llfilHl Class QJLA Book Copyright^.. COPYRIGHT DEPOSIT. Digitized by the Internet Archive in 2011 with funding from The Library of Congress http://www.archive.org/details/teachersmanualtoOOdrye A TEACHER'S MANUAL TO ACCOMPANY HIGH SCHOOL GEOGRAPHY BY CHARLES REDWAY DRYER FORMERLY PROFESSOR OF GEOGRAPHY AND GEOLOGY INDIANA STATE NORMAL SCHOOL AMERICAN BOOK COMPANY NEW YORK CINCINNATI CHICAGO .01 •85 Copyright, 1914, by CHARLES RED WAY DRYER. Copyright, 1914, in Great Britain. MANUAL TO DRYER S HIGH SCHOOL GEOGRAPHY E. P. I JUL ©CI.A376606 > INTRODUCTION This manual is designed primarily for the use of the teacher, but it can do no harm in the hands of the student. It consists largely of suggestive questions which may be used in oral recitation, for written examination purposes, or for assign- ment as supplementary and collateral research work. They constitute a series of exercises running parallel with the questions which any teacher might ask from the text, and are designed to stimulate thought and broaden the views of the student. They are analogous to the "miscel- laneous problems" given in mathematical text- books. It would seldom be practicable to use them all with any one class, and the teacher should select such as seem best suited to his conditions. They will not fill the place of laboratory work, but are available in cases where such work is necessarily limited. A judicious use of them will add interest and effectiveness to the study of geography. A list of desirable maps, globes, models, and instruments for high school equipment, and a bibliography of the best geographical books for a high school library are appended. 3 TEACHER'S MANUAL Chapter I EARTH, SUN, AND MOON Pages Q-21 There are several current theories of the structure of the earth core. The one here stated seems to be established (i) by the resistance of the solid earth to the tidal attraction of the moon, which implies a rigidity greater than that of a sphere of steel, and (2) by the speed of earthquake waves which pass through the core. Latitude (Latin lotus, broad) is breadth, and longitude (Latin longus, long) is length, as applied to the earth, the length, or equatorial circum- ference, being about twice the breadth, or dis- tance from pole to pole. Parallels and meridians are coordinates or lines of reference, such as are used on cross-section paper for locating points. Coordinates on a flat surface are straight lines, but on a globe are curved. The streets and houses in many cities are numbered and located on a similar plan, the main street being used as a zero line. Latitude and longitude are as funda- mental in geography as reading and writing 5 6 EARTH, SUN, AND MOON numbers in arithmetic, and students should be drilled in using them upon the globe and all sorts of maps until perfection is attained. Mark a cross anywhere on the blackboard. How can its position be accurately determined and stated ? What use is made of parallels and meridians in the survey of the land in your vicinity ? Any solid natural mineral in large masses is rock. Is granite a rock ? marble ? concrete ? brick ? a grindstone ? water ? ice ? clay ? an anvil ? a gravel bed ? A bed of clay, sand, or gravel is rock. A grain of sand or a pebble is a fragment of rock. If the earth is represented by a globe one foot in diameter, what should be the diameter of a globe representing the sun on the same scale ? How far apart should the two globes be placed ? If a circle four feet in diameter is drawn on the blackboard to represent the sun, how large a circle on the same scale would represent the earth ? How far apart should the two circles be placed ? Why are the lines pointing toward Polaris in Fig. 3 parallel ? Why are the sun's rays which reach the earth parallel, as in Fig. 6 ? On account of the distance of Polaris and the sun from the earth. Why does not the sun look like other stars ? It is nearer to the earth than other stars. PAGES 9-21 7 On a clear night observe the north star and the Great Dipper and map their positions, and again several hours later. What change ? Explain. An understanding of the change of seasons requires a considerable power of constructive imagination not always possessed by grade pupils, and the subject belongs logically to the high school. Failure to master it is partly due to lack of obser- vation of the actual points of sunrise and sunset and the path of the sun in the heavens at dif- ferent times of the year. The varying length of the day, a fact familiar to the uneducated, is strangely neglected in teaching. The apparent path of the sun in the heavens at different seasons is the important fact in geography. The explana- tion of it belongs to astronomy. From some point having a horizon as little obstructed as possible (the upper floor or tower of a school building is often favorable) observe the place where the sun rises and sets once a month from December to June, also the height of the sun above the southern horizon at noon. What has the daily path of the sun in the heavens to do with the length of the day ? Why is it warmer in the United States in July than in January ? (Two reasons.) Mark out on the floor or on the ground a circle to represent the orbit of the earth, with a radius of 93 inches or 93 feet. (Why 93 ?) The orbit is so 8 EARTH, SUN, AND MOON nearly circular, that its ellipticity may be neg- lected. Place something at the center to repre- sent the sun. A lamp in a darkened room is best. To represent the earth carry a small globe or ball with an extended axis (an apple or orange with a hatpin will answer) around the orbit in the proper position (axis inclined 23J from a per- pendicular toward the north), and note where the vertical and tangent rays strike the globe when the northern hemisphere is inclined toward the sun, away from the sun and at intermediate positions. The simplest apparatus is the best for this purpose. Sun and Clock Time. — The sun is on the meridian at noon by clock time only four days in the year. The column in an almanac headed "sun fast" or "sun slow" tells how much it is behind or ahead of clock time each day. In the northern hemisphere a line toward the north star is always so nearly a north-south line that the variation is negligible. How can a meridian be laid off on the ground at night ? In what direction is the sun at noon (sun time) ? At what hour of any day are shadows shortest ? At what hour is the altitude (distance above the southern horizon) of the sun greatest ? At what minute by standard time does noon occur at a place 5 west of the standard meridian ? 5 east ? PAGES 9-21 9 How can a meridian be laid off on the ground in the daytime ? Why can a parallel be laid off at sunset or sun- rise at the equinoxes ? On what day does the sun rise and set farthest north? farthest south ? On what day is the sun's altitude at noon greatest ? least ? At what time of the year and of the day does the sun shine into north windows ? Why does the north star appear to be stationary in the heavens ? Why does the Great Dipper appear to revolve around the north star ? Stick paper stars on the inside of an open umbrella, hold it overhead with the stick inclined toward the north star, and rotate it counter- clockwise. Hold the umbrella still and turn around clockwise under it. What do these ex- periments illustrate ? If a person travels northward or southward, would he continue to see the same stars ? Where would stars be continually setting ? rising ? Why is the north star on the horizon at the equa- tor and in the zenith at the north pole ? How could a person determine north latitude by observing the north star ? If you have a watch which tells Greenwich time, IO EARTH, SUN, AND MOON how can you determine your longitude any day at noon ? Could any of these methods of determining latitude, longitude, and time be used on a flat earth ? Where would an object weigh most on a cubic earth ? least ? Why does an object on our earth weigh a little more at the poles than at the equator ? Why does a pendulum clock carried toward either pole gain time ? The altitude of the north star above the north- ern horizon is io° higher at one place than at another about 690 miles south of it. What does this prove as to the size of the earth ? Does the fact that people travel around the earth and return to their starting point prove that the earth is globular ? cylindrical ? top-shaped ? any other shape ? From a ship at sea the horizon is always cir- cular. Only the masts of distant ships are visible. Climbing the mast of a ship brings the hulls of distant ships into view. The shadow of the earth cast upon the moon during an eclipse always has a circular outline. What do these facts indicate as to the form of the earth ? The Moon and its phases are of geographical importance in three ways : (1) the division of time PAGES 9-21 II into months (moonths) and weeks, (2) lighting the earth by night, and (3) the production of the tides. Eclipses belong to astronomy. Maps. — No part of geographical instruction is more important or more neglected than the use of maps. The map is the special and highly developed means of expression in geography, and no other science possesses anything comparable with it. It is a kind of technical language, like the signs and symbols in mathematics and chem- istry. The student must learn to read it, as he must a page of Latin or German, although the map is much easier to learn than either of those languages. He can learn to understand maps best by drawing them. The most valuable projections are the globular, stereographic cylindrical, which is simpler than Mercator's, and conic. Direc- tions for such work will be found in the Labora- tory Manual. (Exercises in map reading are given in this Teacher's Manual.) The Use of Maps and Pictures Constant use should be made of the maps and pictures, which often supplement as well as illustrate the text. Students should be required to copy carefully and exactly most of the world and continental maps on outlines supplied for the purpose. (See p. 73, this manual.) There is no better way to gain familiarity with a map and to 12 EARTH, SUN, AND MOON acquire a useful mental map, which is one of the main objects of map study, than to copy it. A student may make an accurate copy of a map, as so many lines and colors, without knowing much about what it means. Such mechanical work is of little value. Map drawing or copying should be done thoughtfully and intelligently for the purpose of fixing facts and principles in mind. All labels on maps should be in printer's alphabet, not script. Large-scale wall maps are indispensable for good teaching. These may be made by the teacher and students. Wall outline maps can now be obtained at moderate cost, and save a great deal of labor. In transferring the lines from a map on Mollweide's projection used in the text to an outline on Mercator's projection, great care must be taken to place them in correct latitude and longitude. Rivers and other features may also be used as guides. The lines should be drawn first in pencil and then in black or red ink, or in two or more colors, with a stub or drawing pen at least one sixteenth of an inch broad, so that they can be easily seen by every member of a large class. For coloring, crayons, -not wax or grease crayons, may be used, or colors may be laid on with brushes dipped in various inks. "Show- card" inks give the most brilliant and enduring results. The color scheme of the text should be PAGES 9-21 13 used as nearly as possible. Colors should never be used haphazard. The colors of the solar spectrum, violet, blue, green, yellow, orange, red, from the highest to the lowest degree of the char- acter shown, furnish the general scheme, violet for the heaviest rainfall, densest vegetation, etc. In temperature maps the order is reversed, red for the highest, blue for the lowest. Different shades or mixtures of color may be used, or one part left uncolored. If the whole series of maps cannot be made the first term or the first year, the work can be accomplished in a longer time. Each teacher should be governed by his own peculiar conditions and needs. Maps may be added as occasion permits or demands. The following list comprises the maps of which wall copies are very desirable, and should be made ready for use before the subject is taken up by the class. The more important are starred, the most important double starred. Figs. 57,* no, 113, 150,* 159,* 160,* 164,** 165,* 166,* 185,** 188,** 