To the Editor of THE HISTORY TEACHER'S MAGAZINE:

The "practical" spirit of the times has invaded even the field of historical study, the term practical" being interpreted of what is most vital and of most immediate usefulness. Acknowledging the full value of the past and the benefits of experience, and duly recognizing the contributions of present-day Europe to our welfare and happiness, we beg to ask for more than passing notice for another corner of historical study full of interest, vibrant with meaning, but overlooked by nearly all of our historical students. Recent times have seen an awakening of enthusiasm for Latin-America, prompted, perchance, by the commercial spirit. Nevertheless, the universities have set the pace, and a number of colleges have formulated courses of instruction. South America has come to its own.

To the north of us lies an empire more vast than our own continental area, three and three-quarter million square miles. Within these bounds dwell about eight million people. Already considerable cities have sprung up, notably Montreal with a half million inhabitants, Toronto with a third of a million, and Winnipeg with two hundred and thirty thousand. Civilization has done a flank march in Canada. From east to west migration has held its course, until now the two oceans are joined. This has been helped on by a wonderful series of transcontinental railways, of which four now span the Dominion. Of recent years unusual attractions have diverted traffic, notably the gold fever of the Yukon country and the grain fields of the Northwest. Seeing is believing. To attempt to picture the progress of the past decade throughout the northwest territories of Canada would bring down on the writer doubts of his veracity. Only those of us who live within sight and sound can know, and even we scarcely realize.

With these neighbors we have lived in peace unbroken for a hundred years. There is nothing between us more formidable than an occasional iron post or custom house. Not a garrison post for three thousand miles! Westward our empire has held its way, while Canadian conquest has extended northward even to the land of "little sticks."

Equally limitless are the natural resources of the country. The area of cultivated ground in 1913, produced, for example, 230,000,000 bushels of wheat, the largest item of Canadian agriculture. The total of agricultural products was in excess of half a billion dollars, and the dairy products totaled $100,000,000.

The vast forests have not yet been despoiled, trapping and hunting are still productive within the bounds of the old Hudson Bay Empire. What this empire is yet to be when eight millions shall have become a hundred million and native resources shall have been adequately exploited, we cannot yet predict. In passing, let us hope our neighbors may be privileged to work out their destiny without interference or hindrance from any source whatsoever.

Here, too, are the finest playgrounds on the planet. Jungfrau and Matterhorn find their counterpart. Alpine peaks and lakes are indefinitely multiplied, and as the eye traverses the maze of smaller lakes, one is prompted to guess their number in the tens of thousands. Whoever would hold communion with nature will find her here wild, free, untrammeled; 'from the big dizzy mountains that

screen it, to the dead deathlike valleys below." Who would seek adventure can find it here. Great lakes that are at times roaring seas, rivers that are rolling floods, streams that stretch away for thousands of miles, running "God knows where."

This is the land of romance. One need only mention the name of Acadia to recall the story of Evangeline and all the sorry incidents that lie behind it. Parkman has passed over from history to the field of literature, yet he has opened up to the lay mind a wealth of legend unsurpassed. And here is history, too. From the old Hudson Bay days down to our present Northwest rangers, there is an unbroken line of heroes, none the less heroic for being less widely known. Canada has produced a race of men well worthy of the British name, such as Cartier, Selkirk, Mackenzie, Simpson, Laurier, MacDonald, Strathcona and their kind. And the materials are at hand. What John Richard Green has done for English history, Bryce1 has wrought for Canada. The product of more than forty years of residence, keen observation, scholarly research, and a most readable style. Who would read further will do well to note by the same author, "History of the Hudson Bay Company and "Selkirk Settlement." Smaller or more special are the books of Roberts,2 Bourinot,3 Bradley,+ Prowse,5 Willson, Bryce, Beggs and Munro. And these are a few among many. Who would read still deeper, let him consult the ten bulky volumes of Kingsford. Biogra phies also abound, sketches of such men as have been mentioned above.

We cannot enter into details here, but this is a field of vital interest and importance for us. Canada shares this continent with us, and with us will work out our common destiny. Who crosses the Rio Grande enters another world, a new order of things stretching southward to the Horn. To the north there is no such break. Were it not for cus toms and emigration officers, one scarce could tell when one had crossed the line. Closer acquaintance would increase mutual respect and confidence, reveal common interests, and effectually smother differences. It is little short of a crime to train up our youth in the knowledge of lands beyond the sea, and ignore, as we have done, a people so closely akin to us in blood and interests.

