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Home GEOGRAPHY
FOR PRIMARY GRADES

C.-C. LONG
This edition published 2017
By Living Book Press
147 Durren Rd, Jilliby, 2259

Copyright © Living Book Press, 2018

ISBN: 978-1-925729-15-3

All rights reserved. No part of this publication may be reproduced, stored in

a retrieval system, or transmitted in any other form or means — electronic,
mechanical, photocopying, recording or otherwise, without the prior permission of
the copyright owner and the publisher or as provided by Australian law.
 Contents

TO THE TEACHER.
POSITION.
HOW THE SUN SHOWS DIRECTION.
HOW THE STARS SHOW DIRECTION.
HOW THE COMPASS SHOWS DIRECTION.
QUESTIONS ON DIRECTION.
WHAT THE WINDS BRING.
mow 10 TELL DISTANCE.
PICTURES AND PLANS.
SC WRITTEN EXERCISE.
ees
Sent
Sh
0,
GOD MADE THEM ALL.
PLAINS.
HILLS, MOUNTAINS, VALLEYS.
RAIN, WIND, AND SNOW.
HOW WATER IS CHANGED TO VAPOR.
HOW VAPOR IS CHANGED TO WATER.
DEW, CLOUDS, AND RAIN.
THE FAIRY ARTIST.
HOW RIVERS ARE MADE.
MORE ABOUT RIVERS.
THE BROOK
WORK OF FLOWING RIVERS.
WATERDROP’S STORY.
THE RIVER.
A MAP.
FORMS OF LAND AND WATER.
MORE ABOUT FORMS OF LAND AND WATER. 56
A TRIP TO THE HIGHLANDS.
SPRING.
USEFUL VEGETABLES.
30. USEFUL GRAINS. 65
ar. FRUITS. 68
32. USEFUL PLANTS. 69
33: FOREST TREES. 72

34. FLOWERS 74
35: WHAT IS NECESSARY TO
MAKE PLANTS GROW. 76
36. SUMMER RAIN. Tie
37: THE PARTS OF ANIMALS. 78
38. THE COVERING OF ANIMALS. 79
30. USES OF ANIMALS. 80
40. THE SIGNS OF THE SEASONS. 82
4l. THINGS FOUND IN THE EARTH. 83
42. MORE ABOUT THINGS FOUND
NEARS Et. 87
43. HOW PEOPLE LIVE AND WHAT
THEY ARE DOING go

44. MORE ABOUT WHAT PEOPLE ARE DOING. 96

45. A REVIEW LESSON. 99
 TO THE TEACHER.
Geography may be divided into
the geography of the home and the
geography of the world at large. A
knowledge of the home must be
obtained by direct observation; of
the rest of the world, through the
imagination assisted by informa-
tion. Ideas acquired by direct observation form a basis for imagining
those things which are distant and unknown.
The first work, then, in geographical instruction, is to study
that small part of the earth’s surface lying just at our doors. All
around are illustrations of lake and river, upland and lowland, slope
and valley. These forms must be actually observed by the pupil,
mental pictures obtained, in order that he may be enabled to build
up in his mind other mental pictures of similar unseen forms. The
hill that he climbs each day may, by an appeal to his imagination,
represent to him the lofty Andes or the Alps. From the meadow,
or the bit of level land near the door, may be developed a notion of
plain and prairie. The little stream that flows past the schoolhouse
door, or even one formed by the sudden shower, may speak to him
of the Mississippi, the Amazon, or the Rhine. Similarly, the idea
of sea or ocean may be deduced from that of pond or lake. Thus,
after the pupil has acquired elementary ideas by actual perception,
the imagination can use them in constructing, on alarger scale,
mental pictures of similar objects outside the bounds of his own
experience and observation.
To effect this, the teacher should visit with her class places where
the simpler geographical features in miniature may be observed. If
the school is in the city, pupils may be taken to the parks for this
purpose. If out-of-door study be impossible, they may be induced
to recall objects which they have seen on their way to school or on
short excursions in the neighborhood. In the case of children who
have little opportunity for observing nature, a drawing, a photo-
graph, or a model will be helpful in giving them a proper idea of the
matter. It must not be forgotten, however, that actual observation
by the pupil is necessary to seeing clearly and intelligently.
Vegetable and animal life are essential features of the geography
of the world, and considerable time should be given to the study of
those within the observation of the pupils. Information concern-
ing plants may be gained by outdoor study; also by planting seeds
in boxes and having pupils carefully watch their germination and
growth.
Pupils should be encouraged to make collections of the minerals
and rocks of their region. These should be classified and arranged
for use, not for show.
The lessons about rain, snow, dew, etc., should be given at ap-
propriate times. A wet day will suggest a lesson on rain, a snowy
day alesson about snow. No attempt should be made at “science”
teaching, so-called. All that should be sought is to get the pupil
thoughtfully to observe, and thus to awaken his interest in the
world about him.
Lessons should be conversational in form, which is always a
most pleasing style for children, as it is the most natural. The work
of the teacher is to awaken and stimulate interest, not to impart
information. The attention of the child should be directed to
what lies around him. He must observe, and think, and express his
thoughts. Nor should his observations be confined to the school and
school hours. He should be encouraged to obtain his information
by his own searching, without guidance, and report the results.
The development of clear mental pictures is stimulated by ex-
pression. “Expression is the test of the pupil’s knowledge.” Hence,
the child should be required to reproduce what he has learned. He
may do this by modeling, drawing, and oral and written descrip-
tion. These are placed in the order which should be followed in
the training of children.
The inclination of nearly every child left to his own mode of
development is to make, in some plastic material, what he has seen.
Trying to fashion the hills and valleys with which he is familiar
excites his interest, and leads to closer observation. This may be
followed by the reproduction in molder’s sand, or in clay, of the
forms seen in pictures or learned from description. Definitions
of the various forms, hill, mountain, valley, island, etc., should
be developed as they are molded. The memorizing of definitions
should seldom be required, and should never be made a test of the
pupil’s knowledge.
Reproduction by the hand should be followed by drawing,
whenever this can be done. Drawing teaches the child how to see
well. It often enables him to reveal what could not well be expressed
in words. He also becomes ready and rapid in the use of the pencil
when he has ideas to put on paper. Only reasonable accuracy should
be required. Practice in making fine pictures should not be the end
sought, but the development of geographical ideas.
Finally, pupils should be led to give clear and connected state-
ments of what has been learned. For a language lesson, a written
description may be prepared, illustrated by a drawing.
 LESSON I

POSITION.

Lay your hands upon your desk, side by side.

Which side shall we call the right side? The left side?
Put your hands on the middle of your desk on the side farthest
from you. That part is the back of your desk.
Think which is the front of your desk. Put your hands on the
front of your desk.
Who sits on your right hand? On your left? At the desk in front
of you? At the desk behind you?
Turn round. Who is on your right now? On your left? Before
you? Behind you?
Turn again. Who is now on your right? On your left? Before
you? Behind you?
NOTE.—Lead children to see that the terms right, left, front,
and back are of little use in telling the position of places, and that
some fixed standard of direction is necessary.

10
 LESSON II.

HOW THE SUN SHOWS DIRECTION.

If I should ask, “Which is the way to your home?” who could
tell me what I mean?
You all know which way you must go to find your home, but if
you should wish to go to a place where you have never been, you
would ask, perhaps, “Which way is it?”

THE WAY TO A PLACE IS CALLED DIRECTION.

The way toa place is called direction. In order to find a place, we

must know in what direction from us it lies, and we have names
for directions, such as north, south, east, and west. We may know
these directions by seeing where the sun is.
Did you ever see the sun rise? Point to the place where you
saw the sun rise. The direction in which the sun seems to rise is
called the east.
Did you ever see the sun set? Point to where you saw the sun
set. The direction in which the sun seems to set is called the west.
The west is just the opposite direction from east.
When do we see the sun rise? Where do we see the sun rise?

11
What is the name of this direction? When do we see the sun set?
Where do we see it set? What is the name of this direction? On
which side of the schoolroom does the sun rise? On which side does
it set? Which is the east side of your desk? Which the west side?
When coming to school this morning, in what direction did
you see the sun? If we walk so that the morning sun shines in our
faces, in what direction are we going? What direction is behind us?
Now that you know the east, you will be able to find other
directions in this way: Stretch out your arms so that your right
hand points toward the east, and your left hand toward the west.
You are now facing the north. The direction behind you is the south.

YOU ARE NOW FACING THE NORTH,

Write the following on your slates:

The sun seems to rise toward the east, and set toward the west.
The west is just the opposite direction from the east.
When my right hand is pointing to the east, and my left hand
to the west, my face is toward the north and my back is toward
the south.

12
 ORAL EXERCISES.

Which is the north side of the schoolroom? Which is the south

side? Who sits to the north of you? To the south?
In what direction do the pupils face? On which side of your
schoolroom is the teacher’s table? Which sides have no windows?
Which sides have no doors?
If aroom has a fireplace in the middle of the east side, which
side of the room faces the fire? Suppose the wind is blowing from
the north, in what direction will the smoke go?
In what direction from the schoolhouse is the playground?
What is the first street or road north of the school? The first
street or road east? South? West?
In what direction is your home from the school? The school
from your home? The nearest church from the school? The post
office from your home?

is
 LESSON III.

HOW THE STARS SHOW DIRECTION.

THE GREAT BEAR,

You have learned how to tell north, south, east, and west by
the sun; but how can we tell these directions at night?
Ask some one to point out to youa group of seven bright stars
in the north part of the sky. Some people think that this group of
stars looks like a wagon and three horses; others say that it looks
like a plow.
The proper name of the group containing these seven stars is
the Great Bear. The group was given this name because men at
first thought it looked like a bear with a long tail.
These seven stars are called the Dipper. It is a part of a larger
group called the Great Bear. Find the two bright twinkling stars
farthest from its handle. A line drawn through them will point to
another star, not quite so bright, called the North Star, That star
is always in the north; so by it, on a clear night, you can tell the
other directions at once.
Write on your slates:
Sailors out on the sea at night often find direction by looking
at the North Star.

14
 LESSON IV.

HOW THE COMPASS SHOWS DIRECTION.

