known to be 500 feet has been made by this river. It 
 is estimated that the Gulf of California once extended 
 as far north as Indio, Riverside County. (Get S. P. 
 folder on Imperial Valley.) 
 
 References: Tarr-& McMurry (State Text) Adv. Geog., 
 esD. 165-169, 149, 152, and maps. Fairbanks, "The 
 Western United States," pp. 1-18 inclusive. (Very 
 
 67 
 
good.) Brigham & McFarlane, II, pp. 155-172, 
 passim, esp., 161. McMurry, "Pioneers of the 
 Rocky Mountains, and the West," pp. 114-164. 
 (Extracts largely in quotation from Major Powell's 
 account of his journey through the Grand Canyon 
 in 1869. Should be read.) Various railroad folders 
 and other advertisements of the wonders of the 
 canyon. Chamberlain, "North America," pp. 126- 
 133. (Brief, but good.) 
 
 (Study IV) : The Rocky Mountains (The Ridge). 
 
 1. Study map fig. 10 (Adv. Geography). What seems to 
 be the eastern rim of the three regions we have been 
 studying. What is its length? (Alaska to Panama.) 
 
 2. Turn to figures 43 and 45. How can you tell where 
 the highest part of this rim is? (Lead to answer from the 
 study of the direction of streams.) 
 
 3. Consult figures 42 and 43. What is the name usually 
 applied to the area we are now studying? 
 
 4. Study figure 44, western section. From the streams 
 shown, locate the highest points of this mountain 
 system? Fiud them also on figures 130 and 131. 
 
 5. From figure 131, pick out and make a list of the highest 
 peaks. Compare them with Mt. Tamalpais; Mt. 
 Diablo; Mt. Whitney. 
 
 6. Find the state of Colorado (figure 131). Observe the 
 rivers. What portions of the state seem to be the 
 highest? Find out (from a railroad folder, if you need 
 to) how high Denver is above the sea level. 
 
 7. What do you think might be the chief occupations of 
 the people of Colorado? Why? Consult some books 
 to see if they agree with you. (In your text-book, see 
 index under "Colorado" and "Denver.") 
 
 8. Make a list of all the things you can think of that are 
 mined out of the earth. Read your text-book and other 
 books to see which of these minerals are found in these 
 mountains. 
 
 68 
 
9. Make a map of the United States from this point west 
 to the Pacific showing the various mountains and pla- 
 teaus you have studied. Print neatly the name of each 
 mineral in the place where it seems to be most com- 
 monly found. 
 
 10. What effect do you think these mountains had on the 
 westward movement of the American people? To what 
 part of the Pacific Coast did Americans first come 
 overland? Who were the leaders? (See your history 
 pp. 244-253; also encyclopedias.) Show on a map how 
 these people got through the Rocky Mountains. (The 
 Northern Pacific Railroad now follows their route much 
 of the way.) 
 
 11. Hunt other passes through these mountains and note 
 their effect on railroad building. (Study figure 227.) If 
 railroads had not been developed, what effect would 
 these mountains have had on our population? 
 
 12. Make a study of one of our great National Parks. NOTE: 
 If pupils or teacher have visited one of these, let this 
 fact determine the one selected for study. If there 
 is no first hand experience to be had, the following are 
 suggested (a) Yellowstone with its geysers, hot springs, 
 and highly colored mineral deposits. "It has a canyon 
 gorgeous with all the colors and shades of the rainbow, 
 and it is literally the greatest wild animal sanctuary 
 in the world." (b) "The Glacier National Park was made 
 by the earth cracking in some far distant time and one 
 side thrusting up and overlapping the other. It has 
 cliffs several thousand feet high and more than sixty 
 glaciers feed hundreds of lakes. One lake floats ice- 
 bergs all summer. This scenery is truly Alpine." (c) 
 The Rocky Mountain National Park near Denver 
 which "straddles the Continental Divide at a lofty 
 height, with snowcapped mountains extending from 
 end to end. Its glacier records are remarkable." 
 From "Glimpses of our National Parks," pp. 4 
 and 6, passim. (d) "The Mesa Verde National 
 Park hides in its barren canyons the well-preserved 
 ruins of a civilization which passed out of existence so 
 many centuries ago that not even tradition recalls its 
 people." Glimpses of our National Parks, p. 6. 
 
Suggested Problems (Optional). 
 
 1. By what railroad could you most readily reach Denver 
 from Oakland? Trace its course showing by what route 
 it reaches Denver. (W. P. D. & R. G.) 
 
 2. Why did the U. S. establish a mint in Denver? 
 
 3. Would you expect Denver to be a healthful city or not? 
 Why? 
 
 4. A physiographical study of the "mountain parks" or 
 intra montane valleys of Colorado (Sutherland and 
 Sanford; "Practical Exercises I," p. 131 has an exercise 
 outline). 
 
 References: Tarr & McMurry, "Advance Geography." 
 (State Text), see Index. Brigham and McFarlane, 
 "Essentials, Book II," pp. 155-172 (esp. map, p. 1). 
 McMurry, C. A., "Larger Types of American Geo- 
 graphy," (including the regions studied up to this 
 point in this course), pp. 83-93, "The First Pacific 
 Railroad." Fairbanks, "The Western United States." 
 (Furnishes possible topics for extra reports by very 
 industrious children, e. g. "The Pony Express,"- 
 pp. 198-204; "The Mud Volcanoes of the Colorado 
 Desert," pp. 70-74; "The Story of Lewis and Clark," 
 pp. 151-161, etc. McMurry, C. A., "Pioneers of the 
 Rocky Mountains and the West." (Good supple- 
 mentary reading for bright pupils, esp. Chap. I, on 
 "Lewis and Clark;" and Chapter II on "Fremont's 
 First Trip to the Rocky Mountains." Sutherland 
 and Sanford, "Practical Exercises in Geography, Book 
 I," pp. 129-133 (Valuable for teacher). Geograph- 
 ical Readers on "North America," as Carpenter and 
 Chamberlain. For National Parks, use U. S. Gov- 
 ernment Publications. Obtain from Supt. of Docu- 
 ments, Washington, D. C. for 35c. the National 
 Parks Portfolio. (Ask your principal if there is one 
 in the school.) Obtain free from Director of National 
 Parks, Dept. of the Interior, Wash., D. C. (1) 
 "Glimpses of Our National Parks," (48 pp. General.) 
 (2) General Information regarding Yellowstone Na- 
 tional Park, (3) General information regarding Glacier 
 
 70 
 
National Park, (4) General information regarding 
 Rocky Mountain National Park, (5) General in- 
 formation regarding Mesa Verde National Park, or, 
 if you prefer one of the Western Parks get pamphlet in 
 the same series for either Crater Lake National Park 
 or Mount Ranier National Park, Yosemite National 
 Park, Sequoia and General Government National 
 Parks (on the trees). The U. S. Government also 
 publishes four excellent Guide Books for Western 
 U. S., primarily for travelers on the railroads to he 
 had in libraries or from Supt. of Documents at 50c. 
 each: "U. S. Geological Survey Bulletin, No. 611 on 
 the Northern Pacific Route with side trip to Yellow- 
 stone;" U U. S. Geological Survey Bulletin, No. 612 
 on the Overland Route with side trip to Yellowstone;" 
 U U. S. Geological Survey Bulletin No. 613 on the 
 Santa Fe Route with side trip to Grand Canyon of 
 Colorado;" and "U. S. Geological Survey Bulletin, No. 
 614 on the Shasta Route and Coast Line." 
 
 (Study V) : General Survey of the Great Central Valley. 
 
 Suggested outline (for directing study of the pupils). 
 
 1. See map fig. 45 (Adv. Geog.). Put your finger on the 
 Ridge of Rocky Mountains that you have been studying. 
 
 2. Move your finger eastward (what direction?) until you 
 find another system of mountains. Name these moun- 
 tains (see fig. 42). Learn to spell this name. 
 
 3. Here we seem to have a great valley more than half 
 of all our nation. How does the extra rainfall in this 
 region reach the ocean? Study map closely. (Do not 
 allow answers too quickly. Cause pupils to observe 
 great Mississippi River system, other waterways to 
 Gulf of Mexico, the Lake drainage system and the Hud- 
 son Bay drainage, especially the Red River of the North, 
 fig. 42.) 
 
 4. Study fig. 44. Observe the Great Lakes. How many 
 lakes are there? Name them. Are they larger or smaller 
 than Great Salt Lake? Than S. F. Bay? (Lake Mich- 
 igan, the second largest of the lakes is about 325 miles 
 
 71 
 
long and 75 miles wide, i. e. it would about fill up the 
 Sacramento and San Joaquin Valleys from Chico to 
 Bakersfield. Lake Superior is about one-third larger 
 being the largest body of fresh water in the world. On 
 a ship on this lake one can be nearly as far from either 
 side as from Oakland to Sacramento and so entirely out 
 of sight of land.) Find out if these lakes are salty? If 
 salty, why? If not, why? (Discuss their outlet.) Which 
 are highest above sea level? Why? Read about the 
 Great Niagara Falls. (See fig. 64.) 
 
 Can you find any other lakes in this region? (Minn, 
 only.) Discuss what general absence of lakes indicates 
 as to drainage, slope, etc., 
 
 Make outline map of U. S. showing the important 
 mountain systems, the two oceans, the Gulf of Mexico, 
 the Great Lakes, Great Salt Lake, Puget Sound, S. F. 
 Bay; and rivers as follows: Columbia, Sacramento, 
 San Joaquin, Colorado, Rio Grande, Mississippi, 
 Missouri, Platte, Arkansas, Red, Ohio, Red of the North, 
 St. Lawrence. 
 
 Notes for the Teacher: (1) Preparatory to studying 
 the climate of the Mississippi Valley, have pupils 
 study zones and seasons, pp. 242-243; read over winds, 
 pp. 244-248; and study rains, pp. 248-252. (2) 
 (Optional) "Standard Time," pp. 44-46 (merely the 
 general notice). (3) Divisions of the Great Valley 
 Region. Tell pupils that we have noticed three ways 
 by which water from this region reaches the ocean. 
 It is clear from the flow of rivers that some parts are 
 much higher above sea level than others and some are 
 nearer high mountains all of which affects products, 
 etc. Therefore, we shall study this region by sections. 
 See fig. 43 for the names generally applied to these 
 regions. Our next study will be the Great Western 
 Plains. 
 
 References: Tarr & McMurry, "Adv. Geog." (as 
 above indicated). Brigham & McFarlane, "Essen- 
 tials II," esp. maps of South Central States, fig. 179; 
 and North Central States, fig. 202. Geographical 
 Readers on Mississippi River, Great Lakes, Niagara 
 Falls, etc. Encyclopedias. 
 72 
 
(Study VI): "The Great Plains" or Plateaus. 
 
 A. Definition and General Description. 
 
 I. "The Western border of the Great Plains constitutes the 
 foothills of the Rocky Mountains. The slope eastward is very 
 gentle, the plains finally merging into the Lake and Prairie 
 Plains. The altitude of the higher western portion reaches 
 four to six thousand feet, while at the eastern border it drops 
 to about one thousand feet." 
 
 II. "The drainage is generally eastward, many large rivers 
 rising in the Rockies, and traversing the entire width of the 
 plains. The drainage nearly all reaches the Mississippi River. 
 The Great Plains are, of course well drained, as shown by the 
 absence of lakes. The rivers often decrease in size as they 
 journey eastward, for the dry, sandy soils drink in the water 
 readily, and evaporation is rapid under bright suns and in dry 
 atmospheres." 
 
 III. "When this part of the ancient sea bed was raised, the 
 east side was first uplifted, the process gradually extending to 
 the west. As a result many valleys and depressions of the Great 
 Plains became inclosed lakes, whose waters gradually became 
 salt. The beds of gypsum and salt in Kansas are thus accounted 
 for. Kansas is the fourth state in the production of salt." 
 (Sutherland and Sanford, pp. 111-112.) 
 
 B. Suggested Outline for Study. 
 
 a. See map, fig. 43. We will now study the Great Western 
 Plains. Note this region on fig. 44 (Western Section). 
 
 b. These plains include eastern parts of states containing 
 the Ridge of the Rockies and the next tier of states. 
 From north to south, name states in this tier. 
 
 c. Which way do these plains slope? How do you tell? 
 
 d. Locate 100th meridian. (You can always find this line 
 on a map by observing Texas. Note how.) 
 
 e. Between the 103th niBridiai and th3 RD^kies list cities 
 you can find (fig. 44). 
 
 f. Look at list of cities in back of your book and note how 
 many people these contained in 1910. Compare with 
 Oakland, Berkeley, Alpmeda, Richmond. 
 
 73 
 
g. Problem: To find out why the Great Plains have so 
 few cities and such small ones. (Adv. Geog. pp. 126- 
 130, pp. 99-100 and p. 107.) Discuss picturesque side 
 of the cattle industry relative to natural conditions, 
 etc. Get as many pictures as possible. 
 
 h. Between the 100th meridian and about the 95th (fig. 
 44) the elevation drops- from 2000 feet to 1000 or less 
 above sea level. (In Texas it is less than this because of 
 the coastal plain.) The rainfall is much greater than 
 west of the 100th meridian. 
 
 i. Make a list of cities in this region and compare popu- 
 lation with Oakland, Berkeley, etc. Do you think this 
 can be a mining region? Manufacturing? What must it 
 be? (Adv. Geog., p. 142. For Dallas and Fort Worth, 
 see p. 114.) 
 
 j. Study the wheat and corn belts (pp. 124-126) (pp. 114- 
 115 for Oklahoma). NOTE: Wheat is taken up for in- 
 dustrial study in 7A Geography a detailed study 
 should not be made here. 
 
 Map Suggestions: On outline map of U. S., show (1) 
 regions you have studied, (2) the part of the Great 
 Plains best suited for cattle and sheep, (3) the part 
 suited for wheat and corn, (4) the largest cities in 
 each of these belts, (5) the largest rivers that cut 
 across the plains. 
 
 References: Tarr & McMurry, Adv. Geog., as given 
 above. Brigham & McFarlane, Essentials II, esp. 
 123, and 129-142. Sutherland & Sanford, Practical 
 Exercises in Geog. pp. 111-127 (Good for teachers' 
 
 ' use. Exercise on "Round-up," p. 119; "Sheep- 
 raising," p. 124 may be found useful.) Chamberlain, 
 "North America," pp. 115-126. 
 
 (Study VII): The Prairie Plains (Miss. Valley Plain and Praries). 
 
 A. Definition and General Description. 
 
 I. "The region known as the Prairie Plains includes exten- 
 sive areas which lie south and west of the Great Lakes. These 
 plains are called prairies because they are usually treeless." 
 
 74 
 
II. "The surface of the Prairie Plains is generally level. Here 
 and there it is slightly undulating. Portions near I lie rivers 
 are often dissected and rough through the process of erosion. 
 The altitude varies from 300 to 650 feet." 
 
 III. "The Prairie Plains were once a part of the bed of a 
 great interior sea which extended from the Arctic Ocean to 
 the Gulf of Mexico." 
 
 IV. "Practically all of the Prairie Plains have been covered 
 with ice, some portions having been invaded several times. 
 These great sheets of ice started far to the north and slide 
 slowly southward, their great lobes pushing and crowding each 
 other as if each was eager to go in as straight a line as possible 
 toward the southern point of Illinois. These great masses of 
 ice passed over large areas of sandstone and limestone, crush- 
 ing, grinding, and mixing them, and sweeping the material 
 thus formed far to the south, where it was spread out over the 
 plain in a somewhat even mantle of what is now known as 
 glacial drift. Here and there ridges called moraines were deposited 
 by the halting ice sheets. These moraines are often discernible 
 as one travels across the country. The soils of the Prairie 
 Plains are known as glacial drift soils and are noted for their 
 fertility and, owing to their great depth, for their endurance." 
 (Sutherland & Sanford, pp. 88 and 89, passim.) 
 
 B. Suggested Outline for Study. 
 
 a. Consult fig. 43. Locate this area on fig. 44. What 
 states lie in this region. See also fig. 104. 
 
 b. In the early days of our country before we had great 
 factories what was there about this country to attract 
 men to it? Why do you think Mr. Lincoln's father 
 moved to Indiana and later to Illinois? What sort of 
 work did young Abe Lincoln do in these parts? 
 
 c. On map 104, look for cities. Are there many? Compare 
 with Great Plains. What about number of people? 
 Look up size of some of these. Which is the largest in 
 this region? Compare them with Oakland, San Fran- 
 cisco, etc. 
 
 d. Turn to Fig. 227, then to Fig. 237 (Adv. Geog.) Where 
 is the great network of our railroads located? What 
 
 75 
 
does this indicate about number of people and amount 
 of freight in this region? Would railroad building in 
 this region be difficult or not? Why? 
 
 e. Look up population of the states in this region and add 
 together. About what portion of our people live on 
 these prairies? 
 
 f. Make a list of the most important ways in which these 
 people make a living. 
 
 g. Note the chief, mineral wealth of this region (pp. 132 
 and 135). 
 
 C. The Lake Superior Highlands. (See Fig. 43, Adv. Geog.) 
 
 a. What is most important in this region (pp. 132-134, 
 Adv. Geog.). 
 
 b. Can this iron be taken readily to the coal? 
 
 c. What will be the effect on manufacturing? 
 
 D. Special Topics (Exercises and Problems Optional). 
 
 a. Why has city (Name one) become so important? 
 (Sutherland & Sanford, pp. 102-105 provides outlines 
 for Chicago and St. Louis) e. g. Why is Grand Rapids 
 a great furniture manufacturing center? (p. 77.) Why 
 is Detroit suitable for automobile factories, etc.? 
 
 b. Study of glaciation (S. & S., p. 92 outline and map). 
 
 c Study of Mississippi River (Mark Twain, "Life on the 
 Mississippi"). 
 
 d. Study of Industries (for corn see S. & S., pp. 96-101). 
 
 E. Maps. 
 
 a. Make a map of U. S. Label correctly areas already 
 studied. Show chief rivers. 
 
 b. Map of Prairie Plains and Lake Highlands showing 
 important rivers, states, and chief cities. 
 References: Tarr & McMurry, Adv. Geog. (State 
 
 Text), esp. pp. 119-126; pp. 137-144, also pp. 12-15 
 (on glaciation). McMurry, " Larger Types of Amer- 
 ican Geography," pp. 94-118 (passim). Sutherland 
 
 76 
 
& Sanford "Practidal Exercises in Geography," Book 
 I, Chaps. V and VI. (Excellent for teachers.) Wins- 
 low: "The United States," pp. 123-165. (Good.) 
 Brigham & McFarlane, "Essentials II," especially 
 Map Fig. 202 and pp. 132-133. 
 
 (Study VIII): Ozark Region (Optional). 
 
 a. See Fig. 43 Adv. Geography. 
 
 b. "By the Ozark Uplift, or Plateau, is meant a moun- 
 tainous and islandlike region lying largely in Missouri. 
 It is surrounded on all sides by a broad expanse of 
 prairies." "The soil of the Ozark Plateau is fertile, 
 and the rainfall is sufficient for agriculture. Through 
 out the entire region a great variety of natural trees grow 
 in abundance, in marked contrast with the treeless 
 prairies on every side. Few of these forests have been 
 removed, and the country is but sparcely settled. The 
 region is noted for its beautiful scenery and health- 
 giving springs. In Missouri there are rich deposits of 
 lead and zinc that are mined, especially in the Joplin 
 district." (S. & S., 10.) 
 
 c. Emphasis may be put on Lead and Zinc resources. 
 References: Sutherland & Sanford, Chapter VII. 
 
 (Study IX): "Dixie Land." 
 A. General Survey. 
 
 1. See fig. 43 (Adv. Geog.). Note the coastal plains of the 
 Gulf and on the Atlantic just east of them. See fig. 
 86. We have already studied the western part of Texas. 
 
 2. Are there any important mountains in this area? (See 
 fig. 88.) 
 
 3. What seems to be the slope of the land? Are there any 
 evidences of good rainfall? Is the drainage good? (Do 
 not overlook Florida and the swamps of the Mississippi. 
 Why are these areas poorly drained.? (Elevation) See 
 p. 18 and 199 (Adv. Geog.). 
 
 4. Should the climate be cold or warm? Why? 
 
 77 
 
5. Is the soil fertile? Why? What sorts of crops 
 
 ought to grow in Dixie? What crops do you find here? 
 
 6. See fig. 87. Pick out what seem to be the largest cities. 
 Look up population. Compare with Oakland, Berkeley, 
 San Francisco. 
 
 7. Why do so many negroes live in Dixie? How did 
 their ancestors get there? Could the south do without 
 them? (Stress need of much agricultural labor) See 
 Adv. Geog., Appendix on Negroes. 
 
 B. Industrial Studies (Optional). Detailed studies of sugar, cotton 
 and rice are made in 7th and 8th grades. Therefore 
 do not go into details here. 
 
 1. The Fruit Industry especially pineapples and citrus 
 fruits in Florida. Compare with Southern California. 
 (For outline of Pineapple Study, see Sutherland & 
 Sanford, pp. 44-45). 
 
 2. Turpentine Industry of North Carolina. (S. & S. p. 29.) 
 
 3. Peanut crop of North Carolina and Virginia. (Center 
 at Norfolk. S. & S.) 
 
 4. Problem: "What Conditions Determine the Commer^ 
 cial Importance of New Orleans? (S. & S., pp. 45-47.) 
 
 C. Maps: 
 
 1. Map of the southern states showing the territory cov- 
 ered in figure 86 or figure 87. Show Rio Grande, Missis- 
 sippi with Red and Arkansas Rivers, Tennesee and 
 Cumberland, Tombigbee and Alabama and Savannah 
 Rivers; Mobile Bay, Tampa Bay, Florida Everglades 
 and Keyes, the important cities of the South including 
 those figuring prominently in the Civil War. 
 
 2. Map showing the center of the fruit industry, cotton 
 industry, sugar industry, turpentine industry and 
 tobacco industry. 
 
 References: Tarr & McMurry, Adv. Geog. (State Text), 
 pp. 98-115. Sutherland and Sanford, "Practical 
 Exercises in Geography," Chap. II. (part) and Chap. 
 
 78 
 
III. Allen, "Industrial Studies, U. S.," Chatper VIII 
 on fruit (mostly on California fruits, however). 
 McMurry, Type Studies from "Urtited States Geog- 
 raphy," pp. 81-88, (Orange Groves in Florida) ;pp. 
 181-197 (description of trip from St. Louis to delta 
 of Mississippi); pp. 175-180, (description of surface 
 of Tennessee). Brigham & McFarlane, "Essentials," 
 Book II, pp. 97-128, passim. 
 
 (Study X) : Appalachian region with the Middle Atlantic States. 
 A. General Survey. 
 
 1. See fig. 43, Advanced Geography. Locate the Ap- 
 palachian Mountains. Now see fig. 62 and 63. Ob- 
 serve states in this region. 
 
 2. In what general direction from Oakland is this region? 
 In what general direction from Dixie Land? In what 
 general direction from the prairie plains? Where would 
 parallel of latitude through Oakland cut this regiyn? 
 
 3. In what direction does this mountain system extend? 
 
 4. General makeup of the Appalachian region. (From 
 Sutherland and Sanford.) 
 
 a. Appalachian (Allegheny) Plateau. 
 
 "The Allegheny Plateau lies west of the Allegheny 
 Mountains and extends westward to the flood 
 plains of the Ohio and Allegheny rivers, and north 
 to the Mohawk. The northeastern part of the pla- 
 teau is so badly dissected that it is truly moun- 
 tanous. These mountains are known as the Cat- 
 skills." (p. 50.) 
 
 b. Appalachian Mountains. 
 
 "The Appalachian Mountain system extends from 
 southern New York to central Alabama, and varies 
 in width from 50 to 130 miles. The system in- 
 cludes a great central valley between two con- 
 tinuous ridges. East of the valley are the Blue 
 Ridge Mountains, formed of ancient crystalline 
 rocks that are very hard. This range is lowest 
 
 79 
 
in Pennsylvania where its greatest elevation is 
 2000 feet. As the Blue Ridge extends southward 
 its elevation gradually increases until in Virginia 
 it reaches an altitude of 4500 feet above the sea. 
 On the whole the Blue Ridge presents an even crest 
 line with but few gaps and isolated peaks. On 
 the east its slope is abrupt; on the west it de- 
 scends gradually. Nowhere is the Blue Ridge 
 broken or barren; but everywhere it is covered 
 with soil, often affording good pasturage and 
 usually clothed with forests. To the west of the 
 Blue Ridge is the Great Valley which is practically 
 continuous for a distance of 400 miles, and varies 
 in width from 50 to 100 miles. It is known in 
 different states by different names. In Pennsyl- 
 vania it is called the "Cumberland Valley," in 
 Maryland, the "Hagerstown;" in Virginia, the 
 "Shenandoah," etc. (pp. 49-50, passim.). 
 
 c. The Piedmont Plateau. 
 
 "Lying between the rugged Appalachian Moun- 
 tains on the west and the low Coastal Plains on 
 the east is a long, narrow area that is slightly 
 rougher than a plain in places, and almost rough 
 enough to be considered mountainous in others. 
 In New Jersey the Piedmont is 60 miles wide, 67 
 miles long, and embraces much of the northern 
 half of the state. It varies in elevation from 400 to 
 900 feet, and has a sandy soil, most of which is 
 tilled. In Pennsylvania the Piedmont is a region 
 of beautifully rounded hills between which are 
 broad, fertile valleys. In Maryland the Piedmont 
 averages about 50 miles in width and includes an 
 area of 2500 square miles. It is a belt of hills and 
 valleys increasing in roughness as it approaches 
 the mountains. The streams that cross the Pied- 
 mont are swift, shallow, and have many picturesque 
 rapids. As these same streams cross the Coastal 
 Plain they become quiet, and gradually widen 
 into estuaries. The rise and fall of the tides may be 
 noticed even to the Fall Line." (pp. 48-49, passim.) 
 
 80 
 
B. Special Studies. 
 
 1. The great cities. See map fig. 62. Note the number of 
 cities. Look up the population of a number of the 
 larger ones. Compare with Oakland and San Fran-- 
 cisco. 
 
 2. A study of New York City. Discuss the transportation 
 problem as compared with Oakland elevated railways, 
 subways. Discuss the sky-scrapers. Compare with 
 Oakland City Hall. Imagine elevator ride in such a 
 building as Woolworth Building. 
 
 3. An account of Washington, the capital city. 
 
 4. An account of Philadelphia and its historic land marks. 
 
 5. A study of the flood problem on the Ohio River, involving 
 the streams of the Allegheny Plateau. (Worked out 
 in detail in Sutherland & Sanford, pp. 65-66). 
 
 6. Niagara Falls. 
 
 7. United States Military Academy, West Point (for boys). 
 
 8. United States Naval Academy, Annapolis (for boys). 
 
 C. Industrial Studies (optional). 
 
 1. The Erie Canal. (S. & S., pp. 59-60.) 
 
 2. Problem: Why is western New York a great fruit 
 growing and truck farming region? (S. & S., p. 64.) 
 
 3. The potato industry, very important in New York. 
 (S. & S. pp. 63-64). 
 
 4. Problem: What has determined the location of the 
 inland cities of the Coastal Plains? (S. & S., pp. 19-20). 
 
 NOTE: Studies of many industries are taken up in 
 grades 7 and 8 under cotton, wool, pottery, fish (oysters), 
 leather products, coal and iron, therefore details of 
 these industries need not be stressed at this point; a 
 general survey will suffice. 
 
 D. Maps. 
 
 1. A map of the United States showing the areas studied 
 with the Middle Atlantic region in color or shaded. 
 
 81 
 
2. A map of the Middle Atlantic region corresponding to 
 fig. 62, showing Chesapeake Bay, Delaware Bay, 
 New York Harbor, Long Island Sound; James, Potomac, 
 Susequehanna, Delaware and Husdon Rivers, also chief 
 tributaries of the Ohio on the Allegheny Plateau, states 
 and big cities. 
 
 3. (Optional) Map showing the importance of the Erie 
 Canal. See fig. 60., Adv. Geog., and indicate position 
 of Niagara Falls. 
 
 References: Tarr & McMurry, Adv. Geog. (State Text), 
 pp. 67-97; pp. 4-6, passim. Sutherland & Sanford, 
 Chap. II (part) and Chap. IV. (Very good, especially 
 for teacher's use.) Brigham & McFarlane, pp. 71-96. 
 (Especially good on soils and drainage, also on the 
 truck gardening and dairying of the region.) Mc- 
 Murry: "Larger Types of American Geography," 
 pp. 1-36, (a detailed study of the Appalachian Moun- 
 tains); pp. 195-262, (detailed study of New York 
 City). McMurry, "Type Studies from U. S. Geog- 
 raphy," pp. 1-14, The Hudson River; pp. 39-45, Niag- 
 ara Falls. Hotchkiss, Caroline, "Representative Cities 
 of U. S.," (N. Y. & Pittsburg). Geographical Readers. 
 
 (Study XI): New England Highlands ("The land of the Yankees"). 
 A. General Survey. 
 
 1. See fig. 43, (Adv. Geog.). Locate this region on fig. 44. 
 
 2. What general direction is this region from the Central 
 
 States? In what direction from Oakland? What 
 relative positions do Maine and California occupy on 
 a map of the United States? 
 
 3. See figs, 46 and 47. What streams and bodies of water 
 separate the New England States from the region we 
 have just studied? 
 
 4. From study of fig. 46 what can you say about the 
 mountains of this region? About the rivers? Locate 
 the highest mountain in this section. (See Appendix). 
 Compare with Tamalpias, Diablo, Shasta. 
 
 82 
 
5. How does this region compare with the others you have 
 studied in the number of lakes? 
 
 6. Find how the area of all of this region compares in size 
 with California. (See Southern Pacific Map of Cali- 
 fornia Inset.) 
 
 7. Compare total population of New England States with 
 California. 
 
 8. What are the chief occupations of the New England 
 people? 
 
 B. Special Studies. (For Group Work or Individual Reports.) 
 
 1. The waterfalls of the New England region, their cause 
 and their effect upon the development of factories. 
 (See Sutherland & Sanford, pp. 5-8 for suggestions on 
 effect). 
 
 2. The lumber interests, especially the effect of timber on 
 the early commercial development (ship building in 
 days of wooden ships). 
 
 3. Boston, its commercial importance, its historical land- 
 marks. 
 
 4. The building stone industry. (S. & S., pp. 12-13). 
 
 5. The summer resorts of New England. Where are they 
 and why are they popular. 
 
 6. The wood-pulp and paper industry. (Carpenter, "How 
 the World is Housed.") 
 
 NOTE: In the 7th and 8th grades special attention is 
 given to the woolen, cotton, leather and general metal 
 manufacturing; also fishing and maple sugar. Special 
 phases of these industries, however, may be studied, 
 such as watch-making in Massachusetts, jewelry in 
 Massachusetts and Rhode Island, clocks and firearms 
 in Connecticut, etc. 
 
 C. Maps. 
 
 1. A complete map of the United States showing all the 
 regions. (See fig. 43, Adv. Geog.) 
 
 83 
 
2. A map of the New England Group; see fig. 47, showing 
 Long Island Sound, Narragansett, Buzzards, Cape 
 Cod, Massachusetts, and Penobscot Bays; Husdon, 
 Connecticut, Merrimac, Kennebec, and Penobscot 
 Rivers; the States and larger cities. 
 
 References: Tarr & McMurry, Adv. Geog., (State 
 Text), pp. 49-66. Sutherland & Sanford, "Practical 
 Exercises in Geography," Chap. I. Brigham & Mc- 
 Farlane, pp. 35 and 36, and 53-70. McMurry, "Types 
 Studies from United States Geography," pp. 15-22, 
 (Hoosac Tunnel). Fry's New Geography, Book I. 
 pp. 113-120. (Some good pictures quarrying and 
 
 scissors manufacture). 
 
 NOTE: This completes the 5B Outlines. 
 
 7B COURSE 
 General Scope of Term's Work. 
 
 The United States in its relations to European Countries is the 
 general topic. The industries of man around which the studies will 
 be largely grouped will be a little more complex than those taken up 
 in the 7A term. Nature's services will be emphasized but man's 
 modifications will be more prominent in the manufacturing activi- 
 ties studied. The topics are: Sugar; Cattle and Leather Products; 
 Copper; Flax; Coal; Iron and Iron Manufactures; Chinaware; 
 Chemicals and Dyes; and Shipping and Atlantic Trade Routes. 
 
 Methods. For suggestions see outlines for 7 A Geography, pp. 
 1-3. 
 
 Reviews. Review important points in New World geography 
 as occasion arises. 
 
 Drills. In your usual recitations in the Social Studies you have 
 in mind such purposes as, leading individuals to draw correct con- 
 clusions from given facts which they or their fellows have discov- 
 ered to be truths, to search for these facts individually and col- 
 lectively in books and elsewhere (especially in their daily experiences,) 
 to work together in solving problems and to see how the great acti- 
 vities of the world are possible (in a highly complex society) only 
 through cooperation. Of course the pupils are not conscious of your 
 aim or aims in each recitation. They should not be. But there will 
 be times when you think that certain facts, which (in your judgment) 
 
 84 
 
represent minima of information the pupil should retain. There is 
 no real reason why you may not have drill lessons on this sort of 
 thing. But do all in your power to prevent them from being dry 
 and tiresome. You have a purpose to accomplish in this work but 
 you do not wish in accomplishing it to make any child less eager 
 to be in school and to work with you and his mates. 
 