Fargo, North Dakota.

WALLACE N. STEARNS.

Reports from

The Historical Field

The History Teachers' Section of the New York State Teachers' Association will meet at Rochester, November 22 to 24. Dr. E. E. Slosson, literary editor of the "Independent," will speak upon "The Use of Periodicals in the Teaching of American History."

Photographs and lantern slides of the great European war have been prepared in large numbers by Messrs. York & Sons, 3 Emperor's Gate, South Kensington, London, S. W.

Leaflet No. 38 of the (English) Historical Association deals with Norman and Medieval London, being two papers read before the London Branch of the Association by Prof. F. M. Stenton and Mr. C. L. Kingsford. Copies can be procured from the secretary, Miss M. B. Curran, 22 Russell Square, W. C., London.

The A. J. Nystrom Co., of Chicago, has issued an elaborate catalogue of nearly 200 pages, describing the various maps and map appliances published and sold by the company. History teachers will find in this catalogue maps for almost every use.

"A Right of the States" is the title of an address delivered by Alfred B. Thom, of Washington, D. C., before the State Bar Association of Tennessee, in which the writer upholds the limitation by the United States Constitution of the States' control of interstate commerce. He urges a considerable extension of federal control in order that the interests of all the states may be equally conserved.

A comprehensive course of study for history in the grades is that organized under the direction of Miss Lida Lee Tall for the public schools of Baltimore County, Md. The entire course of study in all subjects is published in a large book of 653 pages. In this almost 200 pages are devoted to the subject of history. A more detailed analysis and criticism of the course will be given in a later number of the MAGAZINE.

"The Beginnings of Public Education in New England" is treated in a continued article in the June number of the "School Review," by Prof. Marcus W. Jernegan. The author gives quotations from many of the town and colony records illustrative of early schools; particularly showing the manner in which the schools were supported by their respective communities. Dr. Jernegan holds that in the earliest period of New England history, schools did not receive the public consideration which the church received, and that the Massachusetts Act of 1647 was an attempt to compel all the towns of a certain size to support schools similar to those which had been voluntarily established in a few towns.

"The Financial Administration of the Colony of Virginia," by Prof. Percy S. Flippin, of the Central University of Kentucky, constitutes No. 2 of Vol. XXXIII of the Johns Hopkins University Studies [Baltimore, The Johns Hopkins Press, 50 cents]. From manuscript material in England and Virginia, as well as from secondary works, the author has constructed an analytical account not only of the revenue and taxation system of the colony, but also of the administrative measures and officials by which financial legislation was enforced. The systems of internal and of external taxes are both treated and are described as being "adequate for meeting the expenses of the administration of the colony, and also for conserving, to some extent, the interests of Great Britain beyond the limits of the colony."

OHIO HISTORY TEACHERS' ASSOCIATION.

The Ohio History Teachers' Association met at Columbus, O., on Thursday and Friday, October 21 and 22. The program included a joint meeting with the Ohio Valley Historical Association and four separate meetings devoted to the interests of history teachers. The program of these meetings was as follows: Thursday, October 21, at 3 p. m., address, Changing Ideals and Methods in Teaching American History," Prof. Elbert J. Benton, Western Reserve University, Cleveland; address, "A New Tool in Education," Prof. S. C. Derby, Ohio State University, Columbus; Thursday, October 21, at 8 p. m., address, "What Our Teachers Are Doing in the Use of Aids to History Teaching," Mr. W. M. McGaughey, Central High School, Akron; address, "Some New Aids to the Teaching of History," Miss Grace H. Stivers, Steele High School, Dayton; address, Illustrated Note Books," Principal Charles W. Gayman, Waite High School, Toledo; discussion. Friday, October 22, at 9.30 a. m., general subject, "The History of Ohio as Illustrative of Our National History; " discussion, Prof. J. E. Bradford, Miami University, Oxford; Miss Juliette Sessions, East High School, Columbus; Prof. Homer C. Hockett, Ohio State University, Columbus; Mr. Guy Detrick, High School, Bellefontaine; Mr. Frank W. Lease, High School, Salem; Mr. S. H. Watson, High School, East Liverpool. Friday, October 22, at 1.30 p. m., symposium, “The Present Status of History in Our Public Schools," Mr. Lamar T. Beman, East High School, Cleveland, representing the Cleveland schools; Mr. L. O. Lantis, North High School, Columbus, representing the Columbus schools; Mr. C. C. Barnes, High School, Marion, representing the Marion schools; Mrs. Arabella C. Dackerman, High School, Delaware, representing the Delaware schools; Mr. F. A. Tait, High School, Newark, representing the Newark schools; Mr. C. F. Brockway, High School, Mt. Vernon, representing the Mt. Vernon schools; Mr. J. B. Hughes, Marysville, representing the Marysville schools. There were also an automobile tour of Columbus, several receptions, luncheons and banquets.