But there are times when it is cloudy, and neither the sun nor
the stars can be seen. How can we tell direc-
tion then?
Have you ever seen a compass? It
is a box in which is a little needle
swinging on the top of a pin.
/ When this needle is at rest, one
end of it points to the north.
As the needle shows where the
north is; it is easy to find the south, the
A COMPASS. east, or the west.
With the compass as a guide, the sailor, in the darkest night,
can tell in what direction he is going.
North, south, east, and west are called the chief points of the
compass.
Other directions are northeast, halfway between north and east;
northwest, halfway between north and west; southeast, halfway
between south and east; and southwest, halfway between south
and west.
Write on your slates:
The chief points of the com-
pass are north, south, east, and
west.
Other directions are north-
east, southeast, southwest, and
northwest. Sailors find their
way over the ocean by the help
POINTS OF THE COMPASS
of the compass.

15
 LESSON V.

QUESTIONS ON DIRECTION.
Your teacher will give you time to discover answers to these
questions. She could tell you, but it is better to find them out for
yourself.

jon pleasant days? How on rainy days?

| How does a sailor find the north?
If you were lost and knew your
| home was north, how would you find it?
w#, Do you know how hunters and Indians
who live a great deal in the woods find
FR eT Reo? out where thenorthis?, When you ate in
the woods, notice the amount of moss
on the north side of trees as compared to that on the south side.
As winter approaches; many of our birds will want to go toa
warmer country; in what direction will they fly? Point to where ice
and snow have their home. What direction is that?
In what direction does your shadow fall at sunrise? At sunset?
At noon? When, during the day, is your shadow shortest?
In what direction does
your shadow extend from
yourself when it is shortest?
What time of day isnoon?
How can we tell when it is
noon? When is the sun highest
in the sky?
What may we discover by WHAT MAY WE DISCOVER BY
f ¢ ‘ WATCHING THE SMOKE?
watching the direction of the

16
smoke from the chimneys? What does
a vane on a steeple tell us?
What isa north wind? A south wind
? An east wind? A west wind?
What kind of weather may be expe
cted from a north wind?
From a south wind? From an east
wind? From a west wind?

af
 LESSON VI.

WHAT THE WINDS BRING

WHAT THE WINDS BRING.

Comes the north wind, snowflakes bringing:
Robes the fields in purest white,
Paints grand houses, trees, and mountains
On our window-panes at night.
Hills and vales the east wind visits,
Brings them chilly, driving rain;
Shivering cattle homeward hurry,
Onward through the darkening lane.
Heat the south wind kindly gives us;
Reddens apples, gilds the pear,
Gives the grape a richer purple,
Scatters plenty everywhere.
Flowers sweet the west wind offers,
Peeping forth from vines and trees;
Brings the butterflies so brilliant,
And the busy, humming bees.
Each wind brings his own best treasure
To our land from year to year;
Blessings many without measure
E’er attend the winds’ career.
—Lillian Cox.
18
 “Whichever way the wind doth blow.
Some heart is glad to have it SO;
And blow it east or blow it west,
The wind that blows, that wind is best.”

Write all that you can tell about the wind.

What was the direction of the wind during
the last snow-storm?
Why is the north wind cold? Why is the south
wind warm?

a9
 LESSON VIL

HOW TO TELL DISTANCE.

To tell where a place is, we must know its direction. But this is
not all; we must also know how far it is from us; that is; its distance.
To find this out we measure.
You have often heard of an inch, a foot, and a yard. This space
is one inch:

pa
Your ruler is twelve inches long, that is a foot. Three lengths of
your ruler make a yard. A yard stick is three feet long.
With these measures you can tell how long your slate or your desk
is, or how long and wide the schoolroom is.
The inch, foot, and yard are used for
measuring short distances. But when we
wish to tell the distance between objects
far apart, we use another measure called "aag@
a mile. A mile is much longer than a yard.
Think of some object that is a mile from
our schoolhouse. How long would it take MEASURING SHORT
DISTANCES.
you to walk that distance?

ORAL EXERCISES.

How many inches long is your slate?

How long is your desk? How many feet
long is your room? How wide is it? What
is the distance around the room? How
many feet wide is each window? Each
MEASURING LONG DISTANcEs, door? How many yards wide is the near-

20
est street or road?
About what is the height of the schoolroom? Of the school-
house? Of the tallest tree near by? Of the nearest church spire?
About how long is the longest street in the town where you
live? Do you know how many blocks or squares make a mile? Name
the nearest river or creek. Give its direction from the school. In
what direction does the water run? Give the direction and distance
of the nearest church. What must you know to go to any place?
NOTE.—Have pupils estimate distances by the eye, then verify
by actual measurement. Continue the exercises until the work
becomes quite accurate. Correct ideas of distance are necessary
in order to understand how large the world is, and how far apart
places are on its surface.

pat
 LESSON VIIL

PICTURES AND PLANS.

is?
You all know what a picture is. But do you know whata plan
miles
A little boy wanted to show his cousin, who lived some
were
away; the shape and size of his house, and how the rooms
arranged. How could he do this?
Onalarge sheet of white paper, he placed lines of blocks in the
the
form of his house. Then, with a lead pencil, he drew aline on
paper along the sides of the blocks. He next took up the blocks,
and there, on the paper, was |
a plan of his house.
Here is a picture of a
schoolroom. We see desks,
the teacher’s table, a chair, a
clock, globe, and two maps,
in the picture. The picture
shows these objects as they sim Ske
woulda cpeaetaeencoodeat THE PICTURE SHOWS THE OBJECTS.

the door behind the teacher’s table and looked in.

This is a plan of the schoolroom, a picture of which is shown
above. You see, the plan and
picture are quite different.
The picture shows the ob-
jects as we see them before
us. The plan shows where the
objects are, and their direction
from one another.
Now let us see if we can
THE PLAN SHOWS WHERE make a plan of the same
THE OBJECTS ARE.
schoolroom on the black-

ae
board.
The first thing is to measure the sides of the room. We will sup-
pose the two long sides are each forty feet long, and the two short
sides each thirty feet long. Now we will draw four straight lines
on the board for the four sides. Of course, the lines must be much
shorter than the sides themselves, else our plan will be too large.
Make one inch in the plan stand for one foot in the room. So
the lines for the long sides will each be forty inches long, and the
lines for the short sides thirty inches long.
The next thing is to make spaces in the sides for the door and
the windows, and oblongs for the desks. But we must remember
that an inch in our plan stands for a foot in the object itself, and
therefore we must allow as many inches for the width of doors and
windows, and for the length and width of the desks, as there are
feet in the objects themselves. Thus, if the door is three feet wide,
we must make it three inches wide in our plan.
And lastly, we will draw a circle for the globe, and an oblong
and square for the teacher’s table and chair, that shall show just
where and just how long these objects are.
We have now a plan of the schoolroom. Let us put N. to show
the north side of the room, S. to show the south side, E. to show
the east side, and W. to show the west side. We can now tell the
direction of one thing from another in our plan.

23
 LESSON IX.

WRITTEN EXERCISE.

PICTURE OF SCHOOL GROUNDS.

Write the answers to the following questions, in full sentences:

What is the name of your school? On what street or road is it?
Which side of the street? Between what streets? In which direction
does the building face?

g§
iS
%
y
§
N
S
MAIN STREET

PLAN OF SCHOOL GROUNDS.

24
 How many rooms has the building? In what part of the build-
ing is your room? How large is it? How many doors and windows?
How many seats?
In what direction is the school from your home? How far is it?
How long does it take you to walk to school?

EXERCISES IN DRAWING PLANS.

Draw a plan of the schoolroom on your slates. It cannot be
drawn on your slates as large as it was drawn on the board. So let
one inch stand for ten feet, instead of for one foot; that is, use a
scale of one inch for every ten feet. Your plan will not be as large
as mine, but it will show the position of everything as correctly.
Draw a plan of the top of the teacher’s table, showing two books
and an inkstand upon it. First, measure the sides. Then decide to
what scale you will draw your plan.
Now draw a plan of the schoolhouse and grounds. You must
measure not only the house, but the width and length of the yard.
The plan must show the size, shape, and place of everything upon
the grounds. (While drawing a plan of this kind, it is better to let
the pupils face the north. The top of the plan should be the north
side of the grounds.)
Draw a plan of your own room at home, showing the table, bed,
chairs, and other objects in it.

ORAL EXERCISE.

If the shape of a room is shown on the blackboard, what have

we drawn? Isa plan the same asa picture? What is the use ofa plan?
Mention some things of which plans can be drawn.
NOTE.—It is wrong to teach that the top of a map or plan is
always north; as often as not, the bottom is north, in plans especially.

23
 LESSON X.

GOD MADE THEM ALL.

THE PURPLE-HEADED MOUNTAIN, THE RIVER RUNNING BY.

All things bright and beautiful,

All creatures great and small,
All things wise and wonderful,
The good God made them all.
Each little flower that opens,
Each little bird that sings,
He made their glowing colors,
He made their tiny wings.
The purple-headed mountain,
The river running by,
The morning and the sunset,
The twinkling stars on high;
The tall trees in the greenwood,
The pleasant summer sun,
The ripe fruits in the garden—
He made them every one.
He gave us eyes to see them,
And lips that we might tell
How great is God Almighty,
Who hath made all things well.

26
 LESSON XI.

PLAINS.
The floor of our schoolroom is level. The playground is almost,
if not quite, level. As you look away from the school, is the land
nearly level? Did you ever see a broad extent of nearly level land?
Let us imagine that we are out on a piece of nearly level land,
many, many times larger than our playground. Such a broad, nearly
level stretch of land is called a plain.

SUCH A BROAD LEVEL STRETCH OF LAND IS CALLED A PLAIN.