192,** 236, 239, 301,** 302,** 305,* 307,* 336,** 337,* 339,* 340, 341, 357. A clothesline and spring clothespins are pro- curable almost anywhere and very convenient for the display of maps. No lesson in geography which can be illustrated by a map {and there are jew which cannot) should ever be given without having the appropriate maps hung before the class. Use 14 EARTH, SUN, AND MOON the best map procurable. A railroad folder is better than none. A student should never be per- mitted to talk about any feature which can be shown on a map, without being required to point out that feature on a map. This is the most effective way to teach locational geography, because the student is thus led to associate location with everything else he learns about the feature studied. Pictures. — Good pictures are now so common that a valuable collection to illustrate geography can be made in a short time from current periodi- cals. The cooperation of students in making such a collection is of great value to them and to the school. The National Geographic Magazine (see p. yj, this manual) is profusely illustrated with high-grade pictures. This magazine publishes sev- eral volumes of reproductions from its back num- bers, called "Scenes from Every Land." Pictures should be cut out, mounted on cardboard, labeled, and classified. Postcards and photographs now so common are often excellent. Stereoscopic views can be obtained in great variety and at moderate cost. (See p. JJ, this manual.) Sets to illustrate the difFerent phases of geography are offered. The stereographic pic- ture is superior to all others in giving a view of objects in perspective, which makes them more distinct and real. A dozen instruments, each con- taining a view, may be passed around a class in a PAGES 24-31 15 few minutes or left where the students may enjoy them at their leisure. Lantern slides possess the great advantage of being visible to the whole class at once and avail- able for recitation and explanation. They should be used whenever possible, but always with caution. If too many slides are shown at once, only con- fused impressions are left in the minds of the class, and the exercise is apt to be regarded as merely an entertaining show. The lantern-slide habit may become one of the poorest methods of teaching. Lanterns and slides may be had of many dealers. Chapter II THE PLAN OF THE EARTH Pages 24-31 A set of good relief wall maps is indispensable for efficient teaching. Some of the best are named on pp. 73-74, this manual. Whatever map is used, the continental or coast shelf, and the dis- tinction between the continental platform and the oceanic basin should be clearly shown and em- phasized. Turn to Fig. 16. If the sea level should rise 1000 feet, what changes would occur in the area and form of each land mass ? 1 6 THE PLAN OF THE EARTH Would coast lines be more or less regular than now ? What continents would be left ? What land mass has the greatest extent in lati- tude ? in longitude ? What continents are triangular, tapering toward the south ? What parallel has the greatest portion of its length on land ? on water ? What meridian has the greatest portion of its length on land ? on water ? How does the position of America account for its later civilization ? of Australia ? Where is the only large plateau above 1 3 , 100 feet ? What continent has the largest area above 3300 feet ? What continent has the largest portion of its area below 990 feet ? second largest ? If the sea level should fall 660 feet, what conti- nent would gain most in area ? what ocean would lose most ? What would be the general effect upon coast lines ? In what ocean are most of the "deeps" near land ? far from land ? What ocean has no deeps ? What ocean has a ridge extending through the middle ? What ocean connects the north and south polar regions ? PAGES 32-35 17 Are arms of the sea usually shallow ? Where are they deepest ? Where are islands most numerous ? Do they usually rise from deep or shallow water ? If all the land were in one continental mass, the interior would suffer from extremes of tempera- ture and lack of rainfall, and would be difficult of access. If the land were broken into small islands, only small and isolated groups of men could be supported. What continent is too large to be favorable for a high civilization ? too small ? Why is Europe specially favorable for the home of civilized peoples ? What continent is second only to Europe ? Why? Chapter III WORLD ECONOMY Pages 32-33 This chapter presents the broad, fundamental relationships of geography which the teacher and student should have in mind while studying the details which follow. It should be discussed with the class and taught until these relationships are fairly understood. A full appreciation of MAN. TO DR. H. S. G. — 2 1 8 THE LAND them at this stage is not to be expected, but the student will be prepared to see the place which the topics of each chapter occupy in the general organization of the science. The last paragraph indicates and defines the nature and scope of the science of geography. Is the subject suffi- ciently comprehensive and important to be wor- thy of serious and prolonged study in schools of every grade ? Chapter IV THE LAND Pages 36-71 Fieldwork. — Most high school students have acquired incidentally some knowledge of the things discussed in Chapters IV and V, but field and laboratory work are essential to make their knowledge wider and more definite by actual observation. A city school is at slight disad- vantage in this respect in comparison with coun- try schools, because car lines usually furnish transportation to the country in many directions. No teacher is prepared to teach geography until he has a sufficient knowledge of the field around his school. The rule that a teacher should never take a class into the field without knowing exactly PAGES 36-71 19 what they are going to see can be violated only at serious peril. Things which can be seen in the field vary so much in different localities that no exact instructions can be given. Take the field as you find it and use it for all it is worth. Field studies cannot be divided up and confined to one topic, as book lessons can. A single ex- cursion furnishes material for lessons on many topics of structure, relief, gradation, etc. Each student should be supplied with an outline of the main points he is expected to see, preferably in the form of questions, answers to which he is to find in the field. The spirit of such work is well expressed in Geddes' definition of nature study as "the habit of observing and thinking for one's self and at one's best, without books or helps, in presence of the facts and in the open air." The function of the teacher is to guide the student to see and think for himself. Some things may be told, but not too much. The field excursion should be immediately followed by one or more class periods spent in discussion of what has been seen, that the student's work may be tested and corrected. Errors are best corrected by a second visit to the same field. The class should visit sand and gravel pits, excavations for cellars, sewers, and ditches, rail- road and highway cuts, stream banks and bluffs, quarries and natural outcrops of bed rock, some 20 THE LAND of which are always accessible. A study should be made of the area of most varied relief within reach, where examples of plains, plateaus, hills, valleys, and basins, at least in miniature, may be seen. The form is more essential than the size, and all the principal forms may sometimes be found in the space of a few acres. Structure deals with materials and their arrange- ment. To understand the structure of the earth it is necessary to think and to know below its surface ; that is, clear through it. Structure has much to do with relief and includes soils and useful minerals. Relief deals with the forms which occur upon the surface of the rock sphere, and is more im- portant in geography than structure. Is the surface of the country where you live smooth or rough ? hilly or mountainous ? Is it a plain or a plateau ? What is its elevation above sea level ? Are the valleys shallow or deep ? narrow or wide ? Are the slopes gentle or steep ? Are the largest level areas on the uplands or in the valley bottoms ? Are the streams swift and broken by falls and rapids, or slow and crooked ? In what stage of degradation or dissection is it, young, mature, or old ? PAGES 36-71 21 Are the wagon roads straight or crooked ? level or up hill and down ? If they are crooked anywhere, what is the reason ? Do the railroads run across the country in al- most every direction, or is their course deter- mined by the relief ? Are there many "cuts and fills" along the line ? Why do the railroads often follow streams ? What has determined the location of the towns ? of the farmhouses ? Are some of the farms more easily tilled and some less ? Why ? How do the farms differ in the cost of getting crops to the barn and produce to market ? Why are some farms worth more per acre, not counting cost of buildings, than others ? Are there any cliffs or bluffs in your neighbor- hood ? If so, were they made by streams ? Are the elevations due to aggradation or to the degradation of the lower lands around them ? Figure 57 shows the general relations of geologi- cal structure to relief forms and contains as much geological information as is necessary for the student of elementary geography. The black lines bound relief features and the colors show structure and geological age. The division is based upon the characters of the earth crust, and the provinces are of the same order as those based 22 GRADATION BY RUNNING WATER upon climate in Fig. 188 and vegetation in Fig. 192. The provinces may be drawn with ink upon a colored relief map, and labeled. What materials obtained from the earth crust are used in your vicinity ? Are there any gravel pits ? sand pits ? clay pits ? What is the material obtained from each used for? Are there any quarries ? Is the material quarried shale, limestone, sand- stone, granite, or some other kind of rock ? What is it used for ? Are there any mines, deep excavations, or borings ? If so, what is obtained from them ? What is it used for ? Chapter V GRADATION BY RUNNING WATER Pages 72-94 Weathering and the work of running water cannot be effectively taught without study in the field, and fortunately they can be studied almost anywhere. These processes are constantly going on in the vicinity of every school. A small PAGES 72-94 23 stream is generally better for study than a large one, because the whole or a large part of its course is easily accessible. Under what conditions are stream valleys shallow ? What conditions favor rapid deepening of valleys ? What are the causes of floods in streams ? What effect have they in the upper course of a river ? in the lower course ? at the mouth ? Why is the St. Lawrence River always nearly bank full, yet never overflows ? How has the Colorado River been able to cut a series of canons one half mile to a mile deep through an arid country ? Why has it cut canons and not a wide valley ? In what stage of erosion, young, mature, or old, is the area shown in Fig. 28 ? Why ? In the west- ern part of Fig. 35 ? the eastern ? in Fig. 38 ? in Fig. 42 ? in Fig. 43 ? in Fig. 45 ? in Fig. 46 ? in Fig. 47 ? in Fig. 73 ? in Fig. 78 ? What differences of stream work in the right and left halves of Fig. 68 ? What changes will take place in the future in the Niagara River in the southern part of Fig. 80 r How does the manner in which the gorge of the Niagara has been made differ from that of the Susquehanna, Fig. 44 ? 