The officers of the association are as follows: Wilbur H. Siebert, Ohio State University, Columbus, president; Miss Alice M. Rower, High School of Commerce, Cleveland, secretary; Wilmer C. Harris, Ohio State University, Columbus, treasurer; Miss Grace H. Stivers, Steele High School, Dayton, member of Executive Committee; William B. Guitteau, superintendent of public schools, Toledo, member of Executive Committee.

OHIO VALLEY HISTORICAL ASSOCIATION.

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The ninth annual meeting of the Ohio Valley Historical Association was held at Columbus, O., Thursday and Friday, October 21 and 22. The meeting opened with a joint session with the Ohio History Teachers' Association, after which there were five sessions held. The papers presented were as follows: "Fixing the Capital of Ohio," E. O. Randall, Columbus; "Woman Suffrage in the Constitutional Conventions of Ohio," D. C. Shilling, Professor of History, Monmouth College, Monmouth, Ill.; 'Political Effects of the Panic of 1837," R. C. McGrane, Cincinnati; "Early Religious Movements in Pittsburgh," Homer J. Webster, University of Pittsburgh; "Early Religious Movements in the Muskingum Valley; " Prof. Clement L. Martzolff, Ohio University, Athens, O.; O Centennial Churches in the Miami Valley," J. E. Bradford, Professor of History, Miami University, Oxford, O.; Early Religious Literature in the Ohio Valley," Mrs. Irene D. Cornwell, Cincinnati, O.; "Rise and Development of Various Religious Sects in Cincinnati from 1792 to 1840," Miriam Urbansky, Cincinnati,

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O.; "Early Newspapers in the Virginias," Dr. Henry S. Green, State Historian and Archivist, Charleston, W. Va.; discussion, led by Prof. J. M. Callahan, University of West Virginia, Morgantown.

TEXAS BULLETIN.

"The Texas History Teachers' Bulletin " (Vol. 3, No. 3) contains three important papers. The first is a series of source readings in Texas history prepared by Prof. Eugene C. Barker, including source extracts dealing with the condition of Texas from 1831 to 1834 and other contemporary accounts of the settlement during those years. In the second article Mr. Wm. R. Manning gives a description of how schools affiliated with the University of Texas are examined upon their history work. Mr. Herbert Kellar, of the University of Minnesota, contributed a series of lists for professional libraries for teachers of history in secondary schools. These lists are arranged respectively for ancient history, medieval and modern history, English history and American history and civics. Under each one of these headings suggestions are given for teachers' libraries costing five dollars, ten dollars, twenty-five dollars, fifty dollars and one hundred dollars.

COLORADO HISTORY TEACHERS.

The Civics and History Section of the Colorado Teachers' Association will hold a session on Friday, November 5, in the East Side High School, Denver. Under the chairmanship of Mr. Ira F. Nestor, the following program will be carried out: "How I Teach History in the Grades," by Margaret M. Smith, of Denver, and Milo S. Whittaker, of Pueblo; "Relation of History to Sociology," by Gurdon R. Miller, of Greeley, and Jeanne Crosby, of Sterling; "The Study of Colorado History," by James F. Willard, of the University of Colorado, and Mark J. Sweaney, of Colorado Springs; and an informal address by Charles H. Judd, of the University of Chicago.

NEW ENGLAND ASSOCIATION.

The New England History Teachers' Association held its annual fall meeting in the Massachusetts Historical Society Building at Boston on Saturday, October 16, 1915.