If this plain were covered with rich green grass and beautiful
flowers, we should call it a prairie. In the summer it is a vast sea of
waving grass. On the prairie we might find herds of wild horses
and cattle, which feed upon the rich grass. If it were late in the
summer, when the grass is dry and crisp, it might catch fire, and
we might then see a grand sight—a prairie on fire.
We now come to another plain, miles and miles long, miles
and miles wide. No rain falls here, and therefore we see no grass,
nor flowers, nor cattle, nor horses, nothing but dry, burning sand,

27
 tired!
rocks, or gravel. We are in a desert. But we are so thirsty and
No water to drink, no shade from the burning sun! Suddenly,
inthe midst of the desert, we come to a beautiful grassy spot. There
isacluster of date-palm trees, and, better still, a well or a spring of
Here
fresh water. This pleasant spot in the desert is called an oasis.
&
} £: we may quench our thirst, and rest
le beneath the shade of the trees.
’ An oasis is a fertile spot in a
~ desert. What does fertile mean?
“tf, When do we say land is fertile?
~ When barren? When desert?
Find a picture of a palm tree,
and try to draw it.
If we were really in a desert, we might
see a company of

THIS PLEASANT SPOT IN THE DESERT IS CALLED AN OASIS

28
merchants carrying goods to sell in the countries they visit. Such
a company is called a caravan. The goods are packed in bundles,
which are carried on camels’ backs. The camel can live for a long
time without drinking, and can carry a heavy load of merchandise
a long distance. It is sometimes called the ship of the desert.
Why do travelers use camels to cross the desert? Why do they
not use horses? If you can not find answers to these questions in
your books at home, ask your teacher about them.
You have seen a small whirlwind in the street. The leaves flew
round and round, the dust whirled along in clouds. Trees are
sometimes torn from the ground, and houses overturned, by a
strong wind.
Now think of a wind-storm in the desert. A loud, rustling noise
is heard. Great clouds of fine sand are lifted into the air—clouds
which darken the sun! Travelers must at once jump from their cam-
els, cover themselves with their cloaks, and lie flat on the ground.
The poor beasts will close their eyes and nostrils, and kneel
with their backs to the wind until the storm has passed over.
Thankful will the travelers be if none of them are buried in
the sand.

29
 LESSON XII.

HILLS, MOUNTAINS, VALLEYS.

The land is not always level like a plain. In some places it is high
and uneven. We all know what a hill is. It is land a little higher than
the surrounding country.
Is there a hill near where you live? Let us walk to the top, and
stand on its summit. We will start from the foot or base of the hill.
Now we have climbed its steep, rough sides or slopes. Was the ascent

WHAT CAN YOU SEE FROM THE TOP OF THE HILL?

difficult? Is the view from the top fine?

What can you see from the top of the hill—meadow, river, lake,
town? What grow on the hill? What live on the hill?
Which part of a hill is called the base, or foot? The slope, or
sides? The top, or summit?
Give two names for the lowest part of a hill. Two for the high-
est part. Two for the part between the highest and lowest parts.
Parts of the land very much higher than the surrounding country
are called mountains. Mountains are much higher than hills. Have
you ever seen a steeple one hundred feet high? A mountain is as
high as twenty such steeples, one on the top of the other. How
high the mountains must be!
Some mountains reach away above the clouds. Their white
tops seem to touch the sky. A man on the summit of one saw the

30
clouds beneath his feet, while the sun shone where he stood. When
it lightened he saw the flash far below him.
Is it warm or cold at the tops of mountains? With what are
many high mountains covered, even in summer?
The land between mountains or hills is called a valley. Is there
a valley near here? What do you call the ground on either side?
Would you like best to live on the mountains or in the valley?
Why?
Are mountains of any use?
Yes, hills and mountains are of very great use. They make the
earth more beautiful. Tops of high mountains are so cold that they
turn the clouds into drops of water which fall as rain or snow. Then
mountains give rise to rivers which make the valleys beautiful with
grass and flowers. Mountains do much good to some countries by
keeping off cold winds. They also give us coal and iron and other
minerals which we find so useful.
Here is a picture. What do you
call the very high land on the right &
and on the left? The long, narrow
piece of land between the two
mountains?
When you look at this pic-
ture you must think of a real val-
ley between mountains.
Bring pictures of hills and moun-
tains to school; if you can find Pee Ee ee La
then TWEEN MOUNTAINS.
If you had a molding-board and a few quarts of sand; you might
represent hills and mountains with valleys between. Think of a
real hill while you mold.
Draw on your slate a hill you have seen with a little of the sur-

at
rounding country.
Write:
is
A long, narrow piece of land between hills and mountains
called a valley.
A hillis land a little higher than the country about it.
A mountain is land that rises to a very great height above the
country about it.

A MOUNTAIN

32
 LESSON XIII.

RAIN, WIND, AND SNOW.

SS oe
aoe
ey

aos

Watch the pretty snowflakes fall,

Some are large and some are small;
Look, they cover all the ground,
Miles of dazzling white around;
But this covering, I am told,
Keeps the earth from frost and cold.
Ah! and I must work alway,
Life’s not meant to spend in play;
Every moment’s fleeting fast,
And our day will soon be past;
If our work is truly done,
It will last though ages run.

Of what use is rain? Of what use is snow? Of what use is wind?

 LESSON XIV.

HOW WATER IS CHANGED TO VAPOR.

What happens when a kettle of water is put on a hot stove?

The water gets hot and boils away.
Where does it go? Is it destroyed?
The water is changed, but it is not destroyed. Coal burns, but
we do not get rid of it altogether. It is changed into gas and smoke
and ashes.
What is the water changed into?
Itis changed to vapor. If we let the kettle remain on the fire long
enough, the water it contains will all pass away as vapor.
Where does the vapor go? The water, though turned into vapor,
must be somewhere.
It is floating about in the air of the room, though we cannot see
it. The air holds the vapor, just as a sponge holds water.
Heat expands or swells air. Warm air, therefore, can contain
more vapor than cold air. On a warm day there may be many times
as much moisture in the air as on a cold day. .
Moisten your slate with a damp sponge. Observe the disap-
pearance of the moisture.

34
 Dip your hand in water, and wave it in the air. The water on
your hand disappears. Where has it gone?
When wet clothes are hung on the line, they soon become dry.
What becomes of the water in the clothes?
_ If we set a plate of water out in the sunshine, what happens?
Is the water lost?
The streets and roads were wet and muddy, now they are dry.
What has become of the water? Has it all sunk into the ground?
Sometimes we see leaves and grass sparkle with water-drops,
early in the morning, When the sun shines out and warms the air;
what happens?
Why does vapor rise into the air?
Why does smoke go up? Because it is lighter than air. As vapor
is lighter than air; what do you think ought to happen to it?

35
 LESSON XV.

HOW VAPOR IS CHANGED TO WATER,

Heat, as you have learned, changes water into vapor. You must
also know that cold turns vapor
back into water again.
Now let us think of the
kettle with the boiling water.
You will notice a little space;
quite close to the spout, where
nothing can be seen. Is there
no vapor there?
7 Yes, there is vapor there,
THINK OF TUE ee but it cannot be seen; it is in-
visible. A little way from the
spout we see something white, like smoke. This is only the vapor
that has been chilled by the cool air and changed back again into
water. The water is in the form of very fine particles, and may be
called water-dust.
Hold a cold plate over boiling water. Observe how the water-
dust gathers into drops that roll down the plate.
You have seen the inside of windows in cold weather covered
with moisture. Where does it come from? Why did it form there?
Why does it sometimes run down on the cold pane?
The vapor in our breath turns into water on frosty mornings.
Explain this. |
Carry a pitcher of ice-water into a room, and notice what takes
place. A thin mist at once gathers on the outside of the pitcher.
What takes place among the little drops of mist? What becomes
of these larger drops?
Where does the water which collects on the outside of the

36
pitcher come from? Does it come through the pitcher from the
inside? Would the same thing have taken place if some other cold
object had been used instead of a cold pitcher?
Write out what you have learned about vapor.

3%
 LESSON XVI.

DEW, CLOUDS, AND RAIN.

The sun is all the time heating the water on the land and in the
sea, and changing it into vapor, which rises in the air. We cannot
see the vapor; but it is in the air around us.
If the vapor in the air is suddenly cooled, a strange thing hap-
pens. Some of it quickly changes back into water. You have often
seen, in the early morning, little drops of water hanging like pearls
upon the blades of grass.
Now, where do these drops come from? They come from the
air. The vapor in the air floats against the cold grass and leaves, and
is cooled and changed into tiny drops of water. We call this dew.
Of what use is dew?
If the night is quite cold, the dew will freeze. It is then called
frost. You have seen the frosty window pane with the beautiful
pictures upon it.
Make a picture of the window as you remember it, covered with
the pretty things made by the frost.

WHEN VAPOR RISES HIGH IN THE COOL AIR.

When vapor rises high in the cool air it is turned into very small
drops of water or minute crystals of ice, and we can see it floating

38
about in the air. It is then called a cloud. Almost any clear day you
may see clouds form and then seem to melt away.
You have seen on a blue sky, light, fleecy feather-clouds. They
are very high up, and it is very cold where they are. You have also
noticed the clouds at sunset with their beautiful colors. As the sun
sank lower and lower, how did they change, in shape and color?
When clouds are low down, near the earth, we call them fogs
or mist.
If clouds are cooled, the little particles of water gather into
large drops and fall as rain. If the drops should freeze in falling,
we would call them hail.
What shape are the raindrops? Of what use is the rain?

HAVE YOU EVER SEEN SNOWFLAKES THROUGH A MICROSCOPE?

Sometimes, when it is very cold, the moisture in the air freezes

before it forms into drops, and falls in the beautiful flakes we call
snow. Have you ever seen snowflakes through a microscope?
Snow keeps the roots of plants warm. Many plants would die
in winter if it were not for the snow. What other uses has snow?
Observe the clouds; fog, rain, snow, dew, frost, and tell what
you have noticed.
Write what you have seen or noticed about vapor, clouds, rain, etc.

39
 LESSON XVII.

THE FAIRY ARTIST.

Oh, there is a little artist

Who paints in the cold night hours
Pictures for little children
Of wondrous trees and flowers!

Pictures of snow-white mountains

Touching the snow-white sky;
Pictures of distant oceans
Where pretty ships sail by.

Pictures of rushing rivers

By fairy bridges spanned;
Bits of beautiful landscape
Copied from elfin land.

The moon is the lamp he paints by;

His canvas the window pane;
His brush is a frozen snowflake;
Jack Frost the artist’s name.

40
 LESSON XVIIL

HOW RIVERS ARE MADE.

Have you ever seen a brook or creek? A river? Is there a brook
or river near here? Who can tell where it begins? where the water
mayer, Comes from that fills it? where it goes? Let us
try to understand this.
As vapor rises into high, cool air,
or is carried with the air in winds up
the sides of mountains, it turns into
water again, and comes falling down
as rain.
Now think where the rain that falls
' on mountains must go. Some of the
water runs off on the surface, down the
~ mountain slope. Some sinks into the
LOG evew SiviA EpRiNG? ground, and runs along in little
streams below the surface. It will
appear again, bubbling out of the mountain side as a spring. The
spring is the beginning of a river.
Did you ever see a spring? Where was it? Was it shaded by
trees? Where did the water come from? Did you drink from it?
Was the water pure and cold? Where did the water go after leav-
ing the spring?
From the spring flows a tiny, thread-like stream, so small that
we can easily step across it. This little stream is called a rill.
Other rills meet this, and form a larger stream, which is called
a brook or creek.
As the brook flows on, it is joined by other streams, until, little
by little, it becomes a wide and deep river on which large boats may
float. At last, it finds its way into the ocean.