24 FXONOMIC RELATIONS OF STREAMS Chapter VI THE ECONOMIC RELATIONS OF STREAMS Pages 9 S-i 1 1 Are there any swamps, marshes, or poorly drained areas in your vicinity ? Did any once exist which have been artificially drained ? How was it done ? How could existing wet areas be drained ? Is there any land which has been tile drained ? Any which would be improved by tile drain- age ? Do you know of any lands where drainage is too rapid ? What is the effect of too rapid drainage ? Has stream erosion exposed any valuable stone or minerals in your vicinity ? Where are you likely to find exposures of bed rock ? \ Can you learn anything from stream cuts into bed rock ? Is the rock stratified ? Are there any fossils in it ? Do you know of any rough tracts of land ? Have they been dissected (cut up) and made rough by stream erosion ? When you go out for a picnic or pleasure trip, PAGES 95-1 1 1 25 do you prefer to visit smooth, level country or valleys and hills ? Why ? Have you visited any place on account of its attractive scenery ? What makes it attractive ? Has the beautiful scenery any value ? Does it bring any income to its owners or to the people living in or near it ? What is the source of water supply to your home, school, or town ? Is it good water ? If not, why not ? How could a better or larger supply be obtained ? Do you ever go fishing ? Do you go for fun or for fish ? What kind of fish do you,catch ? Do you live near any navigable stream ? Is it used for pleasure boating only, or for transportation of goods also ? What has been done or could be done to improve navigation ? Are there periods of high water and low water ? How much does the stream at high water rise above the level of low water ? Is it subject to floods ? What are the advantages and disadvantages of the floods ? Are there an}^ water powers in your neighbor- hood ? If so, are they utilized ? 26 ECONOMIC RELATIONS OF STREAMS If not utilized, why not ? How could they be utilized ? What are the conditions which make streams valuable or worthless for navigation ? for power ? Is any stream near you used for irrigation ? Could any so be used ? Why is it not used ? The work of streams upon the land is often called land sculpture. Why ? How do the things named in parenthesis in each case account for the different patterns of relief produced by * land sculpture : in the Sierra Nevada, Fig. 40 (glaciers) ; on the shore of Lake Michigan, Fig. 35 (clay) ; on the Mesa Verde, Fig. 38 (hard horizontal strata) ; in the Appala- chians, Fig. 44 (hard tilted strata) ; on Mt. Shasta, Fig. 51 (volcanic material); on the plateau, Fig. 78 (soft horizontal strata) ? What are the difficulties of navigation on a river like that of Fig. 98 ? What are the difficulties of utilizing the country on either side ? At what points are cut-offs likely to occur ? How might they affect the town of Greenville r Why is the steamer, Fig. 101, made so broad and flat bottomed ? Why is the steamer, Fig. 91, of different shape ? PAGES 1 1 2-1 23 27 Chapter VII GRADATION BY ICE Pages 112-123 Why are glaciers larger in Alaska than in the Alps ? If a glacier melts entirely away, what evidences of its former existence would remain ? Compare and contrast the behavior of a valley glacier with that of a river. What forms of glacial drift roughen the sur- face of the United States ? See Figs. 45 (marginal moraine), 47 (kame), 112, 114, 115. Did the glacial drift generally make the surface rougher or smoother than before ? See Figs. 34 and 35. Why is the glacial drift generally a productive and enduring soil ? How can you determine whether the region in which you live is covered with glacial drift ? How can the depth and composition of glacial drift be determined ? Large masses of metallic copper, some of which are planed and scratched, are often found in In- diana, Illinois, and Michigan. Account for them. Nearly every locality north of the glacial boundary (Fig. 113) displays some glacial features, 28 STANDING WATER generally of a large and striking character. Gla- cial drift in the form of a sheet of clay, from a few feet to hundreds of feet thick, containing bowlders of foreign rock, many of which are planed and scratched, covers the territory and forms the predominant soil. Morainic ridges and hills, lakes, marshes, and drumlins are widespread, and eskers and kames are numerous. That a student in the United States can pick out of a gravel pit scores of specimens of rock, all of which were brought from Canada by an ice sheet, is a suffi- ciently easy and impressive lesson in physical geography. Chapter VIII STANDING WATER Pages 1 2 4-1 j i Are there any lakes or ponds near your home ? If so, how large are they ? how deep ? Are the shores and bottom bed rock or mantle rock ? How was the basin made ? Is the water held up by a dam ? If so, is the dam natural or artificial ? Do plants grow in the lake ? at what depth ? What animals live wholly or partly in the lake ? Of what use are the lakes ? PAGES 124-13 1 29 What would be gained by the community if they were drained or filled up ? what would be lost ? Is the lake as valuable, on the whole, as an equal area of land ? In the glaciated area lakes are so numerous as to be generally accessible to all. No more attrac- tive feature for field study can be found. If a small lake is at hand, a survey and contoured map of the bottom may be easily made. Meas- ure and mark off* a parallelogram inclosing the lake. Measure the distance / of the lake shore from the sides of the parallelogram at a sufficient number of points and draw the shore line. The depth may be measured by sounding with a weighted tapeline. This must be done with a boat or through holes cut in the ice in winter. Mark by stakes set on the opposite shores a series of cross lines. Row a boat along each line, using the stakes as guides, and take soundings at uniform intervals, say 100 or 200 feet, bringing the boat to a dead stop at each sounding. By practice an oarsman can learn to row a uniform distance with a given number (say ten) of strokes, and in this way the distance between soundings can be measured with sufficient accuracy. In winter, holes in the ice may be cut at regular intervals along the cross lines. Plot the soundings upon a map of the lake and draw contour lines connect- 30 GRADATION BY GROUND WATER ing places of equal depth. It is easier to make a contour map of a lake bottom than of a land area. Bars, beaches, lagoons, cliffs, and perhaps spits, deltas, and other coast forms may be found in miniature. Plant life and the growth of peat slowly filling the lake, and the arrangement of vegetation in zones around it (see Figs. 124 and 189) according to the quantity of ground water, are often conspicuous. The clear water of the outlet in contrast with turbid streams flowing in and the gradual filling of the basin with sediment should be noticed. An artificial pond may ex- hibit many of the same features and processes. Chapter IX GRADATION BY GROUND WATER AND WIND Pages 132-138 What is the source of ground water ? How can the water table stand higher under a hilltop than in the valley below ? Why is a good supply of water in a well more often found in gravel than in any other material ? Why is it often possible to pump a well dry ? The level of the water table now stands many feet lower near some towns than it did fifty years ago. Explain. PAGES 139-149 31 A certain city is underlaid by coarse sand more than 100 feet deep. How does this affect the drain- age of cellars and streets ? the quantity and quality of well water ? In some limestone districts water supply from wells is impossible. Explain. In some parts of the Sahara, south of the Atlas Mountains, artesian wells are common. Explain. Why does a water supply from an artesian well in a desert seem to some of the natives miraculous ? Why is the water from a well 50 to 100 feet deep cool or cold in summer ? Is its temperature the same in winter ? Why ? Why is the temperature of the water from a very deep well usually high ? There are many flowing wells in the glacial drift, the water rising from a gravel bed which outcrops at a higher level. Illustrate by a dia- gram. Chapter X SOILS Pages 139-149 The United States Department of Agriculture is conducting a soil survey in most of the states, in which the state governments are generally 32 THE SEA. COASTS AND PORTS cooperating. Soil maps are published by counties and may be obtained free of cost on application to the proper officers. Every school should pos- sess a copy of the soil map, if published, of the county in which it is situated. The varieties of soil in the school territory, and the natural vege- tation and agricultural crops adapted to each, furnish large opportunity for field studies. Find areas of clay, sand, loam, gravel, and muck, and note the plants growing upon each. Map, Fig. 140. A map on this small scale can show only the general character of the soil over large areas and not the numerous local varia- tions. It should be compared and correlated with Figs. 16 and 57. Chapters XI and XII THE SEA. COASTS AND PORTS Pages 1 50-1 7 1 What natural factors make the north Atlantic the most important body of water in the world ? What natural conditions render the Pacific of less importance than the Atlantic ? the Indian of less importance than the Pacific ? How has the Suez canal affected the use of the Indian Ocean ? PAGES 150-171 33 How will the Panama canal affect the impor- tance of the Pacific ? of the Indian ? What choice of routes is open for the transpor- tation of troops between the United States and the Philippines ? Why is the Southern Ocean more useful than the Arctic ? What has the Gulf Stream to do with the cli- mate of North America ? of Europe ? (Fig. 150.) What effect has the Kurosiwo on the climate of Alaska ? Why is the California current cool ? What contrasts of currents and temperatures on the east and west sides of South America? of South Africa ? of Australia ? Why is the temperature of the north Pacific lower than that of the Atlantic in the same lati- tude ? What is the cause of the difference between the summer and the winter currents in the Indian ocean ? (See Figs. 171 and 172.) Why is there no great seaport on the west coast of Norway ? Is it probable that there will ever be a great seaport in the coast of Alaska ? Why ? Which is more favorable for the site of one great seaport, Puget Sound or San Francisco Bay ? Why? MAN. TO DR. H. S. G. — <$ 34 THE SEA. COASTS AND PORTS Why is there no first-class seaport between San Francisco and Cape Horn ? Why are there ten great seaports in northwest- ern Europe ? six on Mediterranean waters ? six on the east coast of South America ? Why are there five great seaports on the Atlan- tic coast of North America north of Cape Hatteras and none south of it ? What makes New York the greatest seaport in the world ? Why is the importance of the Gulf and West Indian ports likely to increase in the immediate future ? Why is Cape Town the greatest seaport in Africa south of Gibraltar ? Account for Bombay, Calcutta, Singapore, Victoria (Hongkong), Shanghai, Tientsin, Naga- saki, Yokohama, and Manila. Why are the great ports of Australia on the southeast coast ? Why are Honolulu and Samoa called "the cross- roads of the Pacific" ? Refer to Fig. 150. The ocean currents are the most important features of this map, and if colors for temperature are omitted, can be copied in a few minutes with brush and red ink for warm currents and blue ink for cold. It should be corre- lated with Figs. 171 and 172. PAGES 172-192 35 Chapter XIII THE ATMOSPHERE Pages IJ2-IQ2 Good thermometers can be bought for about 35 cents. They should contain nothing but mer- cury. The colored liquid in some thermometers is alcohol, and such instruments are of inferior value. The scale should not extend above 120 or (usually) below — 20 , and the tube should be of such shape as to magnify the mercury col- umn for easy reading. Such cheap instruments should be tested by comparison with a standard thermometer. For weather observation the ther- mometer should be securely fastened on the north side of a post in an open space or placed as nearly as possible in such conditions. Every student should become as familiar with thermometer reading as with telling time by a clock. The teacher should not fail to make a barom- eter in the presence of the class by filling a glass tube 32 inches long with mercury and in- verting it in a cup of mercury, as shown in Fig. 163. Mercury may be poured in through a funnel and rubber tube connector, the funnel removed and the finger placed over the mouth of the tube until it is immersed in the mercury in the cup. This is the only essential part of every mercurial 36 THE ATMOSPHERE barometer, and may be used by fastening it to a board and measuring with a yardstick the differ- ence of level between the mercury surfaces in the cup and in the tube. A list of instruments which should be obtained, whenever possible, and used in the study of weather and climate is given on pp. 75-76. What data must any one have in order to draw an isotherm ? (Figs. 159 and 160.) How are such data obtained ? Why do isotherms extend in a general east- west direction ? How and why do their positions shift in the course of a year ? W T hy are they crooked ? Why more crooked north of the equator than south of it ? What is the heat equator ? Why is it farther from the geographical equator in July than in January ? Account for the position of the regions of highest and of lowest temperature in July and in January. What is indicated by the bending of an iso- therm away from the equator ? toward the equa- tor ? Compare the following temperatures in the same latitude and account for their differences : In July and in January, the west coast, the interior, PAGES 172-192 37 and the east coast of North America. In Janu- ary, the west side and the east side of the north Atlantic ocean. In January, the west coast and the east coast of South America and of South Africa. Account for the north-south course of the iso- therms in western Europe in January. Account for the large range of temperature in the interior of northern North America and in northeastern Asia (Fig. 161); for the small range over the north Atlantic Ocean ; for the smaller ranges in the southern hemisphere than in the northern ; for the small range in equatorial regions. Why are temperature zones bounded by the tropics and polar circles inaccurate and unsatis- factory ? Refer to Figures 162 and 164. Compare these two schemes of temperature zones and determine the advantages and disadvantages of each. Refer to Figure 164. Why is the south polar cap larger than the north ? What are the tem- perature conditions along the middle line of the cold temperate belt ? of the subtropical belt ? Why are the intemperate areas so large in the northern hemisphere ? Figure 164 maybe drawn and colored. It is one of the most important maps in the text because it forms the basis for Figs. 188, 192, and 301. A thorough study of it is essential. 