A discussion of "The Definition of the History Requirement for Entrance to College was opened through the summarizing by Miss Margaret McGill, of the Newton Classical High School, of the replies to a questionnaire which had been sent to the various members of the association. Mr. Roy W. Hatch, of the Dorchester High School, Prof. George M. Dutcher, of Wesleyan University, and others continued the discussion. An informal vote resulted in showing an almost unanimous opinion in favor of a fuller definition of the field of history in secondary schools, the feeling being that such fuller definition would be equally of value for courses not having college preparation as their ultimate aim.

"The

The association also recorded its approval of teaching of civics separately from, instead of in connection with, the course in American history, with the hope also that such a course in civics would be eventually recognized by an examination in the subject by the College Entrance Examination Board."

The annual election of officers took place with the following result: President, Mr. Philip P. Chase, Milton Academy; vice-president, Prof. Charles R. Lingley, Dartmouth College; secretary-treasurer, Mr. Horace Kidger, Technical High School, Newton; additional members of the Council, Prof. H. M. Varrell, Simmons College; Miss

Blanche Leavitt, Rogers High School, Newport; Prof. John O. Sumner, Massachusetts Institute of Technology; Miss Harriet E. Tuell, Somerville High School.

Prof. R. M. Johnston, of Harvard, was the guest of the association at the luncheon following the business meeting. As a result of his persistent refusal to serve longer, Mr. Walter H. Cushing, of Framingham, closed a service of sixteen years as secretary-treasurer of the association. Prof. E. Emerton, of Harvard, voiced the appreciation and thanks of the association for the valuable work which Mr. Cushing had rendered, and presented him in behalf of the association with a token of its esteem.

IOWA ASSOCIATION.

The Iowa Society of Social Science Teachers will meet on November 4 and 5 in connection with the State Teachers' Association. The following program has been ar ranged:

Thursday, November 4, at 2 p. m., "The Preparation of the High School Teacher of the Social Sciences," by Principal J. E. Marshall, of Council Bluffs; "The Place of Modern European History in the High School Program,” by Mrs. Miriam Woolson Brooks, of Des Moines; "Is There Any Satisfactory Method of Combining Economics and History in the High School?" by Prof. L. B. Schmidt, of Iowa State College. Discussion to be participated in by Mr. Bruce Mahan, of Iowa City; Miss Clara M. Daley, of Iowa State University, and Mr. B. F. Asquith, of Council Bluffs. This session will be followed by a dinner, an informal business meeting, and a discussion of the welfare of the society. Friday, November 5, at 9 a. m., address by the president of the society, Mr. Thomas Teakle, of Des Moines; South America as a Field for Study and Research," by Prof. Paul F. Peck, of Grinnell College.

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Friday, November 5, at 2 p. m., "The Progress in Socializing History," by Dean Guy Stanton Ford, of the University of Minnesota; "What Should the Average High School Do with Government in Its Curriculum. " by Superintendent Aaron Palmer, of Marshalltown. Discussion led by Prof. C. H. Meyerholz, of Iowa State Teachers' College.

MIDDLE STATES ASSOCIATION.

The

The fall meeting of the Association of History Teachers of the Middle States and Maryland will be held at Drexel Institute, Philadelphia, November 26 and 27, in connection with the meeting of the Association of Colleges and Preparatory Schools of the Middle States and Maryland. The general meeting will be held on Saturday morning, November 27, at which the subject for discussion will be Place of Modern History in the Secondary Schools." The principal paper will be presented by Prof. William E. Lingelbach, of the University of Pennsylvania. In the afternoon a historic pilgrimage will be taken to Germantown. Information concerning the meeting can be obtained from the secretary, Prof. Edgar Dawson, Hunter College, New York City.

AMERICAN HISTORICAL ASSOCIATION.

A meeting of the American Historical Association was held in California, July 20 to 23. Some of the sessions were held at the Panama-Pacific International Exposition; others in the city of San Francisco, and others at Leland Stanford, Jr., University and the University of California. All of the papers presented bore in some degree upon the history of the Pacific or of Panama, and furnished a portion of the program of the Panama-Pacific Historical Con

gress, in which two other societies, the American Asiatic Association and the Asiatic Institute, also took part. Separate sessions were devoted respectively to the history of the Philippine Islands; to the history of the Northwestern States, British Columbia and Alaska; to Spanish America and the Pacific; to the exploration of the Northern Pacific Ocean and the settlement of California; to the history of Japan and Australasia; and to the history of New Mexico. A joint session with the California History Teachers' Association discussed the desirability of a fuller definition of the college entrance requirements in history. The papers throughout the meeting were of a remarkably high order of merit. Liberal and cordial hospitality marked all the arrangements for the entertainment of the delegates; and an international character was given to the meeting by the presence upon the program of delegates from Spain, Japan and Canada. A volume containing the

was merely a clever practical lawyer with no political standing and with very little executive experience.