Al
 RIVER FROM ITS SOURCE
TO ITS MOUTH.

Where a river begins is its source.

The place where it flows into another
E body of water is called its mouth. The
land over which it flows is its bed.
A river has two banks. As we go
toward its mouth, the right bank is on our right
hand, and the left bank is on our left.
Do you live near a river? Where does the water come from? In
what direction does it flow? Why does it flow in such direction?
Does it wind about much? Does it flow into the ocean, or into
another river?
Is the water fresh or salt? What grow on its banks? Near which
bank do you live?
Make a picture of a spring, and a brook flowing from it. Draw
the tall grass and plants that grow near it.
Write the names of all the rivers you have seen.
Write the following:
Water flowing out of the ground is called a spring.
From springs flow small streams called rills, brooks, or creeks.
A large stream of water flowing through the land is called a river.
A small stream of water flowing into a larger one is called a
tributary.
The source of a river is where it begins: The place where it
empties into another body of water is its mouth.
Every river has two banks—a right-hand bank and a left-hand
bank.

42
 LESSON XIX.

MORE ABOUT RIVERS.

Let us have another chat about the river. We may fancy that
we are following it in its course to the sea. We shall then learn for
ourselves many things we do not know about rivers.
We will begin our journey at its source. Here it is a little rill,
formed by water that trickles from a spring, or by the melting of
snow.
As it flows on, it is joined by many other little streams, until it
grows to be much larger.
There is a large word used for a stream that feeds another
stream. Do you know what it is? The word, is tributary. Tributaries
are often called branches.
Before we leave this part of the river, I wish you to learn another
hard word.
You have seen the water run off the roof of a shed. The ridge;
or highest part of the roof, divides the rain that falls on it, so that
part of the rain flows down the one side, and part of it flows down
the other side.
Now, hills, like the roof of
a house, send off streams on
both sides. When it rains, or
the snow melts, some of the
water goes down on one side,
some on the other. And that
is why the hills which divide
HILLS SEND OFF STREAMS ON BOTH SIDES.
or part the waters of streams
are called a water-parting or water-shed.
Let us now go further down the stream.
Here we see it rushing rapidly down a steep slope. Its waters

43
foam and dash between the great rocks that lie in the stream. Such
places in the river are called rapids. Can you tell why they are so
called?
The stream flows on. It has now |
reached a high ledge of rock. Ove
this it leaps, making a great foam |
and noise.
When the water of a river falls}
over high rocks, it is called a waterfall a= 7
or cataract. SUCH PLACES ARE CALLED RAPIDS.

You may have seen the Falls of

Niagara, the greatest waterfall in the world.
The course of our river is now through a lower country. The
valley in which it flows spreads out, and the stream grows wider
“eq and wider. The water moves
slower and slower.
Why is the river swift in
some places, and in others
slow?
At length it flows
through an almost level country. It is here
widest and deepest. Its course is more winding.
Sos Ane MRE Do you know why it is crooked and
FALLS OF NIAGARA. winding?

Because on the steep hillside the water

runs very rapidly, and is not easily turned aside. Where the ground
is nearly level, it runs slowly, and is easily turned from its course.

44
 LESSON XX.

THE BROOK

THE BROOK.

From a fountain
In a mountain,
Drops of water ran
Trickling through the grasses;
So our brook began.
Slow it started;
Soon it darted,
Cool and clear and free,
Rippling over pebbles,
Hurrying to the sea.
Children straying
Came a-playing
On its pretty banks;
Glad, our little brooklet
Sparkled up its thanks.
Blossoms floating,
Mimic boating,
Fishes darting past,
Swift, and strong, and happy,
Widening very fast.
Bubbling, singing,
Rushing, ringing,
Flecked with shade and sun.
Soon our pretty brooklet
To the sea has run.

A5
 LESSON XXI.

WORK OF FLOWING RIVERS.

Would you like to know more about brooks and rivers—about

the work they do?
Notice what happens when it rains. Little tiny streams are
formed, which chase each other down the slopes. See how they cut
away the loose soil and carry it off. Notice how muddy this loose
soil makes the water. What becomes of this loose soil, or mud?
Fill a jar with water. Put in a handful of mud from the nearest
stream. Shake the jar, and the water is muddy. Let it stand awhile.
What do you notice? The water is clear, and the soil has settled
to the bottom.
Follow the streams to the valley where they unite to forma
river. When does the load of mud it carries settle? Here, where
the water scarcely moves, we find some of the soil spread out over
the ground near the river banks.
You have seen a river overflow its banks. When the water went
down, it left a layer of rich mud, which
Mm, voade the soil very fertile.
Have you never seen the low
ground on the banks of rivers
covered with rich grass and clo-
ver?
Well, these fertile meadows
were formed out of the loam that
THESE FERTILE MEADOWS WERE has been washed down the
SE Oa ee aaa streams from the far-off hills
and mountains.
Look at the jar again. Which settled first, the coarse material
or fine loam? What kind of a deposit will be made in the upper

46
course of a river? What kind toward the mouth?
High up in the valley, when the river is low, we see pebbles in its
bed; lower down, the pebbles are worn into gravel; and as we get
still farther down, we find the gravel ground into sand.
Examine the stones found along the shore of a brook or river.
Some are quite smooth and round. They were not always so, but
had sharp edges. Do you know what made them round?
When there are heavy rains, the rushing water sweeps large
stones down the mountain side and into the valley. As they are
carried down the stream, the stones, by rubbing against each other,
are smoothed and rounded and ground into pebbles. The pebbles
themselves are ground at last into gravel and fine sand.
This is what the streams are doing everywhere—plowing deep
furrows in the sides of the mountains, grinding the pebbles and
sand into fine soil, and carrying it into the valleys below.

47
 LESSON XXIL

WATERDROP’S STORY.
Patter, patter, fall the raindrops on
the brown leaves in the woods. Mr.
Squirrel’s bright eyes sparkle as he
peeps out of his queer little home, a

been carefully hidden away.

Splash comes a drop ona leaf just _
opposite him. Such a friendly little
drop it is, for soon it tells this little
woodland dweller of all its travels.
WATERDROP’S STORY.
Let us listen, for we may hear too:
“My home,” began the Water-
drop, “is in the wide blue sea, where I live with many, many other
drops.
“One day as we rode up and down on the big waves, the sun
shone down on us, and we grew warmer. Each little drop felt, ‘Oh,
if Icould only get away from the other drops, how much cooler I
should be!’ Then each tiny drop separated from the others, and
grew so small you could not see it.
“We, of course, grew lighter, lighter than the air. Up, up we rose
into the bright blue sky. When we got pretty high, where the air
was cool, we came closer together again and formed a great fleecy
white cloud, that cast its shadow over everything. Then a friendly
wind carried us along, and soon we left the sea behind. Far below;
we could see green fields and waving woods.”
“You must have been very happy” said the little squirrel.
“Yes: it was a merry life we led, as we floated hither and thither,
playing with the sun-beams,” replied the Waterdrop.

48
 “But we came at last to a purple moun-
tain, and a chill wind began to blow. How £
we shivered with the cold! Then we huddled
close together to get warm. We were now heav
again—so heavy that we could not stay up :
in the air.

“Then,
‘I’m going down to cheer a flower,’
Cried a little drop of rain;
‘T hear it sigh. It droops its head
As if in weary pain.’
‘And I will go!’ ‘And I! ‘And I!’
Cried all the raindrops near.
So down we went in merry haste
The whole wide field to cheer.

“The drooping flowers lifted their bright

faces to thank the little drops for the cool
drink. Even the great tall trees nodded their
heads in welcome.”
“The grass on the hillside and in the val- |
ley must have been grateful, too, for your :
coming,” said the squirrel. “It always looks
so fresh and green after a shower. But, tell
me, what became of you?”
“I fell where the ground was brown and
bare, stopped fora moment, then went down,
down into the ground, where all was dark. I
met other drops trying to get out, and we went
on together, turning first this way, then that :
way, till we burst into the sunshine again.”

49
 “We rested for a moment in a tiny |
pool of clear water; then I ran with the |
rest down the mountain side, slipping
over smooth pebbles, and tumbling over
sharp rocks, until I found myself ina
deep, swift stream, where plants and
trees grew on either bank.”
“As was hurried along, I heard a great
roaring noise made by the river falling &
over a high ledge of rocks, as a cataract
or waterfall. Suddenly we fell over the fj
rocks so steep and high that an:we went ® :
ie SUDDENLY WE FELL
leaping and dashing in all directions. OVER THE ROCKS
We rose in the air in a fine gray mist,
then sank back again into the
foam-covered stream.
“Soon we were in a broad,
quiet river, flowing past the
grassy hills and green pastures.
Then we came to a big mill-wheel,
® upon which we jumped, and by
our weight made it turn over and
, over, and thus move the machinery
THEN WE CAME TO ,
A BIG MILL-WHEEL. in the mill. Here we were tossed
in the air, whirled around, and at
last flung back into the river, where we sailed slowly
and quietly as before.
“By and by, we saw large boats floating on the water. We passed
townsand cities with busy streets and many people; and as our river wid-
ened, and we heard the big sea waves dashing against the shore,
we knew our brothers and sisters were singing a welcome home.

50
 WE PASSED TOWNS AND CITIES.

“And now farewell, little squirrel. My story is done, and I must

hasten to my home in the sea. Perhaps we shall meet again some
day. I may float down to you, a white-winged snowflake, or patter
down as I came this time, a tiny raindrop.”

Write the following:

The water rises from the sea in vapor.
The vapor is turned into clouds, which fall in rain or snow.
The rain forms rivers, which flow back again into the sea.
Thus the water is always going round and round in its long and
curious journey—up to the clouds in vapor, down in rain, back in
streams to the place it started from.

5k
 LESSON XXIIL

_THE RIVER._ oetetecoosasienrvnnnnenennnnnnnn. enwwrynNsanny ann .