38 THE ATMOSPHERE Figures 165 and 166 are indispensable for teach- ing the relations of pressure and winds, the result- ing wind belts (Fig. 170), and the monsoons. Refer to Figures 165, 166, 171, and 172. Why is the pressure low near the equator ? in the polar regions ? Why is it generally high near the tropics ? Why is the pressure low over central Asia in July ? high in January ? Account for the areas of high pressure over the north Atlantic and north Pacific in July; for the areas of low pressure around Iceland and the Aleutian Islands in January; for the belt of high pressure along the tropic of Capricorn in July. How does the air move over and around the centers of high pressure ? over and around the centers of low pressure ? Why are the westerlies stronger and steadier in the southern hemisphere than in the northern ? Why are the westerlies stronger over the north- ern oceans in winter than in summer ? What effect has the low pressure over Asia in summer upon the winds of the Indian and Pacific oceans ? Figures 168, 169, and 170 are key diagrams which should be memorized by the student. Figures 177, 178, 179, 180. Large maps showing similar features may be obtained free of charge PAGES 193-216 39 from the Chief of the Weather Bureau, Washing- ton, D.C., and smaller ones from the nearest Weather Bureau station. Chapter XIV MOISTURE IN THE AIR Pages 193-216 Figure 185 should be copied and colored, the areas of heaviest rainfall dark blue, of heavy rainfall light blue or green, of light rainfall yellow or brown, of lightest rainfall red or un- colored. Refer to Figures 185, 186, and 187. Account for the quantity and seasonal distribution of rain- fall in the following regions: the Amazon basin; the Brazilian plateau ; the west coast of South America from the equator to S. Lat. 35 ; southern South America ; Central America and the West Indies ; southwestern United States and north- western Mexico; the Pacific coast of North America north of Lat. 40 ; the interior of North America ; northern North America ; North America east of Long. ioo°; Greenland; western Europe; the Mediterranean region ; the interior of Eurasia ; southeastern Asia; the Malay archipelago; New Zealand ; eastern Australia; central and 4-0 CLIMATE. PLANT REGIONS western Australia ; central Africa ; South Africa north Africa and Arabia. Chapters XV and XVI CLIMATE. PLANT REGIONS Pages 21^-242 Figure 188 serves well with lines only, but a copy showing the five classes or twelve types in colors would be more graphic. It should be com- pared with Figs. 164 and 185. Figure 192 should be copied in colors. Refer to Figures 188 and 192. What is the vegetation in the climatic regions of the Amazon type ? Why ? In what climatic regions do savannas prevail ? why? What is the relation between deserts and the Arizonian type of climate ? Why are regions of the Interior type mostly occupied by steppe and desert ? What vegetation is common in regions of the Mississippian and Floridian types ? Why do coniferous forests cover the regions of the Alaskan and Canadian types ? To what climatic regions are tundras and ice deserts confined ? PAGES 217-242 41 In what climates do tropical dry forest and scrub occur ? The climate does not usually vary sufficiently in different parts of the home region of any school to affect the vegetation, but well-marked differ- ences may be found in the plants of even a small area, due to variations of soil water. (See p. 147.) Water plants may be found in a stream, pond, or lake, marsh plants along the shores and in any poorly drained spot, drouth plants on a sandy ridge or hill, and intermediate plants almost any- where. In well-settled regions the forested areas are remnants left from the clearing of the country for farming purposes, and their location is usually determined by accident or convenience. The rough, wet, or less fertile land is more likely to be left uncleared. The following common plants characteristic of certain soils and locations may be looked for : water lily, water cress, pondweed, deer moss, arrowleaf, skunk cabbage, cat-tail, sweet flag, marsh marigold, willow, alder, button- bush, huckleberry, cranberry, buttercup, tama- rack, cypress, arbor vitae, soft maple, elm, ash, sycamore, white oak, walnut, poplar, beech, hard maple, scrub or pin oak, sand bur, white cedar, pine, hemlock. 42 THE HUMAN SPECIES Chapter XVII THE GEOGRAPHY OF ANIMALS Pages 243-254 Compare a fish, a cat, and a bird as to the adaptation of each to its environment. Compare the caribou and the lion as to the adaptation of each to its food. Select from the pictures good specimens of swimmers, walkers, runners, climbers, fliers, and jumpers. Chapter XVIII THE HUMAN SPECIES Pages 255-262 Of what value to a child is his habit of handling all sorts of objects ? How does a child obtain his first knowledge of form, hardness, and weight ? What is the physiological basis of "manual training" in education ? Refer to Figure 236. Why is the largest area of dense population in North America east of the 100th meridian ? How do the dense populations of India, China, PAGES 263-288 43 and Japan support themselves ? Why is north- eastern Asia so sparsely populated ? Explain the one-sided distribution of popula- tion in Australia. Why is central Africa more densely populated than central South America ? Account for the dense population along the lower Nile River. Valuable exercises on this map (Fig. 236) may be continued almost indefinitely by comparison with Figs. 16, 57, 140, 164, 185, 188, 192. Chapter XIX NATURAL RESOURCES AND FOOD SUPPLY Pages 263-288 What does Fig. 237 show as to Australian food, clothing, and weapons ? Why is primitive agriculture (hoe culture) generally carried on by women ? Why does agriculture favor a higher civiliza- tion than hunting and fishing ? Why is field culture more favorable to a high degree of civilization than hoe culture or planta- tion culture ? Why are the cereal grains the most valuable of all agricultural products ? 44 NATURAL RESOURCES What advantages arise from the domestication of animals ? What are the staple articles of food used by the nomads of the Eurasian steppes ? Of what materials are their clothing and tents ? Why is the promised land of the Israelites de- scribed in the Bible as "a land flowing with milk and honey" ? Why did the cowboys of the North American steppe have no families, live without tents, use no milk or butter, and carry a lasso ? (Fig. 253.) What are the advantages of the horse over every other means of animal locomotion ? Why has the dog been so intimately domesti- cated ? Would it be a gain or loss to the human race if the yeast plant should be exterminated ? Distinguish between coconut, cocoa, and coca. Is the consumption of quinine likely to de- crease or increase in the future ? Why ? Figure 239. Instructive correlations may be found by comparison of this map with Figs. 57, 140, 164, 185, 188, 192, and 236. PAGES 289-307 45 Chapter XX CLOTHING AND CONSTRUCTIVE MATERIALS Pages 2S9-307 Why is clothing more a matter of convenience and fashion than of natural necessity ? What fibers were used for clothing in the United States before cotton became cheap and plentiful ? Why was leather a common material for cloth- ing in the middle ages ? What are the objections to a leather suit which might last a lifetime ? Do the same objections apply to leather shoes ? Why is linen inferior to cotton for ordinary clothing ? In what way is men's clothing inferior to women's ? Which is better adapted for work and active business, men's clothing or women's ? In what qualities are furs superior to textiles for clothing ? Why are log houses common in Canada and Russia ? What conditions favor the use of sod houses ? Why has the conservation of forests been hith- erto neglected in the United States ? Why should the science of forestry be studied in the United States ? 46 CLOTHING MATERIALS What serious results would follow from a scar- city of material for paper making ? What is the difference between mortar and cement ? Why is concrete displacing natural stone for building purposes ? Which is of more value to the human race, clay or marble ? coal or diamonds ? iron or gold ? Imagine the immediate, more remote, and final results if all the metallic iron in the world should, by some magic, disappear. Why is iron the physical basis of civilization and the best measure of industrial progress ? What other metals could, to some extent, take the place of iron ? Why could they not fill its place completely ? Why is not tin worth as much per ounce as silver ? If a cheap process for the extraction of alumi- num from its ores could be invented, could it take the place of iron, copper, silver, and tin ? Why does gold sell for twenty to thirty times as much in the market as silver ? What becomes of the large annual output of gold ? Is any considerable quantity of it destroyed ? If it accumulates at an increasingly high rate, will it not become so plentiful as to decline in value ? What would be the result of cheap gold ? PAGES 308-317 47 What are the uses and advantages of the ma- chines mentioned on p. 304 ? Why is "the nitrogen problem" of prime im- portance ? (See pp. 145, 146, 173, 226.) Chapter XXI HEAT, LIGHT, AND POWER Pages 308-317 What is the man in Fig. 284 doing with the stick in his hands ? What is the little heap near the lower end of the stick ? Why is "the fire on the hearth" the center of domestic life ? What is "the coal problem" of the future ? What seems likely to be its solution ? What part does electricity play in the use of power ? What are the advantages and disadvantages of water power compared with coal and wind ? Why is Niagara Falls the most valuable single water power in the world ? What will be the result of the transmission of Niagara hydroelectric power along the line of the Erie canal ? of its general distribution through the agricultural districts within 250 miles ? 