The author does not fail to consider Stanton's temperament and personality, but in these he finds no justification for the latter's appointment. This appointment was due to his really fine qualities which Lincoln recognized, and was able to use to the utmost. Rather than the depth of emotion, sympathy and tenderness which so largely characterized him, it was his enormous capacity for work, his method, system and genius for organization, his enormous driving energy which thrust itself right on through obstacles and difficulties, and which to a large extent overbalanced his lack of moral courage, which Mr. Bradford says is the secret of his achievement.

gress, and including those of the American Historical Association, will be published later.

AMERICAN HISTORICAL REVIEW.

The October number of the "American Historical Review" contains a varied group of articles. An interesting account of the Pacific Coast meeting of the American Historical Association is contributed by the managing editor, Dr. J. Franklin Jameson. The influence of the Black Death in England upon the wages of priests is treated by Bertha H. Putnam, who shows that in some cases the wages rose to double their rate before the plague, and that ecclesiastical potentates sought ineffectually to keep them at the lower scale. Prof. Edward S. Corwin seeks the "French Objective in the American Revolution," and finds it in the following contemporary French line of reasoning: "That France was entitled by her wealth, power and history, to the preponderating influence in Continental affairs; that she had lost this position of influence largely on account of Great Britain's intermeddling; that Great Britain had been enabled to mingle in Continental concerns by virtue of her great naval strength, her commercial prosperity, and her preparedness to maintain Continental subsidiaries; that these in turn were due in great part to her American colonial empire, and especially to the policies controlling her trade therewith; that America, become independent, would be an almost total loss from the point of view of British interests; that this loss would mean a corresponding diminution of British power; that since the two were rivals, whatever abased the power of Great Britain would elevate the power of France."

Prof. Charles W. Colby sketches "The Earlier Relations of England and Belgium," covering the period from 1789 to 1830. Mr. N. W. Stephenson contributes "A Theory of Jefferson Davis," in which he holds the view that the Confederate president was by nature and training a "Southern Nationalist" called upon to lead a states' right movement. The number contains a group of interesting communications, the usual notes and news items, and twenty-two formal book reviews, of which an unusually large proportion, thirteen, is devoted to works on American history.

In the August “Atlantic” is the fifth of Gamaliel Bradford's Union Portraits-Edwin M. Stanton-which is by far the most sympathetic study of Lincoln's Secretary of War that has yet appeared. The problem with Stanton, as Mr. Bradford sees it, is to find how a man so thoroughly disliked and apparently objectionable, could get the most important administrative position in the country and hold it through the greatest crisis in American life, since he

Published monthly, except July and August, at 1619-1621 Ranstead Street, Philadelphia, Pa., by MCKINLEY PUBLISHING CO.

EDITED UNDER THE SUPERVISION OF A COMMITTEE OF THE AMERICAN HISTORICAL ASSOCIATION, composed of:

PROF. HENRY JOHNSON, Teachers College, Columbia University, Chairman.

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MISS ANNA B. THOMPSON, Thayer Academy, South Brain-
tree, Mass.

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ALBERT E. McKINLEY, Ph.D., Managing Editor

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of THE HISTORY TEACHER'S MAGAZINE required by the Act of August 24, 1912, for October 1, 1915.

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CORRELATION OF AGRICULTURE WITH HISTORY.

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Correlating Agriculture with the Public School Subjects in the Northern States" is the title of the Bulletin No. 281, of the United States Department of Agriculture. The Bulletin shows how the interest in agriculture may be preserved during each month of the school year, and how it may be correlated with the several subjects in the school curriculum for each one of these months. The study is the joint work of C. H. Lane, Chief Specialist in Agricultural Education, and F. E. Heald, Assistant in Agricultural Education. Teachers of history may be interested in the following extracts, showing how this correlation is made with history.

SEPTEMBER.