 (Study I): Sugar. 
 
 Suggestions for approach. 
 
 1. What is the reason for the campaign to conserve our 
 sugar supply. 
 
 2. Discuss the forms in which we consume sugar. Let the 
 class co-operate in making up as complete a list as pos- 
 sible. 
 
 3. In what ways do we use sugar in our homes? (Food 
 preparation, etc., especially for girls' investigation.) 
 
 4. Qualified teachers may perform a chemical experiment 
 with a sugar solution and sulphuric acid. This will 
 carbonize the sugar and open the way for a discussion 
 of the wonderful chemical processes that go on in the 
 sugar producing plants. (For teachers who have had 
 science.) 
 
 5. A class search for all the sources of sugar. 
 
 6. How much sugar in the form of sugar does your family 
 use in one year? If you cannot find out, keep track of 
 it for a month or so and compute. NOTE: the average 
 per capita consumption in the U. S. all purposes 
 is from 70 to 80 Ibs. per year. 
 
 7. Do you suppose that the loss of Germany's African 
 possessions has caused any shortage of sugar in Berlin? 
 
 General Outline of High Points in Study for Teacher's use. 
 
 I. Sugar Cane. (1) Up to 1850 chief source of the world's 
 supply; now the source of about 50%. (2) Description of 
 plant compare with corn stalk. (3) Habitat; tropics (75-80 
 degrees), rainfall of about 60 inches; Cuba, Java, Brazil, Hawaii, 
 India. Also in subtropical areas New Zealand, Natal, Cape Colony, 
 
 85 
 
and Louisiana (only important place in continental U. S.) (4) 
 Methods of cultivation (i. e. sort of labor, machines, soils, etc.). 
 
 (5) Manufacture of sugar from cane. (6) By-products, molasses, 
 alcohol (and formerly rum), molassquiet (or molasscuit) 
 a cattle food. 
 
 II. Sugar beets. (1) (History. Experiments in using beets for 
 sugar were made during the period Europe was under blockade 
 by Napoleon and his enemies. Only a low percentage was 
 obtained and when commerce was restored to normal the beet 
 industry could not withstand the competition of cane. Recent 
 developments demonstrate how science can be made to minister 
 to man. By selection of beet stock and improvement of methods 
 of manufacture the sugar increase had been as follows: 1836, 
 18 Ibs of beets required for 1 Ib. of sugar; in 1882, 10 Ibs.; in 
 1904, 7 Ibs. These experiments have been largely worked out 
 by the Germans whose soil and climate are right for sugar beets 
 and who have made great advance in chemistry. (2) Descrip- 
 tion of plant and why it stores sugar. (3) Habitat; temperate 
 regions, usually cooler than the corn regions with long dry 
 autumn. Chief countries: Germany (32%) Austria-Hungary 
 (20%), Russia (19%), United States, produces about 6% of 
 total (in the states of California, Colorado, Michigan, Utah, 
 Idaho and Wisconsin). (4) Process of sugar manufacture. (5) 
 By-products; cattle food from pulp, fertilizer from leaves. 
 
 (6) Discuss the amount of hand labor required in cultivation 
 and by whom done in Europe. 
 
 III. Maple Sugar. (1) From sugar maple tree. (2) Habitat. 
 (3) High price; would disappear from the market were it not 
 for peculiar flavor. (4) Description of tapping and the manu- 
 facture of syrup and sugar. (Let children of New Englanders 
 ask parents about these things and report to class.) (5) Why is 
 no cultivation needed? 
 
 Comparative Studies. Do we raise enough sugar for our 
 own use? From what places do we now obtain it? Can we pro- 
 duce enough if we want to? What European nations produce 
 their own sugar? Which buy some? Which sell? Do we buy 
 from Europe? Does Europe and the United States buy in the 
 same places? (See some of the later Commercial Geography 
 texts for high schools.) 
 
 Suggested Projects. (1) "On a map of the world, paste 
 86 
 
pictures of beets or sugar cane on islands or countries 
 where each is grown." (2) "Trace a map of the 
 United States and draw a picture of beets, or cane, 
 or a maple tree in the states noted for sugar. Color 
 the states in each section." (Allen, U. S., p. 79.) 
 
 Map Suggestions. 
 
 (1) Outline map of the world with sugar cane regions 
 in one color and beet areas in another. May also 
 show the maple region. (Discuss the climate of the 
 areas shown, temperature, rainfall, etc. 
 
 (2) Map of Europe, showing: (1) chief mountain 
 ranges, (2) chief rivers, (3) National boundaries, (4) 
 Capital cities and large commercial centers in sugar 
 producing countries. 
 
 References: Tarr & McMurry, Adv. Geog. (State Text). 
 Index under "sugar," "sugar beet," "sugar maple," 
 and fig. 590. Allen, Industrial Studies, United 
 States, pp. 66-80. (Best short account for pupils.) 
 Freeman & Chandler, "World's Commercial Prod- 
 ucts," pp. 76-113. (Well illustrated. Good on pro- 
 cesses of manufacture. Best general reference for 
 teachers.) Blaich, "Three Industrial Nations," pp. 
 197-200 and Index. Brigham & McFarlane, "Es- 
 sentials Book II," pp. 121-2 and Index. Also map, 
 p. 122, (sugar-producing areas of the United States); 
 map p. 404 (sugar producing regions of the world), map 
 p. 272 (production of beets in Europe). Smith, J. R. 
 "Commerce and Industry," (Holt & Co.), pp. 107-116 
 and index. (Very good for teacher.) 
 
 References for General use by teachers only: Brig- 
 ham, "Commercial Geography," Chap. XVII on 
 "The Foreign Commerce of the United States." (Pre- 
 War conditions), also see statistical appendix of 
 Smith, Commerce and Industry. 
 
 (Study II) : Flax. 
 
 Suggestions for Approach. 
 
 1. Tear up an old collar or cuff and note fiber carefully. 
 
 87 
 
2. Search for all articles you know of that are made of 
 linen. (Children in some schools should be able to use 
 this approach.) 
 
 3. Have you ever noticed the oil that forms a large part 
 of the liquid in most paints? What is it called? Ask a 
 painter about it. Where does it come from? How is it 
 made? 
 
 4. Did you ever have to drink flaxseed tea? 
 
 5. Did you ever have a flaxseed poultice on you? 
 
 6. Pictures of the flax plant and of phases of its cultiva- 
 tion and manufacture of linen, etc. 
 
 High points in study (for teacher's use). 
 
 1. Flax has been cultivated since prehistoric times; bundles 
 found in remains of Swiss Lake Dwellers; linen used to 
 wrap bodies in Egypt; mentioned in Bible as part of 
 priestly robes, etc. 
 
 2. Culivation of flax to-day either for its seed, or for its 
 fiber. 
 
 3. For seed purposes: World's annual production 110-, 
 000,000 bu. which are produced in Argentine (30%), 
 in European Russia (20%), in India (18%), in U. S. (18%), 
 (N. Dak.,S. Dak., Minn., and Mont.), (chiefly in Canada), 
 (11%). Methods of cultivation, by machinery much as 
 other cereals. Little effort made in U. S. to save the 
 fiber because it takes too much hand labor and so can- 
 not compete with cotton and with European fiber. Uses 
 of the seed, oil, oil cake for cattle, etc. 
 
 4. For fiber purposes; one of the leading crops of Russia 
 which produces 81% of the world's supply. Study how 
 the fiber is obtained from stalk. Discuss the amount 
 of cheap hand labor is required and why Russuian con- 
 ditions have been suitable therefore and American 
 conditions not suitable for this industry. Discuss life 
 of Russian peasants. 
 
 5. Manufacture of linens; an important industry of Bel- 
 gium before the war. The water of the Lys seems to 
 be especially adapted to the retting process. Great 
 Britain, France. 
 
Map Suggestions: 
 
 1. Outline map of world showing flax producing 
 regions. 
 
 2. Map of Europe to show (1) countries and cap- 
 itals (2) mountain ranges (3) chief rivers (4) flax 
 producing areas (5) cities engaged in manufactures 
 of flax products: Belfast (for table linen especially), 
 Courtrai and other towns in Belgiun. and North 
 France (for lawns, cambrics and laces), Troy, N. Y. 
 (for collars, cuffs, and shirts). 
 
 References: Tarr & McMurry, Adv. Geog. (State 
 Text), pp. 335-6. Brigham & McFarlane, "Essentials 
 II." Index under "Flax" and fig. 603, map of flax pro- 
 ducing regions. Carpenter, "How the World is Clothed" 
 pp. 50-59. (Best account for pupils.) Allen: "Industrial 
 Studies Europe," Chap. Ill, passim. (Good.) Smith, 
 "Commerce and Industry, "pp. 228-230. Freeman & 
 Chandler, "World's Commercial Products," pp. 313-15 
 (Very general). 
 
 (Study III) : Leather Products. 
 
 Suggestions for approach. 
 
 1. Let each pupil find out, if possible, the maker of his 
 shoes and location of the maker's factory. 
 
 2. Make a list of the products of leather (each pupil try 
 to contribute one use). 
 
 3. Make a list of all the animals furnishing skins or hides 
 for leather. (Hunt picture of each). 
 
 4. Search papers and magazines for advertisements of 
 shoes and other leather products. Note location of 
 factories. 
 
 5. Locate local tanneries, and factories. Visit them if 
 possible. 
 
 Outline of important facts for teachers' use. 
 
 a. Skins treated with hair on usually called furs. Dis- 
 cuss fur-bearing animals, their habitat the subarctic 
 
forests chiefly. (Alaska to Labrador; Finland to Kam- 
 chatka). Chief markets are Leipsig and London. 
 
 b. Hides or skins with hair removed and tanned called 
 leather. (1) U. S. is leading manufacturer of leather, 
 and imports about $100,000,000 of hides and skins- 
 one of our chief articles of our foreign trade. (Examine 
 cattle countries to find out where we may get these most 
 readily). We make about $300,000,000 worth of leather 
 per year. (2) U. S. is rich in natural tanning materials, 
 Tannin, like sugar, is found in many plants oak, 
 hemlock, chestnut, sumac leaf (Sicily) Valonia, (cup of 
 acorn in Asia Minor); myrobalans (dried fruit of a 
 tree in India), etc. (3) U. S. imports some special Euro- 
 pean makes of leather and sells much of our leather to 
 other countries. 
 
 c. Tanning. (Not necessary to go into technical side.) 
 
 1. A process to get rid of flesh and fat and change 
 skin from a material likely to decay to a durable 
 product. 
 
 2. Old process largely by vegetable products. 
 
 3. New process by chemicals (chromium compounds) 
 developed at Philadelphia now the great leather 
 manufacturing center in the world. 
 
 d. Shoes. 
 
 1. U. S. is the leading shoe manufacturing country 
 in the world. We also use more leather shoes than 
 other peoples. Why? Discuss effect of tropics 
 on sale of shoes. Effects of poverty as in China, 
 etc., straw sandals; also countries having wooden 
 shoes. It is hardly likely that enough leather 
 could be produced to make shoes for all the world. 
 We now export shoe-making machinery which 
 enables foreigners to make as good shoes as they 
 can buy from us. Discuss the footwear of various 
 peoples (of Europe especially). 
 
 2. Special projects. (1) Report on making of shoes. 
 (b) The history of the shoe with pictures. (c) 
 Map of world with drawings or pictures of pre- 
 vailing type of shoe. 
 
 90 
 
3. About 130 persons work on each pair of our best 
 grades of shoes. Emphasize the interdependence 
 of men as seen in this industry. Suppose the 
 cutters of uppers should strike, how could the 
 others work? Suppose all shoe factories were 
 stopped could we make our own shoes? 
 
 4. Will shoes be likely to cost more or less as the 
 population of the United States becomes more 
 dense? (Less cattle.) 
 
 e. Leather belting for factories. Importance. What part 
 of hide is used for belting? 
 
 f. Glove Industry. What animals' skins are used? Glove 
 centers are at Johnstown and Gloversville, N. Y. 
 
 g. Chamois skins and their uses. 
 
 h. Leather in automobile construction, 
 i. Harness and Saddles. 
 
 j. Other Uses. Suit cases, handbags, purses, book- 
 bindings, etc. 
 
 References: Tarr & McMurry, (State Text), Adv. 
 Geog., pp. 61 and 619. Carpenter, "How the World 
 is Clothed," pp. 156-170. (Very good. Covers shoes 
 of all peoples.) Smith, "Commerce and Industry," 
 pp. 238-239. Brigham & McFarlane, "Essentials II," 
 pp. . United Shoe Machinery Co., (205 Lincoln 
 St., Boston). Let a pupil write for pamphlets. (" Good- 
 year Welt Shoes, How They are Made," is one good 
 pamphlet issued by this company.) 
 
 Optional Problems: 
 
 1. Why is the harness business becoming less important 
 in California every year? 
 
 2. Would you think Mexico a good place to establish glove 
 factories? 
 
 3. Do you think shoe factories would prosper in Holland? 
 
 91 
 
(Study IV) : Coal. 
 
 Suggestions for Approach. 
 
 a. Let pupils bring in small pieces of coal and study them. 
 How was this formed? 
 
 b. Why "Save that shovelful"? Explain. 
 
 c. Name all the uses of coal that you know from obser- 
 vation, reading, talking to people, etc. 
 
 d. What articles in this school room required coal in 
 their making? What service did the coal render? 
 
 e. How does anthracite coal differ from bituminous? 
 What is peat? Lignite? 
 
 f. Is there coal in California? (Adv. Geography, pp. 612 
 and 615 and map p. 613.) Where is it found? Where 
 else is coal found? 
 
 g. It is said that one of Marco Polo's wonderful stories 
 was that the Chinese burned black stones which grew 
 red and remained hot a long time. Explain. Why 
 does it not seem so wonderful to you? 
 
 Chief Points (For Teacher's guidance). 
 
 1. Formation of Coal. (Advanced Geography, p. 2). 
 
 2. Where coal is found. Index "Coal." What countries 
 produce most? U. S. 38 to 40%; Great Britain about 
 22%; Germany about 20%; Austria Hungary 4%; 
 France 3%; Belgium 2%. (If Germany should keep 
 Belgium and Northern France, what would be the effect 
 on the coal resources of Germany and France?) 
 
 3. Known fields of coal still undeveloped in Alaska, China, 
 Russia. 
 
 4. Chief uses of Coal. 
 
 "Industrial Steam Trade . -33% 
 
 Railroad Fuel .. -28% 
 
 Domestic and Small Steam Trade... -16% 
 
 Manufacture of Beehive Coke 9% 
 
 Manufacture of By-Product Coke.. 4% 
 
 92 
 
Exports . 4% 
 
 Steamship Bunkers at Tidewater .. . 2% 
 
 Used at Mines for Steam and Heat... 2 r , 
 
 Manufacture of Coal Gas .... . 1%" 
 
 From Journal of Geography, Feb. 1918, No. 6, 
 p. 227. 
 
 5. The mining of coal and the miner's life. 
 
 6. Our responsibility for laws that will make mining safe. 
 
 7. Importance of coal in industrial life of people. What 
 are the great industrial nations of the world? Why? 
 How do these stand in education? in art? in literature? 
 in railway development? roads? bridges? etc. 
 
 Map Suggestions. (1) Outline map of world showing 
 coal areas (Brigham & McFarlane II, p. 408 has map). 
 (2) Map of U. S. showing coal states. (3) Map of 
 Europe showing coal nations and relations of the 
 coal area to the War. 
 
 References: Tarr & McMurry, Adv. Geog. (text). 
 Index "coal." Brigham & McFarlane, "Essentials 
 II," p. 403 and references. Allen, "Industrial Studies, 
 United States," chap. XL (Very good, especially 
 on mining side, also list of locations, p. 165. Allen, 
 "Industrial Studies, Europe," see Index "Coal," 
 (Fragmentary). (Sutherland & Sanford, Practical 
 Exercises in Geography V., pp. 54-58. Good analysis 
 for teacher with three suggested exercises but no 
 problem.) Brigham, A. P., "Commercial Geog- 
 
 raphy," pp. 79-91. (Very good especially for teachers; 
 general survey with maps of coal areas of U. S. and 
 Great Britain and suggestions on conservation.) 
 Van Hiss, "Conservation of Natural Resources in 
 the U. S.," Index "Coal." (For teacher only; on 
 waste and conservation.) Blaich, Lydia R., "Three 
 Industrial Nations," especially pp. 274-280, also 
 Index (for pupils). Smith J. R., "Commerce and 
 Industry," pp. 153-167 and Index (Best single ref- 
 erence for the teacher). McMurry, C. A., "Type 
 Studies from U. S. Geography," pp. 63-80. (On coal 
 mine; very good). Tappan, Eva M., "Diggers in the 
 
 93 
 
Earth," pp. 1-11. (Easy reading for pupils, single 
 story of coal formation and mining.) 
 
 (Study V) : Iron. 
 
 Suggestions for Approach. 
 
 1. Do you wear any iron connected with your clothing or 
 ornaments? 
 
 2. What articles in our room are made in whole or part 
 of iron? Make a list. 
 
 3. What uses are made of iron in your homes? Make up 
 as complete a list as you can and bring it to class. For 
 which of these could substitutes be found? Would 
 they be as good? Better? Would they cost more or 
 less? 
 
 4. Visit a blacksmith shop or a garage and watch iron 
 heated and hammered out. Describe what you have 
 seen. Observe how it is cut, bored, etc. 
 
 5. Have you any relatives or friends who work in iron 
 industries? (Make a list of these for the class.) 
 
 6. W T hat places in Oakland are manufacturing iron prod- 
 ucts of some sort? Selling iron products? 
 
 Chief Topics. 
 
 1. The uses of iron; its importance in all manufacturing. 
 
 2. Nature of iron ore. 
 
 3. Process of mining; its simplicity in the Great Lakes 
 Region. 
 
 4. Need of coal and limestone for manufacture of pig 
 iron. Describe pig iron; process of manufacture of pig 
 iron. 
 
 5. The iron producing nations. "World's annual produc- 
 tion of pig iron, 72,000,000 long tons; U. S production 
 30,000,000 long tons. Countries leading in the produc- 
 tion of pig iron, with percentages of world production: 
 
 United States . ...41% France... ...7% 
 
 Germany..... .24% Russia ...6% 
 
 94 
 
Great Britain 12% Austria-Hungary 3% 
 
 Belgium ...3% 
 
 Brigham & McFarlane, p. 409. 
 
 6. States leading (a) in iron ore; (b) in pig iron manu- 
 facture; 
 
 (a) Minnesota .. -62% (b) Pennsylvania 42% 
 
 Michigan... ... 21% Ohio 23% 
 
 Alabama ...8% Illinois 10% 
 
 New York 7% 
 
 Alabama 7% 
 
 7. Some great iron manufacturing cities with the partic- 
 ular industry that distinguishes them; e. g. Philadel- 
 phia (Baldwin Locomotive Works); any ship building 
 city; Pittsburg (steel plants) Sheffield (cutlery) etc. 
 
 8. (Optional). An exposition of some processes such as 
 the Bessemer process, or some work done in the school 
 shops. 
 
 9. Iron is sometimes used as a medicine? Why? Is there 
 iron in our bodies? 
 
 Map Suggestions. 
 
 1. Outline map of world showing iron ore producing 
 regions. 
 
 2. Outline map of world showing great iron manu- 
 facturing cities. 
 
 3. Outline map of United States showing iron regions. 
 
 4. Outline map of Europe showing iron regions. 
 
 Suggested Problems and Projects. 
 
 1. Why is Pittsburg the center of the iron and steel 
 industry? 
 
 2. Why should Philadelphia have great ship building 
 plants? 
 
 3. Why is Sheffield, England, the center of the cut- 
 lery industry? 
 
 95 
 
4. What factors determined the location of the Krupp 
 Works? 
 
 5. On a map of the world print neatly names of most 
 important iron or steel products of various manu- 
 facturing regions. 
 
 References: Tarr & McMurry, Adv. Geog. (State 
 Text) Index "iron manufacture" and "iron are." 
 Brigham & McFarlane, "Essentials II," Index and p. 
 409 (map of world showing iron producing regions). 
 Allen, ''Industrial Studies, U. S.," Chap. XII (Very 
 good for pupils). Allen, "Industrial Studies, Europe," 
 see Index. Brigham, "Commercial Geography," pp. 
 58-78 (Very good). Smith, R. R., "Commerce and 
 Industry," pp. 139-148, (For teacher, good). Keller 
 & Bishop, "Commercial & Industrial Geography;" 
 Index "iron" also p. 43, map of iron thd coal deposits 
 in British Isles, also p. 44, map of routes on Great 
 Lakes showing advantages of Pittsburg. Tappan, 
 Eva M., "Diggers in the Earth," pp. 57-64 (Brief 
 but interesting). McMurry, C. A., "Larger Types of 
 American Geography," pp. 135-163 (esp. on Pitts- 
 burg district). Blaich, Lydia R., "Three Industrial 
 Nations," see Index. Carpenter, "How the World is 
 Housed," pp. 156-163; 164-172, passim. 
 
 (Study VI) : Copper (May be considered along with iron). 
 Suggestions for approach. 
 
 1. Make up propositions 1-3 and 5 and 6 under Iron above. 
 Substitute electrical shops, brass foundries, etc., for 
 garage and blacksmith shops. 
 
 2. Compare pieces of copper wire with pieces of iron wire 
 as to pliability, rusting, etc. 
 
 3. Problems: Why does the Telephone Company prefer 
 copper wire to iron wire? 
 
 4. Compare uses of iron and copper in the war. Which 
 nations are best supplied with iron? with copper? 
 
 5. Precipitate copper from a copper sulphate solution by 
 
 96 
 
use of piece of zinc or aluminum or iron. Rub a wet 
 piece of copper sulphate on some iron or a knife blade. 
 
 Chief Points in Study. 
 
 I. Mining of copper description of a typical mine (Brief). 
 
 II. (Optional) Copper Ores and how copper is obtained from 
 them, smelting processes. (Too technical except for boys plan- 
 ning on mining). 
 
 III. Uses of copper, especially in electrical appliances. 
 
 (Stress). 
 
 IV. Alloys of copper and their uses. (Brass is copper and 
 zinc; bronze is copper and tin). Get samples if possible. 
 
 V. U. S. production. (Over half of world's supply). 
 
 VI. Leading copper states in Union (Brigham & McFarlane, 
 p. 409). Arizona 33%, Montana 23%, Michigan 13%, Utah 
 12%, Nevada 7%, New Mexico 4%. (See also Journal of Geog- 
 raphy for March, 1918.) 
 
 Map Suggestions: (a) World showing copper regions, 
 (b) U. S. showing copper regions, and chief copper 
 mining cities as Helena, Butte, Tucson, etc. 
 
 References: Tarr & McMurry, Adv. Geog., Index 
 "Copper." Brigham & McFarlane, "Essentials II," 
 Index "copper," and p. 409 (Map of copper regions 
 f of world). Carpenter: "How the World is Housed," 
 
 pp. 182-188. Smith "Commerce and Industry," 
 Index "copper." Encyclopedias. California State 
 Mining Bureau Bulletin, No. 50, "The Copper 
 Resources of California." (Excellent on ores, but 
 very technical.) 
 
 (Study VII): Chinaware and Potteries (optional). 
 A. Suggestions for Approach. 
 
 1. Examine the trade marks on chinaware in your homes. 
 
 2. Make a list of all the places from which chinaware 
 comes. 
 
 97 
 
3. Examine broken chinaware noticing the difference be- 
 tween the glazing and the interior part. 
 
 4. Visit local potteries. 
 
 5. Teachers may be able to get information from firms like 
 Sanish in San Francisco. 
 
 B. Chief Points in Study. 
 
 1. The sorts of clay used in coarse ware such as brick and 
 tile. (Very common; therefore local industries). 
 
 2. The types of clay needed for bowls and vases. (Not so 
 common). 
 
 3. The types of clay needed for the fine china. (Mixture 
 from several localities). 
 
 4. The chief pottery centers of the United States: Trenton, 
 N. J.; Cincinnati, Ohio; Newell, West Virginia. 
 
 5. Describe the process of making a plate. 
 
 6. The china centers of Europe: (a) on the River Trent 
 in England, (b) in France; (Limoges sends 2-3 of its 
 porcelain to U. S.) (c) Germany (so called "Dresden 
 vase") from Meissen, (d) Belgium (Jenamapes and 
 Liege) before the War, Holland (Delft), (e) Japan, 
 (f) China (fine clays). 
 
 References: Tappan, Eva M, "Makers of Many 
 Things," pp. 56-63. Tarr & McMurry, Adv. Geog., 
 Index under "clays" and "pottery." Chase & Clow, 
 "Stories of Industry, Vol. I," pp. 164-171. 
 
 (Study VIII) : (Optional) Lace. 
 
 A. Suggestions for Approach. 
 
 1. Examine various types and sorts of lace. 
 
 2. Make a list of the uses of lace in connection with the 
 furnishing of your home. Why is it used? 
 
 3. Why is lace worn on clothing? Does it furnish any 
 warmth? 
 
 4. Is lace made by hand or machines? 
 
B. Chief Points in the Study. 
 
 1. Study the labor conditions making possible handmade 
 lace. (Among the peasant women of Europe and in 
 church schools where no wages are paid.) 
 
 2. Locate cities and countries famous for their laces; 
 especially Nottingham in England (curtains) ; Calais and 
 Lyons in France (veils, collars and delicate dress laces); 
 Plauen in Germany; St. Gall in Switzerland; also various 
 cities in Belgium, Italy, Spain and Portugal. 
 
 NOTE: It is suggested that this study be used for 
 girls from homes where much lace is used and that it 
 be pursued far enough to reveal the expense in 
 energy and in general the poverty of those who are 
 employed in its manufacture, particularly in the case 
 of handmade laces. 
 References: Carpenter, "How the World is Clothed," 
 
 pp. 141-147. Encyclopedia Britannica. Map of 
 
 Europe in Geography. 
 
 (Study IX) : (Optional) The Subtropical Fruit Culture of Southern 
 Europe. 
 
 A. Suggestions for Approach. 
 
 1. The uses of olive oil. 
 
 2. Investigation of cultivation of the olive from earliest 
 times. 
 
 3. The uses of the "currant" (from Greece). 
 
 B. Chief Points in Study. 
 
 1. The location of the peninsulas of southern Europe, 
 (Spain, Portugal, Italy, Greece). 
 
 2. Temperature and rainfall conditions in the Mediter- 
 ranean region. 
 
 3. Why the olive nourishes in these peninsulas. 
 
 4. How the oil is made and a comparison of it with Cali- 
 fornia oil. 
 
 5. The currant industry of Greece. 
 
 99 
 
6. The labor conditions making possible these industries. 
 
 7. The lemon industry in Sicily. 
 
 8. The mulberry tree of Italy and its purpose. 
 
 9. Why do the Italians raise so many nut trees (especially 
 chestnuts)? 
 
 10. The cork forests of southern Spain and Portugal. 
 
 References: Tarr & McMurry, Adv. Geog. (State Text). 
 See maps. Brigham & McFarlane, "Essentials Book 
 II," see index. Allen, "Industrial Studies, Europe," Chap. 
 13, (Spain and olives); Chap 15 (Italy and macaroni); 
 Chap. 5 (Portugal and its cork forests); Chap. 17 
 (gardens and perfumes). This chapter is a good intro- 
 duction to the perfume manufacturing of France and 
 the flower gardening industry of the Balkan Penin- 
 sula, particularly Turkey. 
 
 (Study X) : (Optional) The Chemical and Dye industry. 
 
 A. Suggestions for Approach: 
 
 1. Study of colors with a simple scientific explanation of 
 color. 
 
 2. A tabulation of colors in the clothing of the class or the 
 furnishings of the school room. 
 
 B. Main Points in Study. 
 
 United States Lessons in Community and National Life 
 for November, 1917, Lesson B6, Making Dyes from Coal 
 Tar. 
 
 NOTE: Connect the lesson with the Geography of 
 Germany. Emphasize the encouragement of Chemistry 
 by the Imperial Government which avails itself of 
 these experts in time of war. Stress the possibilities of 
 boys serving their fellowmen through the chemist's 
 work. 
 References: "United States Lessons in Community 
 
 and National Life," November 1917, Lesson B6. 
 
 Blaich: "Three Industrial Nations," pp. 137-139, 
 
 Encyclopedias. 
 
 100 
 
(Study XI) : Shipping and Atlantic Trade Routes. 
 
 A. Suggestions for Approach. 
 
 1. Visit to ship yard (for classes on water front). 
 
 2. Story of an ocean trip (may be related by child of an 
 immigrant after talk with parent. Have such stories 
 written as compositions. Select with care the pupils to 
 report to the class to avoid possibilities of ridicule by 
 "near aristocrats." 
 
 3. Story of the building of a ship, of the launching of ship. 
 
 4. Present need of ships and ship builders. 
 
 B. Main Points in Study. 
 
 1. An idea of size, comforts, speed, etc. of a modern liner. 
 
 2. Difference between "line service" (regular sailings, 
 stops, etc.), and "tramp service." 
 
 3. Study of North Atlantic Route (on Globe). 
 
 . a. Location of North America and Europe. 
 
 b. Location of the manufacturing nations. 
 
 c. Location of the "great circle" from New York to 
 Liverpool. (The shortest distance from N. Y. to 
 Liverpool will not be on the parallel but on the 
 great circle passing through these points. Make 
 this clear.) 
 
 d. Hunt for troublesome island or rocks, fogs, etc. 
 
 e. What are the possibilities for fuel on this route? 
 
 C. Maps: 
 
 1. Atlantic Ocean to show chief points in study made of 
 Trade Routes. 
 
 2. Similar map to show most important ports in Atlantic 
 trade: New York, Boston, Philadelphia, New Orleans, 
 Havana, Halifax, Quebec, London, Liverpool, Glasgow, 
 Bristol, Havre, Antwerp, Rotterdam, Amsterdam, 
 Hamburg, Bremen, Copenhagen and Baltic Sea ports. 
 
 101 
 
References: ' Allen: "Industrial Studies, Europe," 
 Chap. II, (Ships and Shipbuilding). Brigham and 
 McFarlane, "Essentials II." (Fig. 360, "The World- 
 Commercial Development"). Smith: "Commerce 
 and Industry," especially Chap. 43 "The Ocean 
 and its Carriers" and Chap. 44, "The North 
 Atlantic Route." Excellent for the teacher. 
 NOTE: This concludes the 7B Outlines. 
 
 7A COURSE 
 A. Method. 
 
 I. Study the relation of the 7 A course to other parts of the 
 geography course. 
 
 a. Your pupils have studied, in the fifth and sixth grades, 
 the outstanding features of the globe and their large 
 effects on human life and human activities. If you 
 conceive of the field of geography as embracing the 
 relationships between man and his environment, the 
 part of the course just finished, is concerned largely with 
 a study of the environment and its effects on man. 
 With the seventh grade, stress is placed rather on man's 
 efforts at control or modification of his environment. 
 A summary of man's needs and the resources he has for 
 satisfying them should be studied. For example, what 
 regions can be made to supply the need for wheat? Is 
 our need for this food supplied by near regions or by 
 far regions? Why? If by several regions, compare them. 
 Emphasize our personal interest therefore in the wel- 
 fare of a region ministering to us. Stress the value of a 
 co-operation that is world wide. 
 
 b. Your special concern for this semester is the United 
 States in its relations to other American States. Pupils 
 will study later on our interests in Europe and in the 
 Orient. 
 
 II. Study the relation of this work to the other 7 A subjects. 
 
 Pupils are being taught by means of geography it is but one of 
 your tools. See especially the work in 
 
 a. History. 
 
 102 
 
b. Home Economics for food and textile products es- 
 pecially. 
 
 c. Literature, especially travel. 
 
 III. The underlying psychology of geography is the "ex- 
 tension of experience through imagination." See Freeman, 
 F. N., "The Psychology of the Common Branches," Chap- 
 ter VIII. 
 
 IV. Lesson Plans. 
 
 a. "The teacher should be perfectly free to plan his 
 work so as to give his children the best training he can. 
 He should adopt any "methods" that seem suited to 
 his needs, but should never forget that he is supposed 
 to be forging one of the necessary links in the whole 
 chain of geographic study and that his work must be 
 strong geographically, as it should be pedagogically."- 
 Dodge & Kirchwey, p. 5. 
 
 1). Problem Method. Geography furnishes an excellent 
 subject to teach by the problem method. Sutherland, 
 W. J., "The Teaching of Geography." (Scott Foresman 
 & Co. $1.25), Chapters 11 and 12. Also Dodge & 
 Kirchwey, pp. 85-86. 
 
 c. The Socialized Recitation. Important problems in- 
 volving several recitation periods offer a fruitful field 
 for the co-operation of all members of the class in their 
 solution. 
 
 References: Pearson, F. B., "The Vitalized School," 
 Chapter 15, (Macmillan Co. $1.40). Whitney, 
 William, "The Socialized Recitation," pp. 1-17, 
 (A. S. Barnes Co. 50c.). Earhart, Lida B., "Types 
 of Teaching," Chapter II., (Houghton-Mifflin Co. 
 $1.25). 
 
 d. Suggested Lesson Plans. Strayer, G. D., "A Brief 
 Course in the Teaching Process," Chap. 16, (Macmillan 
 Co. $1.25), see especially pages 221-223 for a lesson 
 
 plan for Pittsburg as a trade center. Earhart, Lida B., 
 "Types of Teaching," (Plans on "Climate of Western 
 States," pp. 251-4, and on "Irrigation in the Western 
 States," pp. 255-9. Both are of 6th grade difficulty). 
 