48 MANUFACTURE AND TRANSPORTATION Chapter XXII MANUFACTURE, TRADE, AND TRANSPORTA- TION Pages 318-327 Why does the United States exceed all other countries in value of manufactures ? How does trade change the environment of any community ? Why are railroads the best roads constructed ? What are the advantages of paving ? How do good roads in any productive community pay for their cost in a short time ? Why did capitalists invest $8,000,000 in the Forth bridge and $13,000,000 in the Simplon tunnel ? Why has the Pennsylvania Railroad Co. spent $50,000,000 in a tunnel under the Palisades, Hudson River, Manhattan Island and East River ? (See Fig. 155.) W T hy has the United Kingdom a larger foreign commerce than any other country ? Why have Belgium and the Netherlands a larger foreign commerce in proportion to popula- tion than Great Britain ? Why has the United States a small foreign commerce in proportion to population ? (See table, pp. 516, 517.) PAGES 331-355 49 What part do grass, trees, coal, iron, and copper play in civilization ? What natural conditions make the United States the most favored country in the world ? The human race has existed upon the earth 500,000 years. Why has it become highly civil- ized only within the last 5000 years ? Is it likely to make more 'progress in the next 5000 years ? How large a population could the natural re- sources of the world support ? Chapter XXIII and XXIV NATURAL PROVINCES. NORTH AMERICA Pages 331-355 In the study of regional geography (Part III of the text) the main purpose is to discover how the natural environment influences or controls human life, and the various ways in which human life responds to the environment and reacts upon it. To understand such relations the student must know (1) the natural features and condi- tions of the region, and (2) the human activities which prevail there. The most important natural factors in any region are : 1 . Physiographic or Pedo graphic (Greek pedon, the ground) factors, the structure MAN. TO DR. H. S. G. — 4 50 NATURAL PROVINCES and relief of the earth crust, including soils and minerals, which largely determine drainage, accessibility, arability, agriculture, and industry. 2. Hydrographic factors, the forms of water, as streams, lakes, glaciers, and ground water which influence topography, travel, transporta- tion, water supply, water power, irrigation, etc. 3. Climatic factors, chiefly temperature, winds, and rainfall, which control vegetation, and to a large extent the food, clothing, shelter, and domes- tic habits of the people. 4. Phytographic factors, the plants, natural and introduced, which flourish there and determine agricultural crops, food supply, and the capacity of the region to support population. 5. Zoo graphic factors, the animals, wild and domesticated, which help or hinder men in getting a living ; among these are man's best friends, as the horse, cow, pig, and fowl, and his worst enemies, as flies and mosquitoes, which carry disease germs. These natural factors, in their general relations to human life, have all been discussed in Parts I and II. In Part III the same factors and relations are studied more closely, as they are found in different natural environments. The division of the land into natural provinces is based upon the temperature belts and rainfall regions, as shown in Chapters XIII to XV. It is PAGES 331-355 5* advisable to begin with a thorough review of Fig. 164 with p. 181, and Fig. 185 with pp. 212-218. This should be followed by a study of Figs. 188 and 192. Chapter XXIII should be discussed and explained by the teacher with constant reference to Fig. 301 and the key, p. 330, until the principles are thoroughly understood. No attempt should be made to commit to memory {all at once) pp. 335-339. Figure 307 corresponds closely with Fig. 188, but is modified in some particulars according to Figs. 57 and 192. The study of North America may begin with the whole of Chapter XXIV and Fig. 302, or the parts of the chapter may be taken as needed in connection with each of the natural provinces. The natural provinces are designed as the fundamental units of study and may be taken up in the order of the book, which places the most im- portant first, or in the order of the simplest first, which is easier and more logical. If the latter plan is adopted, the class should begin with the Greenland province, pp. 512-515. The order, then, is the American Arctic province, pp. 51 1— 512; the Canadian province, pp. 508-511; the Alaskan province, pp. 505-508 ; the Arizonan province, pp. 400-411; the American Interior province, pp. 391-399; the Mexican and Carib- bean provinces, Chap. XXXIII; the Californian and Oregon provinces, Chap. XXVII, then 52 NATURAL PROVINCES Chaps. XXV and XXVIII. The remaining provinces may be studied in the order of the text, or the teacher may select such provinces as seem most important and interesting, or such as he has the best material and facilities for teaching. The teacher should not feel bound to follow the order of the book, if for any good reason he thinks some other order better adapted to the conditions and requirements of his school and class. Only one rule should never be overlooked. The class must have a good knowledge of the natural factors of each province, — relief, drainage, climate, and plant life, — before taking up the study of the people and their activities. For success by the method of natural provinces the student must be well grounded in the characteristics of each type to be studied as given on pp. 335-339 and in Fig. 301. To take the simplest example, the Greenland province. Locate the province on Figs. 301 and 302. Learn the structure and relief from Figs. 16, 57, and 302, and from a good colored relief wall map. Use the index of the text to find various statements about Greenland. Study paragraph on p. 342, giving special atten- tion to the terms "broken block plateau" (see p. 63), "ice cap" (see p. 117), "fiords" (see pp. 163 and 164), and "crystalline rocks" (see pp. 37 and 38). The climatic conditions are described on pp. 222-224 and the vegetation on p. 242. PAGES 356-390 53 With these facts in mind, the student is prepared to understand pp. 512-515. The caribou is shown in Fig. 213 ; the musk ox, Fig. 216; seal and walrus, Fig. 210; an igloo, Fig. 270. The topics to be emphasized are : ice cap, ice floe, sea, seal, kayak, harpoon, igloo, lamp, dog, sledge. When more definite information is needed, use the index of the textbook, the dictionary, the encyclopaedia, and the reference books. Figure 302 is an enlargement of a part of Figs. 16 and 57 with the addition of details and sub- divisions. It can be made by adding physio- graphic provinces to a colored relief wall map. Figures 305 and 306 are enlarged combinations of the fundamental climatic conditions of North America. Figure 307 is designed to facilitate the location of natural provinces by comparison with political divisions. It can be made by adding natural provinces to a political wall map. Chapter XXV MISSISSIPPIAN AND FLORIDAN PROVINCES Pages 356-390 Why is the difference between 18 inches of rain- fall in the northwestern part of the Mississippian 54 MISSISSIPPIAN PROVINCES province and 50 inches in the southeastern part of little importance ? Why is the difference in the length of the grow- ing season of more importance ? Name all the natural factors which determine the location of the corn belt (Fig. 308) ; of the wheat belt. Which of these areas produces the larger quan- tity of foodstuff per acre ? In what forms do foods derived largely from corn reach the table ? those derived from wheat ? Why is a bushel of wheat worth about twice as much as a bushel of corn ? Why are the people of the Mississippian prov- ince generally "white bread" eaters ? Why do they eat more meat than almost any other people ? What are the advantages of a combination of agriculture and stock raising ? Why is the population of the agricultural dis- tricts stationary or decreasing ? Why are potatoes of less importance in the Mis- sissippian province than in Ireland or Germany ? Why is this province the richest food-producing region in the world ? What are the important foodstuffs of the Flo- ridan province ? Why is corn bread used there more than in the Mississippian ? PAGES 391-41 1 55 Why are mules more numerous there than horses ? Why does not rice hold as important a place as in other subtropical provinces ? Why is orange growing a hazardous business ? Why are not bananas grown ? How could the area of sugar production in the Atlantic provinces be greatly extended ? Make a list of all the products of the Atlantic provinces used for food, clothing, and shelter; a list of resources used for tools, machinery, and power. Is there anything lacking in these provinces necessary for the support of a large population ? What important material used in the industrial arts has not yet been produced in these provinces ? Make a list of all the natural factors which make these provinces a suitable environment for a highly civilized people. Chapter XXVI THE INTERIOR AND ARIZONAN PROVINCES Pages 391-4 11 What are the most prominent natural factors in the Interior and Arizonan provinces ? How does each affect human progress ? 56 THE INTERIOR PROVINCES How have the unfavorable conditions been to some extent overcome ? What natural resources enable men to occupy these provinces ? What factors and resources are due to the mountain ranges ? What favorable or unfavorable conditions are due to the Pacific ranges ? to the Rocky Moun- tains ? to the plateaus ? How are steppe and desert distinguished ? What is the principal occupation and economy of the steppe ? Can the steppe become the home of a rich and populous community ? Why ? How can a dense population make a living in the desert ? on the mountains ? Which are more permanent, steppe, desert, or mountain communities ? Why ? Which is the safer city for the investment of capital, Phoenix, Ariz., or Leadville, Col. ? Why ? Why are the Interior and Arizonan provinces in some degree tributary to and dependent upon the Atlantic and Pacific provinces ? Why is the problem of transportation so diffi- cult in these provinces ? Why has herding on the North American steppe never developed a permanently nomad life as in Eurasia ? What are the peculiar characteristics of human PAGES 412-418 ?fi nature and life associated with and fostered by mining economy ? What special features of human life and char- acter are favored and fostered in communities living on irrigated lands ? Chapter XXVII CALIFORNIAN AND OREGON PROVINCES Pages 412-418 What are the prime natural factors in the Pacific provinces ? W T hat part is played by the prevailing westerly winds ? by the mountain ranges ? Why are these provinces so narrow ? What are their chief resources and economies ? What are their relations to the Orient ? to the Atlantic provinces ? to the Interior and Ari- zonan provinces? What has mining had to do with their settle- ment ? with the character of their population ? How does the climate affect the life and char- acter of the people ? Why is southern California so attractive to visitors ? What disadvantages do fruit growers have to contend with ? 58 THE UNITED STATES AND CANADA What geographical reasons exist for a political separation of these provinces from the United States ? What links and interests bind them to the east- ern states ? To what sources of danger would an independ- ent Pacific state be subjected ? Are the Pacific provinces likely ever to be as rich and populous as the Atlantic ? Why ? Chapter XXVIII THE PEOPLE OF THE UNITED STATES AND CANADA Pages 419-423 What people, by right of discovery, conquest, and occupation, have the strongest claim to possession in North America? Is their claim sufficient to justify them in ex- cluding all other people? Does the variety of climate and resources in the United States fit it for the home of a variety of people ? What reasons are there for and against the ad- mission to the United States and Canada of immi- grants from Ireland ? Germany? Italy? Russia? Hungary? India? China? Japan? PAGES 419-423 59 What would be the advantages and disadvan- tages of segregating the colored population in one or more states from which white men are excluded ? If the negroes could be transported to Africa, what would be the gain or the loss to the United States ? to Africa ? to the black race ? What good reasons may people have for moving from country to city ? from city to country ? Why did Iowa lose population between 1900 and 1910? Why is the density of population so small in Nevada and Arizona? greater in Utah? still greater in Colorado ? Why is the density greater in the states from Minnesota to Louisiana than in those from North Dakota to Texas? greater in states north of the Ohio river than in those south of it? greatest in the group between the lower Great Lakes and the Atlantic? The center of the area of the United States is in northeastern Kansas. Is it probable that the center of population will ever be near the center of area ? Why ? To what extent is the boundary between the United States and Canada purely artificial? Is there any difference in natural and economic conditions on the opposite sides of the lower