“Oh, tell me, pretty river,

Whence do thy waters flow? “And then ‘mid meadowy banks,
And whither art thou roaming, I flirted with the flowers,
So smoothly and so slow?” That stooped with glowing lips
To woo me to their bowers.
“My birthplace was the mountain,
My nurse the April showers; “But these bright scenes are o’er,
My cradle was a fountain, And darkly flows my wave;
O’er-curtained by wild flowers. | I hear the ocean’s roar—
And there must be my grave!”
“One morn | ran away,
A madcap, noisy rill;
And many a prank that day
I played adown the hill!
Where have you seen a river like the one spoken of in the poem?
Are rivers born? What is meant by “My nurse the April showers”?
“I flirted with the flowers”? Explain the last stanza.
 LESSON XXIV.

A MAP
A drawing made to show a
room, ora house; or the school-
yard, or even a village, is called
a plan.
Drawings which represent
land and water are called maps.
You may learn from maps where
the countries, and mountains,
and rivers, and cities are that
you have seen. It also shows how
far places are from one another.
Here is amap showing moun-
tains and rivers. The many short
lines facing each other represent mountains. To show the very
high part of the mountains, the lines are drawn close to each
other, making that part of the map look dark. The line winding
about, like the stream itself, represents a river. The line, as you
see, is made thicker and thicker toward its mouth. From this you
may know that the river itself becomes broader and broader as it
flows toward the sea.
But you must not think that the crooked line on the map is a
river, or the lines which face each other are mountains. If you do,
you will learn very little of geography. When you look at these lines,
you must think of the real things which they stand for—the lofty
mountains, with their covering of forests, and with long, narrow
valleys between them; the winding, gently flowing river, bearing
boats upon its waters.

53
 LESSON XXV.

FORMS OF LAND AND WATER. x

You all know what a pond is. Is there a pond EN

near where you live? Did you ever fish in it? Did 7
you ever walk round it?
When a stream, on its way to the ocean, flows into a basin or
hollow in the land, the water spreads out and fills it. A hollow in the
land filled with water is called a lake, or, if it be quite small, a pond.
What is a lake made of? What is round it? Suppose some one
who never saw a lake were to ask you what a lake is, what would
you say?
What do we find in lakes? Would you not like to sail on a lake?
In the hollows among mountains are great numbers of beautiful
lakes. In their clear waters may be seen the mountains, the forests,
and the sky, as in a looking-glass. At night the moon and stars may

54
be seen below you as plainly as above.
Here is a picture of a pretty lake in a valley.
You see a river flowing from the hills beyond. Into what is it
flowing? The river that lets the water into the lake is called an inlet.
You see another river that lets the water out of the lake. This
river we call the outlet of the lake.
Make a lake on your molding-board, or in the sand near your
home. Represent its inlet and outlet.
Out in the lake is a little piece of land round which the waters
play. We could not go to this land without crossing the water; the
water is on all sides of it. Such a little piece of land is called an island.
Did you ever read the story of Robinson Crusoe? You will
remember that he went up a hill in search of water. When he got
to the top of the hill, he saw that he was on an island. How did
he know?
Have you ever seen an island? What island was it? Could you
sail round it? What was on every side of it? What grew on it? What
is an island?
If there is a brook or lake near your home, how can you make
an island?
Opposite is a picture of a river and a lake. Make a map of the
same river and lake on your slate. Notice how the coast or shore
of the lake bends in and out.

Write the following:

A lake is water surrounded by land.
The land near the water of a lake is called its shore.
Anisland is a little piece of land surrounded by water.

Se
 LESSON XXVI.

MORE ABOUT FORMS OF

LAND AND WATER.

In the picture
we see a narrow
strip of land which
extends far out into
the water. You will
notice that the land
has water all round;
except at one place.
What is the
name for land
PICTURE OF A PENINSULA. that has water on
all sides but one?
What is a peninsula? An island, as we have learned, is a piece of
land with water all round it. Now,
sometimes we see a piece of land
that has water nearly all round
it. This form of land is called a
peninsula. The word peninsula
means almost an island.
How would you change this
peninsula to an island? What is
ecmivios rants
the difference between a penin-
MAP OF A PENINSULA
sula and an island?
The narrow neck which joins the peninsula to other land—just
as the neck joins the head to the body-is called an isthmus, which
means neck.

56
 PICTURE OF A BAY

Here is another picture which I wish you to look at. You see
where the shore bends like a bow; and the water runs a little way
into the land.
Can you think of anything else that is bent like this? Yes-a
bay-window.
Now, when I tell you that
bay means the same as bow, you
can almost guess the name for
this bend in the land. It is called
a bay. You will easily remember
that little word.
A wide opening or bend in
the land, into which the water —. ea
MAP OF A BAY
flows, is usually called a bay.
Sometimes, when the opening in the bend is long and narrow,
it is called a gulf.

DP
 On this page is
shown a narrow strip
of water joining two
larger bodies of wa-
ter. The name given to
this narrow passage is
strait, a word meaning
narrow.
As an isthmus
connects two bod-
ies of land, soa strait
connects two bodies
PICTURE OF A STRAIT of water.
After a rain make
little lakes, rivers, bays, etc. Perhaps you may find some already made.
See whether you can find in the magazines and books at home
pictures of gulfs, bays, peninsu-
las, etc.
Write the following: A penin-
sula is land almost surrounded
by water.
An isthmus is a neck of land
joining two larger bodies of land.
A gulf or bay is a portion of
some large body of water extend-
MAP OF A STRAIT
ing into the land.
A strait is a narrow passage of water that joins two larger bod-
ies of water.

58
 LESSON XXVII.

A TRIP TO THE HIGHLANDS.

Uncle Tom had been telling Fred and me about many strange
places he had seen. Last of all, he told us about some high mountains
he had climbed. We wanted to climb one very much. So father said
he would go with us up a high hill not far from the city.
Mother did not need to call us in the morning, for we woke up
very early. The sky in the east was bright, and we knew that soon
we should see the sun. We wanted to start at once, but mother said
it would be better to have breakfast first.
We put on thick shoes that the stones would not easily cut.
Father gave each of us a stout stick to help us climb. Fred had a
knapsack, in which mother put some bread, cold meat, crackers,
and a cup to drink from. In one corner we put some towels.
We were soon outside the city, walking along the road. We
passed a village, and went through fields and woods. By and by we
could see the land before us rising higher and higher. We saw no
longer such beautiful farms and gardens as we had passed.
In a little while we ___.
reached the foot of the hill
and began to ascend. As we | , 2
went up the slope, we came
to steep, rugged places that
were hard to climb, where
we needed our sticks. The
trees were smaller, and there
were many bushes. There &e
were large rocks, too, inthe fie ce gi (bil s pes»

sides of the hill. At the foot, AS WE WENT UP THE SLOPE.

the weather was quite warm,

59
 Son Ae has Z

WE COULD SEE THE CITY WITH ITS LITTLE STRAIGHT STREETS.

but it grew cooler and cooler the higher we went.

“On the summit at last!” cried Fred, as we reached the top.
From where we stood, we could see the city with its little straight
streets, that look so wide when we walk on them. We could see
the house-tops, too, and the church steeples. Then father showed
us the village we passed; and the woods we went through. But
the trees looked like bushes, and some men at the foot of the hill
looked no larger than the baby.
Down the mountain, a little way, we found a spring where the
water was clear and cool. Here we sat down on a rock, and ate the
lunch we had brought. While we rested, we watched the little rill
that flowed from the spring—
“Blue in the shadow,
Silver in the sun.”
Down the hill, it was larger, and we saw other rills flowing into
it. When it reached the valley, it was much larger; and farther down,
father said, boats could sail on it.

60
 IN THE VALLEY LAY A LARGE SHEET OF STILL WATER.

Before us, in the valley, lay a large sheet of still water.

“Oh, how pretty!” exclaimed I.
“Yes, that is a lake,” said father. “How beautiful it looks as the
sunlight plays on its smooth surface! It reflects in its clear water
the sky and the trees around it.”
“I can see an island in the lake,” said Fred. “Vessels are sailing
all round it.”
“Are all islands small, like that?” he asked.
“Oh, no!” said father. “Some islands are hundreds of miles
round, and have many people living upon them.”
Fred then pointed to a piece of land extending out into the
water, and asked whether that, too, was an island.
“No,” replied father, “that is a peninsula. It is land almost sur-
rounded by water. And the narrow neck which joins the peninsula
to the mainland is called an isthmus.
“You see the bend in the land, with the water from the lake
running in?” asked father.

61
 “Yes,” said Fred.
“That is called a bay. Around every ocean, which is a much
larger body of water, there are many such bays.
“The narrow strip of water, which a boat is just entering, is
called a strait. The strait separates the island from the mainland.”
Stretching far away to the east was flat, level land, which father
called a plain. Scattered here and there were many farmhouses
and quiet villages. Little bright, sparkling streams wound their
way like silver threads through the green grass of the meadows. It
was a lovely scene indeed!
The sun was already low in the west as we made ready to return.
As it set-—
A wonderful glory of color,
A splendor of shifting light—
Orange and scarlet and purple
Flamed in the sky so bright.

62
 LESSON XXVIL
SPRING.
Drops of rain and bits of sunshine
Falling here and gleaming there,
Tiny blades of grass appearing.
Tell of springtime bright and fair.
Budding leaves are gently swaying,
Merry glad notes sweetly ring;
Robins, bluebirds, gayly singing,
Tell of happy, pleasant spring.
Violets, in blue and purple,
By the twinkling water clear;
Fair spring beauties, frail and dainty,
Tell the story, spring is here.
Cherry, peach, and apple blossoms
Scattering fragrance far and wide;
Buttercups and pure white snowdrops
Tell of gracious, sweet springtide.
— Lillian Cox:

63
 LESSON XXIX.

USEFUL VEGETABLES.
In the heart of a seed buried deep, so deep,
4d A dear little plant lay fast asleep.
p “Wake!” said the sunshine, “and creep to
the light.”
“Wake!” said the voice of the raindrops bright.
The little plant heard, and it rose to see
What the wonderful outside world might be.
What vegetables grow in your neighborhood?
f Of which do we use the roots as food? Of
/ which the leaves? Of which the seeds? Of which
| the stems or stalks?
Which is the most
useful garden vegetable?
: There is no common
: 5) garden vegetable so
{highly thought of as
AsPRouT. the potato. How are potatoes
planted?
Answer the questions in writing so as to make
a little composition about vegetables.