 103 
 
V. Use of Equipment. 
 
 a. Maps and Globes: Wiswell, L. E., "Globes and Maps in 
 Elementary Schools/' (Rand McNally Co., 50c). 
 Dodge & Kirchwey, Chap. XVII. Redway, J. W., 
 "The New Basis of Geography," Chapters VIII and 
 IX, (Macmillan Co. $1.00). Sutherland, W. J., "Teach- 
 ing of Geography," Chapters XVII, XVIII and XX. 
 Holtz, F. L., "Principles and Methods of Teaching 
 Geography," Chaps. XIV and XV, (Macmillan Co. 
 $1.10). 
 
 b. Pictures, Models. Dynes, Sarah A., "Socializing the 
 Child," pp. 41-73, (Silver Burdett and Co. $1.00). 
 Intended for grades I-III but is suggestive to a teacher. 
 See also Dodge & Kirchwey, Sutherland, Redway and 
 references in Tarr & McMurry, Intro. Geog., p. 117. 
 
 c. Museum and Excursion. (See references above "Jour- 
 nal of Geography," Vol. III., pp. 322-332.) 
 
 (This'outlme is for direction of the teacher.) 
 
 B. Important Needs and their Satisfaction. 
 
 I. Chief needs of man. 
 
 a. Food and drink. 
 
 b. Clothing. 
 
 c. Shelter. 
 
 d. Transportation and Recreation. 
 References: Keller & Bishop, pp. 1-8. 
 
 II. Influence of geographic environment on the way man 
 satisfies his needs. Keller & Bishop, pp. 8-19. Dryer, C. R. 
 Econ. Geog., pp. 18-45 and 50-54. 
 
 III. Division of labor and exchange of products. Keller 
 & Bishop, pp. 24-34. 
 
 C. Studies in Man's Efforts to Satisfy his Desires. 
 
 I. First Study Wheat the chief food product, 
 a. Motivation suggestions. 
 104 
 
1. Visit (if near enough) the Shredded Wheat Factory. 
 Begin study with what the class saw, and trace 
 back. Recall the other factory at Niagara, N. Y. 
 
 2. Visit a flour mill, warehouse, or 
 
 3. Problems: If a relative gave you a farm in the 
 Sacramento Valley would you raise wheat? Why? 
 Locate the mythical farm on a map and begin study 
 of conditions of production and marketing. 
 
 4. Possible questions and problems: Why are we 
 interested in wheat? Does it grow in this state? 
 In what parts? Show these areas on a map. What 
 sort of soil and climate seem suited for it? What 
 elevations? What parts of the United States seem 
 adapted to wheat? Do we get wheat from any of 
 these regions? Do these regions raise enough for 
 themselves? More than enough for themselves? 
 If more, how do they get it to other people? (Rivers, 
 canals, roads, railroads.) Do these regions sell this 
 as wheat or do they manufacture it into flour and 
 other products? Where are the big flour milling 
 cities? Name them. Why are they in theseloca- 
 tions? 
 
 5. Do we sell any wheat to Canada or buy any from 
 her? Why? What portions of Canada produce 
 wheat? Compare in climate, soil, and altitude with 
 the wheat regions of the United States. What are 
 facilities for getting it to market? 
 
 Make a similar study of Mexico, Central America 
 and South America. 
 
 Suggested references: Tarr & McMurry, "Advanced 
 Geography," (State Text), indexes under "wheat-" 
 Encyclopedias, Keller & Bishop, Chapter 7. Dryer 
 pp. 113-117, Allen, "United States," Chapter IX. 
 Rocheleau, W. F., "Geography of Commerce and 
 Industry," Chapter II. Bengston & Griffith, "The 
 Wheat Industry," (Macmillan Co., 65c.) Brigham 
 and McFarlane, "Essentials of Geography, Book 
 II," page 403. (American Book Company, $1.25.) 
 Carpenter, "How the World is Fed," p. 12-43. Brig- 
 
 105 
 
ham, A. P., "Commercial Geography," Chap. I., 
 (Ginn&Co. $1.30). 
 
 Map Suggestions: 
 
 1. Have maps drawn for each important section 
 studied showing important rivers; (2), wheat areas 
 in color; (3), railroad trunk lines; (4), canals; (5) 
 wheat cities. 
 
 2. Final maps (at conclusion of study) : North 
 America map should show (1) Mountains Appala- 
 chian, Rockies, Sierra Nevada, Coast Range; (2) 
 Rivers St. Lawrence, Mississippi and four chief 
 tributaries, Red River (of the North), Columbia, 
 Mackenzie, Sacramento, San Joaquin, Hudson; (3) 
 wheat areas in color; (4) political divisions Canada 
 (with provinces of Ontario, Manitoba, Saskatchewan, 
 Alberta, and British Columbia) ; United States (with 
 states of Washington, North Dakota, South Dakota, 
 Nebraska, Kansas, Oklahoma, Minnesota, Iowa, 
 Missouri, Illinois, Indiana, Ohio, Pennsylvania, 
 Maryland, and California), Mexico, Central America; 
 (5) Cities: Minneapolis, Duluth, Kansas City, Mil- 
 waukee, Chicago, St. Paul, Detroit, Toledo, Cin- 
 cinnati, Buffalo, Spokane, Winnipeg, Toronto, Seattle 
 (shipping point), Omaha, St. Louis, Oakland, San 
 Francisco and Stockton. South America map(l) Moun- 
 tains Andes, Highlands of Venezuela and Guiana 
 and S. E. Brazil; (2) Rivers Orinoco, Amazon (with 
 tributaries unnamed), La Plata (with Parana, Para- 
 guay and Uruguay); (3) Wheat areas in color; (4) 
 all political divisions; Buenos Aires, Rosario, Val- 
 paraiso. 
 
 II. Fish, a most useful product. 
 
 a. Motivation suggestions. (Try one of these approaches 
 if you have no better scheme.) 
 
 1. Visit a fish market and note kinds on sale. 
 
 2. Let a child whose father or brother is engaged in 
 some phase of the fish industry tell about it. 
 
 106 
 
3. Who will tell what the big corks bobbing on the 
 water near the Key Route pier mean? Who has 
 caught fish during the summer vacation? Where? 
 What sorts of fish have you eaten? Who has lived 
 in a fishing town? Tell about the life there. Are 
 there fish in San Francisco Bay? What sort? 
 Why do some people eat fish on certain days? 
 Where do they get the fish? Prove that fish are 
 a good food. (Home Economics correlation.) 
 
 NOTE: The teacher will take up the kinds of 
 fish in such order as they come up naturally in the 
 class discussions. These notes are only to be used 
 as guides for the teacher. 
 
 b. The Salmon. The center of the salmon industry is the 
 Columbia River Region. Where did the fresh salmon 
 that you last ate come from? Have you used canned 
 salmon? Did you notice on the can where it was packed? 
 What sorts of positions might one get in a salmon can- 
 nery? What methods should you use to catch salmon? 
 Why does the salmon spend part of its time in fresh 
 water and part in salt water? 
 
 Make a map to show the chief salmon fisheries of the 
 Pacific Coast of North America from Mexico north- 
 ward with coast mountain ranges, Monterey Bay, San 
 Francisco Bay, Sacramento and San Joaquin Rivers, 
 the Columbia River, Puget Sound Region, Fraser River, 
 the coast-line of Alaska fairly accurately, the Yukon 
 River, and the Pribilof Islands, California, Oregon, 
 Washington, British Columbia, Alaska, Monterey, San 
 Francisco, and Astoria. 
 
 Be able to locate other haunts of salmon the New 
 England rivers, the St. Lawrence and its tributaries, 
 England, Norway, Russia, Japan. What do you note 
 about the general location on the globe of the salmon 
 haunts? 
 
 References: Tarr & McMurry, Advanced Geography, 
 Index, "Fisheries," (especially page 172). McMurry, 
 C. A.; "Type Studies from U. S. Geography," 275- 
 288, (Macmillan Co. 72c.). Allen: "United States," 
 
 107 
 
pp. 293-302. Keller & Bishop, p. 54 and map on page 
 38. Encyclopedias (especially Britannica). Fiction: 
 Rex Beach, "The Silver Horde." 
 
 c. The Cod. Center of the industry is the North Atlantic. 
 Have you eaten cod fish? In what form did you buy it, 
 (i. e. fresh or dry and salted?) Where did it probably 
 come from? (Study as the great cod fishing center, 
 Gloucester, a city of about the population of Alameda,) 
 Where can a fisherman find cod? What are the banks? 
 (i. e. the Newfoundland Banks). How were they formed? 
 (Textbook, p. 16.) What is indicated by the many 
 widows and orphans in Gloucester? Discuss dangers and 
 hardships of the fisherman's life. What causes sudden 
 fogs on the Newfoundland Banks? (text p. 266.) At 
 this point study the currents of the North Atlantic 
 and their effects on climate. 
 
 Make a map of the North Atlantic Ocean showing 
 the New England and east Canadian coasts. Indicate 
 the shallow water along the shore and the Newfound- 
 land banks. (Maps in text book pages 10 and 264). 
 (Maps in Brigham & MacFarlane, pp. 8 and 246.) 
 Locate also Cape Cod and Cape Cod Bay (why did it 
 receive this name?); Nova Scotia, Cape Breton Island, 
 (why this name?); New Foundland, the New England 
 States, the provinces of eastern Canada, the cities of 
 Boston, (important fishing market,) Gloucester, Port- 
 land, (Me.), Halifax, Digby, (important Nova Scotia 
 fishing village of 1150 people, see Encyclopedia), 
 Labrador Current and Gulf Stream. 
 
 Locate also on the map important countries to which 
 codfish are exported; namely, Spain, Italy and Greece. 
 (Why to these countries particularly?) Why not similar 
 exports to France? (While France probably consumes 
 as much as the other countries, it has its own fishermen 
 and owns the islands of St. Pierre and Miquelon. 
 Textbook p. 192.) 
 
 References: Tarr & McMurry, Index "Fisheries." 
 McMurry, "Type Studies from United States Geog- 
 raphy," (Macmillan Co. 72c), pp. 23 to 38. Allen, 
 "United States," pp. 287 to 293. Brigham & Mc- 
 
 108 
 
Farlane " Essentials of Geography, Book II," index, 
 Keller & Bishop, p. 52. 
 
 Suggested Fiction: Kipling's "Captains Courageous," 
 Suggested Compositions: Trawling, "Preparing Cod- 
 fish for Market." 
 
 d. The Oyster. At the lower end of the cod region; namely, 
 Chesapeake Bay, we find the center of the oyster in- 
 dustry. Suggested Questions: Where do the fresh 
 oysters in the market come from? Can you tell the dif- 
 ference between a California oyster and an eastern 
 oyster? Where are the oyster canning centers? Where 
 does the oyster live? Give an account of the life of an 
 oyster. How are oysters caught? 
 
 References: Text book, p. 72. Allen, "United States," 
 , pp. 302-307. Keller & Bishop, pp. 108, 53, 54, and map, 
 p. 38. Brigham & McFarlane, "Essentials II," p. 108. 
 Map : Map of the eastern and gulf coasts of the United 
 States showing the oyster centers at Chesapeake Bay 
 and Long Island Sound, locating Gulf of Mexico, 
 Chesapeake Bay, N. Y. Harbor, Long Island, the 
 states bordering on the Atlantic Ocean and the Gulf 
 of Mexico, the cities of Baltimore, New York, Norfolk. 
 Make a map of California to show oyster products in 
 the Gulf of California, in San Francisco Bay (especi- 
 ally opposite San Mateo and Millbrae) and in Tomales 
 Bay). (Textbook opposite page 556.) See Key Stone 
 Views for illustrations. 
 
 Optional Topics: (to be used by teacher as time and interests 
 of class dictate.) 
 
 e. The Lobster. The important center of lobster fishing 
 is off the coast of Maine. If there seems to be an interest 
 on the part of any in the class, reports may be made on 
 (1) the method of capture (2), life history of a lobster, 
 (3) the work of the Federal Fish Commission in propa- 
 gating lobsters and endeavoring to get them started 
 in new waters. 
 
 References: Allen, "United States," pp. 311-313. Tarr 
 & McMurry (State Text)Jp. 57. 
 
 109 
 
f. The Sponge should be considered if some pupil brings 
 it up. Although the sponge is not a fish, the sponge 
 industry is classed under "fisheries." Reports may be 
 made on the life history of a sponge, methods of capture, 
 and attempts to propagate sponges in America. 
 
 Locate on map these American sponge grounds in 
 the Bahamas and the Florida Keys. Locate in a general 
 way chief habittas of sponge in Red and Mediterranean 
 Seas. 
 
 References : Encyclopedias. 
 
 Map: (add sponge areas to map showing oyster beds). 
 Allied Topic: the physical geography of the Keys and 
 Bahamas (i.e. geological reasons). 
 
 g. The Whale. Have you eaten whale steak? What products 
 have you used that come from whales? What is whale 
 bone and how is it obtained? Have you seen a whaler 
 in San Francisco Bay? Describe it. 
 
 NOTE: Let interested pupils (especially boys) study 
 whale catching; whale oil and its uses, whalebone 
 (what it is, how obtained, uses) sperm oil (how dif- 
 ferent from "whale oil"). 
 
 References: Tarr & McMurry (State Text), p. 178 and 
 figure 159. Allen, "United States," pp. 307-311 
 (very good). 
 
 Possible map: World with oceans labelled. Write 
 whales in Arctic regions (especially off Canada Coasts). 
 Sperm whales in Tropics, (especially Indian Ocean 
 and around Hawaii). 
 
 h. Seals. Habits, use of fur, efforts of U. S. Government 
 to conserve, etc. 
 
 References: Tarr & McMurry (State Text), p. 178-9 & 
 Fig. 161. Allen, "United States," pp. 313-315 (good). 
 Keller & Bishop, pp. 54-55. 
 
 Allied topics for study: Relation of climate and animal 
 
 life. 
 
 i. Trout, especially in California streams. Reports by 
 pupils who know first hand where caught; kinds of 
 
 110 
 
trout; California fish laws closed season "and why. 
 Citizen's duty in co-operation; fish hatcheries of the 
 State. 
 
 References: Publications of California Fish and Game 
 Commission (in University of California Library, or, 
 Write to Fish and Game Commission, San Francisco. 
 
 j. Sardine Canning industry at Monterey (Booth's Cres- 
 cent Brand, etc.). 
 
 k. The White Fish of the Great Lakes (except Lake 
 Ontario which is no longer a factor). The Sturgeon from 
 which American Caviare is made. 
 Reference: Keller and Bishop, pp. 107-8. 
 
 III. Coffee. 
 
 . Suggestions (for introducing topic if teacher has no 
 better plan). 
 
 a. Was coffee used in your home this morning? Have you 
 used coffee? (Discussion may come up about some adults 
 and most children not using coffee. Show that not all 
 persons can eat and drink the same things.) Do you 
 know where this coffee came from? Can you find out? 
 
 b. Perhaps someone who has worked in a grocery store or 
 coffee house may tell of sales, grades of coffee, adult- 
 erants, etc. 
 
 c. Someone may have a relative interested in retail, whole- 
 sale, importation or even growing of coffee. 
 
 d. Let the children bring some coffee beans to school as 
 starting point for the study. 
 
 Questions and Problems: Why is coffee so called? (From 
 Kaffa in Abyssinia probably the original home of the coffee 
 plant.) What sort of a plant is it? What part used for the drink? 
 Do we get our coffee from Abyssinia? Why? Discuss scattering 
 of plant life by man. (Here is an excellent example, for coffee 
 was first extensively cultivated in Arabia just across the Red 
 Sea from its original habitat and one of our best qualities today 
 goes under the name Mocha. 
 
 Nicholas Witsen of Amsterdam took a tree in 1690 from Arabia 
 
 111 
 
to Ja"va where coffee is now extensively grown and from this 
 island comes the name of another brand. Early Spanish and 
 Portuguese explorers brought plants to America and French 
 explorers carried it to their tropical possessions. In what general 
 region does coffee grow today? (25 N. to 25 S.) Study effect 
 of altitude, soil qualities, moisture and shade conditions and 
 how man controls some of these factors by irrigation and plant- 
 ing shade trees with his coffee trees. 
 
 Map: Of North and South America or at least from 
 35 N. to 35 S. Equator, Tropics of Cancer and Cap- 
 ricorn. Locate important rivers and mountain ranges. 
 Indicate in color coffee areas. (Map, 4 Brigham & 
 McFarlane, p. 227). Put in political subdivisions of 
 South America, Central America, Mexico, and larger 
 islands of West Indies and Panama Canal. Cities: Vera 
 Cruz, Mexico, Guatemala, San Salvador, Colon, 
 Panama, Rio de Janeiro, Santos, Bahia, Havana. 
 Show U. S. rights in Canal Zone and West Indies in 
 some distinctive way, (shading, color, etc.) 
 
 Suggested Reports: (1) The American, Dutchman, 
 German, Englishman, etc., as coffee drinkers. 
 (i. e. Which uses most?) (2) The first coffee houses of 
 London, and attitude of kings. (3) Spread of coffee 
 drinking from Arabia to Europe via Constantinople. 
 
 References: Encyclopedias, "Coffee," "Brazil," Tarr 
 & McMurry (State Text), Index, "Coffee." Bowman, 
 "South America, "pp. 217-224. Chamberlain, "South 
 America," pp. 59-66. Bulletin of International Bureau 
 of American Republics (Now Pan American Union) 
 for Nov. 1908 (an excellent 12 page article, illus- 
 trated, Freeman & Chandler, "The World's Com- 
 mercial Products," pp. 174-198. (Well illustrated, 
 one color plate.) For the teacher only. 
 
 IV. Cotton: Important clothing product. 
 1. Suggestions for approach. 
 
 a. How many are wearing clothing made of cotton? 
 
 b. Visit a cotton mill (if near enough and the mill will 
 give permission). 
 
 112 
 
c. Bring a cotton ball to class (try the museum if 
 necessary). 
 
 d. Use pieces of absorbent cotton, or ravel cloth or 
 string to arouse interest. 
 
 e. Use pictures of plant. 
 
 f. Make use of vocational activities of parents if 
 any are in cotton mills, clothing stores, etc. 
 
 2. Important points in study. 
 
 Does cotton grow in California? Where? From 
 what regions do the California Cotton Mills (23rd 
 Ave., and the railroad) get their cotton? What do 
 they make at these mills? Are these articles used 
 in Oakland? In what other parts of the U. S. does 
 cotton grow? In what states are these regions 
 located? Which states produce more cotton than 
 our own? From this study what sort of climate 
 do you think the cotton plant needs? About what 
 part of the globe might produce cotton? From 
 your geography, see if any of these regions are im- 
 portant cotton regions. (Be sure pupils find India 
 and Egypt.) What is calico? How did it get this 
 name? (See big dictionary. Calicut-Calcutta.) 
 Make a list showing all the uses of cotton you can 
 find. What is a cotton-gin? Who invented it? 
 When? Is such a machine still used? Is it much 
 different from the original? What is done with 
 cotton seeds? In what parts of the United States 
 is most of our cotton cloth made? 
 
 3. Suggested projects. 
 
 a. " Mount on a large card samples showing the uses 
 of cotton. See which row of the class can get the 
 greatest number of articles and mount them in the 
 neatest way." Allen, p. 65. 
 
 b. "Describe clearly how the cloth in any cotton 
 garment you have on, is made." Allen, p. 65. 
 
 c. If you were managing a cotton mill in New Bedford, 
 
 113 
 
Mass., and you were buying cotton from a grower 
 in the neighborhood of Houston, Texas, how would 
 you get the cotton to your mill? (Study steamship 
 and railway routes, comparing distances, directions, 
 land or water areas traversed, etc.) Text Book, 
 figs. 227 and 237. 
 
 Suggested Maps: (1) Outline of world showing contin- 
 nents with chief cotton regions in color (Brigham & 
 McFarlane, ''Essentials II," p. 406). (2) North and 
 South America: a, Mountains and chief river systems; 
 b, cotton producing areas in color; c, political di- 
 visions California and all States of the U. S. south 
 of 36 30' from Texas east and Missouri and Vir- 
 ginia. (The U. S. produces 62% of world's cotton. 
 India 18% and Egypt 7%). Mexico, Brazil, Peru; 
 cotton shipping centers New Orleans, Galveston, 
 Memphis, New York, Norfolk, Charleston, Savannah, 
 etc.; e, cotton manufacturing regions shaded (to 
 overlap colored regions) the New England States, 
 New York, New Jersey, Pennsylvania, Maryland, 
 Delaware, and the southern group; f, chief cotton 
 manufacturing cities: Lewiston, Augusta, (Me.), 
 Manchester and Dover, (N. H.), Lowell, Fall River, 
 New Bedford, Taunton, (Mass.), Pawtucket, Prov- 
 idence (R. I.), Utica and New York City, Philadel- 
 phia, Chester, the southern cities (Text Book, p. 110). 
 g, locate other cotton growing regions of the earth 
 and chief cotton manufacturing nations. 
 
 References: Tarr & McMurry, Advanced Geography* 
 (State Text), Index "Cotton," p. 517. Keller & Bishop, 
 Chapters XI and XII. (The most exhaustive treat- 
 ment within the range of elementary school pupils.) 
 Allen, "United States," Chapter VI. (Brief but 
 excellent.) Carpenter, "How the World is Clothed," 
 pp. 15-50. Brigham & McFarlane, "Essentials II," 
 p. 406 and Index "Cotton." Brigham's "Commercial 
 Geography," pp. 23-39. Article on Cotton in Bulletin 
 of International Bureau of American Republics (Now 
 Pan American Union) for April 1909, p. 599 (Good). 
 
 V. Wool: another important factor in clothing. 
 
 114 
 
NOTE TO THE TEACHER: You will observe that the 
 study of Wheat made it necessary to study the plains 
 regions in the temperate climates of North and South 
 America. Fisheries brought about a study of certain 
 coast lines and climatic conditions on the ocean. Coffee 
 was next taken up because its study covered areas in 
 the torrid zone. With Cotton the pupil again approached 
 the temperate climes but explored areas not studied 
 under Wheat. Wool brings him back to the temperate 
 regions and in many ways overlaps Wheat so furnish- 
 ing a review of locations but it also introduces areas of 
 greater elevation than Wheat. Moreover it introduces 
 a subject in which our nation is not most important 
 and along with the Coffee study should unconsciously 
 but effectively inculcate the idea of economic inter- 
 dependence of peoples regardless of flag. 
 
 1. Suggestions for approach. 
 
 a. Adapt suggestions under cotton to wool. 
 
 b. Appeal to love of animals for stories about lambs 
 (Some children may have had them for pets.) 
 In some parts of the City try goats. 
 
 c. Gloves, shoes, etc., made from sheepskin. 
 
 2. Important points in study. 
 
 Are there any woolen mills in Oakland? Are there any 
 sheep in Alameda County? How do you know? 
 (Have you seen them or know somebody who has 
 some; read about them in paper or pamphlets? etc.) 
 What articles in your home are made of wool? 
 Where may this wool have been raised? (Name 
 chief wool growing regions of the world. (Tarr 
 & McMurry, p. 518.) 
 
 What countries of the world produce more wool 
 than the United States? What position does the 
 United States hold among the wool producing 
 regions? Where is the leading wool producing 
 region of the United States? What other animals 
 beside sheep furnish wool used in clothing? Where 
 are the chief wool-manufacturing cities in the 
 
 115 
 
United States? Name the most important and tell 
 what sort of woolen goods each produces chiefly. 
 
 3. Suggested projects: (1) Make a list of products obtained 
 from sheep. (2) On a map of the world, on eachjcountry, 
 paste a picture (or draw one), of the animal from which 
 wool is obtained. (Allen, "United States," page 251.) 
 (3) Make a chart of samples of different cloths manu- 
 factured from wool. (4) Learn to tell the difference 
 between woolen goods and cotton goods by burning a 
 string or thread of each. 
 
 4. Subjects for reports by certain pupils (optional). (1) 
 The sort of dogs used by shepherds and their training. 
 (2) The life of a sheep-herder. (3) Why the cattle-man 
 doesn't like the sheep-man and why the Australian 
 sheep-man fights the rabbit. (4) Sheep-shearing. (5) 
 The hand way and the machine way of spinning. (6) 
 The hand way and the machine way of weaving 
 Carpenter "How the World is Clothed/' pp. 127- 
 135. (7) Knitting by hand and by machine, Carpenter, 
 pp. 135-140. (8) The Greek story of Arachne and the 
 creation of the spider. 
 
 Suggested Maps. 1. The world, showing continents, 
 oceans, and in color, the chief wool-producing regions; 
 also, important steamship lines from leading export 
 ports to leading import ports. 2. Map of North and 
 South America to show (a) the chief sheep regions 
 in color, (b) Mountains and chief rivers, (c) Argen- 
 tina, Uruguay, Chile, Peru, Mexico and all the States 
 of the Great Plains region of the United States, e.g., 
 from 100 to 115 west; also Oregon, Michigan, 
 Texas, and California. (The chief wool-produc- 
 ing states are: 1, Wyoming; 2, Montana; 3, 
 Ohio.) (d) Chief wool manufacturing cities in 
 Pennsylvania, New Jersey, New York and New 
 England, especially Philadelphia (carpet man- 
 ufacturing center): New York City; Woonsocket; 
 Providence, R. I.; Boston; Lowell; Lawrence, Mass.; 
 Manchester, N. H. Most of the cotton manufacturing 
 cities have woolen mills, also (See above), (e) Cities 
 
 116 
 
in Latin America shipping wool: Buenos Aires, 
 Montevideo, Valparaiso, Arequipa. 
 
 References: Tarr & McMurry, (Text Book), p. 518 and 
 index under "Wood Manufacturing" and "Sheep 
 Raising." Brigham & McFarlane, "Essentials, Book 
 II," p. 406 and index. Carpenter, "How the World 
 is Clothed," pp. 73-105. (The best treatment for pupils 
 of this age.) Allen, "Industrial Studies United 
 States," pp. 233-252 (Very good). Keller & Bishop, 
 pp. 219-221 and 222-223. Bowman, "South America, 
 a Geography Reader," see index. (Good for South 
 American information.) 
 
 The attention of the pupil may now be called to 
 the fact that certain plants have been found in 
 different temperature belts of the earth, e.g., wheat, 
 cotton, and coffee. He will have noticed that the 
 chief sheep area of the United States lies in the plateau 
 region of the same general belt as the wheat areas of 
 the Great Plains and of the Pacific. In his reading, 
 he may have discovered that this plateau region is a 
 region of bunch grass supported by a rainfall which 
 is not plentiful enough to support forests and the larger 
 brush which would tend to tear the wool of the sheep, 
 form covers for predatory animals and in other ways 
 be detrimental to the industry. Here seems to be a 
 good place to study those rainfall conditions which 
 make the plateau region sub-arid and to account for 
 the diminishing rainfall from 100 to 115 west longi- 
 tude. For this study the teacher should have an 
 original weather map, or, better a series of weather 
 maps, showing the progress of a "cyclonic low." The 
 nature and use of the barometer should be taught in 
 this connection. For the assistance of teachers, 
 who have time for this study exercises and problems 
 may be taken from Sutherland and Sanford, 
 "Practical Exercises in Geography, Book I," pp. 
 115-117. 
 
 117 
 
Note : At this point teachers who have 
 time will make a study of Cyclonic 
 Storms. In general the outlines given 
 in Sutherland and Sanford will be 
 followed. These blank pages occur be- 
 cause of copyright material which had 
 to be omitted. Teachers may use them 
 for notes on their own outlines. 
 
 118 
 
119 
 
VI. Rubber. 
 
 1. Suggested approaches. 
 
 a. Projects. (1) Ask pupils to cut from advertise- 
 ments pictures of articles made of rubber and bring 
 to class. These may be pasted in notebooks or on 
 large cards in the classroom. (2) Have small 
 rubber articles collected (i. e. ball, comb, pencil, 
 eraser, fountain pen, rubber band, etc.). Note 
 the elastic and rigid forms of rubber. (3) Bring- 
 to class some plant with a milky sap, extract sap 
 and coagulate it. 
 
 b. Occupations of parents and friends (automobile 
 tire salesman and repairmen, etc.) as in earlier 
 studies. 
 
 c. Problems: (1) How did the material in the barrel 
 of a fountain pen come to be called rubber? (First 
 practical use of erasing pencil marks discovered 
 by Dr. Priestly, English chemist in 1770.) (2) 
 Find out why some rubber articles are elastic and 
 some are not. (3) From what sources do we get 
 rubber? (4) Are old rubbers (overshoes )and rubber 
 boots good for anything? (Teach conservation.) 
 
 120 
 
Suggestions for study 
 
 The best rubber is known as Para rubber. Why? 
 Locate this place. Learn all you can (Encyclopedias, 
 etc.) about the Hevea tree. Explain the tapping 
 and collecting the latter. How is it coagulated? 
 In what form is rubber shipped? What country 
 ships most rubber? What country buys most? 
 Why don't they manufacture rubber goods in the for- 
 mer or raise Hevea trees in the latter? What is a mack- 
 intosh? Why so called? Discuss rubber as used in 
 clothing (hats, coats, shoes, etc.) What trees or 
 shrubs besides the hevea produce rubber? Where 
 do they grow? Are they important? Can rubber be 
 cultivated? Why does most of rubber produced in 
 Ecuador, Bolivia, Colombia and Venezuela go 
 to market via Para? 
 
 Map Suggestions. (1) The world with rubber pro- 
 ducing areas in color and rubber manufacturing 
 regions shaded. (Brigham & McFarlane, Book II, 
 p. 407.) (2) North and South America (at least 
 tropics) : a, rubber producing areas in color; b, polit- 
 ical divisions Mexico, the 6 central American States, 
 all South American States, north of Tropic of 
 Capricorn. Cities Para, Geara, Rio de Janeiro. 
 Other large cities may be put in for locational work. 
 (3) (Optional map for interested boys). Map of 
 U. S. showing home cities of companies making 
 leading brands of automobile and bicycle tires. 
 (Obtain facts from advertisements, and tire stores.) 
 
 References: Tarr & McMurry, Adv. Geog. (Text 
 Book). Index "rubber," Brigham & McFarlane, 
 "Essentials Book II," pp. 407; 228-9 (Brief but 
 good.) Carpenter "How the World is Clothed," 
 pp. 240, 261. (Best account for pupils.) Keller & 
 Bishop, pp. 85-100 (Comprehensive, good). Bow- 
 man, South America index "rubber" (Good 
 description of country.) Freeman & Chandler: 
 "World's Commercial Products," pp. 278-297. 
 (For teachers' use. Beautifully illustrated. Ex- 
 cellent classification of rubber.) Bulletin of the 
 International Bureau of American Republics (now 
 
 121 
 
Pan-American Union) for Dec. 1908, pp. 990- 
 1010. (Illustrated.) A good general survey for 
 teachers' use. 
 
 VII. Lumber. 
 
 NOTE: This topic will take us into some mountain regions 
 which have been scarcely touched in the previous studies, 
 as well as furnish chance for review (especially of Canada). 
 
 1. Suggestions for approach. 
 
 a. Through the manual arts classes obtain samples 
 of wood. Let boys tell stories of things made and 
 trace source of material. 
 
 b. Visit a house in course of construction. Note kinds 
 of wood and sizes of timber (boys may make meas- 
 urements.) 
 
 c. Pictures of lumbering. 
 
 d. Lumber used in ship building (for classes near the 
 estuary). 
 
 e. Stories of lumber cargoes (for classes near the 
 estuary.) 
 
 f. Stories from lumber camps drawn from the ex- 
 periences of pupils or occupations of parents. 
 
 g. Obtain samples of wood finished in different ways 
 (S. C. Johnson & Sons, Racine, Wisconsin may 
 furnish them. Let a pupil write). 
 
 h. "Make a list of as many hard wood trees as you can; 
 of those yielding soft woods." Allen, page 285. 
 Get small samples wherever possible. 
 
 i. "Mak a list of the articles in your school room 
 which are made of wood; of those in your home." 
 Allen, page 285. 
 
 2. Important points in study. 
 
 The forest areas and sorts of timber in California. 
 Where are the mills? To what uses is California 
 lumber put? Through what ports is it shipped? 
 What national forests are in California? What 
 State forests? What is the purpose of a national 
 
 122 
 
forest? What does the State Forester and his as- 
 sistants do? (Address the State Forester at Sacra- 
 mento.) Where are the chief forest regions of the 
 United States? (Map, Keller & Bishop, p. 57 or 
 Adv. Geog., textbook, p. 228). Of Canada? (Map- 
 Carpenter, p. 65.) What woods do we get from the 
 tropics? What are the chief lumber shipping cities? 
 The chief milling cities? 
 
 Map Suggestions. 
 
 1. Map of North and South America (together or two 
 maps) showing principal forest areas in color. 
 
 2. Map of United States showing (1) forest areas in 
 color. (2) Rivers. (3) Mountains. (4) State lines. 
 (B) Cities especially important in lumbering. 
 (Consult textbook.) 
 