Great Lakes? What natural and economic conditions favor 60 THE WEST EUROPEAN PROVINCE the union of the United States and Canada under one government? What objections to it? Chapter XXIX THE WEST EUROPEAN PROVINCE Pages 425-450 What are the advantages of the position of Europe on the globe (see Fig. 17) ? of its coast line ? of its relation to the Atlantic Ocean ? to the Mediterranean ? What are the effects of its long east-west moun- tain system ? of the great interior plains ? of the Scandinavian highland ? What are the results of the prevalence of west winds ? of the gap between the Scandinavian and Mediterranean mountains ? Why are European rivers more useful and more used than North American ? Are the plains of Europe as favorable for the building of railroads as those of North America ? for canals ? Are the Pyrenees and Alps a more difficult barrier to cross than the Cordilleras ? What natural factors render Europe especially fit to support a dense and highly civilized popula- tion ? What is the total population of Europe ? its density ? (See p. 516.) PAGES 425-450 61 Is the diversity of peoples and languages in Europe more favorable or less favorable for civili- zation than the uniformity in North America ? Point out in detail how far the political, lin- guistic, and racial boundaries in Europe conform to natural features. Expand and explain the following statements : The British Isles are insular but not isolated. Great Britain resembles a large floating dock anchored just off" shore. Great Britain is a con- tinent in miniature. The French are the richest people per capita in the world. France is one of the most favored countries in the world. Ger- many is an imprisoned empire. Switzerland, Belgium, the Netherlands, and Denmark are rubble states filling in the chinks between great powers. Russia is not a nation but a world. Austria-Hungary is a patchwork without physical or human unity. Italy is a great pier (dock) thrust out 600 miles into the Mediterranean. Italy stands athwart the course of human streams from three continents. At the Pyrenees Africa begins. Greece stands up to her knees in water. The Balkan peninsula is the cockpit of Europe. Account for the condensation of population in the rift valley lowland of Scotland ; in the Pen- nine range and central lowland of England ; at London; in Belgium. 62 CENTRAL EUROPEAN PROVINCE Define the following terms : the British Isles, Great Britain, the United Kingdom, the British Empire. Why does the United Kingdom maintain the largest navy in the world ? Why does the German Empire maintain the largest standing army and the second largest navy ? Of what importance is the fact that the popu- lation of France is stationary ? that the popula- tion of the German Empire is rapidly increasing ? Account for the compactness and circular out- line of Paris (Fig. 345); of Antwerp (Fig. 346). What are the advantages of a city plan like that of Amsterdam (Fig. 349) ; of Vienna (Fig. 35i). Chapter XXX THE CENTRAL EUROPEAN PROVINCE Pages 451-458 What are the natural boundaries of the central European province ? (See Figs. 192, 337, and 338.) Why does it belong to the Mississippian type ? What natural and human factors mark the Russians as a coming people, and possibly one of the dominant nations of the future ? PAGES 459-472 63 Of what importance are the four gates of Austria-Hungary ? To what nation or country does Bohemia natu- rally belong ? How does the influence of the German popula- tion of the dual empire favor progress ? Why is the position of the sovereign (Emperor of Austria and King of Hungary) peculiarly difficult ? What would be likely to happen under a weak sovereign ? What parallel is there between the geographical position and commercial relations of Roumania and those of the Netherlands ? Why are the Dutch rich and influential and the Roumanians relatively poor and insignificant. Chapter XXXI THE MEDITERRANEAN PROVINCE Pages 459-472 Make a list of the geographic conditions which are favorable to civilization in the Mediterranean province, also the conditions which are unfavor- able. Arrange them under the following heads : 1. Position and area: is it predominantly European, Asiatic, or African ? 64 THE MEDITERRANEAN PROVINCE 2. Mediterranean Sea: extent and coast line; facilities for navigation; fitness as a "nursery of sailors, traders, and colonizers." 3. Extent and relief of land : importance of peninsulas and islands ; prevalence of volcanoes and earthquakes (see Fig. 56) ; influence of mountain ranges ; mineral resources. 4. Character and use of the streams : for naviga- tion ; for irrigation ; for water power. 5. Climate: contrasts in rainfall (see Figs. 185, 186, 187, 337, 338) ; effects of dry summers. 6. Vegetation (see p. 233). 7. The complexity and variety of environments : Portuguese lowland, Iberian plateau, Rhone valley ; Alps, Po plain, western slope of the Apen- nines, east coast of the Adriatic, Grecian penin- sula, iEgean Sea, the Levant, Atlas Mountains. What evidences can you find that the Bible is a Mediterranean book, that most of its scenes, events, and peoples belong to the Mediterranean province ? What is there in the life and training of Swiss boys likely to make them good waiters, porters, valets, hotel keepers, janitors, bodyguards, and soldiers ? What geographical conditions favored Italy as the seat and center of the Roman Empire ? What conditions have made the Italian people a remarkable mixture of races and peoples ? PAGES 473-480 65 How is Italy fitted to be the home of a commer- cial community ? the seat of a great manufactur- ing district ? Compare France and Italy as agricultural countries. What geographical factors favor future improve- ment in the condition of the Italian peasants ? Why is Amsterdam more favorably situated and planned for commerce than Venice ? (See Figs. 349 and 355.) What are the continental characteristics of the Iberian peninsula ? Why is the mineral wealth of Spain so poorly exploited ? The most efficient laborers on the Panama canal are Spaniards. What does this indicate as to the possible future of the Spanish people ? What geographical conditions favor the rise of a Balkan state or confederation to be the seventh of the "great powers" of Europe ? Chapter XXXII THE MANCHURIAN AND CHINESE PROVINCES Pages 473-48o What natural conditions are favorable for the development of China into a great world power ? MAN. TO DR. H. S. G. — $ 66 THE MEXICAN PROVINCES Why are domestic animals few in China and Japan ? How does their absence affect food supply, labor, and maintenance of fertility ? (See pp. 304-305.) What conditions impel the Japanese to increase their manufacturing industries and to strengthen their navy ? Compare Figs. 359 and 360 with Fig. 320. What inferences may be drawn as to the degree of industrial progress and civilization in the three countries ? What natural conditions make possible the existence in the Manchurian and Chinese prov- inces of one or more nations, which may rival North America and western Europe in civiliza- tion ? Chapter XXXIII THE MEXICAN AND CARIBBEAN PROVINCES Pages 481-488 What natural conditions helped the aboriginal people of the Mexican province to surpass all other North American Indians in civilization ? Why has not the superiority of the Mexicans persisted to the present ? PAGES 489-492 67 Why is the United States more directly and deeply interested in the Panama canal than any other country ? How is the canal likely to affect the industry and trade of the Floridan province? of the Carib- bean province ? of the Pacific coast provinces of North and South America ? How does the Caribbean province resemble the Malay ? How does it differ from the Brazilian ? What natural advantages does it possess over both ? Chapter XXXIV INTERTROPICAL PROVINCES OF SOUTH AMERICA Pages 489-4.Q2 Account for the superiority of the native popu- lation of the Andean province over that of the rest of South America. Account for the relatively dense population at high altitudes. Account for the primitive, backward, and sparse population of the Amazon province. 68 INTERTROPICAL PROVINCES Chapter XXXV INTERTROPICAL PROVINCES OF ASIA AND AFRICA Pages 493-499 What natural conditions enable the Dekkan and Indo-Chinese provinces to support a very dense population ? Why is the Malay province unfavorable for the development of a high native civilization ? Why is a large continuous area of land more favorable for human life than scattered fragments ? A coral atoll is a narrow ring of land but a few feet above sea level. Metals and useful minerals are absent. The vegetation includes very few species. The land animals are chiefly reptiles, birds, and insects. (Why ?) The coconut palm is abundant and the principal source of food. W 7 hat kind of people would its native inhabitants necessarily be, unless subjected to foreign in- fluence ? What natural conditions in the central African province are more favorable for human habita- tion than in the Amazon province ? What future possibilities are indicated by the abundance of wild mammals ? W T hat natural conditions have kept the native peoples in savagery for centuries ? PAGES 500-504 69 Why has the province been difficult of penetra- tion and occupation by white men ? (See pp. 30, 256, 335-) " Chapter XXXVI TEMPERATE PROVINCES OF THE SOUTH- ERN HEMISPHERE Pages 500-504 What advantage has the Argentine wheat grower in the world's market on account of his position in the southern hemisphere ? What contrast as to native animals between the Plata pampas and the North American prairie and steppe ? (See p. 252.) In which continent were the grass lands more favorable for occupation by civilized people ? Why were they thus occupied in North America first ? Why are the diamonds of South Africa worth more per ounce than the gold ? Which is more useful ? Why are not diamonds used as a standard of value and a medium of exchange ? (See p. 302.) Which affords a better basis for permanent prosperity and civilization, the mining industry of South Africa or the herding ? Why ? 70 COLD TEMPERATE PROVINCES Are there any geographical reasons why the people of Australia and New Zealand originate and practice new and advanced ideas in govern- ment, such as the Australian ballot, equal suffrage, the referendum, state life insurance, and limita- tion of the amount of land which can be held by one person ? If so, what are they ? Chapter XXXVII COLD TEMPERATE AND POLAR PROVINCES Pages 505-515 Was it a good bargain when the United States bought from Russia the territory of Alaska for $7,500,000 ? Is the Alaskan province likely in the next thousand years to make more progress in popu- lation and wealth than the Norwegian Province has in the last thousand ? Why is the Canadian province rich in minerals ? (See p. 299.) The " Clay Belt" between the Ottawa River and James Bay was once the bed of an ice-dammed lake similar to Lake Agassiz. Why may it be- come in the future the home of an agricultural community ? Why are several railroads being proposed and PAGES 505-515 71 constructed to reach the southern shores of Hudson Bay ? Would railroads across the Siberian province to the Arctic Ocean be profitable ? Why ? Why do not the unsanitary habits of the Eskimo have the serious results which similar habits pro- duce in temperate regions ? Why is the climate of the Antarctic province more severe than that of Greenland ? A LIST OF MAPS, MODELS, AND INSTRU- MENTS FOR USE IN HIGH SCHOOLS Maps. — *McKinley's Desk Outline Maps and Wall Outline Maps. Order and price list on ap- plication to McKinley Publishing Co., 5805 Ger- mantown Ave., Philadelphia, Pa. Outline Maps of the World on Mollweide's Equal Area Projection. Oxford University Press. Leete's Exercise Outline Maps. Longmans, Green & Co., 91 Fifth Ave., N. Y. Base Weather Maps of the United States, Chief of the Weather Bureau, Washington, D. C. Stanford's New Orographical (Relief) Maps, edited by Mackinder. E. Stanford, London. Oxford Wall Maps, edited by Herbertson & Darbishire. World, each continent and British Isles, eight sets of six maps each. (1) Physical Features, (2) Structure and Soils, (3) Thermal Regions, (4) Pressure and Winds, (5) Rainfall, (6) Vegetation. Also for the World, (7) Major Natural Regions and Occupations, (8) Political Divisions. Oxford University Press, Oxford, Eng- land. American Agents, Rand, McNally & Co. *Philip's Comparative Series of Wall Atlases, edited by Unstead & Ta3dor, with explanatory *The most important ones are starred. 