A VINE BEGINNING TO GROW.

64
 LESSON XXX.

USEFUL GRAINS.
Wheat and corn are called grain because they are small, hard
seeds What other kinds of grain can you
name?
Which of these grains is used the most?
Which makes the choicest flour?
Some kinds of wheat are sown in the
spring. These are called spring wheat.
Winter wheat is sown in the fall. A few
days of sun and rain, and the plants spring
up like grass, remaining green through the
winter.
What color does the wheat turn as it
ripens? When it is ripe what is done with it?
For what is the flour of wheat used?
What is sometimes done with the stalks,
or straw?
RIPE WHEAT
Indian corn
is one of the most useful of plants.
Do you know why it is called Indian
corn? It is because the Indians first
raised it.
When is corn planted? How is
the land prepared for planting? What
is done to the corn while the plants are
small? When does it ripen? How tall HARVESTING WHEAT
does it grow?
What is the stem of the corn called? What are the flowers on
the stalk of corn called? On what do the grains of corn grow?

65
 What use is made of the green stalks
and leaves? What use is made of the
- ripe grain? For what are corn-husks
largely used?
Sweet corn, if boiled when
green, is an excellent vegetable.
It is preserved by canning.
A large cornfield, with its tall,
straight stalks, covered with green
shining leaves and crowned by
flowers, isa very pleasant sight.
Corn is sometimes called the na-
tional emblem. What does emblem mean?
What use is made of oats; barley, rye,
and buckwheat? Some of these grains
NL Gate are useful in two or three ways.
Sets aies WE
aaah There is another grain which we find
on almost every table. It is rice. The rice plant, when growing,
resembles wheat; but,
unlike wheat, itneedsa
great deal of moisture.
So the rice-grower sows
it in fields which he can
flood or drain at will.
Do you know what
people live on rice with-
out any meat at all? Ask
your teacher to tell you
how rice is raised in
China and Japan. ANOTHER GRAIN WHICH WE FIND
ON ALMOST EVERY TABLE.
You ought to find

66
something to tell your teacher and classmates about the grains.
Perhaps you would enjoy drawing some of the grains you have
seen.
Choose one of the grains, and write what you have Learned
about it from conversation and observation.

We plow the fields, and scatter

The good seed on the land,
But it is fed and watered
By God’s almighty hand.
He sends the snow in winter,
The warmth to swell the grain,
The breezes and the sunshine,
And soft refreshing rain.

67
 LESSON XXXI.

FRUITS.
Name some trees upon which
grow things to eat. What do we
‘call such trees?
What fruit trees have you
seen? What do we call the place
where many fruit trees grow?
|Did you ever pick berries?
@ What makes it hard to pick
89 blackberries?
Name fruits that grow about
“here. Which grow on trees?
THE ORANGE TREES ARE LOAD-
ED WITH GOLDEN FRUIT. Which on bushes? Which on
vines?
Mention the different uses of these fruits.
The orange is one of the most delicious and wholesome of fruits.
It grows only in the warmer parts of our country. In winter as well
as in summer, the orange trees are loaded with golden fruit and
fragrant blossom. The blossoms are white, and are very beautiful.
Name other fruits that grow in warm parts of the country.
People who live in cold countries need such food as will make
them warm. What kinds of food are best in cold countries? What
people live mainly on fish and the flesh of animals? Do any fruit
trees grow in very cold countries? |
What kinds of food are best in hot countries? The people
cannot eat fatty food, for that would heat the body. Do we find in
such countries grain, vegetables and cooling fruits for the people
to live upon?
Write answers to some of the questions asked in the lesson, so
as to make a composition about fruits.
68
 LESSON XXXII.

USEFUL PLANTS.
What plant supplies us with much of our clothing? Name
articles of clothing made of cotton. ary
Did you ever see a field of cotton? In the tseh jj
summer the young plant is covered with ~~<==
pretty, pale-yellow flowers. In the autumn you
see the pod or boll which contains the cotton.
As the pod ripens, it bursts open. The cotton-
field is now a pretty sight—the bright green
leaves, yellow blossoms, and snowy cotton
all mingled together. Form a picture in your
mind of a field of cotton in bloom.
The cotton is now picked. The first thing
is to separate it from its seed. This is done
by a machine called a cotton-gin. ae
Now it is ready to be pressed in great you sEE THE POD OR BOLL
bales and sent to market.
o It will, at last, go to the cotton mills and be spun
7 ie ‘+, into thread, then woven into muslin, calico, etc.
Are the seeds of any use? They contain a
great deal of oil, which is pressed out by ma-
chinery. What is the name of this oil? What
use is made of it?
There is another plant from which cloth-
ing is made.
Do you know what plant linen is made
from? Linen comes from the flax plant.
Flax is a small plant which grows two or
FLAX IS A SMALL PLANT.
' three feet high, bearing on the top a bunch of

69
pretty blue flowers. A field of flax in bloom is a very pretty sight.
The flax does not grow in a pod like cotton. The stalk of the
plant is covered with a bark, or skin, containing
fibers. These fibers are spun into thread,
which is woven into a cloth called linen.
The seeds are used for making an oil
called linseed oil. For what is linseed oil
used?
Do you think people who live in
hot countries need the same kindof 4
clothing as those who live in cold coun-
tries?

A PLANT THAT YIELDS NO FOOD.

What kind of clothing should

you think was needed in cold
countries? Would such clothes
be comfortable in hot countries?
There is a plant that yields no
food, drink, or clothing, yet it is
used in nearly every country in
the world. Can you tell its name?
Every one has seen it growing.
It is tobacco.
Do you think the tobacco plant
=

SUGAR-CANE IS A TALL PLANT.

is as useful as the cotton and flax

70 -
plants?
Everybody eats sugar. Did you ever see a table set for supper
without a sugar bowl?
The sugar in common use in this country is made chiefly from
sugar-cane. The sugar-cane is a tall plant which looks much like
Indian corn when growing. It is called the sugar-cane because it is
filled with the sweet juice that is made into the sugar.
When the stalks are cut they are taken to a sugar mill. Here they
pass between great rollers which press out the juice. The liquid is
then boiled until it turns to sugar.
Much sugar is made from the sap of the sugar-maple tree. In
the early spring the sap begins to rise. A hole is bored in the tree
and a tube inserted, through which the sap passes to a bucket or
other vessel placed to receive it. The sap is boiled in large kettles
and becomes syrup. More boiling turns the syrup into sugar.
Write what you have learned of cotton and linen.

ra
 LESSON XXXIII.

FOREST TREES.
In your walks what things please you the most? Is it not the
trees? Trees are very useful to us, and we ought to be very grateful
for them.
Name some trees along the streets and in the parks. Are they
useful to us, especially on a hot day? Why? Then what kind of trees
do we call them? (Shade.) Which of these are the first to put on their
green dresses in the spring? Which are the brightest in autumn?
Name some trees
that grow in the woods.
Name a tree whose
wood is dark. A tree
whose wood is light.
A tree whose wood
is hard. A tree whose
wood is soft.
Name some trees
that are valued for the
color and hardness, or
the beautiful grain, of
» their wood.
A SHADY STREET. San What kind of wood
are the desks made of? The teacher’s table?
What kinds of wood are used in making chairs? tables? pianos?
windows? floors?
If we wish to make a carriage, omnibus, cart, or wagon, which
wood should we use? Why?
From which trees do we get lumber for building?
Can you name a wood which is very hard and tough, and is
used in building ships?
72
 What do we call many trees together, like these?
What is Arbor Day? Why need we plant trees?

We plant tie spire that out-towers the crag,

We plant the staff for our country’s flag,
We plant the shade, from the hot sun free—
We plant all these when we plant the tree.

What do we plant when we plant the tree?

We plant the houses for you and me.
We plant the rafters, the shingles, the floors,
We plant the studding, the laths, the doors,
The beams and siding, all parts that be—
We plant the house when we plant the tree.

What do we plant when we plant the tree?

A thousand things that we daily see.

There are trees much larger than any we

find growing here. |am sure you must have
heard of the great trees of California. Some
of them are one hundred feet around, and
nearly four hundred feet high,—_twice as high
as a very tall steeple. In one of these trees, if
hollowed out, a large family might live.
In your rambles in the woods, notice and
examine the trees which you see. Learn to
know the trees so that you can call them by
their proper names.
Draw and paint some of the objects no-
ticed; as grains, vegetables, trees, etc. You @
will enjoy this very much, and it will helpia‘
you to see these things better.

GREAT TREES OF
CALIFORNIA

a3
 LESSON
XXXIV.

FLOWERS
A flower is a weak and tiny thing; but there
are many flowers, and by helping together they
cover the earth with beauty and fill the air with
sweetness. They seem to have been made to give
us pleasure.
It will be easy and useful to learn something about
the flowers that grow where you live. How many flowers
can you mention by name? Which do you know at sight?
Where would you go to find them?
Would you find them all growing in the same place?
Which can live only in wet places? Which thrive best where
there is but little moisture?
If we take a walk in the fields in the early spring, which flowers
shall we be likely to see? Which later? What color are they? Which
are fragrant? Which most beautiful? Which would you like for
your flower vase? Which would you like to plant and care for ina
box of earth or a garden-bed?
Can you find and name the parts of a plant—root, stem, leaves,

14
bud, flower? Learn the uses of each part.
Here are some pretty verses on “Spring and the Flowers.” Per-
haps you will commit them to memory.

In the snowing and the blowing,

In the cruel sleet,
Little flowers begin their growing
Far beneath our feet.

Softly taps the Spring and cheerly:

“Darlings, are you there?”
Till they answer, “We are nearly,
Nearly ready, dear.

“Where is Winter with his snowing?

Tell us, Spring,” they say.
Then she answers, “He is going,
Going on his way.

“Poor old Winter does not love you,

But his time is past;
Soon my birds shall sing above you—
Set you free at last.”

15
 LESSON XXXV.

WHAT IS NECESSARY TO
MAKE PLANTS GROW.
Plants do not grow in winter. Can
you tell why? Plants do not grow in
hot places called deserts. Can yon
think of any reason for this?
What two things are necessary to
make plants grow? At what time of
the year can they get these?
Ifa country has a great deal of heat
and rain; what can we be sure of about
its trees and grass and flowers?
There are places that have rain
enough, but very little heat. How do
you suppose the trees grow there?
You may get information about
plants and things by seeing for your-
self, by asking others, and by reading
books.