 3. Map of United States showing in color the National 
 Forests. 
 
 References: Tarr & McMurry, Advanced Geography, 
 (textbook,) index "lumbering" and "Forests, Trop- 
 ical ." Brigham & McFarlane, "Essentials Book 
 II," esp. pp. 203-4 (on Canadian forests). Allen, 
 "United States," pp. 253-286. (Best general treatise 
 for U. S. Also covers turpentine, resin, Arbor Day, 
 etc.) Carpenter: "How the World is Housed," 
 pp. 64-90 (Excellent, covers field, has maps and 
 illustrations.) Also pp. 331-339. (Furniture.) 
 McMurry, "Type Studies from the Geography of 
 the United States," pp. 108-119 (Soft wood forests 
 and Map; good). pp. 132-142 (On hardwood 
 forests of Ohio Valley (Good). Keller & Bishop; 
 pp. 56-60 (Illustrated, map). Johnston, Clifton, 
 "New England, A Human Interest Geographical 
 Reader," pp. 329-343 (On Maine forests only. 
 Very good). Winslow, "Our American Neighbors" 
 pp. 12-14 (On Canadian forests only). Bowman, 
 "South America," index "Forests" and Vegetation 
 Map plate XI, p. 316. (For South American ref- 
 erences.) Freeman & Chandler, "World's Commer- 
 cial Products," pp. 297-312 (For teachers' use. 
 
 123 
 
Illustrated. Excellent on classification of varieties 
 of timber writers from British viewpoint.) 
 
 Suggested Topics for special reports. 
 
 a. Work of a forest ranger. 
 
 b. Arbor Day, why, when, etc. Let class plant a tree 
 if they are interested. 
 
 c. Work of a carpenter, cabinet maker, etc. 
 
 d. Forest fires (Story of one). 
 
 e. How forests hold moisture in the ground. 
 
 f. The turpentine industry. 
 
 g. Pitch, and resin, sources, uses, etc. 
 
 h. Quinine, a South American forest product, 
 i. The California Redwood Park in the Santa Cruz 
 Mountains. 
 
 VIII. Cacao (Optional topic). 
 
 NOTE: This topic may be introduced in classes who finish 
 the other topics or may be studied by boys and 
 girls who are ahead of the average in the class. 
 When studied by the whole class, it will serve as 
 a review of the tropics and so should be taken up 
 when the teacher feels the time is ripe for review. 
 
 1. Approach. (The method of approach will depend upon 
 whether the teacher takes the topic as a class study or 
 as special work for the "supernormals.") 
 
 a. Various products of cacao used in our homes. 
 
 b. Advertisements of these from magazines. 
 
 c. Pictures of the tree, its cultivation, etc. 
 
 d. Visit of certain pupils to Ghirardelli factory in San 
 Francisco (or recollections of the exposition). 
 
 2. Important points in study. Distinguish between the 
 cocoanut palm, the cocoa plant and the cacao (cocoa) 
 tree. From the first comes the useful cocoanut and its 
 products, from the second the drug cocaine, and 
 from the third, cocoa, chocolate and cocoa butter. 
 The cacao tree is a native of the Americas. Cocoa was 
 used as a beverage among the Aztecs whom Cortez 
 conquered, and the beans passed as money. The bever- 
 
 124 
 
age was introduced into Europe by the Spaniards. la 
 study of manufacturing processes and methods of cultiva- 
 tion, the Dutch have been leaders. 
 
 Map Suggestions. (1) The world; cacao producing re- 
 gions in color, cacao consuming countries shaded. 
 (2) North and South America (torrid zone at least). 
 Locate Mexico, countries of Central America; the 
 West Indies Islands including, besides the larger 
 ones, the new possessions of United States (Virgin 
 Islands); Guadaloupe and Martinique, (French); 
 Dominica; Grenada, and Trinidad (British). 
 
 References: Tarr & McMurry, Advanced Geography, 
 Index "cocoa." Brigham & McFarlane, "Essentials 
 Book II," p. 405. (Map only.) Chamberlain, "South 
 America," pp. 158-164. (Brief but good.) Bowman, 
 "South America," see Index "cacao" (fragmentary). 
 Carpenter, "How the World is Fed." pp. 317-322. 
 (Good.) Crissey, "The Story of Foods," (Rand Mc- 
 Nally), pp. 390-398. (Includes discussion of food 
 value.) High School textbooks on Com'l. Geog. 
 (especially Adams; Trotter, Brigham). Freeman & 
 Chandler, "World's Commercial Products," pp. 113- 
 143. (For teacher only. Beautifully illustrated.- 
 Excellent on processes of manufacture. Production 
 statistics too old.) Bulletin of International Bureau 
 of American Republics (now Pan-American Union.) 
 Sept., 1908, pp. 471-482. (Illustrated. Good for 
 teacher's use.) Let some pupil write for information 
 to Ghirardelli Co., San Francisco. (940 North Point.) 
 Walter Lowney Co., Boston, Mass., Hershey Choco- 
 late Co., Hershey, Pa., and others. 
 
 IX. Our Relations with Other American Peoples. 
 
 I. The Panama Canal Zone. 
 
 1. "Qn a good map in your textbook find the city of 
 Panama. On what ocean is it located? In what bay?" 
 
 2. "In a similar manner locate the city of Colon. In what 
 direction is Colon from Panama?" 
 
 3. "By the use of the scale determine the distance between 
 these two cities. A strip of land ten miles wide and ex- 
 
 125 
 
tending from one city to the other is known as the 
 Panama Canal Zone." 
 
 4. "Why do you think we purchased this land? Of what 
 importance is it to the United States?" Sutherland 
 and Sanford Book I, p. 190. 
 
 II. The Panama Canal. 
 
 1. Describe the Canal, length, width, locks, etc. 
 
 2. Suggested problems: Would the canal save you time 
 and freight charges. 
 
 a. If you were buying Ecuador cacao for Lowney? 
 For Ghirardelli? For Hershey? How much dis- 
 tance (approximately) in each case? 
 
 b. If you were buying coffee from Santes for (1) an 
 Oakland importer, (2) a New York importer? 
 
 c. If you were the buyer of rubber for a tire manu- 
 facturer in (1) Akron, Ohio? (2) Oakland? 
 
 d. If you were buying Argentine leather for (1) a 
 Boston shoe factory? (2) an Oakland shoe factory? 
 Suppose you could get Australian leather equally 
 as good for the same price, which would be the 
 better place to buy (in each case)? 
 
 NOTE: In each case assume shipping costs to 
 depend on distance alone, otherwise the problem 
 becomes too complicated. 
 
 References: Tarr & McMurry Supplement to State 
 texts. Brigham & McFarlane, "Essentials II," 
 pp. 190-192 (good pictures of locks). Pamphlets 
 published during exposition. Nida, Panama and 
 its Bridge of Water (Rand McNally). Magazine 
 articles (in library). Barrett, John, "Panama 
 Canal," (for teacher. Excellent). 
 
 III. Languages. Problem: If you were a travelling salesman 
 for an Oakland factory in South America what language would 
 be most useful for you? If you were a buyer of crude rubber, 
 which language? 
 
 IV. Governments. What sort of governments do these 
 nations have? NOTE: The republics of Argentina, Brazil, 
 
 126 
 
Mexico, and Venezuela have constitutions providing a de- 
 centralized, federal type of republic like the U. S. A. The others 
 provide the unitary centralized type much after the pattern of 
 France. It is unnecessary for the pupils to study this fact but 
 the teacher should understand the difference in case the matter 
 comes up. 
 
 V. The Pan-American Union. Explain what is meant by 
 "Latin America?" "Anglo - America?" 'Tan America?" 
 What is the Pan American Union? Where is its office? What 
 is its work? Why is it important? 
 
 References: Barrett, "Pan American Union." (For 
 teachers. Very good.) The Bulletin of the Pan 
 American Union (published monthly in four languages 
 of the Americas). 
 
 VI. Map Suggestions. 
 
 a. Prepare an outline map of North and South America 
 (together or two separate maps) with important 
 islands. 
 
 b. Show separate states (nations) of the Americas 
 and locate and name capital city in each. (Do not 
 memorize these.) 
 
 c. Write on each a word to show what kind of. gov- 
 ernment the people have. If it belongs to a European 
 nation indicate by "Brit." "French," "Dutch," etc. 
 
 d. Indicate on map the prevailing language in each of 
 these countries. 
 
 HISTORY 
 
 5A AND 7B COURSE 
 
 A. The Function of History Teaching. 
 
 "We believe that a leading aim in history teaching is to 
 help the child to appreciate what his fellows are doing and to 
 help him to intelligent voluntary action in agreement or disagree- 
 ment with them." Committee of Eight p. X. 
 
 "The essential purpose of history," to use the words of Dr. 
 Woodley, "is to give an idea of individual and national worth 
 and the means by which they have been developed; so that the 
 child knowing these may be persuaded to do the things and 
 
 live the life that will make for the welfare of himself and the 
 
 
 
 127 
 
state." (Quoted by Dr. Wayland in "How to Teach American 
 History/' page 42.) 
 
 Let us emphasize in the first quotation the words "intelli- 
 gent" and "voluntary," and let us keep in mind that action 
 results not from cold intellectual effort but from emotional life. 
 The traditional university professor demands intellectual 
 effort primarily and the typical evangelist seeks immediate 
 action. Therefore the former neglects appeal to the emotions 
 while the latter devotes most of his attention to emotional 
 appeal. The best pulpit speakers and orators strive to combine 
 the elements of "conviction" and "persuasion" in such a way 
 as to get intelligent action. But the world today requires intel- 
 ligent action on the part of the citizen that "will make for the 
 welfare of himself and the state" that is, intelligent voluntary 
 co-operation with his fellows for the social good. The "splendid 
 isolation" of individualism has had its 'day. The steady devel- 
 opment of the idea of the monogamous family loosened its grip 
 on the individual man; the ten dene y of modern nations to ex- 
 press certain national ideals has broken its influence over fam- 
 ilies and classes; and, may we not believe that the Great War 
 initiates the overturning of its influence as between the nations 
 of the earth? Are men not becoming more and more convinced 
 that if crime, poverty, feeblemindedness, etc., are to disappear 
 from among us that there must be some modification of the 
 race-is-to-the-swift, let the devil-take- the-hindmost 
 
 policy and, if the day is to dawn when war is to be a synonym for 
 murder and forceful annexation for larceny, it can only dawn 
 when the same standards of conduct now acknowledged as 
 wise among small groups of men are made to govern men in 
 their larger group relations? 
 
 "Emphasis is given to the chief aim of history by centering 
 its lessons upon the effort to socialize and humanize the children 
 by an intelligent and sympathetic treatment of the moral rela- 
 tions of men. History is thus pre-eminently a moral study and 
 moral practice. To give a vivid and intense realization of social 
 duties and obligations is the essence of the best history instruc- 
 tion. 
 
 "A great moral-social aim has such kingly power that it draws 
 into its tributary service other important aims which some have 
 set in the chief place. Among these is a pure and liberal pa- 
 triotism, intelligent and fair-minded. The mental powers are 
 
 128 
 
also exercised in a mode of reasoning peculiar to historical ma- 
 terials which calls for a well-balanced judgment in the weighing 
 of arguments, and in estimating probabilities. This is a most 
 useful form of reasoning, constantly needed in our every day 
 problems." 
 
 B. Method. 
 
 I. Study the relation of this work to the other 5 A subjects. 
 Pupils are being taught by means of geography it is but 
 one of your tools. See especially 
 
 a. History. 
 
 b. Home economics for food and textile products. 
 
 c. Literature. 
 
 II. The underlying psychology of geography is the l 'exten- 
 sion of experience through imagination." See Freeman, F. N., 
 "The Psychology of the Common Branches", Chapter VIII. 
 (Houghton Mifflin Co. 1916 $1.25). 
 
 III. Lesson Plans. 
 
 a. "The teacher should be perfectly free to plan his work 
 so as to give his children the best training he can. He 
 should adopt any "methods" that seem suited to his 
 needs, but should never forget that he is supposed to 
 be forging one of the necessary links in the whole chain 
 of geographic study and that his work must be strong 
 geographically, as it should be pedagogically." Dodge 
 & Kirchwey, p. 5. 
 
 b. Problem Method. Geography furnishes an excellent 
 * subject to teach by the problem method. Sutherland, 
 
 W. J., "The Teaching of Geography," (Scott Foresman 
 & Co. $1.25), Chapters 11 and 12. Also Dodge & 
 Kirchwey, pp. 85-86. 
 
 c. The Socialized Recitation. Important problems in- 
 volving several recitation periods offer a fruitful field 
 for the co-operation of all members of the class in their 
 solution. 
 
 References: Pearson, F. B., "The Vitalized School," 
 Chapter 15. (Macmillan Company, $1.40.) Whitney, 
 William, "The Socialized Recitation," pp. 1-17, (A. 
 S. Barnes Company, 50c.) Earhart, Lida B., "Types 
 
 129 
 
of Teaching," Chapter 11. (Houghton-Mifflin Co. 
 
 $1.25.) 
 
 d. Suggested Lesson Plans. Strayer, G. D. "A Brief 
 Course in the Teaching Process/' Chapter 16. (Mac- 
 millan Company, $1.25.) "History must be presented 
 not as an accumulation of results or effects, a mere 
 statement of what has happened, but as a forceful acting 
 thing. The motives, that is, the motors, must stand out. 
 To study history is not to amass information but to 
 use information in constructing a vivid picture of how 
 and why men did thus and so; achieved their successes 
 and came to their failures." 
 
 IV. Attention to Organization by Pupils. 
 
 "How essential this is to success in adult undertakings 
 of all sorts every one knows. No subject is mastered 
 until the relation of its parts to one another is determined, 
 . until the facts bearing on each phase are separately 
 grouped, and until enough such facts are collected to 
 give fair support to each leading idea. Good organiza- 
 tion of ideas means just this; it signifies such order and 
 completeness as will assure thoroughness or fullness 
 of comprehension and consequent force in presenta- 
 tion." (op. cit. p. 9). 
 
 What subject is better than history for training 
 pupils in organization, if we only avoid the steady 
 diet of the "one word" and "date" answer? How much 
 more true if we bring to bear the geography and civics 
 lesson? Let John tell the story of the Cabots in an 
 organized way. Demand that he go to the map and 
 show what Cabot actually discovered, talking two or 
 three minutes or longer. Let him give a word picture of 
 the size of the ship, number of the crew, purpose of the 
 voyage, etc. Or, let Mary tell just what conditions in 
 Massachusetts led Roger Williams to leave the colony 
 and explain whether she would have gone with him or 
 not under the circumstances. 
 
 V. Development of Initiative by Pupils. 
 
 "In the world at large possibly the most highly 
 valued quality of character is self-reliance, i.e., the abil- 
 
 130 
 
ity to act as a leader whether in one's own affairs or in 
 the affairs of others. Every intelligent parent desires 
 to see the right kind of independence developed in his 
 child." (op. cit. ) 
 
 Do John and Mary ask questions or do I, the teacher, 
 ask all the questions? Are my pupils being trained now 
 to undertake tasks by themselves or do they wait for 
 my direction? 
 
 "My teacher of history," says Dr. Wayland, "should 
 increase my efficiency as an active factor in a progres- 
 sive. 
 
 To accomplish this the history must touch the pupil's 
 life, either by its direct bearing on his present environ- 
 ment or by its evident solution of 'a problem which is 
 vital to him. 
 
 C. Biography as a Means of History Instruction. 
 
 "The field with which the teacher of history has to deal offers 
 as units of instruction individual human beings and groups 
 of human beings. Facts relating to the former make up the 
 special subject matter of biography. Facts relating to the latter 
 make up the subject matter of history proper." (Johnson, 161.) 
 
 American History is rich in biographical material because 
 our early days fall in the full light of modern history and we 
 know our leaders and heroes as real men, not as half mythical 
 persons. Moreover, our early history furnished favorable con* 
 ditions for noble men and women to render great service. "Biog 
 raphy," says Dr. Wayland, "emphasizes the personal element in 
 history. Ihe personal element can hardly bo over valued. In 
 truth, we are constantly in danger of not recognizing the per- 
 sonal element of forces in great movements at half their value. 
 We speak of the course of events, as if things of themselves 
 worked themselves out in logical series. We abstract the spirit 
 of the age, as if it were something that has an existence apart 
 from the embodied spirits that walk and talk before us." 
 "In proportion as the student recognizes the personal element 
 in history, in proportion as he sees how social and political 
 institutions are determined by the characters and conduct of 
 men and women, he will be forced to acknowledge his personal 
 obligation as a citizen. Upon such a basis education for effi- 
 cient and honorable citizenship ought to be proper and easy. 
 
 131 
 
Is it fortitude and devotion and patience and justice and enter- 
 prise and patriotism that have made the past glorious? Is it 
 these qualities that we cherish for the future? These things are 
 found in persons: nowhere else can they be found." ("How to 
 Teach American History," pp. 145-147.) 
 
 Moreover, "Children have a natural and healthv interest in 
 persons; they live and suffer with their heroes and thus enlarge 
 their own experience in a manner scarcely to be thought of in 
 dealing with social groups." Johnson. And Dr. Way land per- 
 tinently adds, "Proper biography thus opens many desirable 
 nights to aspiration, and at the same time closes many that are 
 undesirable. The child's imagination is going to make nights, 
 we may be certain of that; the child is going to think himself 
 somebody else much of the time. Shall he be introduced into 
 the company of nobles, who have made the best the world has, 
 or shall he be allowed to find heroes for himself in 
 Deadwood Dick and the nearest gang leader?" (op. cit. p. 148.) 
 References for the teacher: Johnson, Hemy; "Teach- 
 ing of History," Chapter VI. Wayland, John W., 
 "How to Teach American History," Chapter XII. 
 
 D. Motivation Methods. 
 
 I. Dramatization. If the pupils really "live and suffer with 
 their heroes," as Johnson has suggested, this imaginative 
 impersonation can be made to approach reality by dramatiza- 
 tion. This may extend from the costuming of a single child to 
 represent a character studied to the pageant. It has been 
 suggested that costumes suitable to represent explorers and 
 settlers of various nationalities be made in the Home Econ- 
 omics department one by one as time and resources permit. 
 Such costumes then become part of the school equipment and 
 can be used term after term to illustrate lessons. As they in- 
 crease in number and variety, they can be used in costuming 
 little plays and pageants. 
 
 For the teacher's reading: Wilson and Wilson, "Mo- 
 tivation of School Work," pp. 109-117. Wayland, J. W., "How 
 to Teach American History," Chap. XIII. Finlay-Johnson, 
 Harriet, "The Dramatic Method of Teaching." Especially 
 Chap. II. (Ginn & Co. $1.00.) 
 
 Useful books of historical plays for the fifth grade are: 
 Bird, Grace E. & Starling, Maud, "Historical plays 
 
 132 
 
for Children," (Macmillan Co. 40c.) Tucker, 
 Louise E. & Ryan, Estelle L., ''Historical Plays of 
 Colonial Days." (Longmans Green & Co. 50c.) 
 
 II. Use of pictures. 
 
 Good pictures are needed to make dramatization successful 
 and may serve as a substitute therefor. Moreover, pictures such 
 as that of Hudson's "The Halfmoon" (restored for the Hudson- 
 Fulton Celebration in N. Y., in 1909) are most valuable in 
 making the past real. But, "Even the best pictures are likely 
 to give children incorrect notions of size, hence care must be 
 used to help the child to acquire standards by which to judge 
 the actual size of objects seen in a picture." Dynes, "Social- 
 izing the Child," p. 52. (Miss Dynes suggests some methods on 
 the same page.) Assure yourself by proper questioning that the 
 child gets your idea for he may be either ignorant of perspective 
 or seeing as important something you overlooked. "In using 
 pictures eternal vigilance is necessary to clearly guard against a 
 wrong 'first impression' for the good picture clearly .perceived 
 makes a strong appeal to the child, and the first impression is 
 likely to remain a permanent one." (Dynes op. cit. p. 54.) 
 
 For the teacher's reading. Dynes, Sarah A., "So- 
 cializing the Child." Chap. II. Wayland, J. W., 
 "How to Teach American History," Chap. XIV. 
 Johnson, Henry, "Teaching of History," Chaps. VIII- 
 IX (passim).' 
 
 Reasonably priced pictures (Ic to 5c each). The 
 Perry Pictures. (For catalogue address The Perry 
 Picture Co., Maiden, Mass.) The Cosmos Pictures 
 (Cosmos Picture Co., New York). Brown's Famous 
 Pictures (Geo. P. Brown & Co., Beverly, Mass.). 
 
 Stereographs, etc. Keystone, "Teacher's Guide," 
 (Keystone View Co., Meadville, Pa.). "Tours of the 
 World," Catalogue of Stereographs and Slides. 
 (Underwood & Underwood, New York.) 
 
 Magazine pictures, especially The National Geo- 
 graphic Magazine (certain numbers). The Mentor 
 (selected numbers). 
 
 Postcards and guidebooks. It may be that children 
 will have at home postcards and guide books collected 
 by parents or friends while touring. Others may be 
 
 133 
 
found in stores, note also "Little Phosnut Journeys" 
 (Detroit Publishing Co.). 
 
 III. Relics, Models, etc. 
 
 Each school needs a museum room or museum cases in class 
 room. In these could be gathered relics connected with the 
 past. In the absence of this the city museum may be called 
 upon to furnish what it has. Teachers should decide upon 
 their work long enough in advance to allow the museum a reas- 
 onable period in which to meet the school's -request. Homes, 
 in some cases, will loan historical relics. Models and casts are 
 very rare in American schools and may well be the gifts of classes 
 in schools (where gifts are made). In time such articles will be 
 considered part of the school's equipment. Relics are usually 
 small and so do not take up much space. Moreover they do 
 not present the difficulties of size and perspective that pictures 
 do, nor the scale problem that casts frequently do. 
 
 For Teachers' Reading. Wayland, J. H., "How 
 to Teach American History," Chap. XIV. Johnson, 
 Henry, "Teaching of History," Chap. IX. 
 
 IV. Handwork. 
 
 "It has been said we remember one-tenth of what we hear, 
 five-tenths of what we see, and nine-tenths of what we do,"- 
 Wayland, p. 162. Whether we agree or not with these per- 
 centages we are agreed that the more senses appealed to, and 
 the more avenues the brain uses, the better the chance of leaving 
 an impression. Our instruction work has been successfully 
 used in lower grades and there appears no good reason for 
 abandoning a successful tool at any arbitrarily fixed point 
 in the school curriculum. Therefore, do less of this work than 
 in earlier grades, but yet do some. Mary A. Whitney has tabu- 
 lated "construction work" as follows: 
 
 1. Blackboard illustration using free-hand drawing, stencils 
 or "cut-out" pictures. 
 
 2. Paper folding for caps, boats, tables, chairs, tents, cradles, 
 
 3. Paper cutting, posters, or upright figures. 
 
 4. Weaving, raffia or reed, for baskets and hammocks; 
 woolens for rugs, mats, blankets; beads for wampum 
 and headbands. 
 
 134 
 
5. Color work, pen and ink, crayon-*, water <.>!. u>. rr;iy.>n- 
 and dyes. 
 
 6. Wood chairs, tables, beds, wagons, etc. A sharp jack- 
 knife and the crates for fruit or cigar boxes can be used. 
 
 7. Cardboard for houses, wagons, etc. Corrugated paper 
 is excellent. 
 
 8. Clay; almost anything imaginable can be made from 
 clay. Clay, when hard, can be painted with water colors 
 and baked in the ordinary oven. 
 
 9. Sand table. 
 
 10. Salt; take one-half cup of salt; one-fourth cup of corn- 
 starch, mix thoroughly; add one-fourth cup of water; 
 stri until smooth; set on stove to cook, stirring con- 
 stantly until it thickens into one lump. Take it off 
 immediately and squeeze with hands as you would clay 
 or wax. Mold into forms desired. 
 
 11. Pictures. 
 
 12. Miscellaneous, toothpicks, clothespins, tissue paper, 
 crepe paper, tin foil, toy animals, animal crackers, 
 boxes of all kinds, cotton sparkle, beads, horse hair, 
 glue paste, soda fountain straws, peanuts, almonds, 
 walnuts, cloves, corn stalks, corn husks, wire, chicken 
 feathers, adhesive tape, court plaster. 
 
 Not all these methods are suitable to your class, but they are 
 included here for the sake of completeness. Of Miss Whitney's 
 project suggestions which concern your part of the course, I 
 take the liberty of passing on to you the following : 
 
 Columbus in chains: Magellan's route marked on a tennis 
 ball: Drake and a Spanish ship as a prize; John Smith and his 
 compass; Miles Standish's sword; John Winthrop's collar and 
 hat; New England fireplace; logs and andirons; Dutch oven; 
 Hour glass; Dutch houses; Dutch girl; Penn's Quaker; Southern 
 plantation, cotton, tobacco; George Washington, as a survey- 
 or; tripod, compass, raft for journey to Ohio; Benjamin Frank- 
 lin, boy with loaves of bread, gets lightning, "Poor Richard's 
 Almanac"; Independence Bell; Daniel Boone, his tree, his stump 
 and his Boonesboro; Mississippi River Flatboat; George Wash- 
 ington's Inauguration clothes; Eli Whitney's Cotton Gin; First 
 
 135 
 
steamboat (made of paper and cardboard); A Spanish mission; 
 Discovery of gold in California, spade, pick, pan. 
 
 From "Teaching" (Kansas State Normal) for Octo- 
 ber 1916, pp. 15-21. Reprinted in History Teacher's 
 Magazine, Vol. VIII, pp. 60-62. (February 1917.) 
 
 Other references: Dynes, Sarah A., "Socializing the 
 Child/' (Silver Burdett & Co. $1.00), Chap. III. 
 (Intended for grades 1, 2, 3, but suggestive.) Dobbs, 
 Ella V., "Illustrative Handwork for Elementary 
 School Subjects," (Macmillan Co.). Especially 
 Chap. IV. and pp. 156-161. 
 
 V. Oral Story. 
 
 There seems to be no doubt that in the earlier grades much of 
 the history should be presented by oral story and it will not 
 be wise to abandon this tool at any arbitrarily fixed stage in the 
 pupil's development. Dr. Charles McMurry ("Special Method 
 in History," pp. 49-118) has discussed the oral treatment of 
 history stories, and incorporated his method of telling the 
 story of George Rogers Clark. Among the advantages which 
 Dr. McMurry emphasizes is that the story furnishes the details 
 needed for the developing reasoning powers of children, which 
 text-books can in no way supply. "It (the text-book) can 
 simply present the cold facts and leave the student to think or 
 not to think, as he chooses. It gives simply answers, not prob- 
 lems. He must bring the child up against problems and allow 
 him a chance to think about them seriously." 
 
 References: McMurry, "Special Method in History," 
 pp. 40-118. The many books on story-telling by Miss 
 Bryant, Miss Keyes, etc. Miss Shedlock ("The 
 Art of the Story Teller,") gives some excellent sug- 
 gestions, especially on the difficulties of the story. 
 (See Chapter I.) One of Miss Shedlock's schemes is 
 to tell stories to pupils who keep their eyes closed 
 during the narration. She argues that while only 
 one sense is appealed to in this way, that it is the im- 
 portant sense and that the pupil's use of his eyes 
 merely permits distraction. This devise ought to be 
 valuable, where the pupil is required to exercise his 
 imagination. 
 
 136 
 
VI. The Problem: 
 
 Successful teachers, who have exercised care in selecting 
 the questions they gave pupils to study, have always made use 
 of the problcyn for its challenge has prompted good work. It has 
 been claimed that the only fruitful study consists in the solution 
 of problems. In preparing for a recitation, Dewey says, "The 
 best, indeed only preparation, is aroused to a perception of 
 something that needs explanation, something unexpected, 
 puzzling, peculiar. When the feeling of a genuine perplexity 
 lays hold of any mind (no matter how the feeling arises) that 
 mind is alert and inquiring because stimulated from within." 
 ("How We Think," p. 207.) 
 
 Recent writers point to history as an ideal subject for the 
 problem method. "Any topic not attaching itself to a problem 
 should be omitted." say the Wilsons ("Motivation" p. 132). 
 It is true that the history of a people may be grouped around 
 any number of problems that the teacher desires to make (see 
 "Motivation," p. 129) but this does not settle the matter, for 
 our set problem may be too complex for the child. "Children 
 and youth are expected as they grow up to take on by easy 
 stages the characteristics of adulthood. At the end of the process 
 it is expected that they will be able to do things that adults do : 
 to think as they think,." (Bobbitt, "What the Schools Teach 
 and Might Teach," p. 15.) Let us stress "by easy stages." 
 While the problems of adult life extend from the very simple 
 to the most complex, teachers must set problems whose solu- 
 tion a child can discover and understand. The tests of a good 
 problem are three. 
 
 "It should be worth solving: it should be within the mental 
 capacity of the pupil, and each one should be of such a kind 
 that its solution will make the pupil more skilful or more in- 
 telligent in solving the next one." (Kendall & Mirick, "How 
 to Teach the Fundamental Subjects," p. 245.) 
 
 Since history records the problems of men and their solutions, 
 its problems have passed the test of worth. Present the large 
 problem (confronting Columbus, Hudson, DeSoto, or the Pil- 
 grims, etc., to even fifth grade children, if you can put it simply 
 and clearly, but remember that in solving this problem you 
 must break it up into the many less complex problems involved 
 and the less mature the children the simpler you must make the 
 problem. For example: 
 
 137 
 
How did the French come to have claims on North America? 
 (The big problem; its solution would take up too much 
 of the course. Therefore we arbitrarily select one phase 
 of it for our fifth grade, namely the work of La Salle.) 
 
 How did La Salle's work give France claims on North Amer- 
 ica? (Our problem, clear and simple. Therefore give it 
 to the child but do not let him try the answer at once. 
 Break it up into problems with less complex solutions.) 
 
 What interested LaSalle, a rich Frenchman, in North 
 America? (This is the first minor problem, clear, 
 concise, solution simple, and the answer should be 
 readily found. The answer may vary from the simple 
 statement, "the wild life in American forests," (text 
 Mace, p. 106) interested him, to a narration of his train- 
 ing for the priesthood with the Jesuits who were writing 
 accounts of the American explorations of their members.) 
 
 Why were the Rapids in the St. Lawrence called Lachine? 
 (This second problem takes one up the river and brings 
 out the fact that the French first thought they were on 
 the way to .China.) 
 
 If you had been with LaSalle should you have advised the 
 route he took? (This problem involves a search for the 
 most natural route river and lakes. Do not forget 
 you are teaching geography in the best way, making 
 its information help in solving a problem.) 
 
 Should you have built forts? Why? 
 
 Where did LaSalle build his forts? Why in these places? 
 
 How did the French around these forts make their living, 
 etc. You will recall that Dr. McMurry has said (v. 
 supra, p. 8) these problems will grow naturally out of 
 your oral story. Lastly, keep the reins tight; gradually 
 let pupils tackle more and more complex problems; 
 make your problems such that few aids need be used in 
 gathering fact at first (perhaps only the text book or a 
 simple experiment or observation) but gradually problems 
 requiring the use of reference books, libraries, friends, 
 etc., should be used. 
 
 References: (No entirely satisfactory treatments have 
 appeared). Horn, Ernest, "principles for Making 
 Curricula in History," Teachers' College Record, 
 
 138 
 
Sept. 1915, pp. 33-59 passim (seventh grade teachers 
 will be interested in pp. 44-51). (The hrsl article. ) 
 Course of Study for Public Schools of Baltimore Co. 
 Md. (Should be in library in Supt. Hunter's Office.) 
 
 I. Columbus: (Outline of important facts with suggestions 
 
 for the teacher). 
 
 1. His boyhood and preparation. Did he have geography 
 books? How did he learn about the world? What 
 places would the people he talked with know? 
 
 2. Why shojuld he leave Italy and settle in Portugal? Would 
 the Portuguese know waters that the Italians did not? 
 Why? 
 
 3. Other sources of his information and interest. How can 
 we learn about the world beside talking to sailors, etc.? 
 (a) Few books of travel in those days Marco Polo's 
 book and what it said, (b) Maps, charts, globes, etc. Why 
 many in Portugal? (c) Draw a rough map of the world 
 to show how the map that Columbus studied probably 
 appeared? 
 
 4. His search for aid in his enterprise. W T hy did he have 
 to go to kings? Why not other persons? (Need of 
 wealth and power to get men.) 
 
 5. Why should Portugal, Spain, and England or France 
 be likely to help him? 
 
 6. His first voyage, with special attention to 
 
 a. The preparation, number and size of ships. (Vis- 
 ualize.) 
 
 b. Incidents of the trip across the Atlantic, fears of the 
 men, Columbus's perseverance. (Vivid description.) 
 
 c. The discovery of land. (Exact spot not known 
 today.) 
 
 d. Description of the country and its inhabitants. 
 Why "Indians"? 
 
 e. Other islands he discovered, (general.) 
 
 f. The reception given to him by Ferdinand and Isa- 
 bella in Spain. 
 
 g. What Columbus thought he had discovered. 
 
 139 
 
7. How many other voyages did he make? Make a rough 
 map of North and South America and shade all parts 
 Columbus visited. 
 
 8. Columbus's misfortunes and some of the reasons. His 
 own character, enemies, indifference. Portuguese suc- 
 cess in reaching India, etc. 
 
 NOTE: Columbus contributes little to American 
 National ideals for except in geographic research, his was not 
 ahead of his age. Research on Columbus during the past 
 thirty or forty years has given rise to a crop of partisan 
 literature extending from efforts to prove the great nav- 
 igator worthy of canonization on the one hand to base 
 attacks on his character and accomplishments on the 
 other. Joaquin Miller has probably emphasized cor- 
 rectly the lesson his life teaches. Let the teacher 
 therefore consider Columbus in the light of the problem 
 he had to solve and stress his solution of it. 
 