73 74 LIST OF MAPS AND INSTRUMENTS handbook. Set of eight maps for each continent. (i) Relief and Communications, (2) Political, (3) Summer Climate, (4) Winter Climate, (5) Tem- perature, (6) Natural Vegetation, (7) Economic, (8) Population. Good, and moderate in size and price. George Philip & Son, 32 Fleet St., London, England. Johnston's Bathy-Orographical (Relief) Maps. Also many other series varying in character, scale, and price. A. J. Nystrom & Co., 88 Lake St., Chicago, 111. Maps of the alluvial valley of the Mississippi in many sheets may be obtained free from the Mississippi River Commission, St. Louis, Mo. ^Topographic Atlas of the United States. Contour maps showing accurate relief as well as all other features. Numerous sheets and folios. Two folios of Physiographic Types, containing ten maps, each one invaluable. Director of the U. S. Geological Survey, Washington, D. C. A good American school atlas at a moderate price is not in the market. The best available is ^'Longmans' New School Atlas, edited by Chis- holm and Leete, Longmans, Green & Co., N. Y. Globes and Models. — Globes are indispensable for good geographic teaching. Within limits, the simplest and smallest are the best. Jones' Model of the Earth is the best relief globe. Six- inch relief and political globes are excellent for LIST OF MAPS AND INSTRUMENTS 75 individual work. Rand, McNally & Co. supply the above and a large variety. Models or relief maps are very desirable, but good ones are expensive and cheap ones are gen- erally worthless. Edwin E. Howell, Washington, D. C, supplies the best and largest series. If only one can be afforded, his large model of the United States is the most generally useful. The smaller size is much cheaper, portable, and well worth buying. In addition, the following are very desirable : Grand Canyon of the Colorado, Uinta and Wahsatch mountains, Mt. Shasta, Vesu- vius, Chattanooga District, New York, Southern New England. The University of Wisconsin supplies a fine model of the Malaspina Glacier. The Central Scientific Co., Chicago, offers a good series of small models, among which that of the Niagara River may be especially commended. Meteorological Instruments. — Besides the com- mon thermometer, instruments for weather obser- vation and record are essential to make teaching effective. 1. Standard Thermometer, with which to com- pare and correct common instruments. 2. A Maximum and a Minimum Thermometer, from which the highest and the lowest tempera- ture for twenty-four hours may be obtained by one reading. y6 LIST OF MAPS AND INSTRUMENTS 3. Thermograph, which records with a pen the temperature continuously for a week after once setting. 4. Hygrometer, consisting of a wet- and a dry- bulb thermometer side by side, for determining relative humidity. The dry bulb may be used as a standard thermometer. 5. Mercurial Barometer for measuring atmos- pheric pressure. No cheap barometer is worth buying. The Standard Barometer of the U. S. Weather Bureau type is the best. 6. Barograph, which records pressure continu- ously. It is more useful than the thermograph because the important thing in weather fore- casting is not so much the actual height of the barometer as the fact that it is rising or falling. 7. Wind Vane of some kind mounted on a spire or point above all buildings and trees is necessary for accurate determination of wind direction. 8. Rain Gauge for measuring precipitation is desirable and inexpensive. The Central Scientific Co., Chicago, and other makers supply the above instruments. 9. Tellurians, etc. Many devices for demon- strating the change of seasons, sun's path, altitude, etc., are in the market. Most of them are com- plicated and of doubtful value. The Season Apparatus made by Geo. S. Gardner, Rochester, LIST OF MAPS AND INSTRUMENTS 77 N. Y., ma)' be recommended as simple and efficient. Stereoscopic Views in great variety may be obtained from the Keystone View Co., Meadville, Pa., and from Underwood & Underwood, 12 West 27th St., New York. Lanterns and slides are sold by many dealers. The Bausch & Lomb Optical Co., Rochester, N. Y., make a balopticon which throws upon a screen a copy of any picture not larger than a postcard. The Geography Supply Bureau, Ithaca, N. Y., makes a specialty of geographic slides. PERIODICALS Journal of Geography, Madison, Wisconsin. #1.00. National Geographic Magazine, Washington, D. C. #2.00. Bulletin American Geographical Society, New York. $5.00. Geographical Journal, Kensington Gore, S. W., Lon- don, England. #7.00. A LIST OF GEOGRAPHICAL BOOKS FOR A SCHOOL LIBRARY The most important titles are starred *. General Brehm, From North Pole to Equator — Blackie & Son, London. Darwin, A Naturalist' 's Voyage — D. Appleton & Co., N. Y. *Davis, Geographical Essays — Ginn & Co., Boston. Dryer, Lessons in Physical Geography — American Book Co., N. Y. *Gregory, Keller, and Bishop, Physical and Com- mercial Geography — Ginn. Herbertson, Man and His Work — The Macmillan Co., N. Y. *Huntington, Asia — Rand, McNally & Co., Chicago. Keltie, The Statesman's Year Book {Annual) — Macmillan. Lyde, Man and His Markets — Macmillan. *Mill, The International Geography — Appleton. Mill, The Realm of Nature — Chas. Scribner's Sons, N. Y. *Newbigin, Modern Geography — Henry Holt & Co., N. Y. Newbigin, Man and His Conquest of Nature — Mac- millan. 78 LIST OF GEOGRAPHICAL BOOKS . 79 *Salisbury, Physiography, Advanced Course — Holt. *Semple, Influences of Geographic Environment — Holt. Stanford, Compendium of Geography and Travel, 12 vols. — E. Stanford, London. Synge, A Book of Discovery — G. P. Putnam's Sons, N. Y. Unstead and Taylor, General and Regional Geography — G. Philip & Son, London. Earth, Sun, and Moon. Chapters I and II *Johnson, Mathematical Geography — American Book Co. Todd, A New Astronomy — American Book Co. The Land. Chapters IV to IX * Anderson, Volcanic Studies — Scribners. Blackwelder and Barrows, Elements of Geology — American Book Co. *Chamberlin and Salisbury, College Geology — Holt. Dutton, Earthquakes — Putnams. Dutton, Tertiary History of the Grand Canon District — Monograph II, U. S. Geological Survey. Gilbert, Lake Bonneville — Monograph I, U. S. G. S. Heilprin, The Earth and Its Story — Silver, Burdett, & Co., Boston. Heilprin, Mont Pelee and the Tragedy of Martinique — J .B. Lippincott & Co., Phila. *Hobbs, Characteristics of Existing Glaciers — Mac- millan. *Hobbs, Earth Features and Their Meaning — Mac- millan. 80 LIST OF GEOGRAPHICAL BOOKS *Leverett, Glacial Formations and Drainage Features of the Erie and Ohio Basins — Monograph XLI, U. S. G. S. *Leverett, The Illinois Glacial Lobe — Monograph XXXVIII, U. S. G. S. Matthews, Remaking the Mississippi — Houghton, Mifflin Co., Boston. Newell, Irrigation — T. Y. Crowell & Co., N. Y. Ries, Economic Geology of the United States — Mac- millan. *Russell, Glaciers of North America — Ginn. *Russell, Lakes of North A?nerica — Ginn. Russell, Rivers of North America — Putnams. *Russell, Volcanoes of North America — Macmillan. Salisbury, The Glacial Geology of New Jersey — N. J. Geological Survey. Trenton. *Salisbury and Atwood, The Interpretation of Topo- graphic Maps — Professional Paper 60, U. S. G. S. Shaler, Aspects of the Earth — Scribners. Tarr, The Yakutat Bay Region, Alaska — Professional Paper 64, U. S. G. S. Tyndall, Glaciers of the Alps — Longmans, Green & Co., N. Y. Soils. Chapter X *Fletcher, Soils — Doubleday, Page & Co., N. Y. Hilgard, Soils — Macmillan. King, The Soil — Macmillan. King, Irrigation and Drainage — Macmillan. Merrill, Rocks, Rock Weathering, and Soils — Mac- millan. LIST OF GEOGRAPHICAL BOOKS 8 1 *Van Hise, Conservation of Natural Resources in the United States — Macmiilan. The Sea, Coasts, and Ports. Chapters XI and XII *Johnstone, Conditions of Life in the Sea — Putnams. *Murray, The Ocean — Holt. Newbigin, Life by the Seashore — Swan, Sonnenschein & Co., London. Smith, The Ocean Carrier — Putnams. Van Dyke, The Opal Sea — Scribners. The Atmosphere and Climate. Chapters XIII-XV *BaPvTHC>lomew's Physical Atlas, Vol. Ill, Meteor- ology — A. Constable, London. Bonacina, Climatic Control — Macmiilan. *Davis, Elementary Meteorology — Ginn. Hann, Handbook of Climatology — Macmiilan. Moore, Descriptive Meteorology — Appleton. Waldo, Elementary Meteorology — American Book Co. *Ward, Climate — Putnams. Plants. Chapter XVI *Hardy, Introduction to Plant Geography — Oxford Univ. Press. N. Y. *MacDougall, Desert Botanical Laboratory — Carnegie Institution, Washington, D. C. Macmillan, Minnesota Plant Life — Minn. Botanical Survey, St. Paul. Scharff, Distribution and Origin of Life in America — Macmillan. *Schimper, Plant Geography — Oxford University Press. man. to dr. h. s. g. — 6 82 LIST OF GEOGRAPHICAL BOOKS Animals. Chapter XVII Beddard, Zoogeography — Macmillan. *Newbigin, Animal Geography — Oxford Univ. Press. Protheroe, Handy Natural History — R. G. Badger, Boston. Thomson and Geddes, Evolution — Holt. The Human Species. Chapter XVIII Dowd, The Negro Races — Macmillan. *Keane, The World's Peoples — Putnams. *Marett, Anthropology — Holt. Ripley, Races of Europe — Appleton. Economic Geography. Part II *Bartholomew, Atlas of the World's Commerce — Geo. Newnes, London. *Chisholm, Handbook of Commercial Geography — Longmans, Green. Cooley, The American Railway — Scribners. Dondlinger, The Book of Wheat — O. Judd & Co., N. Y. Gifford, Practical Forestry — Appleton. Gregory, Checking the Waste — Bobbs-Merrill, In- dianapolis. Harwood, The New Earth — Macmillan. Hepburn, Artificial Waterways — Macmillan. Quick, American Inland Waterways — Putnarns. Robinson, Commercial Geography — Rand, McNally. *Smith, Industrial and Commercial Geography, Holt. Willson, The Story of Rapid Transit — Appleton. LIST OF GEOGRAPHICAL BOOKS 83 Physiographic Provinces of North America. Chapter XXIV *Bowman, Forest Physiography — John Wiley & Son, N. Y. Powell and others, Physiography of the United States — American Book Co. *Russell, North America — ■ Appleton. *White, Atlas of Canada — Department of the Interior, Ottawa. MlSSISSIPPIAN AND FlORIDIAN PROVINCES. Chapter XXV Bradley, Canada — Holt. *Brigham, Geographical Influences in American His- tory — Chautauqua Press, Chautauqua, N. Y. Canada — Interior Department, Ottawa. Case, Wisconsin, Its Geology and Physical Geography — Hendee Co., Milwaukee. Census, Statistical Atlas of the Twelfth Census — Bureau of the Census, Washington. *Census, Reports of the Thirteenth Census — Bureau of the Census. Condra, Geography of Nebraska — Univ. Pub. Co., Lincoln., Neb. Coman, Industrial History of the United States — Mac- millan. Curwood, The Great Lakes — Putnams. Dryer, Studies in Indiana Geography — Inland Pub. Co., Terre Haute, Ind. Elkington, Canada, The Land of Hope — A. & C. Black, London. 84 LIST OF GEOGRAPHICAL BOOKS Griffith, The Dominion of Canada — Little, Brown & Co., Boston. Hulbert, The Ohio River — Putnams. Hunt, The Cereals in America — O. Judd & Co. Mills, Our Inland Seas — A. C. McClurg k Co., Chicago. ^Mineral Resources of the United States (Annual) — U. S. G. S. Rutter, Wheat Growing in Canada, the United States and Argentine — Black. *Semple, American History and Its Geographic Condi- tions — Houghton. Smith, The Story of Iron and Steel — Appleton. Surface, The Story of Sugar — Appleton. *Tarr, Physical Geography of New York State — Mac- millan. Tower, The Story of Oil — Appleton. Van Dyke, The New New York — Macmillan. Willard, Story of the Prairies — Rand, McNally. Willson, Nova Scotia — Constable. *Year Book oj the Department oj Agriculture (Annual), Washington. Interior and Arizonian Provinces. Chapter XXVI Austin, The Land of Little Rain — Houghton. Dellenbaugh, A Canyon Voyage — Putnams. Dellenbaugh, The North Americans of Yesterday — Putnams. *Fynn, The American Indian — Little, Brown & Co. Grinnell, The Story of the Indian — Appleton. LIST OF GEOGRAPHICAL BOOKS 85 Hornaday, Camp Fires on Desert and Lava — Scribners. *Hough, Story of the Cowboy — Appleton. Inman, The Old Santa Fe Trail — Macmillan. Inman, The Salt Lake Trail — Macmillan. James, In and Around the Grand Canyon — Little, Brown & Co. * James, Wonders of the Colorado Desert — Little, Brown & Co. North, Camp and Camino in Lower California — Baker & Taylor, N. Y. Parkman, The Oregon Trail — Little, Brown h Co. *Parrish, The Great Plains — A. C. McClurg & Co. *Shinn, The Story of the Miive — Appleton. Smythe, The Conquest of Arid America — Macmillan. *Van Dyke, The Desert — Scribners. The Eurasian Interior and Patagonian Provinces Curtis, Turkestan — Geo. H. Doran & Co., N. Y. Deasy, In Tibet and Chinese Turkestan — Scribners. Hedley, Tramps in Dark Mongolia — Scribners. Holdich, Thibet the Mysterious — Frederick Stokes, N. Y. *Huntington, The Pulse of Asia — Houghton. Landon, The Opening of Tibet — Doubleday, Page &Co. Prichard, Through the Heart of Patagonia — Wm. Heinemann, London. Rickmers, The Duab of Turkestan — Univ. of Chicago Press. Rockhill, Land of the Lamas — Century Co., N. Y. Sven Hedin, Overland to India — Macmillan. 