I A COUNTRY HAS A GREAT

0 EALOF HEAT AND RAIN.

Write the names:

Of some grains that we use for food.
Of some vegetables that we use for food.
Of two plants from which clothing is made.
Of woods used in making furniture.
Of woods used in building our houses.

16
 LESSON XXXVI

SUMMER RAIN.
Oh, gentle, gentle summer rain!
Let not the silver lily pine,
The drooping lily pine in vain,
To feel that dewy touch of thine,
To drink thy freshness once again,
Oh, gentle, gentle summer rain!

In heat the landscape quivering lies,

The cattle pant beneath the tree;
Through parching air and purple skies
The earth looks up, in vain, for thee;
For thee—for thee it looks in vain,
Oh, gentle, gentle summer rain!

Come thou, and brim the meadow streams,

And soften all the hills with mist,
Oh, falling dew! From burning dreams
By thee shall herb and flower be kissed;
And earth shall bless thee yet again,
Oh, gentle, gentle summer rain!

Tt
 LESSON XXXVI

THE PARTS OF ANIMALS.

Animals which live in or near people’s houses and are tame are
SEU animals; others are wild.
oe

What animals are found where

you live?
Which are domestic? Which
wild?
: Which of these animals feed
Aer a upon grass? grains? fruits? flesh?
You know what sharp claws a cat-can put out ..
when it pleases. What use does the cat
make of its claws? y
How does a cat’s paw differ from "la
a dog’s? How does a dog seize its ;
prey?
SEIZING CLAW
Compare a duck’s bill with an
owl’s. What use does the duck make of its broad flat bill? The owl,
of its sharp hooked bill?
How do the bills of the hen and the duck differ? Would a bill
fitted for pecking be as useful to the duck as its own bill?
Can you draw a picture of a duck’s foot and a hen’s foot? For
what does each use its feet? |
Would broad web-feet be as useful to the hen as slender toes?
What kind of feet has the sheep? For what are its feet only used?
Could a sheep use feet like those of a cat or a hen?
You see each animal has parts well fitted for the life it leads.
DUCK’S FOOT rs HEN’S FOOT

18
 LESSON XXX VIII.

THE COVERING OF ANIMALS.

Name two animals covered with fur.
Two covered with hair. Two covered with feathers.
What do we call the covering of a sheep? Of a pig? Of what
use is hair to animals?
What covering has an oyster? A lobster? A turtle? Of what use
is it to them?
The duck’s feathers are covered with an oily coating, which
keeps them from getting wet. Are the feathers of the hen so cov-
ered? Why?
Suppose a squirrel’s covering were like that of a turtle’s, what
would result?
What would result if a bird had scales instead of feathers? You
see that each animal has that covering which suits its habits best.

79
 LESSON XXXIX.

USES OF ANIMALS.
What domestic animals
are used for food?
What wild animals are
“used for food?
‘F| From what animals do
= we get beef? pork? mutton?
I veal?
What birds and fowls
‘fare used for food? What

From what animal do

ia DeMES nC NINES we get wool? How is wool
taken from the sheep? What
articles of dress are made of wool?
Name the animals whose skins are used to make leather. How
is leather prepared? Did you ever see a tannery? What do they do
there?
From what animals
do we get furs?
What is silk?
Silk is made by lit-
tle worms called silk-
worms. When the worm
is fully grown, it spins
round itself a small ball
of silk, called a cocoon.
If this cocoon were
FROM WHAT ANIMAL DO WE GET WOOL?
left to itself, the worm

80
would change to a
moth, and the moth
would eat its way
out of this little
house. But this, of
course, would cut
the little threads
and spoil the silk.
As soon, therefore,
THE SILKWORM AND MOTH.
as the cocoon is
made, it is put into hot water to kill the worm. In this way the silk
is saved.
Almost every part of the cow is made use of. For what is the
flesh used? What use is made of the hoofs? horns? hair? What is
done with the skin? What other uses has the cow?
What animal shows the most affection for his master?
Mention some kinds of dogs.
You may have seen a dog called the St. Bernard. He is large,
with long curly hair. In the Alps mountains, where traveling is
dangerous, the St. Bernard dogs have saved many lives. Who use
their dogs, as we use horses, to draw their sledges?
Which is the most useful animal to man?
Draw and paint some of the animals spoken of in the lesson.

Write the names:

Of animals useful for food.
Of animals which work for man.
Of animals useful to us for clothing.
Of birds and fowls used for food.

81
 LESSON XL.

THE SIGNS OF THE SEASONS.

What does it mean when the bluebird comes
And builds its nest, singing sweet and clear?
When violets peep among blades of grass?—
These are the signs that spring is here.

What does it mean when berries are ripe?

When butterflies flit, and honeybees hum?
When cattle stand under the shady trees?—
These are the signs that summer has come.

What does it mean when the crickets chirp,

And away to the south the robins steer?
When apples are falling, and leaves grow brown?—
These are the signs that autumn is here

What does it mean when days are short?

When leaves are gone, and brooks are dumb
When fields are white with drifted snow?—
These are the signs that winter has come.

82
 LESSON XLI.

THINGS FOUND IN THE EARTH.

The earth contains many things that are of great value to us.
These we must find and dig out.
The coal we burn in our grates to warm us; iron, from which so
many useful things are made; gold, silver, tin, lead, and copper,—all
come out of the earth.
But these are not all the valuable things hidden away in the earth.
From salt wells we get a great deal of the salt used on our tables.
From oil wells is obtained the oil we use in our lamps to give us
light. Diamonds which sparkle so beautifully, and the stone we
use in building, are also taken from the earth.
Coal, iron, gold, silver, lead, tin, copper,
mercury, and salt are called minerals.
The opening dug in the earth from which
minerals, except stone,
are taken; is calleda
F mine.
One of the most
useful of minerals is
coal. Did you ever stop
to think how much
” hard work coal does
OIL WELLS for us? It grinds our
wheat, it weaves our
cloth, it carries us by sea and by land over the earth. Hardly any
labor can be done without coal.
You have noticed that some coal burns with a great deal of
flame and smoke. That is called soft or bituminous coal. That hard,
clean-looking coal, which burns with little blaze, yet gives out such

83
great heat, is anthracite coal.
Coal has many uses. Mention all you can think of. From which
kind is gas obtained, hard or soft coal?
What is coal? Some day you will be able to understand how
coal was made, and how it got deep down in the earth.
What article used with food is found in mines? Does all salt come
out of the mines? How is the salt made that is not found in mines?
There are salt mines where men, women, and children live all
their lives, and never see sun or sky. Many great rooms and galleries,
with tall pillars to hold up the roof, are cut out of the salt. When
lighted up with torches, they glitter as if studded with precious
stones. It is like a fairy palace.
Some minerals are called metals. Iron, gold, silver, copper, tin,
and mercury are metals.
Iron is the most useful of all metals.
Did you ever think what we should
do without this hard, strong metal?
The following lines tell some of the
uses of iron:
Iron vessels cross the ocean.
Iron engines give them motion;
Iron pipe our gas delivers,
Iron bridges span our rivers,
Iron horses draw our loads,
Iron rails compose our roads;
Iron houses, iron walls,
Iron cannon, iron balls,
Iron lightning rods on spires,
Iron telegraphic wires,
Iron hammers, nails, and screws,
Iron everything we use. IRON MINE

84
 Steel is iron made very hard. Knives, axes, hatchets, and other
tools are made of steel. Many little things are made of steel. Men-
tion some of them.

CASTING IRON FROM THE ORE.

Which is the most valuable of all metals? Is all the gold made
into money? Is money made of pure gold? Why? Name articles of
ornament made of gold. Articles of use. Are gold watches, chains,
and rings usually made of pure gold? Why? What do you call the
man who makes these articles?
Silver is the whitest and most lustrous of all the metals. What
does “lustrous” mean? Is iron lustrous? Are silver articles usually
made of pure silver? Why?
Silver and gold are found among the mountains in the west.
Sometimes they are dug out of the ground. Sometimes they are
found in rocks, and the rocks must be broken up before they can
be taken out.
Sometimes men wash down the hills with streams of water in
order to get at the silver or gold among the rocks.
Gold and silver are called the precious metals because they do
not rust, and on account of their scarcity.

85
 Tin is white and
bright, but too soft to
make articles which
shall be light and strong.
Therefore, thin plates
of iron are dipped into
melted tin. The tin ad-
heres to the iron and
makes it bright like tin
itself.
A thin sheet of iron, covered with tin, is called tin-plate. It is
of this that our tin cups, pans, and kitchen utensils are made. A
tin cup is really made of iron.
Lead is a very heavy metal. It is so soft that it can be cut witha
knife. It is used in making shot, and water pipes.
Do you know how shot is made? Did you ever see a shot-tower?
Small shot is made by dropping melted lead through a sieve in rapid
motion, from the top of a high tower. The drops fall into a vessel
of water below. They are next polished and made black, and then
are ready for sale.
You think, I suppose, that the lead pencil with which you write
is made of lead. It is not made of lead, but of graphite, which is a
kind of coal.
Copper is softer than iron, but harder than lead. It will not rust.
Cooking vessels are often made of copper.
Zinc is another valuable metal, and is almost the color of tin.
Brass is made by mixing copper and zinc together.
Mention some articles made of brass. _
Write five lines about tin.
Write five or more lines about coal.
Write what you know of iron, gold, silver, copper, lead.

86
 LESSON XLII.

MORE ABOUT THINGS

FOUND IN THE EARTH.