 References for the pupils: Mace, W. H., "Beginner's 
 History," (Text Book), pp. 2-16 and references, 
 Gordy, W. F., "American Leaders and Heroes," 
 pp. 1-21. Foote and Skinner, "Explorers and Found- 
 ers of America," pp. 24-36. Guerber, H. A., "Story 
 of the Thirteen Colonies," pp. 36-59. Lawler, T. B., 
 "Story of Columbus and Magellan," pp. 14-68. 
 
 For the Teacher: Bourne, E. G., "Spain in Amer- 
 ica," pp. 8-53. (Harper's $2.00.) Ober, F. A., "Colum- 
 bus the Discoverer," 300 pages. (Harper $1.00.) 
 Stapley, Mildred, "Christopher Columbus," 240 
 pages, (Macmillan, $.50). 
 
 II. Magellan (For Teacher's information: Rather detailed 
 because material is hard to find. Present by oral story to pupils). 
 
 1. Born about 1480 in Portugal. Was page at court. (About 
 how old was he when Columbus discovered America? 
 Would it be talked about in the Lisbon Court? Why?) 
 
 2. In service of Portugal. Went on the great Portuguese 
 expedition to India (1505-12) 22 ships, 15,000 men. 
 Fought in many battles in the East and established Port- 
 uguese rights. In war with Moors 1513. Wounded and 
 maimed for life. Returned to Lisbon. Asked for increase 
 
 140 
 
in pension. Refused by King. Showed King plans for 
 westward journey to Spice Islands. King (Dom Manoel) 
 did not approve. 
 
 3. Entered service of Spain, 1517. Laid plans before King 
 Charles I. Hoped to find strait to Spice Islands and 
 prove they belonged in Spain's half of the world (as 
 divided by Pope). Portuguese tried to prevent sailing 
 of expedition. 
 
 4. The Expedition five ships old and not well suited 
 for the long trip. Many articles to be used in trade 
 with natives (quicksilver, vermillion, colored cloths, 
 velvet, red caps, fish hooks, combs, looking glasses, 
 and 20,000 small bells). 
 
 5. First part of voyage. Sept. 1519 April, 1520. Canary 
 Islands; Brazil coast. Camped at Rio de Janeiro. 
 Traded with Indians. Camped at Rio de la Plata (de 
 Solis, a Spaniard, had been to this point). South of here 
 Magellan was discovering a new land. Spent 
 winter (April to October) at Port San Julian (49 S.) 
 (Why winter at this time of year? Connect closely with 
 map work.) 
 
 6. The great mutiny, revealing Magellan's courage and ability. 
 Three larger vessels refused to acknowledged Magellan. 
 By quickness he overpowered mutineers on one. Three 
 ships kept other two in harbor. One tried to escape and 
 was overpowered; the other then surrendered. Leaders 
 were executed or left on shore and never heard of again. 
 
 7. Exploration for strait during the winter. One vessel 
 wrecked. 
 
 8. Second stage of voyage through the strait, Oct. and 
 Nov. 1529. Some wished to return to Spain. Magellan 
 forbade. One ship deserted after a mutiny and returned 
 to Spain with false reports. Magellan named Tierra 
 del Fuego because of smoke rising from it. 
 
 9. Third stage of voyage Nov. 1520 March, 1521. 
 Across the vast pacific. Hunger, thirst and disease. Men 
 ate leather from rigging. Many died. Discovery of 
 the Ladrone (Robber) Islands. Supplies and water 
 obtained there. 
 
 141 
 
10. The Philippines discovered, March, 1521. (Given 
 this name later.) Magellan visited several islands. Was 
 helping King of Cebu with whom he made alliance, 
 put down an obstinate king when killed in battle. 
 Victors refused to surrender his body. So many Span- 
 iards were killed that they could handle only two 
 vessels, and the third was unloaded and burned. Other 
 islands were explored. 
 
 11. At the Spice Islands Nov., 1521. Repaired vessels 
 and obtained, cargo of spice. One vessel was found to 
 be leaking. So it and crew were left to make repairs. 
 Victoria sailed home alone (Feb. 1522). 
 
 12. The homeward voyage. At Cape Verde Island July. 
 Portuguese captured 13 men on shore leave. At Sevelle, 
 Sept., with 18 men left. The other 13 later joined them. 
 Great rejoicing. 
 
 13. Importance of the voyage. (a) Proved sphericity of 
 earth, (b) Proved globe was larger than theretofore 
 believed; also that Asia was smaller than thought, (c) 
 proved that America was a separate continent. 
 
 '/Columbus and Magellan are the great figures of this 
 heroic age in American History, but though their lives 
 overlapped a quarter of a century, they really belong to 
 different ages. There was none of the prophetic mysti- 
 cism of Columbus in the makeup of the great Portuguese. 
 Magellan was distinctly a man of action, instant, reso- 
 lute, enduring. The first voyage across the Atlantic 
 broke down the barriers of the ages and was a sublime 
 act of faith; but the first navigation of the Straits of 
 Magellan was a far more difficult problem of seamanship 
 than crossing the Atlantic. More than half of the Eng- 
 lish and Dutch navigators who later attempted it to- 
 wards the end of the sixteenth century gave it up and 
 turned back. Columbus's voyage was over in thirty- 
 five days; but Magellan's expedition had been gone a 
 year and weathered a subarctic winter before its real 
 task began the voyage over a trackless waste of water 
 exactly three times as long as the first crossing of the 
 Atlantic. For these and other similar reasons it seems 
 to be the mature judgment of the historians of the 
 
 142 
 
discoveries that Magellan is to be ranked as the first 
 navigator of ancient or modern times." Bourne, E. G., 
 pp. 127-128. 
 
 References: (For the Pupil). Mace, "Beginner's His- 
 tory" (State Text), pp. 28-31 and references p. 
 Perry, A. C., and Price, G. A. American History- 
 First Book, pp. 48-56 and map, 57. (American Book 
 Co.) Foote and Skinner; "Explorers and Founders," 
 pp. 81-86 (Map on 85). Lawler, T. B., "The Story of 
 Columbus and Magellan," (best account). 
 
 For the Teacher : Ober, F. A., "Ferdinand Magellan." 
 (Harpers $2.00.) Bourne, E.G., "Spain in America," 
 pp. 115-132. (Harpers, $2.00. Morris, Charles, "Heroes of 
 Discovery in America," pp. 57-67. (Lippencott- 
 
 $1.25.) 
 
 Type Studies of Exploration. 
 
 Rather than confuse the pupil with many names and 
 details that can have little real purpose aside from mere 
 fact study, it has seemed wise to select four explorers 
 for thorough study one from each of the great explor- 
 ing nations in North America. In selecting the explorer 
 to be studied these principles have been kept in mind: 
 
 (1) That he be representative of the spirit and aims 
 of the nation for which he sailed. 
 
 (2) That his accomplishment be of vital importance 
 in connection with sovereignty claims on America 
 and later settlements. 
 
 (3) That the exploration materially contributed to 
 the world's knowledge of geographv. 
 
 (4) That each exploration should be enough different 
 in character results, from others studied, etc., 
 that pupils will not become confused. 
 
 Therefore we will study: for England, the Cabots 
 and Drake (optional). For Spain, de Soto. For France, 
 La Salle, and for Holland, Hudson. The teacher is 
 urged to use every means to make these men stand out 
 as real persons with feelings, aims, ambitions, disap- 
 pointments. 
 
 143 
 
III. The Cabots, a study of the first English voyage to the 
 new world; one on which England based her later claims to 
 North America. 
 
 1. John Cabot was probably born in Genoa, was later a 
 citizen of Venice; then became a resident of Bristol, the 
 home of English seamen. (Locate these places on the 
 map. What ought to be the knowledge of geography 
 that John Cabot would have from living in these three 
 cities?) 
 
 2. King Henry VII wished to establish English claims to 
 the New World. He gave John Cabot and his son, Se- 
 bastian, a ship called the "Matthew," with eighteen 
 men. (Discuss probable size of such a ship and the 
 dangers of the voyage.) 
 
 3. Cabot's first voyage began in May, 1497. He went 
 directly across the rough Atlantic. Sighted land June 
 24th, 1497. 
 
 4. The exact point where Cabot first saw the coast of North 
 America is disputed. It was probably Newfoundland 
 or Cape Breton Island. He probably is the discoverer 
 of the mainland of America. (Columbus reached South 
 America in August, 1498.) 
 
 5. Cabot reported that he had discovered the coast of 
 China and immense quantities of fish (cod). The king 
 gave him as a present ten pounds (about $50 of our 
 money), and made him admiral. (The reward was 
 not great, although this would purchase many times 
 what the same amount purchases today.) 
 
 6. The second voyage 1498. "It would appear that in his 
 second voyage Cabot followed the coast of North Amer- 
 ica down to the latitude of South Carolina if not some- 
 what further." There were probably five or six ships on 
 this voyage. 
 
 7. Nothing further is known about John Cabot, but "as a 
 daring navigator, John Cabot must rank with the great- 
 est of that age." Bourne, p. 59. His son, Sebastian 
 later entered the service of Spain and became 
 head of their exploring work and himself made vo3 r ages 
 to South America. 
 
 144 
 
8. The importance of Cabot's voyages. Although 
 only unrecorded fishing trips followed it was on these 
 discoveries that the England of Queen Elisabeth's 
 time rested its claim on America. 
 
 NOTE: Stress the new geographic knowledge Cabot 
 gave the world. In the pupil's imagination let Cabot 
 be another Genoese like Columbus. For drawing and 
 handwork his ship the " Matthew" was probably very 
 like in style and size Columbus's smallest ship, the ' ' Nina." 
 References : 
 
 For the Pupil: Mace, "Beginner's History," (State 
 Text,) pp. 34-37. Foote and Skinner, "Explorers 
 and Founders," pp. 87-90. Coe, F. E., "Founders 
 of our Country," pp. 87-90. 
 
 For the Teacher: Bourne, E. G., "Spain in America" 
 pp. 54-60 and bibliography, 328. Morris, Chas., 
 "Heroes of Discovery in America," pp. 32-38. 
 
 iV. De Soto Type of explorer for Spain. (Outline for 
 teachers' use.) 
 
 1. Ferdinand (or Hernando) De Soto, born in Spain, 1500. 
 
 2. Boyhood days. He was strong in body and very quick 
 to observe. (Is this a help in learning? Why? Were 
 there many books in his day?) 
 
 3. Many of his father's friends had been on voyages to 
 America? (What sort of stories would the boy hear? 
 Would he be interested?) 
 
 4. He went to Panama and in 1519 joined an army to 
 conquer Nicaragua. (Locate these, places.) As a soldier 
 he made good and was a commander himself at 28. 
 
 5. In Peru with Pizarro, the conqueror. Pizarro captured 
 the Inca (King of the Peru Natives) and forced the 
 natives to bring much gold to secure his release. In 
 spite of all the gold Pizarro killed the chief and divided 
 up the booty with his men. De Soto received a big 
 fortune. (Ought men to play fair, even in war with 
 the conquered?) 
 
 6. In Spain, De Soto married a fine lady and lived like a 
 prince. But he tired of this life. (Why? Do men of 
 action like this sort of life?) 
 
 145 
 
7. Wonderful stories now reached Spain about a tribe 
 of Indians somewhere near Florida whose chief was 
 covered every morning with a sticky fluid and then 
 sprinkled with gold dust. "El Dorado." De Soto yearned 
 to find these people and was made governor of Cuba and 
 Florida with power to take an army, and find the gilded 
 chief and rule his country. 
 
 8. He inspected Cuba, and spent about a year in fitting 
 out his conquering party; 9 vessels, 620 odd men, 223 
 horses, and quantities of supplies including live hogs. 
 (Why not slaughtered meat? Emphasize limitations 
 in days before curing processes were invented and dry- 
 ing was known, such as venison.) 
 
 9. Landed at Tampa Bay, May 1539. Joined by Ortiz, 
 a Spaniard, lost on earlier expedition who had lived 
 12 years with Indians. 
 
 10. De Soto forced Indians to act as carriers of provisions, 
 etc. Many died. (Was this right?) Win/ered on 
 Apalache. In spring, marched northeast across present 
 Georgia to Savannah River. Thence northwest through 
 Georgia and Alabama, to head of Mobile Bay (Mau- 
 villa) where there was a large Indian village. Great 
 battle with natives; many slain, 18 Spaniards killed, 
 150 wounded. (Oct. 1540.) Wintered in Northern 
 Mississippi. Another great fight with Indians (Mar. 
 1541), 13 Spaniards and 57 horses killed; most of hogs, 
 clothing, saddles, etc., burned. (Discuss De Soto's 
 cruelty to Indians. Also his grit in sticking to his plan.) 
 
 11. Marched northwest and discovered Mississippi River 
 on May 8, 1541. (Discuss the feelings of the discoverers. 
 The greatest river men had ever seen!) A month was 
 spent building barges to cross. (Patience and perse- 
 verence.) 
 
 12. Hard to trace route on West side of Mississippi River: 
 went probably to near Little Rock, Ark. Wintered 
 perhaps on Red River. Much snow and suffering. 
 Wanted to send for more men and supplies. In spring started 
 for Gulf to carry out plan but became ill and died (May 2, 
 1542) after he had chosen Moscoso to be his successor. 
 (Grim determination of the man.) 
 
 146 
 
13. The party tried to go to Gulf through Texas but Indians 
 and lack of supplies forced them to seek river again. 
 Built ships and embarked in July, 1543. Had much 
 trouble with Indians in canoes attacking them for they 
 had lost all their firearms and had only shields and 
 swords left. Reached Panuco River, Mexico, Oct. 
 1543. "Thus ended the most remarkable exploring 
 expedition in the history of North America." Bourne, 
 "Spanish in America," p. 168. 
 
 14. Total time of expedition over 4^ years. Out of 620 
 Spaniards, 311 returned, a remarkable percentage for 
 the hardships and fights encountered a tribute to the 
 generalship of De Soto. 
 
 NOTE: De Soto is a conquerer with a harsh record 
 among the conquered. But his is a heroic figure, an 
 excellent example of stick-to-it-ive-ness. His service to 
 the world in geographic knowledge was great and he 
 gave his country large claims on the Mississippi Valley. 
 
 The type of boy who is beginning to crave exciting 
 reading matter, may be encouraged to follow a real hero 
 in a good book, rather than an imaginary one in a 
 "blood-and-thunder" magazine. 
 References for pupils: Foote & Skinner, "Explorers 
 
 and Founders of America," pp. 47-56. (Very good 
 
 and generally trustworthy.) Gordy, "American 
 
 Leaders and Heroes." 
 
 For teacher only: Bourne, "Spain in America," 
 pp. 162-168. (Brief but good.) Brittain, Alfred, 
 "Discovery and Exploration" (being Vol. I of " His- 
 tory of North America," Philadelphia, Geo. Barrie & 
 Sons), pp. 348-361. (Excellent. Translation of 
 account by one of De Soto's men.) In U. C. Library. 
 King, Grace, "De Soto and his Men in the Land of 
 Florida," (Macmillan Co. $1.50). 
 
 V. Hudson. 
 
 Many explorers visited the Americas in the 16th and 17th 
 centuries under flags of England, Spain, France, Holland, 
 Portugal, and Sweden. Some were in quest of riches, others 
 of land to conquer or Christianize, others of power and fame. 
 Many however were searching for a strait, which all geographers 
 
 147 
 
thought must exist, through the land barrier to Asia 
 and the Spice Islands. As exploration followed exploration, this 
 strait was indicated on maps as farther and farther north- 
 ward. De Soto's work had shown that it must be north of 40 
 at least. One of the explorers who searched for this fabled strait 
 was Henry Hudson. 
 
 1. Historians have been unable to find out anything about 
 the early life of Henry Hudson. Possibly he was de- 
 scended from a family long interested in exploration 
 members of the British Muscovy Company (1555). 
 (Discuss importance of records of births, etc., in public 
 archives and in family Bibles.) 
 
 2. He was a citizen of London and friend of Captain John 
 Smith (of Virginia) who furnished him with maps, etc. 
 
 3. (Be sure to have a globe handy.) First voyage for 
 England, 1607. "He tried to penetrate between Green- 
 land and Spitzbergen, in the hope of passing across the 
 ^orth Pole and finding beyond some available stretch of 
 water over which he could sail to the eastern ports of 
 Asia." Fiske, p. 83. (A logical way to India;) some- 
 body had to discover that India could not be reached 
 that way. What was the difficulty? 
 
 4. Second voyage for England, 1608. He "tried to pass 
 between Spitzbergen and Nova Zembla." (Locate.) 
 Two sailors claimed they saw a mermaid (perhaps a 
 seal). Hudson had been nearer the North Pole than any 
 previous explorer. He found himself famous. (Discuss 
 popular interest in Polar exploration.) 
 
 5. Third voyage in service of Dutch East India Company, 
 1609. How he was secured from English Company 
 is unknown. Did not know Dutch. Dutch sailing di- 
 rections for North Seas were translated for his benefit. 
 The "Half Moon," (80 tons burden, crew of 16 or 18 
 men, about half of them English). Headed for Nova 
 Zembla. Much ice; crew mutinous. Decided to try 
 for the strait at about 40 degrees (above where John 
 Smith had gone in 1608). (How did he know where 
 Smith had been?) Repaired mast in Penobscot Bay. 
 Anchored off Cape Cod. Entered Delaware Bay, con- 
 cluded it was mouth of a river. Anchored September 
 
 148 
 
3, near Staten Island. (Locate these places. Why did 
 he enter these bays?) Relations with natives. Early 
 fights. Later trading. Feast with Indians near Cat- 
 skill. (Why make friends with natives? What did he 
 want?) Returned to England and sent report to Amster- 
 dam. Later sent the "Half Moon" to Holland for King 
 James would not allow Hudson to leave England. 
 (Why?) 
 
 6. Fourth voyage (for England again) 1610. Entered 
 Hudson Bay. Wintered in James Bay. Ship locked in 
 ice. Crew mutinied under lead of Green, a young 
 man Hudson had befriended. Hudson and sick men put 
 adrift in small boat never heard from again. (What 
 sort of a man was Green?) 
 
 7. Green and some others were killed in fight with Indians. 
 Ship finally reached England and rest of crew was im- 
 prisoned. (Should they have been punished?) 
 
 8. Importance. "Of all the searchers for a northerly 
 route to the Indies none was ever more persistent or 
 more devoted than he. In the brief four years during 
 which we can follow his career he tried four ways of 
 finding it the way across the pole, the way by Nova 
 Zembla, by the imaginary sea of Verrazano, and by 
 the veritable sea of Hudson. Had his life been spared 
 we should doubtless have seen him enter the bay after- 
 ward discovered by Baffin, the route by which success 
 could be attained, but only with modern resources 
 and in the middle of the nineteenth century. In all that 
 he attempted he failed, and yet he achieved great results 
 that were not contemplated in his schemes. He started 
 two immense industries, the Spitzbergen whale-fisheries 
 and the Hudson Bay fur trade; and he brought the 
 Dutch to Manhattan Island," Fiske p. 94. 
 
 References for the pupil. Mace, W. H., "Beginner's 
 History." pp. 54-56 (Cal. State Text). Foote & 
 Skinner, "Explorers and Founders of America," pp. 
 168-174. (Excellent follows Fiske's account.) Coe, 
 ' Founders of Our Country," pp. 123-131. (Good.) 
 
 References for the Teacher: Fiske, John, "The Dutch 
 and Quaker Colonies in America." Two volumes, Vol. 
 
 149 
 
I, pp. 82-95. (Houghton Mifflin Co. $1.80 volume.) 
 Morris, Charles; "Heroes of Discovery in America," pp. 
 190-195. (Lippincott $1.25.) Bacon, Edgar, M., 
 "Henry Hudson, His Times and His Voyages." (Putnam 
 $1.35.) Janvier, T. A., "Henry Hudson," (Harpers, 
 75c.). 
 
 For Hudson in folk lore see Irving's works; also Skinner, 
 C. W., "Myths and Legends of Our Own Land." 
 Vol. I, passim. (Lippincott, $2.00.) 
 
 VI. La Salle Representative of France. 
 
 Hudson is easily studied by use of the globe and the appar- 
 ently possible routes to India. La Salle's work may be presented 
 in the form of problems. (See p. 9.) 
 
 One other European nation was of first importance in the 
 exploration of North America. This was France. Under 
 some strong kings, the French set out shortly after the first voy- 
 ages of the Spaniards and English. In a great naval battle fought 
 in 1588, the English fleet- sank the great Spanish "Armada" 
 and Spain lost the control of the ocean. Before this time, 
 France had discovered and explored the St. Lawrence River 
 region under Cartier. In the same year that Henry Hudson 
 was travelling up the Hudson River, another Frenchman, 
 Champlain, was in the northern part of what is now New York 
 on the lake that bears his name, but the man whom we will 
 study as representing French activity is La Salle. 
 
 1. Robert Cavelier de La Salle born in Rouen, 1643. La- 
 Salle was the name of the estate of his father, but it is 
 by this name that he is known in early history. 
 
 2. Early education was excellent; had been in training to 
 become a Jesuit friar. For this work his fiery tempera- 
 ment was not suited. 
 
 3. Reached Canada, 1666. Studied Indian methods and 
 languages. A wide traveller. Trusted by Front enac, 
 the governor, who gave him permission to erect Fort 
 Frontenac at the outlet of Lake Ontario. 
 
 4. Returned to France (1674). His plans for exploration 
 approved by the king. 
 
 5. Rebuilt Fort Frontenac, and developed a settlement 
 
 (1676). 
 
 150 
 
6. Returned to France again. Obtained permission from 
 the king to traffic in buffalo wool and skins towards 
 the Mississippi Valley, and to build forts. Brought 
 with him to America de Tonty, a young Italian who 
 became La Salle's most trusted officer. 
 
 7. La Salle built the "Griffon" just above Niagara Falls. 
 Sailed Lakes Erie and Huron. Gathered a cargo of furs 
 which had been collected during the year past by his 
 trappers and traders. 
 
 8. La Salle and his party went southward to the Illinois 
 River. After a hard winter on the Illinois, La Salle 
 returned with five companions to Montreal, 1680. 
 Much suffering. (The "Griffon" had been lost.) 
 
 9. Gathered supplies and returned tto he fort on the Illi- 
 nois to rescue Tonty. 
 
 10. Trouble with his enemies and creditors. His fort on 
 the Illinois being destroyed by the Indians, he built 
 Fort Miami on the St. Joseph River, 1680. Found 
 Tonty and party in spring 1681, at Mackinac. (After 
 much "hard luck," he still persisted.) 
 
 11. New western trip with Tonty and party of fifty-five 
 persons, later increased to one hundred and thirty 
 including Indians; reached the Mississippi February 6, 
 1682. 
 
 12. Exploration of the Mississippi. Reached the mouth 
 of it April 9; food scarce, disease, Indians treacherous. 
 Named country Louisiana. 
 
 13. La Salle's friend Frontenac replaced by a new governor 
 who was unjust to the explorer, and removed him 1683. 
 
 14. La Salle returned to France. Placed his case before the 
 king and was restored to possession of Fort Frontenac 
 and the territory west with orders to found colonies in 
 Louisiana. 
 
 5B COURSE 
 
 Method. For suggestions, see Supervisory Series 5A History, pp. 
 1-9. 
 
 Content ot the Course. 
 
 Selected biographies, each standing for some important phase 
 
 151 
 
of^our development as a nation and embodying great principles of 
 service to fellow men. 
 
 Group A. Men who made possible our National Existence. 
 
 a. George Washington. 
 
 b. Benjamin Franklin. 
 
 c. Optional Group. 
 
 1. Patrick Henry. 
 
 2. Samuel Adams. 
 
 3. Revolutionary war heroes. 
 
 Group B. Men who directed our National Development. 
 
 a. Jefferson. 
 
 b. Jackson. 
 
 c. Optional Group. 
 
 1. Webster. 
 
 2. Clay. 
 
 3. Calhoun. 
 
 d. Western Pioneers. 
 
 e. Inventors. 
 
 Group C. Men who directed our fathers in the great crisis. 
 
 a. Lincoln. 
 
 b. Lee. 
 
 c. Grant. 
 
 A. Men who made our National Existence Possible 
 
 NOTE for the Teacher: In the first division of (5A work) the 
 pupils have noted the European nations most interested in North 
 America, each represented by some leading explorer. In the second 
 division they have discussed important individuals and the colonies 
 that these founded, each individual being selected because of some 
 important contribution that his work has made to American ideals. 
 
 The pupil may now be reminded that these colonies existed for 
 many years under the British rule. Virginia being one hundred and 
 sixty-eight years old at the outbreak of the Revolution (1775) as 
 (i. e. Virginia was under the British flag over half of her entire his- 
 tory). During this time these colonies have many conflicts with 
 the settlers of the other countries especially with the Spanish and 
 the French. When the last war with France closed in 1763, England 
 
 152 
 
obtained all of Canada and the French settlements in the Mississippi 
 Valley. 
 
 During this last conflict with France, there ascended to the 
 English throne a king who reigned for sixty years. This King 
 (George III) decided upon a more stringent inforcement of the laws 
 governing trade with the colonies, and also thought that part of the 
 debt incurred by England in the last war with the French, should be 
 paid by the colonists. These two things led to a policy of taxation 
 which brought on the war for independence in America. 
 
 We will, therefore, study some of the more important persons 
 who embodied this struggle for American freedom, keeping in mind 
 that there were many heroes in every colony but that we have time 
 to learn about only a few. 
 
 1. George Washington (1732-1799). 
 
 1. Early boyhood and education. Washington's father 
 owned four plantations in Virginia, but most of the 
 estate we * to Lawrence, fourteen years older than 
 George, after the English custom. (Is this democratic? 
 Why?) 
 
 2. George received his early education from a tenant of 
 his father. (Why no school?) 
 
 3. After the death of Mr. Washington, when George was 
 eleven, mother and son became very much attached, and 
 George and his brother Lawrence were much together. 
 (Was this right? What was the son's duty toward his 
 widowed mother? Brother had received good education 
 in England. What effect on George? 
 
 4. He was strong and athletic, excelled in running, jumping, 
 wrestling, and horsemanship. (What benefit? Why 
 should a boy do these things?) 
 
 5. He had a quick temper which he learned with difficulty 
 to control. (Do you know anyone with quick temper? 
 What is his duty?) He liked an exciting life, wanted to 
 quit school and go to sea, but, at his mother's request, 
 gave up going to sea. (Should he have stayed home?) 
 
 6. His love of outdoors led him to study surveying, and 
 at the age of fifteen he went to live with his brother 
 Lawrence at Mount Vernon where he met Lord Fairfax. 
 (Ought a boy to learn a trade? Why?) 
 
 7. Lord Fairfax, having confidence in him, sent George 
 
 153 
 
(16 years old) with one or two companions one hundred 
 miles into the wilderness to look over and survey a tract 
 of land he had in the Shenandoah Valley. (Why should 
 he have confidence in George? Why did George have 
 the strength to be able to do this work? Locate Shenan- 
 doah. Note mountains to be crossed. 
 
 8. From this time on, he made many trips through the 
 forest, becoming a skilled woodsman and thoroughly 
 familiar with the Indian ways. (Was this knowledge 
 valuable in those days?) 
 
 9. Was appointed public surveyor, and then major of 
 Virginia militia. (What, then, did his fellow citizens 
 think of him? Should a person try to have the respect 
 and esteem of his fellows?) 
 
 10. Upon the death of his brother and his brother's daughter, 
 he became owner of the Mount Vernon estate and so a 
 wealthy man. (Would this make him a better man? 
 A worse man?) 
 
 11. He was not the kind of man to lead a life of ease and was 
 sent by Virginia on dangerous expeditions into the Ohio 
 Valley to attempt to check the advance of the French 
 settlement. On the first of these trips, he had very 
 narrow escapes from death at the hands of the Indians 
 and in crossing the Allegheny River. (Should rich men 
 be idle?) 
 
 12. He was made lieutenant colonel of the Virginia forces 
 sent to check the French, and became a member of 
 General Braddock's staff when it arrived from England. 
 Braddock was defeated because he would not fight as 
 Washington suggested. (Why was Washington the 
 wiser?) 
 
 13. Upon his return from the war with the French, he 
 married Mrs. Martha Custis, and for a time devoted 
 himself to his plantation at Mount Vernon. (Is farming 
 a worthy occupation?) (Discuss it.) 
 
 14. In the difficulties with England, he favored the colonists' 
 side and represented Virginia in the first Continental 
 Congress in 1774, along with Patrick Henry. (Wouldn't 
 you expect him to be with the King? Why?) 
 
 15. He was elected commander-in-chief by the second 
 
 154 
 
Continental Congress in 1775, and took command of 
 the American army after the Battle of Bunker Hill. 
 (What must his fellow men have thought of him? Why?) 
 
 16. In the Revolutionary War, Washington kept the men 
 encouraged, kept them fighting against odds and under 
 trying circumstances, and saved the American cause 
 by his excellent judgment of when to retreat and when 
 to attack. (Why would soldiers trust him?) 
 
 17. Relate the experiences at Valley Forge. (Would you 
 do as much for a great cause?) 
 
 18. His victory over the English at Yorktown in 1781 won 
 America's independence. (What would be his power 
 now? Might he not be king?) 
 
 19. His retirement to private life. (What does it show about 
 his character?) 
 
 20. Noting the quarrels between the various colonies and 
 fearing that they would fight each other, he asked 
 representatives from Maryland and Virginia to meet at 
 his home to talk over conditions in 1785. (Why should 
 he care? Should we study conditions that may be 
 threatening danger to our country?) 
 
 21. The members of this conference decided to ask every 
 colony to meet the next year at Annapolis. At this 
 conference it was decided to have a meeting of all col- 
 onies at Philadelphia the following year. 1787. (Had 
 Washington succeeded them?) 
 
 22. This Philadelphia meeting became the famous 
 Constitutional Convention with Washington as its 
 president. (What is a constitutional convention?) 
 
 23. Two years later, Washington was elected unanimously 
 the first president of the United States and he put 
 the new government into operation. (Was this a wise 
 choice? Did Washington merit the confidence of his 
 fellow citizens?) 
 
 24. He was unanimously re-elected four years later. 
 
 25. At the end of the eighth year, he declined another elec- 
 tion delivering his famous "Farewell Address'' to the 
 American people. In the administration of his successor 
 when war with France threatened, although an old man, 
 
 155 
 
he was again appointed commander-in-chief of the 
 American forces. When this war passed over, he re- 
 tired to his Mount Vernon plantation when he died 
 from a disease of the throat in December, 1799. 
 26. Washington was not only the soldier who won Ameri- 
 can independence but was the man who particularly 
 assured our democracy by declining all propositions 
 to make him king, and by his guidance in developing 
 the Constitution of the United States and in framing 
 the policies of the nation in the first eight years of its 
 history. 
 
 References for the pupil: Mace, W. H,, "Beginners" 
 History," (State Text), pp. 115-147. Foote and 
 Skinner, "Makers and Defenders of America." pp. 38-73. 
 Coe, Fanny E., "Makers of the Nation." pp. 179-189. 
 Gordy, W. F., "American Leaders and Heroes." pp. 
 116-134 and 189-210. Rideing, W. H., "Washington." 
 (True Stories of Great Americans Series.) Macmillan 
 Co. Mace, W. H., "Washington," (Little Lives of 
 Great Men Series.) Rand McNally Co. Baldwin, J., 
 (Four Great Aemricans.) "George Washington," Amer- 
 ican Book Co. 50c. 
 
 References for the Teacher. Sparks, E. E., "The Men 
 Who Made the Nation," pp. 89-157. Macmillan 
 60c. Ford, Paul Leicester, "The True George Wash- 
 ington." (Lippincott Co. $1.50.) Dellenbaugh, F. S., 
 "George Washington," (True Stories Series.), Macmil- 
 lan Co. 50c. Lodge, Henry Cabot, "George Wash- 
 ington," two vols., Houghton Mifflin Co., (American 
 Statesman Series.) $1.25 per vol. 
 
 II. Patrick Henry (1736-1793.) Optional. 
 
 1. Henry was born in Virginia four years later than 
 Washington. His fondness for out door life gave him 
 health and strength. (Why should boys take plenty of 
 exercise?) He was a .good musician however, and 
 finally became interested in law. (Should a person 
 become discouraged if he fail? Should boys try to find 
 out what they are best fitted for and do that?) 
 
 2. Henry's first important law suit. The people of Vir- 
 ginia had for many years paid their clergymen in to- 
 
 156 
 
bacco, but because of the high price of tobacco in the 
 last years of the French war the legislature had pro- 
 vided that salaries might be paid in money. One of 
 the clergymen objected since if he could have his salary 
 in tobacco he could sell it for a large sum. The king 
 declared that the Acts of the Virginia Assembly were of 
 no effect. Thereupon, Patrick Henry became the rep- 
 resentative of the tax payers, and denounced tho king's 
 interference with the Virginia legislature. He so in- 
 fluenced the jury that while they decided that the 
 clergyman was entitled to damages they awarded him 
 with only one penny. (Was Patrick a success as a 
 lawyer?) 
 