86 LIST OF GEOGRAPHICAL BOOKS The Saharan and Kalahari Provinces Bent, Southern Arabia — Smith, Elder & Co., London. Doughty, Wanderings in Arabia — ■ Scribners. Furlong, The Gateway of the Sahara — Scribners. *Haywood, Through Timbuctoo and across the Great Sahara — Lippincott. Hodson, Trekking the Great Thirst — Scribners. Kelly, Egypt Painted and Described — Black. *Phillipps, In the Desert — Edward Arnold, London. *Singleton, Egypt — Dodd, Mead & Co. The Central Australian Province Macdonald, In the Land of Pearl and Gold — Blackie. Semon, In the Australian Bush — Macmillan. Spencer and Gillen, Across Australia — Macmillan. Strang, The Romance of Australia — Henry Frowde, London. Californian and Oregon Provinces. Chapter XXVII *Chase, California Coast Trails — Houghton. Chase, Yosemite Trails — Houghton. *Fairbanks, California — Macmillan. Muir, My First Summer in the Sierra — Houghton. *MuiR, Mountains of California — Century Co. Muir, The Yosemite — Century Co. Torrey, Field Days in California — Houghton. White, The Cabin — Doubleday, Page & Co. White, The Mountains — McClure, Phillips & Co., N. Y. LIST OF GEOGRAPHICAL BOOKS 87 Williams, The Guardians of the Columbia — T. H. Williams, Tacoma, Wash. West European Province. Chapter XXIX Avebury, The Scenery of England — Macmillan. Bartholomew, Survey Atlas of England and Wales — J. Bartholomew, Edinburgh. Berry, Germany of the Germans — Scribners. Betham-Edwards, Home Life in France — McClurg. ^British Empire Series, Vol. 5, General, Kegan Paul, Trench, Triibner & Co., London. ^Burroughs, Fresh Fields — Houghton. *Collier, England and the English — Scribners. *Collier, Germany and the Germans — Scribners. De Armicis, Holland — Merrill & Baker, N. Y. *Emerson, English Traits — Houghton. Geikie, Scenery of Scotland — Macmillan. Hogarth, The Geography of Ireland — Oxford Univ. Press. Hough, Dutch Life in Town and Country — Putnams. Lynch, French Life in Town and Country, Putnams. Lynd, Home Life in Ireland — ■ Mills & Boon, London. *Mackinder, Britain and the British Seas — Appleton. Meldrum, Home Life in Holland — Macmillan. Parker, France of the French — Scribners. Sidgwick, Home Life in Germany — Macmillan. *Singleton, London — Dodd, Mead & Co. *Singleton, Paris — Dodd, Mead & Co. 88 LIST OF GEOGRAPHICAL BOOKS Central European Province. Chapter XXX Alden, Hungary of To-day — E. Nash, London. Mijatovich, Servia of the Servians — Scribners. Millet, The Danube — Harper & Bros., N. Y. Monroe, Bohemia and the Cechs — L. C. Page. Norman, All the Russias — - Scribners. Palmer, Austro-Hungarian Life in Town and Country — Putnams. Palmer, Russian Life in Town and Country — Putnams. *Partsch, Central Europe — Appleton. Phillimore, In the Carpathians — Holt. Rappoport, Home Life in Russia — Macmillan. *Wallace, Russia — Holt. Mediterranean Province. Chapter XXXI Bensusan, Home Life in Spain — Macmillan. *Bonney and others, The Mediterranean — Jas. Pott, N. Y. Curtis, Around the Black Sea — G. H. Doran. *Deecke, Italy — Macmillan. Dwight, Constantinople — Fleming H. Revell, N. Y. Forrest and Bensusan, Morocco — ■ Black. Garnett, Home Life in Turkey — ■ Macmillan. Grant, 'Twixt Land and Sea in North Africa — Samp- son Low, Marston & Co., London. *Hogarth, The Nearer East — Appleton. Holland, The Tyrol and Its People — Methuen & Co., London. *Huntington, Palestine and Its Transformation — Houghton. LIST OF GEOGRAPHICAL BOOKS 89 Lubbock, Scenery of Switzerland — Macmillan. Monroe, Sicily the Garden of the Mediterranean — L. C. Page & Co., Boston. Monroe, Turkey and the Turks — L. C. Page. Richardson, Vacation Days in Greece — Smith, Elder &Co. *Rook and Jardine, Switzerland, the Country and Its People — Chatto & Windus, London. *Singleton, Rome — Dodd, Mead & Co. *Singleton, Switzerland — Dodd, Mead & Co. Story, Swiss Life in Town and Country — Putnams. Villari, Italian Life in Town and Country — Put- nams. Villiers-Wendell, Spain of the Spanish — Scribners. Webb, Switzerland of the Swiss — Scribners. Wilkin, Among the Berbers of Algeria — Scribners. Zimmern, Italy of the Italians — Scribners. Manchurian and Chinese Provinces. Chapter XXXII Browne, China, the Country and Its People — Dana Estes & Co., Boston. D'Autremer, The Japanese Empire — Scribners. Davidson, Present Day Japan — Lippincott. Dingle, Across China on Foot — Holt. *D'Ollone, In Forbidden China — Small, Maynard & Co., Boston. *Griffis, Corea, the Hermit Nation — Harpers. Hosie, Manchuria — Scribners. Knox, The Spirit of the Orient — T. Y. Crowell, N. Y. Landor, Corea — Macmillan. 90 LIST OF GEOGRAPHICAL BOOKS *Little, The Far East — Appleton. *Little, Through the Yang-tse Gorges — Low, Marston. *Little, Across Yunnan — Low, Marston. Lloyd, Everyday Japan — Cassell & Co., London. *Lowell, The Soul of the Far East — Macmillan. *Macgowan, Men and Manners in Modern China — Dodd, Mead & Co. *Morse, Japanese Homes and their Surroundings — Low, Marston. Nitobe, The Japanese Nation — Putnams. *Rein, Japan — Hodder & Stoughton, London. Rein, Industries of Japan — Hodder & Stoughton. *Ross, The Changing Chinese — Century Co. Mexican and Caribbean Provinces. Chapter XXXIII *Barrett, Mexico, A General Sketch — Pan American Union, Washington. *Bonsal, The American Mediterranean — Moffat, Yard & Co., N. Y. Carson, Mexico — Macmillan. *Cornish, . The Panama Canal and Its Makers — Scribners. Domville-Fife, Guatemala and the States of Central America — Jas. Pott. *Forbes-Lindsay, Cuba and Her People To-Day — L. C. Page. Forbes-Lindsay, Panama and the Canal To-Day — L. C. Page. Fowler, Down in Porto Rico — Eaton and Mains, N. Y. LIST OF GEOGRAPHICAL BOOKS 91 Ganse and Carr, The Story of Panama — Silver, Burdett. Heilprin, The Bermuda Islands — Pott. *Hill, Cuba and Porto Rico — Century Co. *Lumholtz, Unknown Mexico — Scribners. Lummis, The Awakening of a Nation — Harpers. *Ober, Camps in the Caribbees — Lee & Shepard, Boston. *Ober, Our West Indian Neighbors — Pott. Payne, History of America, Vol. I — Oxford Univ. Press. Prescott, Conquest of Mexico — Lippincott. Pyle, The Buccaneers and Marooners of America — Scribners. Starr, In Indian Mexico — Forbes & Co., Chicago. Winter, Mexico and her People To-day — L. C. Page. Intertropical Provinces of South America. Chapter XXXIV Bates, A Naturalist on the Amazons — Roberts Bros., Boston. *Bingham, Across South America — Houghton. Clemenceau, South America of To-day — Putnams. *Domville-Fife, The Great States of South America — G. Bell & Sons, London. Domville-Fife, The United States of Brazil — Pott. Enoch, The Andes and the Amazon — Scribners. Forrest and Koebel, South America — Black. Markham, History of Peru — C. H. Sergei & Co., Chicago. *Osborn, The Andean Land — McClurg. 92 LIST OF GEOGRAPHICAL BOOKS Prescott, Conquest of Peru — Lippincott. *Rodway, In the Guiana Forest — McClurg. *Wallace, Travels on the Amazon — Ward, Locke & Co., London. *Waterton, Wanderings in South America — Sturgis & Walton, N. Y. Whitney, The Flowing Road — Lippincott. Intertropical Provinces of Asia and Africa. Chapter XXXV *Alexander, From the Niger to the Nile — Arnold. Atkinson, The Philippine Islands — Ginn. Boulger, The Congo State — W. Thacker, London. * British Empire Series, Vol. I, India — Kegan Paul. Burnett, Through Polynesia and Papua — Francis Griffiths, London. *Cabaton, Java and the Dutch East Indies — Scribners. Campbell, Siam in the Twentieth Century — Arnold. Castle, Hawaii Past and Present — Dodd, Mead. Cave, The Book of Ceylon — Cassell. Compton, Indian Life in Town and Country — Put- nams. Crawford, Thinking Black — Morgan & Scott, London. Eliot, The East African Protectorate — Arnold. ^Falconer, On Horseback through Nigeria — Scribners. *Forbes, A Naturalist's Wanderings in the Eastern Archipelago — Harpers. Fuller, The Empire of India — Little, Brown & Co. Gomes, Seventeen Years among the Sea Dyaks of Borneo — Lippincott. LIST OF GEOGRAPHICAL BOOKS 93 Gouldsbury and Skeane, The Great Plateau of Northern Rhodesia — Longmans, Green. *Hardy and Elkington, The Savage South Seas — Black. *Holderness, Peoples and Problems of India — Holt. *Holdich, India — Appleton. *Hornaday, Two Years in the Jungle — Scribners. *Johnston, The Uganda Protectorate — Hutchinson, London. *Kingsley, Travels in West Africa — Macmillan. Kingsley, West African Studies — Macmillan. Kipling, The Jungle Book — Century Co. ^Mecklenburg, Duke of, In the Heart of Africa — Cassell. Milne, The Shans at Home — John Murray, London. Musick, Hawaii — Funk & Wagnalls, N. Y. *Newcombe, Village, Town and Jungle Life in India — Blackwood, Edinburgh. O'Connor, The Silken East — Dodd, Mead. Oliver, Madagascar — Macmillan. *Roosevelt, African Game Trails — Scribners. *Routledge, With a Prehistoric People — ■ Arnold. Scidmore, Java, the Garden of the East — Century Co. Shoemaker, Islands of the Southern Seas — Putnams. Talbot, In the Shadow of the Bush — Doran. Thomson, The Fijians — Heinemann. *Wallace, The Malay Archipelago — Macmillan. Wilde, Modern Abyssinia — Methuen. Worcester, The Philippines, Past and Present — Macmillan. 94 LIST OF GEOGRAPHICAL BOOKS Temperate Provinces of the Southern Hemisphere Chapter XXXVI Anderson, Twenty-five Years in a Waggon in the Gold Regions of Africa — Chapman & Hall, London. * British Empire Series, Vol. 2, British Africa. *Bryce, Impressions of South Africa — Century Co. Buley, Australian Life in Town and Country — Put- nams. Fitzsimmons, The Monkey Folk of South Africa — Longmans, Green. Fraser, Australia, The Making of a Nation — Cassell. *Gre swell, Geography of South Africa — Oxford Univ. Press. Grubb, An Unknown People in an Unknown Land — {Paraguay) — Lippincott. Hirst, Argentina — Scribners. *Hudson, A Naturalist in La Plata — Chapman & Hall. *Koebel, Modern Argentina — Dana, Estes. Koebel, Uruguay — Scribners. Lloyd, Newest England — Doubled ay, Page. *Lumholtz, Among Cannibals — Scribners. Marshall, Geography of New Zealand — Whitcomb & Tombs, Christchurch, N. Z. Martin, Home Life on an Ostrich Farm — Appleton. *Taylor, Australia, Physiographic and Economic — Oxford Univ. Press. Winter, Chile and Her People To-day — L. C. Page. *Wise, The Commonwealth of Australia — Little, Brown. LIST OF GEOGRAPHICAL BOOKS 95 Cold Temperate and Polaf. Provinces. Chapter XXXVII Bates, The Russian Road to China — Houghton. Bruce, Polar Exploration — Holt. Clarke, The Heart of Gaspe — Macmillan. Daniels, Home Life in Norway — Macmillan. Edwards, The Toll of the Arctic Seas — Holt. Frederiksen, Finland — Arnold. *Fricker, The Antarctic Regions — Swan, Sonnen- schein. *Greely, Handbook of Alaska — Scribners. *Greely, Three Years of Arctic Service — Scribners. *Greely, Handbook of Polar Discovery — Little, Brown. *Grenfell, Labrador — Macmillan. Heilprin, Alaska and the Klondike — Appleton. *Higginson, Alaska — Macmillan. Jungman, Norway — Black. Keary, Norway and the Norwegians — Macmillan. *Kennan, Tent Life in Siberia — Putnams. Kirk, Twelve Months in the Klondike — Lippincott. *Laut, Story of the Trapper — Appleton. *London, The Call of the Wild — Macmillan. *Mikkelsen, Lost in the Arctic — G. H. Doran. *Mill, The Siege of the South Pole — Stokes. Monroe, In Viking Land — L. C. Page. *Nansen, Eskimo Life — Longmans. Robinson, The Great Fur Land — Putnams. Shackelton, In the Antarctic — Heinemann. Sheldon, The Wilderness of the Upper Yukon — Scribners. 96 LIST OF GEOGRAPHICAL BOOKS Sheldon, The Wilderness of the North Pacific Coast Islands — Scribners. Shoemaker, The Great Siberian Railway — Putnams. Stefansson, My Life with the Eskimo — Methuen. Talbot, The New Garden of Canada — Cassell. Thompson-Seton, The Arctic Prairies — Scribners. *Tyrrell, Across the Sub-Arctics of Canada — Dodd, Mead. Turner, Siberia — Scribners. Wheeler, The Selkirk Range — Government Printing Bureau, Ottawa. Whitney, On Snowshoes to the Barren Grounds — Harpers. lip tSSffiiB? U H 'Hill i ! I 1 i j pill!