We have seen that there

are many kinds of metals.
There are also many kinds of
stone. Those which are strong
and do not crumble by expo-
sure are useful for building.
The place from which stones
are taken for building is called
a quarry.
The more common stones
are granite, sandstone; lime-
= : stone, marble, and slate.
core Hoey We will first examine a
piece of granite.
How hard and firm it is! What a beautiful clean surface when
polished!
Granite is used for steps, for paving streets, and for sidewalk
curbings. Are houses ever built of granite? Can you think of other
uses of granite?
Why is granite used for these purposes? It is easily shaped. It is
hard enough to give strength. It is enduring. What does “endur-
ing” mean?
This is a piece of sandstone, made of little grains of sand. It will
crumble more easily than granite. What does “crumble” mean?
Brownstone, used in building, is a kind of sandstone.
And this is the common gray limestone of which lime used in
building is made. The large oven in which lime is burned is called a

87
lime-kiln. Did you ever see one? Can you tell how the lime is made?
Here are three pieces of marble. This piece is pure white. This
is colored. It is marked by many strange forms, as you see in your
mantel-pieces and table-tops. In this piece, you see many colored
spots—mottled it may be called.
Marble is beautiful when polished.
In what different ways have
you seen marble used? What
parts of furniture are some-
times marble? Why is it
suitable for this? Is mar-
ble ever used for building
houses? Do you think it
would be good for that
purpose? Why? Which, do
you think, is the best of all
building stones? Why?
Marble and granite A MARBLE QUARRY.
are the most beautiful
and enduring of all building stones.
Chalk is a variety of limestone. Could it be used as a building
stone? Is chalk harder or softer than other stone?
You need not to be told the name of this dark stone. You could
not get along well in school without slate. Slate is easily split into
thin plates, and has a smooth, firm surface.
Slate is used to write on. It is used in house building. What
part of a house is sometimes slate? Think of other uses. Why is it
useful for these purposes?
We must not forget brick in our talks about things that come
out of the ground. Brick is not found in the earth, as the metals
and stone are found; but it is made of clay, which is itself a part

88
of the ground.
Have you ever seen a brick-yard? What are some of the uses
of bricks? What is the man called who builds houses of bricks?
Is glass taken out of a mine or quarry? No; but glass is made
from sand; which is also a part of the ground.
In laying brick or stone, the mason uses mortar. Mortar is made
chiefly of lime. Lime is made of stone which comes out of the ground.
If possible, visit mines and quarries. Take careful notice of all
you see, and on your return to school tell what you have learned.

89
 LESSON XLIIL

HOW PEOPLE LIVE AND

WHAT THEY ARE DOING
Can you think of anything used in building houses that does
not come from the earth?
Do all people have large, fine houses of brick or stone to live
in? What is a tent?

WIGWAMS.

A wigwam? Who live in huts? Did you ever hear of people who
live in snow houses?

DID YOU EVER HEAR OF PEOPLE WHO LIVE IN SNOW HOUSES2

90
 In some places houses are built of bamboo. Bamboo is a kind
of cane that grows in warm countries.

HOUSES BUILT OF BAMBOO.

What building is now going up in this place? Tell the use of

stone, brick, mortar, iron, tin, lead, and glass in building the house.
_ Where and how are they obtained?
ah K We could not live without food.
% : We must also have clothes to wear
and houses to live in. Besides these,
we need schools, books, and churches,
which make us wiser and better. Now, if
you think a little, you can name many
other things which we need to make
s- our homes beautiful. To supply us
with all of these things, men must
do many different kinds of work.
Where does the food we eat come
from?
We get most of it from plants. Wheat,
WHO LIVE IN HUTS? corn, peas, and beans are seeds of

aL
plants. Almost all our bread is made from wheat. Beets, turnips,
and radishes are roots of plants. Lettuce and cabbage are the leaves
of plants.
Apples, peaches,
pears, and other fruits
grow on plants. All
these we use for food.
Plants also supply
us with material for
clothing. Some clothes
are made from cotton;
cotton grows in the pod
ofaplant.Some clothes |72.24, lee
are made from linen; OUR BREAD IS MADE FROM WHEAT.

linen comes from flax,

which is a plant. Hats are made from straw; straw is the stem or
stalk of plants.
Now, these plants, which supply us with so much of our food
and clothing, do not grow of themselves.
The ground must be plowed, the seeds planted and taken care
of while growing. So, outside the city, you may see a great many
people at work raising grain, vegetables, and other plants. This
occupation we call agriculture
or farming; the people we call
farmers.
Animals, as well as plants,
furnish much of our food. All
meat comes from animals. We
get milk from cows. From milk
we make butter and cheese.
HERDS OF COWS AND OXEN FEEDING. Animals also supply us with

92
clothing. Many articles of dress are made of wool. Wool, youknow,
grows on the sheep. Shoes and kid gloves are made of leather.
Leather is made from the hides of cows; sheep, oxen, and goats.
But animals could not live and grow if people did not carefully
raise them. In the country, yon may see flocks of sheep and herds
of cows and oxen feeding on the fresh sweet grass of the pastures.
Those animals are called stock. The business of those who raise
them is called stock-raising.
Most farmers raise cows, horses, and other animals. Which
land does the farmer use for pasture? What is a pasture? What is
a meadow?
Grazing means feeding on grass. What animals have you seen
grazing? Does a dog graze? A cow?
Mountains, so rough and rocky, are not good for farms and
gardens. But many of them contain coal, on which millions of
people depend for heat and light. In mountains, too, we find iron,
which is more useful to us than gold and silver.
To get these,
thousands of
men are at work
in places called ]
mines. A mine
is like a great
cavern. There is
neither sun nor
sky. Torches and
lamps give the only
light the miners have to see by.
The air is damp and close. I sup-
A MINE IS LIKE A GREAT CAVERN.
pose you would not like to work in
such a place. Yet great numbers of persons are employed in mining.

93
 THEY WORK IN THE WOODS.

How is coal taken out of amine? What

are the dangers of coal-mining? Try to find
answers to these questions for yourself.
If necessary, your teacher will help you.
In some parts of the country are for-
ests of pine, oak, and other trees. Some
of these forests are so large we might travel for days or weeks
through them. From trees we get lumber. Lumber is needed for
building houses and ships, and for furniture. So a great many men
are employed in cutting down trees and preparing the wood for
use. This is called lumbering.
The lumbermen go into the woods in winter, and build them-
selves little huts to live in. All through the winter months they
work in the woods from sunrise to sunset, felling the best trees and
cutting them into logs. Then they haul them over the snow-covered
ground to the frozen streams, and pile them upon the banks.
Here the logs must rest till the snow and ice have melted and

94
 IT IS THE BUSINESS OF THOU-
SANDS OF PEOPLE.

the streams are full. Then they are ue

floated down to the great saw-mills; and cut up
into boards, laths, shingles, and other kinds of lumber.
What is a forest? Name some forest trees that grow near your
home.
The sea yields much that we eat. Some parts abound in codfish,
mackerel, and herring. Sardines, the little fish that come in boxes,
are also found in the sea. It is the business of thousands of people
who live near the ocean to catch fish, salt them, and pack them, to
send to those who want them for food.
Have you ever seen the ocean, or eaten any of its fish?
Name some fishes found in fresh water.
Name:some kinds of fishes found in waters near where you
live. How may they be caught?

oo
 LESSON XLIV.

MORE ABOUT WHAT PEOPLE ARE DOING.

In the city or town we shall find many of the people busy about
something else than the occupations we have learned. What do
you suppose it is?
If you go about the city, you will see large buildings several stories
high, with long rows of windows, and great smoking chimneys.
These are mills or factories, full of machines in motion doing their
work almost like human beings.
The people who work in them make almost everything that
is needed for our use. Wheat is changed into flour; cotton, into
thread, fine muslins, and pretty calicoes; leather, into boots and
shoes; iron and steel, into plows, stoves; and cutlery; lumber, into

BUSY MILLS AND FACTORIES.

96
wagons, carriages, and all kinds of furniture. Other articles which
we must not forget are elegant jewelry, all sorts of ornaments for
parlors, and beautiful toys which you admire so much.
It would take a long time to name a small part of the things
made in the busy mills and factories; but think of the articles used
in your home, and you may be sure they are manufactured articles.
You see, manufacturing gives work to many thousands of persons.
What is cutlery? Name some articles of cutlery.
We need many things which we do not produce. Other people
need things which they do not produce. How can each obtain what
he needs? By exchanging one thing for another. This exchange of
goods, or buying and selling them for money; gives rise to another
occupation called trade, or commerce. So many people spend their
time buying and selling grain, vegetables, clothing, boots and shoes,
or in sending them to places where they are needed.
On all the large rivers and lakes you may see boats going up
and down, carrying goods from one part of the country to another.
Can you think how goods are carried from place to place where
there are no rivers? In countries where few people live, goods are
often carried in wagons and on the backs of animals.
L wonder how many people have to work to get food and cloth-
ing for us. Make a list of all the occupations you can think of.
Perhaps you can think of other occupations we have not named. Is
dressmaking an occupation? Teaching? Which occupation would
you prefer? Why?
If you think, perhaps you can tell why men do different kinds
of work. What people do to make a living, depends very much
upon the place they live in. For men almost always do that kind
of work that pays them best for their labor.
Those who live where the land is rich and level will raise grain
to make flour, or cotton and flax to make clothing. Some people

OF
among the mountains work in the mines. Some keep cows for
their milk and butter, and sheep for their wool; for the hills and
many of the mountain sides afford excellent pasture. People who
live near the sea willbe apt to catch fish along the coast, or engage
in trade upon the water.
Employments in the city differ widely from those in the country.
Here, as we have learned, most people make their living by working
in factories, or as merchants in buying and selling goods which
come from all parts of the world.
All people do not live in the same way. Some people have no
churches, schools, books, or factories.
What do people who live in this way eat? What do they wear?
How do they spend their time?

98
 LESSON XLV.

A REVIEW LESSON.
What kind of work is done by the people among whom you live?
Are they farmers? How does the farmer make his living? Where
does he sell the things which he raises? Where does he buy his
sugar and tea and other things which he needs?
Do you live in a city? What are the chief occupations of the
people? Do they work in shops or mills or factories?
Name some mills or factories in or near your city. What articles
are made there? What manufactured articles are in the schoolroom?
At home? What do you call the men who make these articles?
What kinds of goods are sold in the stores? What is a grocery
store? A dry-goods store? A shoe store? Where did the things in
these stores come from? Which were made in your city? Which
were brought from other places?
ee
ee
ere
—
Re
eR
SS
ee
ee
Se
Se
Pe
ee
What railroads or canals are in the city? Do boats come to the
wharves? What do the boats or railroads take away? What do they
bring in return?

Write the following:

Farmers raise (write the names of all the things you can think of).
eee
eo
x Miners dig out of the earth.
%

Quarrymen dig from the quarries.

==~)

Uo tog) (a
—~— -_-~__—_-
__-_—~_—~_-_
A blacksmith makes —~_—
Merchants buy and sell __-~»_—_-

99
 ae -

‘
 Made in United States
Orlando, FL
06 July 2023

mi MI
786770R00062
 A FANTASTIC INTRODUCTION TO GEOGRAPHY

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