 3. Henry as a member of the Virginia legislature. The 
 reputation of his lawsuit led to Patrick Henry being 
 elected, when twenty-nine years old, a member of the 
 House of Burgesses, the legislature of Virginia. At this 
 session (1765) the question was before the legislature 
 of de 
 
 4. The nature of the Stamp Act. Pictures of the stamps 
 may be found in various histories, including some of 
 the books referred to below. (Since this act had been 
 passed in England, not by the Virginia Assembly, 
 which side will you expect Patrick to take?) 
 
 5. Henry's speech against accepting the Stamp Act, urged 
 resistance, closing with "Caesar has his Brutus, Charles, 
 the First, his Cromwell, and George the Third ,"'etc. 
 (Discuss its effect upon America. Should he have said 
 such a thing? Might it have proven dangerous?) 
 
 6. Patrick Henry's speech in 1774 on the bills directed 
 against Massachusetts ("Give me liberty, or give me 
 death" speech). Explain its effect on bringing Virginia 
 and other colonies to the aid of Massachusetts. (Why 
 should Virginia stand by Massachusetts?) 
 
 7. During the war, Patrick Henry commanded Virginia 
 forces. 
 
 8. He became the first governor of Virginia. (What 
 opinion did his fellows have of him?) 
 
 9. His last years and death. (What do you like about 
 Patrick Henry?) 
 
 157 
 
References for the Pupil: Mace, W. H., "Beginner's 
 History" (State Text) pp. 129-130 and 158-167. Coe, 
 Fanny E., "Makers of the Nation," pp. 9-18. Foote 
 & Skinner, "Makers and Defenders of America," 
 pp. 13-19. Gordy. W. F., "American Leaders and 
 Heroes," pp. 145-155. 
 
 References for the Teacher: Morgan, George, "The 
 True Patrick Henry," 492 pages. (Lippincott, 1907 
 $2.00). Howard, G. E., "Preliminaries of the Rev- 
 olution," (American Nation Series, Harpers $2.00), 
 pp. 97-101 (Parsons' Cause) pp. 141-145. (Stamp 
 Act.) 
 
 III. Samuel Adams (Optional.) 
 
 1. Born 1722 (ten years before Washington) in a well-to-do 
 family. (Should he get a good education if he wants it?) 
 
 2. "A studious, indoor sort of a lad." Graduated from 
 Harvard and taken into business with his father. (If 
 he likes to study all the time will he be likely to care for 
 business? For law? For medicine?) 
 
 3. Studied law, and was greatly interested in public life. 
 Spent much time "talking politics." (Ought men to 
 talk politics? Why?) 
 
 4. Business failed land he lived on a small salary obtained 
 for service as clerk of the Massachusetts Assembly. 
 Absolutely honest. (Should honest men be kept in 
 office? Why important to you?) 
 
 5. He opposed the Stamp Act in Massachusetts. Began 
 writing against the proposal to tax America a year 
 before the act was passed urging union. (What was 
 Henry doing in Virginia?) 
 
 6. Opposition to Townsend Acts. (Explain these in a 
 simple way). Agreement not to import and use tea. 
 Adams began to talk independence in 1768. (Would 
 his fellow citizens believe in him? Why?) 
 
 7. Boston Massacre 1770. Soldiers in Boston to enforce 
 king's law. People resentful. Riot. Citizens killed. 
 Adams demanded removal of all soldiers and by in- 
 fluence in town meeting forced the governor to remove 
 troops. (Ought soldiers to be policing streets in time 
 
 158 
 
of peace? Why? Was Adams right? Would the [king 
 like him for this?) 
 
 8. Samuel Adams and the committees of correspondence. 
 The idea of building an organization to resist the 
 encroachments of the king seems to date back into the 
 Stuart period of English history. Many claims have 
 been put forward for the credit of first introducing it 
 into the colonies. Samuel Adams, if not the first to 
 introduce it, was at least one of the first, and at all times 
 he was the greatest believer in the need of the effective- 
 ness of the system. He has been known as "the man 
 of the town meeting." Explain to pupils how through 
 these local organizations non-importation agreements 
 could be made and effectively enforced, merchants 
 boycotted, and the revolutionary propaganda spread. 
 (Ought we to agree together to save food? To not use 
 certain foods?) 
 
 9. Adams was one of the prime movers for the first Con- 
 tinental Congress. In 1776 he signed the Declaration 
 of Independence. His name also appears as a signer 
 for Massachusetts. (Why elected?) 
 
 10. Importance. The historian, John Fiske, ranks him 
 "second to Washington." He has been called "the 
 brain of the Revolution" and "man of the Town meet- 
 ing." His methods and his wisdom in action may be 
 comprehended by one who studies in detail the story 
 of the Boston Tea Party. (What do you like about 
 Samuel Adams?) 
 
 References for the Pupil. Mace, W. H., "Beginner's 
 History," (State Text), pp. 167-179. Coe, Fanny E., 
 "Makers of the Nation." pp. 19-29. Foote and Skin- 
 ner, "Makers and Defenders of America." Gordy, 
 W. F., "American Leaders and Heroes," pp. 156-164. 
 
 References for the Teacher. Sparks, E. E., "The Men 
 who Made the Nation," pp. 47-48. (Macmillan Co. 
 60c.) 
 
 IV. Benjamin Franklin. 
 
 1. Birth and early life. Seventeen children made it hard 
 for his father, a soap and candle maker of Boston, to 
 give his boys much education. From eight to ten, he 
 
 159 
 
received some schooling. At ten he went to work in 
 his father's shop. (What ways could children help 
 make the family living in these early times?) 
 
 2. Benjamin liked reading, and spent his savings in buy- 
 ing books, so his father decided to make him an appren- 
 tice to his brother James, a printer. (Do you like to 
 read? Do you own any books that are really yours?) 
 
 3. He liked printing because of che chance it gave him to 
 read, but at seventeen disagreed with his brother and 
 went to New York. Not finding work, he went to Phil- 
 adelphia. (Discuss printing as a trade.) 
 
 4. Franklin, a printer in Philadelphia with a shop of his 
 own. He lived a simple and temperate life and saved 
 money. (Why should a man save?) 
 
 5. He founded a subscription library which is considered 
 the beginning of Philadelphia Public Library. (Why 
 was he interested in libraries?) 
 
 6. Poor Richard's Almanac. (Give some proverbs. Dis- 
 cuss them.) 
 
 7. He established an academy which grew into the Uni- 
 versity of Pennsylvania. (Why should he be interested 
 in education?) 
 
 8. As an inventor, he was the most famous American of 
 his time. The Franklin stove. 
 
 9. He was interested in his city and improved the police 
 department, fire protection, street lighting and street 
 sweeping. Should citizens pay attention to these things? 
 Does your father belong to an improvement club? 
 
 10. As a scientist, he was known all over the world. (Dis- 
 cuss his experiments with electricity.) 
 
 11. He attempted to get the colonies to unite as early as 
 1754 the Albany Plan. Discuss the value of union.) 
 
 12. He became the representative of Pennsylvania and 
 several other colonies in England to protest against 
 taxation, the Stamp Act. (What did this indicate 
 about his reputation?) 
 
 13. Returned to America in 1775, and was one of the com- 
 mittee of five which wrote the Declaration of Independ- 
 ence. (Responsibility?) 
 
 160 
 
14. He was sent in 1776 to France, to try to get aid for the 
 Americans. Was in France about ten years, and is con- 
 sidered the first, and perhaps the greatest of American 
 ambassadors. (Discuss contrast to French autocrats.) 
 References for the Pupil: Mace, W. H., "Beginner's 
 History," (Cal. State Text), pp. 147-158. Gordy, 
 W. F., "American Leaders and Heroes," pp. 175-188. 
 Coe, Fanny E., "Makers of the Nation," pp. 30-36. 
 Foote and Skinner, "Makers and Defenders of Amer- 
 ica," pp. 107-110. Baldwin, James, "Benjamin 
 Franklin;" "Four Great Americans," (Amer. Book 
 Co. 50c.) 
 
 References for the Teacher. Franklin, Benjamin, "Au- 
 tobiography." Dudley, E. Lawrence, "Benjamin 
 Franklin," Macmillan Co. (True Stories Series 50c.) 
 Fisher, Sydney George, "The True Benjamin Frank- 
 lin," (Lippincott Co. $2.00). Morse, John T., Jr., 
 "Benjamin Franklin," Houghton Mifflin Co., (Amer- 
 ican Statesmen Series. $1.25). Sparkes, E. F., 
 "The Men Who Made the Nation," pp. 1-46, 
 (Macmillan Co. 60c.) 
 
 V. Other Heroes of the Revolution (Optional). 
 Do not attempt to teach the campaigns of the Revolution, 
 but encourage the pupils to read and let each have his partic- 
 ular hero. 
 
 1 1. Revere, Paul and the First Flights. 
 
 Gordy, W. F., "American Leaders and Heroes," pp. 
 165-175. Pratt, Mara L., "America's Story for Amer- 
 ica's Children," Vol. V., pp. 62-73, (D. C. Heath & 
 Co. 40c). Foote and Skinner, "Makers and Found- 
 ers of America," pp. 31-34. Tappan, Eva M., "Amer- 
 ican Hero Stories," pp. 143-151, (Houghton Mifflin 
 55c.). 
 
 2. Hale, Nathan. 
 
 Mace, W. H., "Beginner's History," pp. 179-182. 
 Foote and Skinner, "Makers and Defenders of Amer- 
 ica," pp. 98-102. Mowry, W. A. & A. M., "American 
 Heroes and Heroism," pp. 24-28, (Silver Burdett & 
 Co. 60c). Root, Jean C., "Nathan Hale," 160 
 pages, (Macmillan Co.) "True Stories of Great 
 
 161 
 
Americans 50c." Dickson, M. S., "Pioneers and 
 Patriots in Early American History," pages 1-17. 
 (Macmillan Co.) (Every Child's Series 40c.) 
 
 For biography of Jefferson, Jackson and Lincoln, see p. 35 to 40, inc. 
 
 8A COURSE. 
 
 A. General Scope. 
 
 This semester the problems confronting our national govern- 
 ment since the Civil War should be studied in a way to 
 
 1. Make the pupil fairly conversant with the big men and 
 important issues of the post-war period; 
 
 2. Give the pupil a proper background for the forming of 
 intelligent opinions on the problems he will be called 
 upon to help solve. 
 
 3. Show him the working of the Federal Government 
 through its performances in actual occurrences. 
 
 4. Review and tie together the main threads of our nation's 
 story studied in preceding terms. 
 
 B. Methods. 
 
 Methods used in the earlier classes should not be abandoned 
 but more use can now be made of the problem. Also let the 
 class consider itself a governmental body working on the solu- 
 tion of the problem, e. g., as the House of Representatives con- 
 sidering a tariff bill, or an appropriation to pay for the Phil- 
 ippines, etc., or the United States Senate deliberating on the 
 ratification of a treaty with China; or the President's Cabinet 
 considering what action should be taken with regard to Japanese 
 in California. (Needless to say such work presents adequate 
 opportunity for socialized types of recitation.) 
 
 Wilson & Wilson, "Motivation of School Work." 
 "School Review XVII," p. 255 and quoted in John- 
 stone. "Modern High School," pp. 240-244. Scott, 
 Colin, A., "Social Education," pp. 142-146. 
 
 C. Content Material (Outlines for Guidance of Teachers only). 
 
 (Study I) : The Expansion of the United States. . 
 Suggestions for Approach. (Use what is nearest the pupils' 
 interest). 
 
 1. How does California happen to be under the United 
 States flag? 
 
 162 
 
2. Should Hawaii become a state? How do we happen 
 to have it? 
 
 3. Should the Philippines be given independence? How 
 did we get them? 
 
 4. Should we acquire Lower California from Mexico? 
 What has been our policy of getting territory? Con- 
 quest? Purchase? etc. 
 
 4. If President Washington could return to life, how would 
 you explain our territorial extent to him? 
 
 Table of Chief Facts. 
 
 Date. 
 
 1803 
 1819 
 
 1845 
 1846 
 
 1848 
 1853 
 
 Acquisition 
 
 From 
 France 
 
 Louisiana Country 
 
 Florida (includ. parts of Ala. and 
 
 Miss.) Spain 
 
 Texas Texas 
 
 Oregon Country (Ore.), Idaho, 
 
 Wash., Gt. Britain. 
 
 Mexican Cession 
 Gadsden Purchase 
 
 Mexico 
 Mexico 
 
 How Party. 
 Treaty, 
 
 $15,000,000 Dem. 
 Treaty 
 
 $ 5,000,000 Dem. 
 
 Dem. 
 
 By annex- Dem. 
 
 ation treaty 
 
 and we gave 
 
 up B.C. 
 
 Conquest, Dem. 
 $15,000,000 
 Treaty, Dem. 
 
 $10,000,000 
 
 General character. All acquisitions are contiguous and helped 
 extend our territory westward between roughly parallel lines. 
 Party favoring expansion Democratic. 
 
 1867 
 1898 
 
 Alaska 
 
 Post- War Acquisitions. 
 Russia 
 
 Hawaiian Islands 
 
 .Wake 
 
 3. 1898-9 Miscel. Islands J Rowland 
 
 \ Baker 
 
 Midway 
 
 4. 1898-9 Samoan Islands 
 
 f Porto Rico 
 
 5. 1898-9 Spanish War Acq. I Guam 
 
 I Philippines 
 
 6. 1904 Panama Canal Strip 
 
 7. 1916 Nicaragua Canal Route 
 
 and Naval Base 
 
 f St. Croix 
 
 8. 1917 Virgin Islands I St. John 
 
 I St. Thomas 
 
 Hawaii 
 
 Treaty, Rep , 
 $7,200,000 
 
 Annexation Rep. 
 
 Occupation Rep. 
 
 $ Great Britain 
 < Germany 
 
 Panama 
 
 Nicaragua 
 and about 50 
 small points. 
 
 Treaty Rep. 
 
 Conquest 
 Rep. 
 $20,000,000 
 Treaty, Rep. 
 $10,000,000 
 Treaty, Dem. 
 $3,000,000 
 
 Treaty, Dem. 
 $25,000,000 
 
 163 
 
General character all non-contiguous. Reasons for acquisition 
 chiefly military in case of islands; in case of European nations 
 wishing to sell our purchase seems a necessary corrollary to the 
 Monroe Doctrine. Except for Mr. Wilson, party in power has been 
 Republican. 
 
 References for pupils: McMaster, (State Text), "Brief 
 History of U. S.," Index. Elementary texts listed in 
 General Circular No. 1, Social Studies Department, 
 especially Gordy, pp. 476-477, (Outline). 
 References for teacher. Bassett, "Short History of the 
 United States," passim. "Croscup's Synchronic Chart 
 of United States History/' Chapters V. and X. 
 (Very good). Statesman's Year Book or American 
 Year Book for 1916, 1917 (on late acquisitions.) 
 Maps in atlases, histories, handy books of facts, etc. 
 
 (Study II) : Population. 
 
 Suggestions for Approach. (Try some of these if you are 
 dissatisfied with your plan). 
 
 1. What races of people have you noticed in Oakland? 
 How many are there of each sort? 
 
 2. Were any people living in Oakland when this country 
 became part of the United States? If so, what sorts 
 were they? 
 
 3. What sorts of people lived in each of the additions to 
 our territory at the time we bought it? 
 
 4. At one time much of Oakland was cultivated as farms 
 and later as vegetable gardens. Do you think as many 
 people then lived within our city limits as do now? 
 (Explain here the expression "density of population.") 
 
 5. Suppose Oakland develops a great many ship building 
 plants and factories on our water front, how far away 
 will the workers wish to live? (Call attention to the 
 tendency to tenements near such districts.) Civic 
 Problem How can undesirable crowding be prevented. 
 
 6. If President Washington had toured the whole United 
 States after he was inaugurated, how far west would he 
 have come? How many people (exclude Indians) 
 would he have discovered in the land he governed? 
 Frame similar questions for President Lincoln and 
 President Wilson. 
 
 164 
 
Important Facts (for teachers use only). 
 I. On Race and Nativity. 
 
 Native White For. Born Negro 
 Native For. or White 
 Parentage mixed 
 Parentage 
 
 Other 
 races 
 
 Total 
 
 Oakland 
 California 
 
 Tinted States 
 
 55,198 49,936 36,S_>-! 3,055 
 1,106,533 635,889 517,250 21,645 
 
 49,488,575 18,897,837 13,345,545 9,827,763 
 
 5,163 
 96,232 
 412,546 
 
 150,174 
 2,377,549 
 91,972,266 
 
 
 Indian Chinese Japanese 
 
 Others 
 
 Total 
 
 California 
 United Stairs 
 * Mostly Hindus 
 
 16,371 36,248 41,356 
 265,683 71,531 72,157 
 and Koreans. 
 
 2,257 
 3,175* 
 
 96,232 
 412,546 
 
 (Some problems in arithmetic may be made from these figures 
 (approximate) e. g. What per cent of the Japanese in the United 
 States live in California? In Oakland? etc.) 
 
 II. On Density. 
 
 Census Year Population of 
 the U. S. 
 
 Land area in Population per 
 square miles square mile. 
 
 1910. . 
 1900 
 1890 
 
 91,972,266 
 75,994.575 
 62,947,714 
 
 2,973,890 
 2,974,159 
 2,973,965 
 2.973,965 
 2,973,965 
 2,973,965 
 2,944,337 
 1,753,588 
 1,753,588 
 1,753,588 
 1,685,865 
 867,980 
 867,980 
 
 30.9 
 25.6 
 21.2 
 16 9 
 13.0 
 10.6 
 7.9 
 9.7 
 7.3 
 5.5 
 43 
 6.1 
 6.5 
 
 1880 
 1.S70 
 1860 
 1850 
 
 50,155,783 
 38,558,371 
 31,443,321 
 2^,191.867 
 
 1840 
 
 17,069,453 
 
 1830 
 
 12,866,020 
 
 1820 
 1810 
 1800 
 1790 
 
 9,638,453 
 7',239,881 
 5.308,483 
 ...... 3,929,214 
 
 
 
 1910 Abstract of Census, p. 28. 
 
 "The population of the United States showed approximately 
 an increase of one-third during each of the seven decades from 
 1790 to 1850; of one- fourth during each of the three decades 
 from 1860 to 1890; and of one-fifth during each of the last two 
 decades, 1890 to 1900 and 1900 to 1910." Abstract of Census, 
 p. 22. 
 
 NOTES : (1) The areas and population cf outlying pos- 
 sessions (including Alaska) are not included in the above 
 
 165 
 
table. (2) The mountain states (except Colorado) i. e. 
 Arizona, New Mexico, Nevada, Utah, Idaho, Wyoming 
 and Montana showed a density of less than six per square 
 miles. (Rearch the pupils' knowledge of geography for 
 a reason). R. L, Mass., N. J., Conn., N. Y., Pa., Md., 
 Ohio, Dela., and 111., average over 100 per square mile. 
 Why? (R. I. has an average of 508.5). Should a man 
 be so much restricted in the use of firearms in Nevada 
 as in Rhode Island? Why? Where would you expect 
 to find the stricter laws about loose animals, in Mass. 
 or Ariz.? Why? Will the law provide more or less re- 
 strictions on driving automobiles in Oakland ten years 
 from now? etc. 
 
 III. On Urban and Rural Population. 
 
 "Urban population" includes all places (incorporated or not 
 and including New England "towns") of 2500. Other areas, 
 even though incorporated, are classed as "rural." 
 
 Population of the United States. 
 
 
 1910 
 
 1900 
 
 1890 
 
 1880 
 
 Total number 
 Urban 
 
 91.972,266 
 . . . . 42,623,383 
 
 75,994,575 
 30,797,185 
 
 62,947,714 
 22,720,223 
 
 50,155,783 
 14,772,438 
 
 Rural 
 
 . . . . 49,348,883 
 
 45,197,390 
 
 40.227,491 
 
 35,383,345 
 
 Total per cent 
 
 100 
 
 100.0 
 
 100.0 
 
 100.0 
 
 Urban 
 
 46.3 
 
 40.5 
 
 36.1 
 
 29.5 
 
 Rural 
 
 53.7 
 
 59.5 
 
 63.9 
 
 70.5 
 
 1910 Abstract of Census, p. 55. 
 
 Problems: What percentage of California's population in 
 1910 lived in its three largest cities? Our largest city is New 
 York (nearly 5,000,000 in 1910); Chicago had over 2,000,000 
 and Philadelphia more than 1,500,000 people. 
 
 Problems: Who governed more people, President Washing- 
 ton in 1790 or the Mayor of New York in 1910? The Governor 
 of California or the Mayor of Chicago (in 1910)? Should the 
 position of Mayor of Oakland become more or less important? 
 Why? 
 
 IV. On Illiteracy. 
 
 "The Bureau of the Census classifies as illiterate anv person 
 10 years of age or over who is unable to write, regardless of 
 ability to read." Abstract from Census p. 239. 
 
 166 
 
Population 10 years of age and over: 
 
 1910 
 Class of Population . Illiterate 
 
 Total Number Per Cent. 
 
 Total 
 
 . . . . 71,580,270 
 
 5.516,163 
 
 7.7 
 
 White 
 
 63,933,870 
 
 3,184,633 
 
 50 
 
 Native 
 
 50,989,341 
 
 1,634,272 
 
 3.0 
 
 Native parentage 
 
 . ... 37,081,278 
 
 1,378,884 
 
 3.7 
 
 Foreign or mixed parentage 
 Foreign born 
 
 13,908,063 
 . . . . 12,944,529 
 
 155,388 
 1.650,361 
 
 1.1 
 12.7 
 
 Negro 
 
 7,317,922 
 
 2,227,731 
 
 30.4 
 
 Indian 
 
 188,758 
 
 86,446 
 
 46.3 
 
 Chinese 
 
 68,924 
 
 10.891 
 
 16.8 
 
 Japanese 
 
 67,661 
 
 6,213 
 
 9.2 
 
 All other 
 
 3,135 
 
 1,250 
 
 39.9 
 
 Abstract of Census, p. 239. 
 
 In 1890 illiteracy among the negroes was 57.1% and in 1900 44.5%. 
 Do you think the negroes want education? (Brief report on Booker 
 T. Washington). Ought the white men in the South encourage the 
 negro farmers to send their children to school? Why? Do you think 
 all the negroes should be allowed to vote? Why? 
 
 In 1910, Oakland had 3,863 illiterates over ten years old, of whom 
 3,000 were foreign born white people. )o you know any of these? 
 Does Oakland offer them any chance to become literate? What 
 chance? Can you interest one of these people? Is it worth doing? 
 How may these foreign born whites become citizens of the United 
 States? Do you think they should become such? Why? Ought 
 they to know how to read and write first? Why? 
 
 V. Militia. 
 
 The military strength of a country is said to include all males 
 from 18 to 44 inclusive. In 1910 there were 20,473,684 (of 
 whom 665,522 were in California). Of course not all of these 
 are physically fit to fight but if only one-half are taken the 
 United States could raise an army of ten million men. How 
 many have been raised by the draft? 
 
 References: McMaster, (State Text), "Elementary 
 
 Histories," esp. Forman. See Index. 
 For the teacher only; U. S. Census, 1910, especially 
 Abstract of the Census, and Statistical Atlas of the 
 U. S. Towne, "Social Problems," Chap. IF (Good). 
 
 (Study III) : Immigration. 
 Suggestions for Approach. 
 
 1. We noticed that many of our white inhabitants were 
 
 167 
 
born abroad. Were any of you born abroad? Was 
 your father? Your mother? Any of your grandparents? 
 etc. 
 
 2. Why do foreigners come to America? Why did your 
 people come? Ask your parents. 
 
 3. List countries from which ancestors come. (Have pupils 
 do this as individual exercises. If, due to Avar preju- 
 dices, certain pupils might be annoyed by others on 
 account of ancestry, do not use as a general exercise.) 
 
 4. More foreigners have come to the Atlantic coast than 
 to the Pacific coast. Why? 
 
 5. Should we do anything to help newly arrived immigrants? 
 Do we do anything? (Signs, in ferry building will lead 
 up to work of California Commission on Immigration 
 and Housing.) 
 
 6. The crowded districts of our cities are largely inhabited 
 by the foreign born. Why? (Poverty, language, cus- 
 toms, etc.) 
 
 Leading Facts. (For Teacher only). 
 
 I. The "old immigration" vs. the "new immigration." The 
 "old immigration" refers to that prior to about 1880. 95% came 
 from northwestern Europe. From 1820 to 1850 Ireland sent 
 more than any other country (partly because of famines there). 
 From 1850 to 1890 the Germans generally led (more than one- 
 fourth of all the immigrants from 1880-1890 were Germans). 
 The Scandinavians were also important in this decade. Eng- 
 land, Scotland, France, Holland and Switzerland also sent many. 
 The whole was Celtic and Teutonic. The "new immigration" 
 is from southern and eastern Europe largely Latin and Slavic. 
 Since 1900 it has constituted about three-fourths of all our 
 immigrants. 
 
 II. -Comparison of the two sorts. 
 
 As regards : Old type New type 
 
 1. Language Same or similar Very different 
 
 2. Customs Similar to ours 
 
 3. Government ideals Liberal Used to Autocracy. 
 
 4. Occupation here Farmers and skilled Unskilled Labor. 
 
 5. Standard of living Fairly high Low 
 
 168 
 
6. Permanency of res- Remain become Many depart; others 
 
 idence and citi- citizens are not naturalized. 
 
 zenship. 
 
 7. Men and About same Too many men. 
 
 women 
 
 8. Illiteracy 2.7% 35.6% 
 
 III. Causes of Immigration (32,000,000 have come since 
 1820). 
 
 a. Desire to earn a better living. Peasants have a hard time 
 in parts of Europe. 
 
 b. Desire to own land. It was scarce in Europe; plentiful 
 in America. Why? 
 
 c. Famines and hard times in old country (esp. for Ireland). 
 
 d. European wars and unsuccessful revolutions. (Germany 
 about 1850.) 
 
 e. Political persecution by monarchical governments. 
 (Austria, Hungary and Russia.) 
 
 f. Religious persecution (Russian Jews; Armenians, etc.). 
 
 g. Steamship companies advertise U. S. to get business. 
 
 h. U. S. and many states encouraged immigration to fill 
 up vacant land. 
 
 IV. Effects of Immigration. 
 
 Industrial Up to 1914 too many unskilled workers; keep 
 standards of living in this class down. Cheap labor helps some 
 industries but retards development and use of machinery. 
 Many have no families, expect to go back; so unfair compe- 
 tition with men with families. 
 
 Social New immigrants crowd together; do not learn Eng- 
 lish quickly or become naturalized; make tenement problem 
 more difficult; more juvenile crime among these people. Also 
 unsanitary in housekeeping. 
 
 Political "New immigrant" does not fit well into democratic 
 type of government. They do not understand the meaning of 
 child labor laws, female labor laws, temperance legislation, etc. 
 They are illiterate and subject to will of political bosses. 
 
 V. Classes now shut out. 
 
 1. Convicts, immoral persons and polygamists. 
 
 169 
 
2. Insane, idiots, etc. Also person afflicted with certain 
 nervous disorders. 
 
 3. People likely to become paupers ($4.00 tax is demanded 
 also). 
 
 4. People having contagious diseases (incl. tuberculosis.) 
 
 5. Anarchists; contract laborers. 
 
 6. Persons who cannot read 30 word s in their own language 
 (except where driven out by religious persecution and 
 no chance for education was given in home country). 
 
 7. Chinese common labor (coolies) by Exclusion Act 
 (since 1882). 
 
 8. Japanese common labor (by agreement with Japan). 
 
 Suggestions for Debate: Resolved that Hindus should 
 be excluded from the United States. (This topic will 
 allow use of arguments that we need cheap labor, 
 that Hindus are crowded, poor and unhappy in 
 India, etc.; also that they are caste ridden (undemo- 
 cratic) illiterate, have low standard of living, etc., with- 
 out seeming to strike at relatives of pupils in the class). 
 
 References: For the Pupil: McMaster, (State Text), 
 "Brief History of United States." See Index "Immi- 
 gration." Other Elem. Histories, esp. Bourne and 
 Benton; Foster; also Gordy. Thwaites & Kendal. 
 For the Teacher: Report of the United States 
 Commissioner-General of Immigration (issued an- 
 nually at Government Printing Office, Washington, 
 D. C.) Crosscups: "Synchronic Chart of American 
 History," Chap. XV. (Very good.) Towne, "Social 
 Problems," Chap. Ill (Excellent brief survey with 
 ample references to authorities such as Steiner 
 (Various books); Ross, "The Old World and the 
 New;" Jenks and Lauck, "The Immigration Prob- 
 lems." 
 
 (Study IV) : Development of American Agriculture. 
 Suggestions for Approach. 
 
 1. "Food will win the War." Explain this slogan. 
 
 2. We must eat to live. Do your parents raise what you 
 eat? Where do they got it? Did the storekeeper raise 
 
 170 
 
it? Who did? (Trace until you make clear the basic- 
 character of agriculture in all civilized society). 
 
 3. Have you a vegetable garden at home? If so, what do 
 you raise. If none, why? (Try to interest pupils in a 
 home garden, if they have vacant land, even though it 
 be only in a small way.) 
 
 4. Develop the topic from your school garden and its 
 products. 
 
 5. How were all the people coming to America to be fed? 
 They had to farm or others had to raise more foods, etc. 
 
 6. Let pupils tell of visits to farms and sorts of work done 
 there, etc. . 
 
 7. Outlying schools may be able to arrange for class visits 
 to truck gardens in the vicinity. 
 
 8. U. S. Community Lessons Bl on "Why we must help 
 France." If U. S. were in a state of siege could we be 
 starved? Why? Might we have to get along without 
 some things? What things? Why? 
 
 Chief Topics (for teacher's use). 
 
 I. Products made known to the white man by the discovery 
 of America. "Several of the most important plants in the 
 world's agriculture are native to the Americas, and hence were 
 unknown to Europeans before the discovery of the new world in 
 1492. The ones that have had the greatest effect on agriculture 
 are: Tobacco, Indian corn, White potato, Sweet potato, Tomato, 
 Cranberry, Pumpkin, Squash, Peanut, Strawberry, Timothy, 
 and Orchard grass. Some of these plants, notably tobacco 
 and Indian corn, the first settlers found on their arrival. Others 
 were later introduced from the West Indies, South America, or 
 from southern Europe, where they had been carried by the 
 Spanish. In any case, they were native American plants, and 
 their contribution to agricultural progress has been very great." 
 Thompson, "History of U. S.," p. 61. See textbook, p. 105 
 and p. 113. 
 
 II. Indian Agriculture (Very Brief accounts). Killed trees 
 by girdling them. Planted corn in hills, making holes with stick. 
 As it grew they made hill with crooked stick or large shells; 
 they often planted four grains of corn and two beans in the 
 same hill. Dead fish used for fertilizers. (Refer to Squanto 
 
 171 
 
story in Plymouth Colony. See Tappan: "Our Country's 
 Story/' p. 57; also other books.) 
 
 III. Colonial Agriculture. 
 
 a. Learning about Indian crops. Cultivation of corn 
 everywhere and tobacco in Virginia (after 1612). 
 
 b. Introducing European plants; especially wheat, rice 
 and cotton, and learning where they would grow. New 
 England colonists planted rice and cotton. What was 
 the result? (Test knowledge of geography). Others 
 tried allspice, cinnamon, etc. Somebody had to learn. 
 Where did wheat become important? (Middle Colonies) 
 Cotton? (S. C. and Ga.), rice? (S. C.) 
 
 c. Poor tools Get pictures if possible. (Thompson, p. 
 60 has a fair picture). 
 
 "The massive old wooden plow required a strong 
 team, a stout man to bear on, another to hold, and a 
 third to drive. The work it did was slow and laborious. 
 The other tools were a heavy spade, a clumsy wooden 
 fork, and, later, a harrow. I have had in my possession 
 specimens of these forks two hundred years old. It is 
 difficult to see how they could have done very effective 
 work." Charles L. Flint in Report of the Commissioner 
 of Agriculture for the year 1872'p. 278 (from Thompson : 
 "History of the United States," p. 61, footnote.) 
 
 d. Live Stock. First settlers at Jamestown brought cattle. 
 By 1620 they had 500. First cattle at Plymouth came in 
 162 1- four head. Hogs flourished especially in the 
 south. Work animals were oxen, niules and horses Y^ all 
 undersized animals, poorly cared for. Later fine horses 
 were brought from Europe for races. 
 
 e. Other Activities. The colonial farmer frequently went 
 fishing, killed and cured his own meat, cut his own wood 
 and lumber for his buildings, made his own harness and 
 shoes; his wife and daughters made candles, spun, wove 
 and made clothing. He often paid his taxes in grain or 
 other products. Did he need money? Why? See 
 U. S. Community Lesson B2 on "The Varied Occu- 
 pations of a Colonial Farm." 
 
 f. Size of Farms. In New England, small (average about 
 
 100 acres) and self-sufficing for the most part. In South, 
 
 172 
 
the plantation system* with slave labor was the rule, and 
 manufactured articles were obtained from Knglaiid in 
 exchange for cotton, rico, indigo and tobacco produced 
 on the plantation. 
 
 g. No effort was made to keep soil from becoming ex- 
 hausted and many farms became such p.);>r producers 
 that people moved west to new laud a. id left old farms 
 to weeds and wild beasts. 
 
 IV. Improvements in Agriculture 180D-1860. 
 
 a. New land occupied; first the part between Appalachians 
 and Mississippi; after 1820 movement across Mis>i<- 
 sippi into the, first tier of states west of the river. Old 
 settlers came west to get better land. New immigrants 
 sought homes. 
 
 b. Improvements in farm machinery. "The first farm 
 tool to be improved to any considerable extent was the 
 plow. Many of the leading men of the time, notably 
 President Jefferson studied how to improve the shapes 
 of different plows and their construction." "Many a 
 farmer, clinging to the old w^ooden plough, asserted that 
 cast iron poisoned the ground and spoiled the crops." 
 "By 1860, over four hundred patents had been issued 
 for improvements on the plow. Other tools used in 
 planting or cultivating were introduced or improved 
 during this period. The most important of these were 
 the light-toothed harrow, horse-hoe, grubber, cultivator, 
 drill, and seed-sower. ("Thompson U. S.," pp. 217-218.) 
 (Some farmers still think they must plant root crops 
 like potatoes in the dark of the moon and head crops like 
 cabbage in the light of the moon. What do you think 
 of this? Compare with the "cast iron poisoning the 
 ground" argument.) 
 
 Improvements in harvesting machinery. Look up work 
 of Cyrus H. McCormick. (Get publications of the Inter- 
 national Harvester Co. and of the Holt Manufacturing Co. 
 in Stockton and the C. L. Best Co. in San Leandro). Ex- 
 plain the old scythe and grading methods. 
 
 In 1855 an agricultural exposition was held in Paris. 
 In a test on a field of oats, in a contest between 3 reapers 
 each cutting about one acre, the American machine finished 
 
 173 
 
in 22 minutes, the English in 66, and the Algiers machine 
 in 72. At the same exposition a test of threshing machines 
 was made all competing with six men using old fashioned 
 flail with this result : 
 
 Six threshers with flails ... ...60 liters of wheat 
 
 Pitt's American thresher. 740 " " " 
 
 Clayton's English thresher.... ...410 " " " 
 
 Dunoir's French thresher ..250 " " " 
 
 Pinet's Belgium thresher.... ...150 " " " 
 
 NOTE: "A liter equals approximately a quart," (Thompson, 
 .U.S., p. 220.) 
 
 c. In live stock, better breeds of animals were introduced. A 
 heavy horse for farm and dray work appeared although 
 oxen were extensively used on the farms yet. More atten- 
 tion was given to proper feeding of animals, after the in- 
 vention of the mower had made hay raising simpler. Barns 
 also were built for horses and cattle. Mules did most heavy 
 work on the southern plantations because they stood abuse 
 well and lived on poor food. Hogs were now often penned 
 and fed instead of running wild. Why? Pork packing es- 
 tablishments developed at Pittsburgh, Cincinnati, St. 
 Louis and Chicago. Why? 
 
 d. Roads and turnpikes were built and wagons greatly im- 
 proved, to get products to market. Steamboat and rail- 
 roads became important factors. 
 
 e. Agricultural Education Agricultural societies began about 
 1800; fairs in 1816 in Massachusetts; by 1860 there were 
 a thousand such fairs held. 
 
 f. Crops. Cotton became king in the South. Corn remained 
 the chief food crop and was used in fattening animals. Hay 
 became important in the northern states. (Why? Effect 
 of snow in winter on food for animals.) Wheat ranked next 
 to corn and by 1860 much wheat and flour were exported? 
 (Why do we send wheat and flour abroad today and use 
 the corn meal ourselves?) Constant cheap labor was suited 
 for cotton hence slavery; more skilled but occasional 
 labor was needed for, cereal crops. (What effect then did 
 agriculture have on our history?) 
 
 V. Immediate results of the Civil War. As the feeding of the 
 National Army was made possible by the improved machinery, 
 
 174 
 
("In 1860 it was estimated that the use of threshing machines in 
 two Ohio counties alone annually saved the labor of 40,000 men"), 
 so the end of the struggle released a vast army of workers. Many 
 went West, following the new railroad and began new farms; so by 
 1880, 120,000,000 acres had been added to our improved farm land 
 and our cereal crop doubled. In the South, however, so great had 
 the destruction been and so difficult was it to get used to paid labor 
 that the cotton yield of 1859 was not equalled again until 1879. 
 
 VI. Agricultural Development since 1883. 
 
 1. Our leading crops (in order of value) are: corn, hay, and 
 forage, cotton, wheat, oats, potatoes, orchard fruits. 
 
 2. Effect of fast freights and refrigerator cars: 
 
 a. Fruits and garden truck may be taken to cities, great 
 distances ; so fruit and berries in Florida and California 
 especially go to big cities of East. This has lowered 
 prices and made use more general. 
 
 b. The dairy industry has been likewise affected. Milk 
 is now taken great distances. Milk and butter are 
 now very important industries. 
 
 c. Slaughter houses may be near stock raising and fat- 
 tening centers. 
 
 d. Poultry and eggs. This is becoming the main industry 
 of some farms (instead of a side issue). The value is 
 now about one-half billion annually. 
 
 3. Agricultural Education. (Including actual assistance.) 
 
 a. Agricultural Colleges (such as at U. C.) developed 
 with aid granted by Congress during Civil War. These 
 now have regular courses of instruction (as at Berkeley) ; 
 experimental farms (as at Davis); experiment stations 
 (several in California) ; issue bulletins. (Get some from 
 U. C.); send lecturers out to hold farmers' institutes; 
 send out demonstration trains; etc. (What H. S. 
 course prepares for this?) 
 
 b. The U. S. Dept. of Agriculture at Washington D. C., 
 maintains a Weather Bureau to notify farmers of 
 storms; a Bureau of Soils; issues farmer's bulletins, 
 distributes sample seeds; helps solve road problems 
 and administers the money Congress allows to states 
 for road building; maintains a forest service for fight- 
 
 175 
 
ing fires, planting new trees, letting out grazing privi- 
 leges, etc; superintends enforcement of the Pure Food 
 Laws; gives information on market conditions and has 
 power to fix grades and standards in case of cotton and 
 cereals; fights diseases of farm animals and plants. 
 The work of this department has been advanced es- 
 pecially under the administrations of Mr. Roosevelt 
 and Mr. Wilson. (Bring some farmer's bulletins to 
 class) . 
 
 c. The State of California has a Horticultural Commis- 
 sioner, who "is at the head of a great state system which 
 exists for the purpose of protecting our horticultural 
 interests, including the raising of fruits, nuts, vege- 
 tables, and ornamental trees and plants." "His prin- 
 cipal duties are as follows: (1) To guard the state 
 against the introduction of tree or plant diseases and 
 destructive insects from other states or from foreign 
 lands." (2) "To eradicate tree or plant diseases and 
 destructive insects found within the state." (3) "To 
 rear and distribute beneficial insects." (4) "To col- 
 lect books, pamphlets and periodicals containing 
 information relating to horticulture: and to collect 
 statistics showing the condition and progress of 
 horticulture in this state and elsewhere." 
 
 d. "The State Veterinarian:" "It is the duty of the 
 veterinarian to protect the health of domestic animals 
 in the state. All veterinary surgeons are required by 
 law to report cases of contagious diseases to him." 
 "The State Board of Agriculture:" Their "principal 
 duty is to provide for and conduct the annual fair 
 which is held in the fall of the year at Sacramento. 
 The fair grounds comprise eighty acres of land located 
 outside the city limits. The land belongs to the state 
 and is equipped with buildings and other necessary 
 improvements." "The State Dairy Bureau:" Along 
 with other duties is directed "to compile and dissem- 
 inate statistics and useful information relative to the 
 dairy industry." (Sutton, "Civil Government in Cal- 
 ifornia," pp. 234-239.) 
 
 4. Conservation. 
 
 a. Crop rotation, use of fertilizers, legumes, etc. 
 176 
 
1). Plowing should be done so as not to let soil wash away, 
 c. Forests are preserved to hold soil and water on moun- 
 tains. 
 
 5. Development of machinery and application of power to it. 
 
 a. Perfection of reapers, binders, threshers, etc. 
 
 b. New machines for planting as drills, seeders, etc. 
 
 c. Cultivating machines (gang plows, multiple cultivators, 
 etc.) 
 
 d. Corn shelters, bean threshers, cotton pickers, tractors, 
 etc. (Let pupils hunt for pictures in magazines.) 
 
 6. Reclamation of arid lands. The States (especially Utah) 
 have done much work, but the United States has done more 
 under the National Reclamation Act of 1902, an important 
 law of Roosevelt's Administration. (Let pupils get pictures 
 of Roosevelt, Truckee-C arson or other projects. See 
 encyclopedias under "Roosevelt Dam"). The money 
 comes from sale of U. S. lands; dams and ditches are 
 built; land is sold to settlers on easy terms in not over 160 
 acre farms; when all paid up settlers manage the project; 
 Reclamation Bureau of Interior Department in charge. 
 
 7. Helping finance the farmer. Improved farms now cost 
 much money. Many have little money to start; so Con- 
 gress (in Mr. Wilson's first term) authorized the creation 
 of twelve Farm Loan Banks. These borrow from any 
 person having money to invest and give bonds in security. 
 This money is then loaned to farmers at low interest on 
 long terms so it can be paid back out of profits. Various 
 organizations of farmers are being formed to sell their 
 products directly and so eliminate profits of the middle- 
 men. (California Fruit Grower's Exchange, etc.) 
 
 8. Compare the old farm life and the new with the telephone, 
 rural delivery, automobiles, good buildings, labor saving 
 machinery, improved schools, etc. 
 
 References (for Teacher): Thompson, "History of the 
 U. S. Political, Industrial, Social," (Best account. 
 Generally followed above), chaps. IV, XIII and XXIII. 
 Bogart, "Economic History of the United States," Chaps. 
 5, 9, 17, 18, and 21, (Good). Department of Agriculture; 
 Yearbooks. U. S. Census: Abstract. Statistical Atlas. 
 
 177 
 
References (for Pupil): Elementary Histories, See index 
 " Agriculture" in Woodburn and Moran; Forman; Gordy; 
 Mace (School History) and under " Farming" in Bourne 
 and Benton. (All good.) Moore, J. R. H., "An In- 
 dustrial History of the American People," chaps. VI 
 and X (Good; written for 9th grade pupils). 
 
 (Study V) : Transportation in the United States. 
 
 a. In the Colonial Period : Dependence on Ocean and Atlantic 
 Rivers. 
 
 1. Our trade on the ocean up to the Revolution was 
 largely with England. (Why? Brief mention of 
 Navigation Acts and their purpose). 
 
 2. In 1789, Congress favored American vessels in the 
 coast-wise trade. After 1817 it prohibited foreign 
 vessels engaging in coast trade. 
 
 3. Observe the location of population before 1800 east of 
 the Appalachians. Observe also the river systems of 
 this country. What would be the effect of the coast- 
 wise trade on the development of inland transporta- 
 tion? Would you expect roads? 
 
 4. Why did New England become a great ship building 
 center? (Discuss the presence of materials for the sort 
 of ships built in those days, and the effect of the British 
 Navigation Acts and the above mentioned acts of 
 Congress in promoting American ship building.) 
 
 5. What effect did this ship building have on our troubles 
 with France and Tripoli? On our war with England in 
 1812? 
 
 b. Development of Roads ("the Turnpike Period") Revolu- 
 tion to 1812. 
 
 1. At first colonists remained near streams for communi- 
 cation in case of Indian troubles. As early as 1639 
 Massachusetts constructed roads between towns but 
 these were poor with few bridges. 
 
 2. After the Revolution, States encouraged Turnpike 
 Companies and sometimes voted tax money to help 
 build roads. The first turnpike went from Lancaster 
 to Philadelphia (1793). Soon Pa., N. Y., and the 
 New England States had a fair system but tolls made 
 freight rates high. "On the average it cost about $10 
 
 178 
 
for every 100 miles to transport goods by land," 
 (Bogart, p. 187). 
 
 3. The Cumberland Road was begun in 1811 (appro- 
 priation made in 1806) and finished at Vandalia, 111., 
 in 1830, by the United States. 
 
 4. Suggested Problems: (a) Why should post roads have 
 been mentioned in the Constitution? What sort of 
 a mail system probably existed? (b) Why did the 
 farmers of Western Pennsylvania make their grain into 
 whisky instead of shipping it abroad? (See Whiskey 
 Rebellion.) (c) Why was it so difficult for American 
 troops to defend our coasts against British raids in the 
 W^ar of 1812? Why was it often difficult to supply 
 our armies with food? (d) Had you been living in 
 Philadelphia in 1803, how could you get into our new 
 Louisiana country to locate a farm? 
 
 c. Development of River and Lake Traffic ("The Canal 
 Period") to 1840. 
 
 1. Invention of the steamboat and its importance. 
 Fulton's "Clermont" went in 1807 from New York 
 to Albany in 32 hours. In 1815 "The Enterprise" 
 went from New Orleans to Cincinnati in 28 days. 
 Before this flat boats had taken cargoes down the river 
 and been sold for timber. 
 
 2. Rapid development of river traffic in the West es- 
 pecially. "By 1856, there were on the Mississippi and 
 its tributaries more than one thousand steamboats 
 valued at $20,000,000." (Thompson, p. 246.) 
 
 3. Canal building. Begun in Virginia as early as 1787. By 
 1807 only six canals. Erie canal completed in 1825. 
 (Clinton.) 
 
 4. Importance of Erie Canal (a) developed New York 
 City as the gateway; (b) increased demand for all sorts 
 of internal improvements; (c) made possible rapid 
 settlement of the Lakes region (off the Miss. System) ; 
 (d) lowered freight rates; "The importance of cheap 
 freight rates in the development of the West can hardly 
 be overestimated. Before the canal was built, the 
 charge for transporting a bushel of wheat from Buffalo 
 to New York was about three dollars. Immediately 
 
 179 
 
after the completion of the canal, it fell to less than 
 fifty cents and later to only a little more than ten cents. 
 Likewise the time required for transporting goods from 
 New York to Buffalo was reduced from twenty to 
 six days." (Thompson, p. 251.) 
 
 5. Suggested Problems: (a) What made possible the 
 development of Chicago? (b) What determined the 
 location of Buffalo? Would land in Michigan be more 
 valuable or less valuable after 1825? Why? (c) Why 
 did not Baltimore after it connected with the Cumber- 
 land Road become the gateway to America? (d) Why 
 did New Orleans become an important city in the 
 early part of the nineteenth century? (Stress the 
 agricultural resources of the northwest, the cotton 
 industries of the gulf states, transportation difficulties 
 across the Appalachians, the great river system and 
 boats.) 
 
 6. Project. Make drawings or a model to show the work- 
 ing of a lock canal. 
 
 Development of the Railroad up to the Civil War. 
 
 1 Experiments with a rail showed how much it was super- 
 ior to the road. (Get pictures or make drawings to 
 show development of the rail) . 
 
 2 The first important line in America was the Balti- 
 more and Ohio begun July 4, 1828. (Get a folder of 
 this line if possible.) The growth of mileage in the 
 United States: 
 
 1830.... .23 miles 
 
 1840.... ......2818 " 
 
 1850... 9021 " 
 
 I860.... ...30793 " 
 
 In 1860 there were 74 miles of road in California and 
 Oregon. (How far would this extend from Oakland 
 if it had all been in one line?) 
 
 3 Show the development of the locomotive and the sorts 
 of power used prior to the steam engine. (Bogart 
 gives some good pictures). 
 
 4. (Optional.) Report on the development of the car, 
 especially for passengers. 
 
 5. Suggested problems, (a) Had you owned a farm in 
 
 180 
 
Illinois in 1832, would you have voted for the candi- 
 date for President of the United States who favored 
 spending United States money on roads, canals, etc., 
 or not? Why? (b) How do you think Senator Clay 
 of Kentucky voted on such measures? Senator Benton 
 of Missouri? Why? (c) How would the Congressman 
 from New Orleans district vote on spending United 
 States money on such projects as the Erie Canal? 
 Why? (d) From a study of a railroad map of the 
 United States in 1860, can you explain why General 
 Grant was trying to take Corinth, Miss? (Battle of 
 Shiloh.) 
 
 e. Development of the Transcontinental Railroads. 
 
 1. How large was the United States by 1850? What led 
 so many people to come to the Pacific Coast about this 
 time? By what routes and means could Easterners 
 get here? (Locate the routes on a map.) Describe 
 wagons, etc. Give accounts of hardships, length of 
 time, etc. 
 
 2. In 1860 ten railroads reached the Mississippi River 
 from the Lakes regions: Why did they not come be- 
 yond? The longest system was 740 miles. (111. Central.) 
 How does this distance compare with that from the 
 Mississippi River to California? Would there be any 
 freight to gather along a road to the Pacific? 
 
 3. Government aid. It was clear that somebody with 
 money was needed to stand back of a railroad into an 
 unsettled country for it would not pay at first. Illinois 
 had given aid in 1S50 to the Illinois Central. Other 
 States had helped roads in their territory. Who could 
 help in a road to the Pacific? Where should it touch 
 the Mississippi River? Northern Congressmen wanted 
 the road to terminate near Chicago; Southern Con- 
 gressmen favored New Orleans; Why? So no action 
 except making surveys resulted until the Civil War. 
 At this time efforts were made to have California and 
 Oregon join the South: When this failed a plan was 
 set on foot to set up a Pacific Republic. What effect 
 would these schemes be likely to have on the railroad? 
 
 181 
 
What effect would the departure of the Southern 
 Congressmen have on the location of the railroad? 
 
 4. Make a study of the building of the Central Pacific - 
 Union Pacific line 1862-1869 a remarkable enterprise 
 in its time. 
 
 5. When farmers along such line shipped products they 
 had to pay what the railroad demanded for thev had 
 no choice, i. e. the railroad had a mononly. (Ex- 
 plain this word). Why would the railroad not charge 
 enough to put the farmers out of business? Why would 
 it charge "all the traffic will bear"? 
 
 6 If a railroad found the people or a town making laws 
 it did not like, it sometimes charged thi? town higher 
 rates than a neighboring town further west. What 
 effect would this have on business of the first town? 
 Also railroads favored one shipper over another. 
 (Standard Oil Company.) 
 
 7. As a result of these abuses extortion (No. 5) and dis- 
 crimination (No. 6) farmers organized societies to 
 elect state legislators. These societies were called 
 "Patrons of Husbandry" or "Grangers." In many 
 states they elected a majority of the state legislature, 
 but these new "farmer legislators" knew little about 
 railroads and often passed foolish laws which the rail- 
 roads resisted and the courts declared to be uncon- 
 stitutional. Other laws were disregarded because no- 
 body was responsible for enforcing them. Moreover, 
 states could do nothing with the business that went 
 from one state to another. Why? (See Const.) 
 
 8. Finally after the U. S. Supreme Court had set aside 
 most of the Illinois laws, Senator Cullom of that 
 state introduced a bill in 1887 since known as the Inter- 
 state Commerce Act. It prohibited the railroads 
 favoring certain customers and created the Interstate 
 Commerce Commission to enforce the Act. This 
 commission has been given more and more power under 
 Presidents Roosevelt (1906 Hepburn Act) and Wilson 
 (1913 Clayton Act). 
 
 9. There has been a steady growth in railroads until in 
 1913, 251,948 miles are reported, or more than in all 
 
 182 
 
Europe. Also there has been a tendency for small 
 roads to be absorbed by larger ones until 9 or 10 groups 
 of capitalists control three-fourths of this mileage, 
 and the struggle has been against these powerful 
 groups. New transcontinental lines constituted much 
 of this road. (Name and locate them.) 
 
 10. In the various states, Railway Commissions have been 
 formed and given more power. In Wisconsin Gov. 
 La Follette created an effective commission about 
 1905, and in California, Gov. Johnson obtained from 
 the people by amendment to our constitution au- 
 thority to make our commission (which has existed 
 since 1879) an effective body. Look up some of its 
 powers. 
 
 11. Make clear difference between Federal and State 
 control. 
 
 12. In 1917, the United States took over railroads be- 
 cause of need of a single central control during the 
 War. This step will probably force the people to 
 seriously consider U. S. ownership. (Discuss it.) 
 
 13. (Optional). Development of electric interurban 
 systems, (Reports on S. P. System, Key Route; Cali- 
 fornia Traction, Oakland Antioch, etc.) 
 
 14. (Optional). Topics for report and discussion (re- 
 lated to this). 
 
 a. The invention and perfection of the telegraph by S. F. B. 
 Morse 1832-8. First used in 1844 between Baltimore and 
 Washington. Effect on movement of trains. 
 
 b. Development of wireless and effect on transportation. 
 
 c. Development of iron ships. Americans had surpassed the 
 world in wooden ship building. England's lack of timber 
 forced experiments with iron. England took lead in ship- 
 building and by 1860 surpassed us. (Cunard line, 1838.) 
 
 d. Effect of our Civil War in destroying our ships and giving 
 carrying trade to other counties. 
 
 e. First ocean steamers 1838 Sirius and Great Western. 
 Fifteen days time. (Compare in size, convenience and time 
 with present liners). 
 
 f . Effect on steam navigation of invention of screw propeller 
 
 (1836-8) and use of coal for steam production (1836). 
 183 
 
g. The invention of telephone and its assistance to communi- 
 cation and transportation. 
 
 h. Invention of postage stamp and improved mail service 
 with better transportation. 
 
 References (for the pupil) : See Index of state text (Mc- 
 Master) and other elementary histories under "canals," 
 "Erie," "Panama," "railroads," "ships," "shipbuilding," 
 etc., especially Foster, Bourne & Benton, Forman, 
 Mace (School History) and Woodburn and Moran. 
 Tappan, Eva M., "Travelers and Travelling," (Easy 
 reading; good.) Mowry, Wm. A., "American Inventions 
 and Inventors," (Very simple, nothing .since 1910.) 
 Sparks, Edwin E., "The Expansion of the American 
 People," esp. chaps. 12, 22, 23, and 30. (Good.) Nida, 
 Stella H. "Panama and its Bridge of Water." McMurry, 
 C. A., "Larger Types of American Geography," pp. 
 54-93. (Penn. R. R. and First Transcontinental line.) 
 See encyclopedias under names of inventors and many 
 magazine articles on Panama Canal. 
 
 References (for the teacher): Thompson, "History of the 
 United States, Political, Social, Industrial," (index). 
 Bogart, "Economic History of the United States," 
 (index). World Almanac Latest edition for late sta- 
 tistics. Sutton: "Civil Government in California," (For 
 California Railroad Commission and its powers). John- 
 son, "American Railway Transportation." 
 
 (Study VI) : Development of Manufacturing in the United 
 States. 
 
 Suggestions for Approach. 
 
 1. What does manufacture really mean? (Manu - hand; 
 facture from facere - to make.) Look up in big dictionary. 
 
 2. Make a list of things you are using in school that were 
 made in factories. 
 
 3. Think how much of your clothing was made in factories. 
 Of that part made at home, where was the material made? 
 
 4. Who (in the class) have worked or are working part time in 
 some factories? Which factories? 
 
 5. How many have relatives working in factories (in some ca- 
 pacity). 
 
 184 
 
Outline of Main Points. 
 
 I. The Industrial' Revolution (in England.) 
 
 a. Three hundred years ago, (about the time Jamestown was 
 settled) most families had to themselves produce the raw 
 materials and manufacture all articles of food, clothing, 
 etc., that the members of it used. 
 
 b. By a hundred years later some men were specializing in 
 iron work shoeing horses and making tools (smith) ; 
 others made furniture (joyner); others cloth (weaver); 
 others dyeing it (dyer) ; others clothing (tailor) ; etc., (hence 
 many of our names today). They spent most of their time 
 on their special line and traded the surplus for food, drink, 
 etc. As these men prospered, they took in young boys 
 
 t (apprentices) to learn the trade and sometimes kept them 
 on pay after they had learned it. All this work was done 
 by hand with simple tools like the spinning wheel, hand 
 loom, tongs, hammer, saw, etc. 
 
 c. Before another hundred years had passed, great changes 
 occurred in: first, new machines capable of displacing 
 many men and women were introduced for spinning and 
 weaving; second, power was applied to run these, at first 
 animals or water wheels, but soon steam. 
 
 Machine Inventor Date of Inven. 
 
 Spinning jenny.... James Hargreaves.... 1764 
 
 Water frame Richard Arkwright.... 1769 
 
 "Mule".... ....Samuel Crompton.... 1779 
 
 Power loom. Edmund Cartwright 1784 
 
 Definite improvements were made in the steam engine 
 by James Watt in 1766. In 1785 steam power was "first 
 supplied to a silk mill, and to a cotton mill, (in 1785) and 
 was adopted in Manchester and Glasgow, great cotton 
 centres, in the next seven years." Thompson. These 
 changes forced so many to give up the trades and work in 
 factories and caused much great suffering that it is known 
 as the Industrial Revolution. 
 
 II. British Attitude toward Colonies and its Effect. 
 
 a. The English merchants did not want colonials to use these 
 new machines to make goods. They wished the colonists 
 to buy from the mother country. This is why Parliament 
 
 185 
 
passed laws to stop colonists from exporting cloth, hats, 
 etc., to any place even England or to another colony or 
 to erect iron mills, forges, furnaces, etc. 
 
 b. The colonial manufactures of textiles were mostly from 
 wool and flax; made generally at home but sometimes 
 finished by a skilled fuller or dyer. In metals after 1750 
 only pig iron and bar iron for shipment to England could 
 be made, but blacksmiths still made tools for local use 
 as ordered. Leather was tanned and boots and shoes for 
 local use were made. Building materials lumber, brick, 
 tiles, etc., were made in the colonies as was the cheaper 
 furniture. The chief industry probably was grinding 
 wheat and corn to meal, and this determined the location 
 of many cities. Shipbuilding and manufacture of necessary 
 ship equipment was very important in England. 
 
 c. The British manufacturers wished the colonists to produce 
 raw material they needed, so colonists were encouraged to 
 make pig and bar iron for shipment to England, to raise 
 tobacco, indigo, flax, hemp, barrel staves, tar, rosin, tur- 
 pentine, etc. Frequently the government paid a sum 
 (bounty) on each ton produced in addition to what the 
 producer got for his product in the market. 
 
 III. The American Industrial Revolution. (1789-1815). 
 
 a. England, in order to prevent competition, had forbidden 
 exportation of machinery for making cloth. 
 
 b. Samuel Slater, an English immigrant to U. S., built in 
 1789 (Washington's inauguration year) a machine to make 
 cotton cloth. 
 
 c. In 1793, Eli Whitney invented Cotton Gin. (Discuss this 
 machine and its effect on cotton production, slavery, etc.) 
 
 d. Water power was plentiful ("Fall line" cities established). 
 Also plenty of iron ore; wood and coal for smelting it. 
 
 e. Until 1806, manufactures developed slowly because Europe 
 was at war and demanding food supplies from America at 
 high prices. Therefore, men farmed or engaged in shipping 
 rather than enter factories. 
 
 f. From 1806 to 1815, the French and English so disregarded 
 neutral rights that our commerce was ruined, and there 
 was great demand for manufactured goods. The embargo 
 
 186 
 
also stopped profits in shipping and capitalists and laborers 
 hunting new industries developed factories. 
 
 g. Effect of War of '1812. The government needed large 
 quantities of clothing, blankets, tents, and leather goods. 
 These it could not get from England, nor could it deal with 
 a lot of hand workers. In addition, new industries like 
 arms and ammunition factories developed. 
 
 IV. Development of a Tariff for Protection. 
 
 a. Definitions and points of view. "Tariff" may be to a charge 
 such as railroad makes for carrying passengers, freight, 
 etc. "railroad tariff." In American history the word 
 refers to a tax put upon goods entering the country from 
 outside its boundaries. Those who oppose all tariff wish- 
 ing goods to come in without tax are said to favor "free 
 trade." Those who wish the U. S. government to put a 
 reasonable tax on articles like tea, coffee, etc., that are im- 
 ported are said to favor a "tariff for revenue," since the 
 object of such a tariff is to raise money to pay salaries, keep 
 up army and navy. If goods are produced in America 
 but at an expense greater than the cost of producing them 
 in another country, the American producer may ask Con- 
 gress that such foreign goods be taxed when they enter 
 this country. The amount of tax he would claim, should 
 at least equal the difference g in the cost of production in 
 the two countries in order that he might compete on equal 
 terms. (Show by figures.) 
 
 b. The war in Europe and the War of 1812 had kept foreign 
 goods from competing with American goods until 1815. 
 
 (Why?) 
 
 c. The American manufacturers at the close of the war were 
 afraid English manufacturers would undersell them and 
 asked for a protective tariff on the ground: (1) "that they 
 had performed a public service by building up manu- 
 factures during the war; (2) that the integrity of the 
 United States as a nation depended on its becoming in- 
 dustrially self-suffiicing; (3) that high wages made it im- 
 possible for them to compete with British manufactures of 
 similar goods." Thompson, p. 157. See McMaster 
 (State Text), pp. 265-266. 
 
 187 
 
d. The further development of protection will be noted in 
 connection with the increase in manufactures. 
 
 V. Growth and Position of Manufactures 1815-1880. 
 
 a. Call attention to the development of transportation which 
 made possible the distribution of manufactured goods from 
 large manufacturing centers. 
 
 b. As men specialized in manufacturing lines, new machines 
 and tools were developed and many patents were issued 
 for inventions. These were along the line of improving 
 leather and shoe manufacturing, tools made of iron and 
 steel, the sewing machine by Howe (1846), vulcanized 
 rubber by Charles Goodyear (1844), and the rotary print- 
 ing press by Richard Hoe (1847) which made possible 
 larger newspapers, magazines and an increased supply of 
 books. 
 
 c. Discuss patents; their nature, reasons for, and by what 
 governmental authorities issued. (See Constitution, look 
 up "patent office" in civics texts.) 
 
 d. The leading manufacturing industries were cotton, which 
 increased from 90,000 spindles in 1810 to 5,250,000 in 
 1860; woolens; iron and iron products. (What effect 
 would the demand for iron rails have on the development 
 of this industry?) 
 
 e. The growth of the large factory. There was a tendency 
 during the whole period for large factories to develop in 
 place of more numerous small ones, partly because of the 
 expense of machines and the favorable advantages of power 
 or fuel for raw materials at certain centers. Secondly, 
 there was a great division of labor with specialization of 
 workers on one particular job. Thirdly, the old owner 
 was replaced by a boss or overseer. Fourthly, as a heavy 
 job was sub-divided, women and children were employed 
 for the lighter work. Fifthly, as these big systems grew in 
 size and the owners did not give the personal attention, 
 the gulf between employer and employee widened. (Help- 
 ing to make for strikes, etc.) 
 
 VI. The Effect of Manufactures on the Civil War. 
 
 a. In 1860 the leading manufactures in order of importance 
 were: (1) flour and milling; (2) cotton goods; (3) lumber; 
 
 188 
 
(4) boots and shoes; (5) leather; (6) ready-made clothing: 
 (7) woolen goods; (8) machinery. 
 
 b. The South had been primarily an agricultural region with 
 slave la*bor and so about 5-6 of the manufacturing was in 
 the Northern section. 
 
 c. The needs of armies could therefore be more readily satis- 
 fied in the North. (Upon which of the above industries 
 would armies draw the most heavily? Discuss.) 
 
 d. The iron industries that were in the South were in Tennes- 
 see, Louisiana, and Virginia. Nearly all soon came into 
 Federal hands. The Alabama fields were scarcely known 
 at that date. 
 
 VII. The Effect of the War upon Northern Manufactures. 
 
 a. The government at once made heavy demands for arms, 
 ammunition, cloth for uniforms, boots and shoes, saddles 
 for the cavalry and the like. These industries were taxed 
 to the utmost. 
 
 b. It was impossible to deal with many small producers and 
 therefore large establishment developed and contractors 
 brought together the output of numerous small factories. 
 
 c. Many industries were standardized. For example, the de- 
 mands for uniforms in quantities brought about the manu- 
 facture of standard sizes and laid the foundation for the 
 present ready-made clothing industry. (In 1910, men's 
 clothing stood eighth among our industries in value of out- 
 put in spite of expansion of steel and textile industries.) 
 
 d. Standardization made possible greater use of machines, 
 larger factories, more minute division of labor and the 
 greater employment of women and children. 
 
 e. In the South manufactures increased to some extent, but 
 the necessary machinery and skilled labor for the great 
 development were lacking. 
 
 f. With the close of the war, railroad iron was turned out in 
 place of cannon, ready-made clothing instead of uniforms, 
 and boot and shoe factories had come to stay. The old 
 hand methods were displaced and by 1880 both in output 
 value and amount of capital invested, American manu- 
 factures had doubled, although the population had in- 
 creased less than 60%. 
 
 189 
 
g. Tariffs had been raised during the war both to get more 
 money and to keep foreign manufacturers from under- 
 selling American goods which were paying heavy excise 
 taxes. After the war, manufacturers urged keeping high 
 tariffs to protect them. 
 
 VIII. The Business Age 1880-1910. "Many important fact- 
 ors have contributed to the rapid growth of American manufactures, 
 chief of which is the abundance of natural resources. Iron ore, 
 timber, grain, and cotton supply the material for innumerable 
 manufactures, while the supply of energy in the form of 
 water power, petroleum, and coal seems inexhaustible. A second 
 factor, and one likely to be overlooked, is the enterprise and daring 
 of the American manufacturer. He is tireless, demands the latest 
 and best machinery, and loses no opportunity to increase the quan- 
 tity and improve the quality of his product. No other nation excels 
 the United States in this respect. The inventive' genius and energy 
 of the people of all classes have likewise added to the industrial 
 success of the country. A third factor has been the development 
 and extension of transportation facilities. No nation made up of 
 isolated sections can hope to succeed in manufactures on a large 
 scale, for a proper territorial division of labor would be impossible." 
 (Thompson, p. 387.) 
 
 a. Our leading industries (1909) in order of value of output 
 were : 
 
 1. Slaughtering and meat packing. (This was second in 
 1880, first in 1890. second again in 1900.) 
 
 2. Foundry and machine shop products (held first place 
 in 1900). 
 
 3. Lumber and timber products. 
 
 4. Iron and steel. 
 
 5. Flour and grist milling. (This was the leading in- 
 dustry in 1880.) 
 
 6. Printing and publishing. 
 
 7. Cotton goods. 
 
 8. Men's clothing. 
 
 9. Boots and shoes. 
 10. Woolen goods. 
 
 "Since the Thirteenth Census (1910) the automobile 
 and the motion picture industries have grown rapidly, 
 
 190 
 
and they are likely to become increasingly important." 
 (Thompson, p. 388.) 
 
 There were in all 48 industries with output valued 
 at $100,000,000 or more. 
 
 b. Our leading manufacturing states in value of products in 
 order: New York, Pennsylvania, Illinois, Massachusetts, 
 Ohio, New Jersey, (all over $1,000,000,000), Michigan, 
 Wisconsin, Indiana, Missouri, California, Connecticut (all 
 over $500,000,000). 
 
 IX. The tariff during the l 'Business Age." 
 
 a. With very slight changes, the war tariffs remained until 
 1884. 
 
 b. In 1884 the Democrats (with Cleveland as candidate) 
 pledged themselves to lower the tariff; the Republicans 
 opposed this. Mr. Cleveland was elected and sent three 
 messages to Congress urging a lower tariff. Such a bill 
 passed the House but was defeated in the Senate 
 (where the Republicans had a majority). In 1888 the 
 Republicans nominated Mr. Harrison and elected him by 
 getting the New York vote. 
 
 c. During Harrison's administration a new tariff law was 
 passed (McKinley Act) giving high protection to manu- 
 factures and adding tin plate to the list. (Also gave boun- 
 ties on sugar). 
 
 d. The advance in prices without a similar advance in wages 
 led to the election of Mr. Cleveland again with Democrats 
 in control of both House and Senate. The Wilson Tariff 
 bill did not suit President Cleveland and he refused to sign, 
 but it became law anyway. (Why?) About the same time 
 came a business panic, hard times and strikes and the 
 people returned the Republicans to office (McKinley 
 1896). A new high protective tariff was passed (Dingley 
 Act 1897) which pleased manufacturers. The country 
 was prosperous and the Republicans claimed their tariff 
 caused this prosperity, but by 1908 arguments for a lower 
 tariff were so great that even Republicans (Taft) promised 
 revision. The law Taft signed did not suit the people and 
 in 1912 he was turned down in favor of Mr. Wilson and the 
 Democrats. 
 
 e. The Democrats' tariff bill (Underwood-Simmons Act) 
 
 191 
 
was just becoming effective when the Great War cut off 
 most of our trade and we cannot tell how it would have 
 worked had there been no war. 
 
 f. In tariff bills each Congressman wants the goods from his 
 district or state protected so that they will sell for high 
 prices but often wants little tariff on other sections' goods. 
 Therefore tariff bills have often been a combination of 
 trades. This has led to a demand for a non-partisan board 
 to study the question and advise Congress. Taft appointed 
 such a board but it was discontinued in 1913 and a new 
 one created in 1917. It may succeed if Congress will take 
 its advice. 
 
 References (for the pupil): McMaster, "Brief History" 
 (State Text), index "Manufactures," "tariff." Other 
 Elementary Histories, expecially Bassett, Forman, 
 Foster, Gordy, Mace, Thwaites and Kendall, Woodburn 
 and Moran, and Blaich, especially Chap. 20. 
 References (for the teacher): Thompson, "History of the 
 United States," Political, Social and Industrial. (Best 
 reference.) Bogart, "Economic History of the United 
 States," (Good, but not up-to-date). Bassett, "Short 
 History of the United States." Crosscup: "Synchronic 
 Chart of United States History," Chap. VIII., Tariff 
 (excellent outline), also chart, p. 86. U. S. Census: 
 Abstract; Statistical Atlas. 
 
 (Study VII) : The Trust Problem. 
 
 I. Effect of Machines on Workers. In the old days a man made 
 a complete shoe, changing from one tool to another. Today as 
 many as 130 persons may work on a single shoe, for each does a 
 small part of the work with the aid of a machine which must be 
 kept busy all the time. This has made possible putting the best 
 workers on the most important tasks and finding simple tasks 
 for the unskilled. It has also made possible many places in factories 
 that can be filled by women and children. So while our population 
 is about three times what it was in 1860, our workers in manu- 
 factures are about six times as numerous as in 1860. 
 
 II. Growth of Corporate Form of Ownership. Moreover in the 
 old days most workers owned their tools or machines just as the 
 carpenter does today but as expensive machines were invented, 
 single individuals could not afford them and partnerships were 
 
 192 
 
formed. As industries grew these gave way to the corporation. 
 (Study these forms). To size of a corporation there seems to be no 
 limit. 
 
 Ownership of Manufactures, 1910. 
 
 Wage-earners Value of Product 
 
 Average Per Cent Average Per Cent 
 
 Character of Ownership Number of Total Value of Total 
 Individual.... 6 12.2 $14,523 9.9 
 
 Partnership (firm).... 15 12.0 40,249 10.6 
 
 Corporation.... 72 75.6 235,121 79.0 
 
 III. Competition. Explain: 
 
 1. Meaning by: (a) 100 yard dash, (b) basket ball game 
 between two schools; (c) several grocers, milkmen, or 
 vegetable stores. 
 
 2. Business competition in form of: (a) courtesy and im- 
 proved service; (b) price cutting. If A undersells B, B 
 must cut; A again cuts. This leads to substitution, adult- 
 eration, and bankruptcy. 
 
 IV. Nature of the Corporation and Its Influence. Form a stock 
 company in the class. Elect directors and a manager. Stockholders 
 will be interested in profits. Manager must get profits, therefore, 
 he desires to eliminate competition. Form two or three companies 
 with names. Let managers get together and agree on prices. 
 Discuss effect. If agreement is kept we have monopoly; if one 
 breaks it all evil effects of competition return. The "pool" is a 
 result of such agreement. 
 
 V. Monopoly implies a substantial unity of control generally 
 for purpose of fixing price : 
 
 Show that monopoly is not a synonym for "corporation" 
 or "trust." If a man invents something and is granted a 
 patent, he has a monopoly. 
 
 VI. The "Trust Agreement" (the early trust). "In 1882 the 
 Standard Oil Company, under the leadership of John D. Rockefeller, 
 organized the first American trust. The plan of organization was 
 simple but effective. Owners of competing oil companies deposited 
 their stocks with nine trustees, receiving in return trust certifi- 
 cates, hence the name trust. (In 1870, the Standard Oil Company 
 was one of two hundred and fifty oil refineries, and produced only 
 
 193 
 
four per cent of the total output. Seven years later, however, 
 Uncontrolled 95 per cent of the oil refined in the United States. 
 The strong opposition of other producers led to the fusion of some 
 forty companies as described above.) According to the agreement, 
 the trustees managed the affairs of the combining companies in 
 such a manner as to eliminate competition among themselves and 
 to destroy the business of companies not in the combination. From 
 the start, the new organization earned excessive profits for its 
 members. This success led to the establishment of similar combina- 
 tions in other fields." (Thompson, p. 398.) 
 
 Let the managers now select trustees (say 5) and let each pupil 
 stockholder turn over his stock to the trustees taking a receipt. 
 Now hold an election in each corporation and let class note result. 
 
 VII. The Sherman Anti-Trust Law of 1890 begins with this 
 sentence: "Every contract, combination in the form of trust or 
 otherwise, or conspiracy, in restraint of trade or commerce among 
 the several states, or with foreign nations, is hereby declared to 
 be illegal:" "Materials for the Study of Elementary Economics," 
 Marshall Wright Fields, p. 338. In this year the Sugar Trust was 
 broken up and in 1892 the Standard Oil Trust was ordered dis- 
 solved by the Court. 
 
 VIII. The "Giant Corporation," (the later "trust"), a holding 
 corporation or "corporation of corporations." In this type a new 
 corporation is formed. (Organize one.) It buys the control (51%) 
 of the stock of corporations it wishes to control. (Now hold elec- 
 tions in the former competing companies.) The largest business 
 of this sort is the United States Steel Co. (Steel Trust.) 
 
 IX. Advantages of these "Giant Corporations." In making 
 goods in large quantities many things can be done which are im- 
 possible for small manufacturers. Among these are (a) making 
 expensive experiments in attempt to improve product, (b) buying 
 raw products at lowest prices because of quantity, (c) dividing 
 up the work among so many employees makes it possible to use 
 unskilled labor in many jobs, (d) fewer salesmen and less adver- 
 tising required, (e) by-products can be profitably used. (For 
 example a country butcher has much waste but the great meat 
 packers claim to use all the pig but the "squeal."), (f) the big 
 company can compete in foreign markets. 
 
 X. Objections to the trusts are: (a) they become monopolies 
 and charge what they please (regardless of cost); (b) they take 
 
 194 
 
unfair advantages (by getting railroad rates, etc.) to prevent com- 
 petition or crush competitors; (c) they have been accused of using 
 their wealth and power to corrupt public officials and influence 
 elections. 
 
 XI. Trust Policies: (a) Let alone policy (laissez faire) favored 
 by trusts and individualists (on theoretical grounds), (b) Public 
 regulations by legislative and judicial action, enforcing publicity, 
 etc. Generally tried but only moderately successful. Some good 
 done by Interstate Commerce Commission. (Explain it.) Similar 
 commission for all big business has been advocated; (c) Govern- 
 mental ownership, especially of all monopolistic business, the 
 Socialistic viewpoint rapidly gaining adherents because of its 
 success in war time. 
 
 XII. Effect of Tariff on Trusts. No casual relationship really 
 proven. Mr. Havemeyer, head of the Sugar Trust, frankly 
 stated, however, in 1899, that in his opinion the American trust 
 owed much to the tariff. "The mother of all trusts is the customs 
 tariff bill. . . . There probably is not an industry that requires a 
 protection of more than 10 per cent ad valorem, and it is to obtain 
 what is provided over such percentage in the tariff that leads to 
 the formation of what are commonly spoken of as "trusts." What- 
 ever the merits of the controversy may be, it cannot be denied that 
 the trusts have had notable successes in protected industries." 
 (Thompson, p. 402.) 
 
 Illustrate this by supposing candymakers in Oakland could 
 get a duty on candy from San Francisco, Berkeley, Alameda, etc., 
 and then forming a combine to raise prices (or some similar ex- 
 ample.) 
 
 References (for the pupil) : McMaster, Brief History 
 (State Text) Index "Antitrust Law," "Corporations." 
 Other Elementary Histories, esp. Bourne & Benton, 
 Thwaites and Kendal, Redway, Foster, Forman and 
 Hart. Hughes, R. O., "Community Civics," Chap. 
 XXIII. (Good.) 
 
 References (for the teacher) : Thompson, "History of the 
 United States," pp. 397-402. (Good.) Ashley, "New 
 Civics," pp. 305-314. (Good.) 
 
 (Study VIII) : Capital, Labor and Management. 
 A. Suggestions for Approach. 
 
 1. Let the preceding studies suggest the consideration of 
 
 195 
 
these topics. For example, a consideration of the trust 
 problem involves the management of big corporations. 
 
 2. Discuss someone who has just landed in this country all 
 alone, who has strength and energy only and is willing to 
 devote them to any good cause which will guarantee him 
 a respectable living. (Labor.) 
 
 3. Discuss abstaining from some of the enjoyments we might 
 have in order to save our money and invest it in Wai- 
 Savings Stamps and Thrift Stamps. Suppose a man 
 should in time of peace so abstain from enjoyments he 
 might have in order to save his money and invest it in 
 factories or machines, should he have a return on his 
 investment? (Interest on capital.) 
 
 B. Essential Definitions. 
 
 1 . Labor (or work) in the economic sense means man's strength 
 and energy applied to the materials furnished by nature 
 with a view of producing something that will satisfy human 
 wants. 
 
 2. Capital, in the economic sense, means those tools, machines, 
 buildings, and other things which have resulted from the 
 energy man has expended in creating something more than 
 what he needed and used for immediate enjoyments; things 
 which help him in satisfying more quickly his necessary 
 wants, and in satisfying wants that had not been satisfied 
 before. 
 
 3. Business Management implies the ability to direct the 
 forces of capital and labor in such a way as to produce 
 things for which a need is felt to the best advantage and to 
 market them. 
 
 C. Labor and its Problems. 
 
 1. Discuss the enforced labor of war prisoners in Europe and 
 of Belgians in Germany. (Why do we think this not right?) 
 
 2. Slave labor versus free labor. In the former, the gain of a 
 worker from his work belongs to his owner. Free labor 
 means strength and energy used as the 'laborer thinks to 
 his best advantage. The slave, therefore, was merely a 
 work machine belonging to an owner. Free labor may be 
 employed either in working for. one's self or working for an 
 employer. 
 
 196 
 
:'.. In the early development of our country, most men worked 
 for themselves and the members of their immediate fam- 
 ilies. Mr. Lincoln's career furnishes an example. (Study 
 also U. S. Lessons in Community and National Life, Oct. 
 1917, Lesson B2 "The Varied Occupations of a Colonial 
 Farm." Very good.) 
 
 4. Working for an employer. Discuss the inability of a boy 
 leaving school to work for himself in the sense of producing 
 all of his own food and clothing and shelter. In order to 
 get others to furnish him some of these things, he must 
 render services to other people; so, he gets a job, i. e., he 
 sells his labor. With the money he gets, he buys what 
 others produce. 
 
 5. Divisions of labor and specialization. Before our Civil 
 War many persons went regularly to a shoemaker. One 
 man measured the customer's feet, cut the leather, made 
 and fitted the shoes, just as today many men and women 
 go to tailors and dressmakers. 
 
 6. Organizations of Managers. In large corporations the 
 stockholders (the real owners) frequently are not the actual 
 managers. In this case, the manager is, himself an employee 
 selected in the belief that he can deliver profits and often 
 made to feel that his position depends upon his success in 
 this respect, thus the real owner of the capital employed 
 does not know anything about the employees who are using 
 this capital in producing goods for our needs. These em- 
 ployers form organizations for their own advantage. Sug- 
 gested Topics: Should such organizations consider: (a) 
 Improvements in machinery? (b) In systems of bookkeep- 
 ing? (c) In systems of stock records? (d) In advertising? 
 (e) In salesmen? (f) In improving the quality of the goods? 
 (g) Providing opportunities for their employees to better 
 their conditions? 
 
 7. Industrial war, or strife between organized employers and 
 organized employees. It is seen that both groups are neces- 
 sary in the production of goods. One or both frequently 
 overlooks the fact that they are producing goods for the 
 general public and rendering a service to the general pub- 
 lic; consequently, in trying to gain its own end the pub- 
 lic is disregarded. In the case of strife between the Shredded 
 Wheat management and its employees those persons who 
 
 197 
 
do not use the product would not feel any concern for those 
 who do use it; the supply already on the shelves of the stores 
 would probably outlast a strike; if not, a substitute could 
 be used. In this case, we might wait until one side or the 
 other might be conquered; the public would not be greatly 
 concerned if its peace were not disturbed by rioting and 
 destruction of property. In the case of interruption of 
 the street car traffic or the traffic across the Bay, thousands 
 of innocent persons would at once be inconvenienced 
 and perhaps deprived of the possibility of earning their 
 living. Such cases as these emphasize the fact that after 
 all, the public, as a third party should have some say in 
 the settlement of industrial disputes. The problem 
 arises in how the public is to exercise its rights and yet do 
 no injustice to the worker or the employer. 
 
 D. Capital and its Control. 
 
 1. In a savage state man's endeavors are directed to acquiring 
 what is necessary to satisfy such immediate needs as 
 hunger, thirst, shelter, etc. If, after the satisfaction of 
 these immediate wants he ceases to work, there is no op- 
 portunity for the formation of capital. If he devoted extra 
 time to making a stone hatchet or a spear with which he 
 can better satisfy his immediate needs the next day, these 
 tools represent capital. At the present time one might 
 think of each man spending for food and drink, clothing, 
 amusements and the like, his entire time or his entire in- 
 come. But a vast quantity of machinery is required every 
 year to carry on modern industry. The men who make 
 this machinery are making what is real capital and their 
 food, clothing, etc., must be supplied by other persons who 
 produce more of these things than they need. Therefore 
 the farmer who produces above his own needs contributes 
 indirectly to capital formation. The duty of capital forma- 
 tion in the nation should fall upon everyone and each person 
 should therefore make such savings as he can. 
 
 2. The Functions of the Savings Bank. Since most individuals 
 savings will be in the form of money and in most cases will 
 be not in large sums at any one time, to assist in capital 
 formation, banks have been created where the savings of 
 a large number are brought together in usable sums. These 
 are borrowed by skilled managers who know how to bring 
 
 198 
 
about the most necessary forms of capital. Then-fore, the 
 capital really belongs to the original savers. The chief 
 possibility of injustice lies in the mismanagement of capital 
 by those in control of the money saved and the capital result- 
 ing from it. Individuals or groups of individuals may 
 charge exorbitant interest rates or may discriminate against 
 one borrower in favor of another. The chief remedy for 
 this seems to be governmental control of such institutions 
 as banks and governmental responsibility for deciding who 
 may borrow. The United States government has taken 
 action in this direction in two ways : first, the Federal Re- 
 serve System for the control of the money in the country; 
 and second the Farm Bank System for regulating loans to 
 f armors. (Find out something about the Federal Reserve 
 Bank in San Francisco and the Farm Loan Bank in Berke- 
 ley.) 
 
 3. Have reports on Savings and Tariff. 
 
 4. Reckless use of capital, (a) in land speculation brought on 
 panic in Van Buren's administration, (b) in railroad de- 
 velopment brought on panic in Grant's time. These led 
 to labor troubles because men were thrown out of work, 
 had wages cut in some cases. Many of our panics have 
 been complicated by improper handling of banking and 
 money also. 
 
 References: Leavitt and Brown, "Elementary Social 
 Science," especially Chaps. Ill, (Labor); IV, (Capital); 
 V, (Management); VI, (Modern Business of Production 
 and Distribution). This book is elementary and fairly 
 good. Hay ward, W. R., "Money, What It Is and How 
 to use it," esp., Chap. V, ("How Money Grows"). 
 Very good elementary treatise. Pritchard and Turking- 
 ton, "Stories of Thrift for Young Americans." (Simple 
 stories in popular form.) McMaster (State Text) Index 
 under "labor," "panics," "strikes." Also other elemen- 
 tary histories, under same topics, especially Bourne 
 and Benton, Gordy, and Mace (School History.) (Ail 
 Good.) 
 
 For the Teacher. Any of the High School or College 
 treatises on Economics. Adams, "Description of In- 
 dustry," esp. Chap. I on "Work," Chap IV (Factors of 
 Production); Chap. V, (Machinery and Industry); 
 
 199 
 
Chap. VII (Control in Industry). Bassett, "Short 
 History of the American People." Index. 
 
 Suggested Problems, (from Leavitt and Brown). 
 
 1. Select some store, manufacturing establishment, or farm, 
 about which you think you can get information. 
 
 Learn what you can about the amount of capital employed 
 in land buildings, and ready money for running expenses. 
 Estimate the amount of income the owner would re- 
 ceive if he could convert his establishment into .cash and 
 invest the money at 6 per cent. 
 
 2. Make a list of the opportunities for employment afforded 
 the young people of your community by (a) the farm. 
 (b) The factory, (c) The railroads, (d) The department 
 store. 
 
 Work out for any one occupation a line of advancement 
 which a young employee may reasonably hope to follow. 
 
 NOTE : This concludes the 8A Outlines. 
 
 200 
 
Report of the Committee on Social Studies in the High Schools of 
 
 Oakland. 
 
 This committee was appointed by the Executive Board of the High 
 School Teachers' Club of Oakland, September 13, 1917. Its function 
 was to investigate the course in Social Studies and to offer recommenda- 
 tions for its readjustment and organization. This was no small task, 
 because it really involved a study of the whole educational movement 
 of to-day. This committee has constantly kept in mind the immediate 
 needs of the present and the possible necessities of the future. We have 
 not had time to go into many phases of the subject, but we are pre- 
 pared to offer certain recommendations which look toward the future 
 and which may serve as a starting point, and possibly as a basis, for 
 the readjustment and evolution of our course in Social Studies. 
 
 That we might secure a basis for our report, we have: 
 
 1. Made a survey of the course in Social Studies in Oakland 
 to ascertain what is actually being done. 
 
 2. Made a survey of the course in Social Studies offered in 
 leading California high schools and several eastern high 
 schools. 
 
 3. Made a careful review of the recently published reports 
 dealing with the reorganization of the course in Social 
 Studies; particularly, the report of the "Committee of 
 21," commonly called the N. E. A. Committee, and the 
 report of the Nebraska Committee on the course of study 
 in history in that state. 
 
 4. Made a careful study of the intermediate school problem 
 with especial reference to the course in Social Studies that 
 is offered in the 7th, 8th, and 9th years. 
 
 5. Conferred with various school authorities as to the 
 larger and broader aspect of the course in Social Studies 
 in its relation to other courses. 
 
 6. Conferred on three or more occasions with the entire history 
 teaching force of the Oakland high schools, that we might 
 obtain the constructive ideas and ideals of the entire De- 
 partment of Social Studies. 
 
 The committee has been deeply impressed by the situation in which 
 the American nation and the world finds itself to-day. We believe 
 that our course in Social Studies must be adjusted to the newer edu- 
 cational conceptions and the present day social demands. 
 
 201 
 
The Social Studies (as other studies) must justify themselves. The 
 Department of Social Studies accepts the challenge. It needs no argu- 
 ment to prove that there should be a higher standard of American 
 citizenship throughout the land. We are willing to measure every sub- 
 ject offered in our department by that demand. We believe that 
 systematic effort, through the medium of the courses in Social Studies, 
 among the 1,500,000 pupils in our high schools, can do much towards 
 developing in them a consciousness of social responsibility. In fact the 
 direct objective of all our courses should be to develop a socially con- 
 scious citizenry. 
 
 In shaping the course, the committee has constantly kept in mind : 
 
 1. The pupil in his immediate relation to society and his po- 
 tential relation as a future voter. To elaborate : The entire 
 field of history should be socialized. All our courses should 
 be taught from the social point of view. The outlining of 
 the course, the subject matter within the course and the 
 method of instruction, should be adapted to "the pupil's 
 immediate needs of social growth." 
 
 2. The variability of the fundamental interest of the pupil. 
 Too often we lose sight of the human element involved. 
 We try to fit the pupil to the course, rather than the course 
 to the pupil. To obtain the greatest results, measured 
 in terms of the pupil's development, we must find a point 
 of contact. This means that there must be the most care- 
 ful selection and adaptation of material, and the closest 
 study possible of the individual needs and capacity of the 
 pupil. 
 
 3. The necessity for flexibility or variability, that the course 
 as a whole, or the various courses, may be adapted not 
 alone to the needs of the individual, but as well to groups 
 of individuals. For instance, the college preparatory 
 group may have different needs than the commercial group. 
 All groups must be considered, all groups must be provided 
 for. 
 
 To summarize: This committee suggests certain significant changes 
 in the course in Social Studies in the Oakland high schools, briefly 
 these are: 
 
 1. Current history should be an integral part of each subject 
 offered in the course. 
 
 The committee accepts the axiom that history to be dynamic must 
 
 202 
 
function in the present. If the pupil is to be adjusted to his environ- 
 ment, he must be acquainted with the movements, tendencies, and 
 problems of the present. 
 
 2. Only a year's course should be offered in Ancient and Medi- 
 eval Civilization. 
 
 Too much stress has been placed upon the remote period of world 
 civilization. Too many non-essentials have been introduced. Petty 
 and worthless details and "dead" matter should be eliminated. "Only 
 those facts, conditions, theories, and activities that contribute rather 
 directly to the appreciation of methods of human betterment should 
 have a claim." 
 
 3. At least one year's work should be offered in Modern and 
 Contemporary World Civilization. 
 
 In view of the world conflict that is now waging, and the part that 
 our nation is playing in world affairs, we believe that greater emphasis 
 should be placed upon modern nations, modern governments and 
 institutions, modern peoples and their peculiarly characteristic mental 
 attitudes. Moreover, the future must be considered. Our nation is 
 assuming more and more an important place in the councils of the world. 
 In fact, in many respects, it is leading the world. Not only must our 
 pupils understand the background of existing world institutions, but 
 also, they must be prepared to assist in the solution of the world prob- 
 lems of the future. 
 
 4. A year's work should be offered in American History. 
 
 There are many domestic and national problems as well as world 
 problems. If the difficulties our nation has experienced in the last few 
 years, with alien people within its bounds and with individuals pre- 
 sumed to be American, are to be solved, and if the problems of recon- 
 struction within our nation are to be faced intelligently, there must 
 be more definite and positive teaching of American ideals, American 
 patriotism and the duties and responsibilities of American citizenship. 
 
 Our course in American History and Government as it is now offered 
 is very faulty. If American History is fully covered, then Civics is 
 almost totally ignored. Conditions to-day show conclusively that we 
 cannot afford to ignore either American History or Civics. Therefore, 
 we offer a one year course in American History and an additional half- 
 year course in Civics. 
 
 5. A half-year course in Advanced Civics, and a half-year 
 course in Social Problems should be offered. 
 
 203 
 
These courses, with Economics, give opportunity for a direct study 
 of the important political, economic and social problems of American 
 Democracy. Attention and emphasis should be upon the elements of 
 community and national welfare, rather than the machinery of govern- 
 ment or theories. As each pupil is a potential voter, these courses 
 should do much to give that knowledge and training and attitude of 
 mind, which will enable him to take his place as a really efficient citizen 
 of our democracy. 
 
 6. A half-year course in Civic Problems and Vocational Life 
 should be offered in the 10th year. 
 
 Many pupils can take only a special two years' course. These pupils 
 are unable to make a detailed study of American institutions and the 
 very important political, economic, and social problems of American 
 democracy, that are offered in courses in the llth and 12th grades. Yet 
 these pupils are potential voters and are important factors in shaping 
 the American commonwealth. For all students of special two year 
 courses we offer this course. 
 
 The committee, acting in conjunction with the entire history teach- 
 ing force of the Oakland high schools, recommends the adoption of 
 the following as the basic course in Social Studies in the Oakland high 
 schools : 
 
 COURSES IN HISTORY (9th to 12th Years.) 
 
 History 91: Early European Civilization to about 325 A. D. with em- 
 phasis on: 
 
 a. Pre-historic man and how we know about him. 
 
 b. The evolution of civilization from savagery. 
 
 c. The development of a high civilization in the Nile Valley. 
 
 d. The transmission of this civilization to the northeastern 
 Mediterranean. 
 
 e. The development of man's efforts to explain his environ- 
 ment as seen in early science, philosophy and religion. 
 
 f. The origin of the idea of the imperial state; the divine right 
 of kings and its transmission to Europe. 
 
 g. The world empire of the Romans with emphasis on gov- 
 ernmental and legal institutions and the conception of 
 Roman citizenship. 
 
 h. Specimens of literature showing the intellectual develop" 
 ment of. early peoples. 
 
 204 
 
History 92: Medieval and Early Modern European Civilization, from 
 about 325 to about 1648, with emphasis on: 
 
 a. The rise and development of the Christian Church. 
 
 b. The rise and spread of Islam. 
 
 c. The conflict of the Orient and the Occident. 
 
 d. The development of nationalities and national languages 
 and national literatures. 
 
 e. The conflict between the ambitions of the monarchs and 
 the idea of world sway held by the Popes. 
 
 f. The revival of learning, medieval art, architecture, and 
 letters. 
 
 g. The great westward movement, geographical discovery, 
 and colonization. 
 
 History 101 : Modern European and Early American Civilization from 
 about 1648 to about 1815, with emphasis on: 
 
 1. The development of civil liberty in Europe and America. 
 
 a. Struggle for freedom of religion. 
 
 b. The development of trial by jury. 
 
 c. The fight for the principle of representation in taxation. 
 
 d. The development of habeas corpus. 
 
 e. Invention of printing and development of a free press. 
 
 f. Right of petition. 
 
 g. Right of assembly. 
 
 History 102: 19th Century and Contemporary Civilization from 1815 
 to the present time, with emphasis on: 
 
 a. The industrial revolution. 
 
 b. The development of modern nations. 
 
 c. The development of international trade. 
 
 d. The growth of the middle class in importance. 
 
 e. The trend towards democratic government. 
 
 f . The causes of the Great War. 
 
 205 
 
History 111: The Development of the American Nation to 1815, with 
 emphasis on: 
 
 a. The European background of American History. 
 
 b. The conflict of European nations for control in the new 
 world. 
 
 c. A comparison of the colonial policies of the different nations. 
 
 d. The development of democratic institutions in the colonies. 
 
 e. The clash of American ideals with the Hanoverian. 
 
 f. How the American Government was formed. 
 
 g. The political and industrial revolution (1800-1815). 
 
 History 112: The Development of the American Nation from 1915 to 
 the present, with emphasis on: 
 
 a. The beginning of commercial independence. 
 
 b. The development of American national feeling in the Mis- 
 sissippi Valley especially. 
 
 c. The democracy of the West and its effect on the East. 
 
 d. The development of a free labor conscience and its opposi- 
 tion to slavery. 
 
 e. The development of an American literature. 
 
 f. The extension of free education. 
 
 g. The problems of concentration and integration of industry, 
 h. The entrance of the United States into world affairs. 
 
 COURSES IN CIVICS, ECONOMICS AND SOCIOLOGY. 
 (10th to 12th Years.) 
 
 Civics 101: Civic Problems and Community Life. 
 
 a. A consideration of the problems of a local community having in 
 view : 
 
 1. Better community health. 
 
 2. A more attractive city. 
 
 3. Better opportunities for education. 
 
 4. Better recreational facilities. 
 
 b. A consideration of the division and specialization of labor, 
 stressing : 
 
 1. The difficulty of working for one's self in the old sense. 
 
 2. The dependence of man on man. 
 
 206 
 
3. The need for capital in industry. 
 
 4. The use and abuses of organizations of capitalists and 
 laborers. 
 
 5. Analysis of the service rendered to the community by cer- 
 tain vocations. 
 
 Civics 121: Advanced Civics, with emphasis on: 
 
 a. The citizen and society. 
 
 b. The government and the citizen. 
 
 c. The political, economic, and social problems of American 
 democracy. 
 
 Economics 111: A general survey of the economic field with a view of 
 giving the pupil a cross-section of how men make their living by 
 serving their fellowmen. 
 
 Economics 112: The practical problems in Economics including a survey 
 of the economics of railways, markets (particularly wholesale 
 produce, stock, and bond), banking, insurance, taxation, foreign 
 exchange, international trade and tariff, and such economic reform 
 programs as advocated by the Progressive Party, the Socialists, 
 and the Syndicalists. 
 
 Social Problems 122 : A survey of such social problems as immigration, 
 labor organizations, female and child labor, unemployment, de- 
 fectives, (blind, deaf, feeble-minded, insane, criminals), develop- 
 ment and organization of the family (including divorce problems), 
 poverty, liquor question, safety movements, etc. 
 Pre-requisite : Economics 111 or Civics 121. 
 
 To be required in various courses: 
 
 1. For two year vocational pupils Civics 101. 
 
 2. For four year vocational students History 112, Civics 
 121, Economics 111, and Economics 112. 
 
 3. For four year pupils in general courses History 112, 
 Civics 121, and any two regular half year courses, above 
 the 9th year. 
 
 4. For college preparatory pupils History 112, Civics, 121, 
 and any two regular half year courses above the 9th year. 
 (Those taking the Engineering Course are required to take 
 only History 112 and Civics 121.) 
 
 207 
 
The committee, acting in conjunction with the entire history teach- 
 ing force of the Oakland high schools, recommends the adoption of the 
 following text-books. 
 
 For Early European Civilization: 
 
 Webster, "Early European Hist< /y," publishers, D. C. Heath 
 &Co. 
 
 For Modern and Contemporary Civilization: 
 No recommendations at the present time. 
 
 For American History: 
 
 Forman, " Advanced American History," publishers, The Cen- 
 tury Co. 
 
 For Advanced Civics: 
 
 Ashly, "The New Civics," publishers, MacMillan Company. 
 Sutton, "Civil Government in California," publishers, The 
 American Book Company. 
 
 For Civic Problems and Vocational Life : 
 
 Hughes, "Community Civics," publishers Allyn and Bacon. 
 
 For Social Problems: 
 
 Towne, "Social Problems," publisher, The MacMillan Company. 
 
 For Economics: 
 
 Recommendation for no adoption and no change. 
 
 In conclusion, the Committee wishes to state that its future purpose 
 is to arrange for sub-committees, to be drawn from this department, 
 to elaborate the courses outlined above, in accordance with the prin- 
 ciples of socialization and adaptation mentioned throughout this report. 
 
 Roy T. GRANGE K, Chairman, 
 
 Oakland High School. 
 ELLA J. O'CONNELL, 
 
 Fremont High School. 
 ANNA KEEFE, 
 
 Technical High Schools. 
 EDNA H. STONE, 
 
 University High School. 
 
 COMMITTEE. 
 
 20S 
 

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