Consider the agricultural, industrial and social facts connected with the period in history which a class is studying. Look up in various history texts the story of corn in the United States; also have pupils inquire into the farm history of your section. (See Bowman and Crosley's "Corn," Chapter I, and Montgomery's "The Corn Crops," Chapters I and II.) Trace the history of the potato in reference books and readers. Do not destroy the plan for history lessons, but adapt topics to this plan. Where local histories are not printed, both tradition and scrap files of old newspapers will be helpful.

The suggestions under both history and geography are intended for the reading and inquiry by the pupils, to be followed by class-room discussion. These topics may bo divided among the members of the class. Many school history texts have separate chapters on agricultural, industrial and social development, and others take up these matters as a part of each epoch. Nearly every modern geography devotes much space to soils, crops, animals, the food supply, and farming as an industry. The public library usually has many helpful reference books on travel, invention, industries, as well as histories and geographies. The supplementary geographical readers and texts in history, physical geography, etc., loaned by the nearby high school will give ample reference texts. Sample copies of text-books are usually found at the school. Personal inquiry will discover other sources of information.

OCTOBER.

Have pupils inquire into the history of grain and fruit development in this country, especially the crops now grown in club work. Note the effect of the crops and the methods of raising them on the history of this country and the great national issues. As examples, notice cotton and tobacco in the South, grain and meat in Central States, dairying and diversified farming in New England. Trace the effect of the growth of cities on the type of agriculture in different sections, especially in supplying milk, garden truck, etc. Show how the free grant of rich lands led to careless farming because it was supposed their fertility was inexhaustible. Trace the growth of the work of the National Government and the State Government in encouraging good farming and in controlling pests and disIt is not to be expected that one class will develop all these topics. Select those adapted to the section and to the available reference books. Review the history of the development of harvesting machinery in the United States.

eases.

NOVEMBER.

Have pupils find out where the different varieties of poultry originated and trace their introduction. Numerous poultry books give this information. Look up stories of fowls in history, as "The Geese that Saved Rome." Inquire into the introduction of fruits into the section and how they have been improved. In like manner, trace the history of methods of marketing the local produce. What effect have the transportation facilities had on the development of the county and State? Many texts in geography and history give this. Find how different European countries have affected American agriculture by furnishing live stock, plants, methods and labor. Trace the history of Thanksgiving celebrations.

DECEMBER.

Write to a dairy association for information about the history of dairying for the State, the story of modern scientific dairying, the Babcock test, the separator and clean milk. Trace the prodigal farming methods of the past and show how these must be modified in the near future. Find what great Americans have been reared on the farms. Show how the farmer must have great influ ence in the affairs of the nation; also the necessity of his being well informed and broadly educated. Find the effect of seed selection and milk testing in sections which have tried them.

JANUARY.

Trace the development of the lumber industry in the State; the growth of the movement against deforestation and related conservation movements. The State forester has probably issued helpful information. Explain why early wasteful methods were used. Refer to great histori cal forests. Inquire into the history of the section regard. ing fertilizers and concentrated feedstuffs. What crops are now sold to buy these, and does it pay? Look up in State and local histories and stories the winter experiences of pioneer days, and find how self-supporting the farm was. What modern methods are improvements? Are any of

them the reverse?

Discuss the following topics in class after pupils have used reference books, local histories, and other texts: (1) Food supply and progress. The influence of transportation facilities. Such books as Brigham's "From Trail to Rail way Through the Appalachians," are helpful. (2) Local food supply and markets during early history. (3) The crops and industries as influencing the attitude of different States on great national issues. (4) Americans have invented and developed much machinery for raising and util izing farm crops. Why? What machines? There are numerous books on inventions, including such as Forman's "Stories of Useful Inventions." Observe how man power in giving way to machine power in America faster than in Europe.

APRIL.

Develop the history of legislation intended to assist and encourage agricultural education, beginning with the Mor rill Act in national legislation. (See the Circular on Federal Legislation relating to these topics, from the Office of Experiment Stations, United States Department of Agriculture.) Bring this study down to the present, and show how State and Nation attempt to instruct in agriculture in schools and colleges, and also on the farms. Show all the forces which are co-operating to help educate the young farmer and to assist him in other ways. Compare the history of the diminishing number of birds with that of increased loss from insect pests. Look up statistics on this topic.

MAY AND JUNE.

Develop the history of methods of plowing, cultivating and harvesting; the improvement of hand tools, followed by the substitution of machines. Refer to books on inventions and those on the industries. Show how much this development has meant to the country and how it has modified not only the method of work, but also the distribution of crop acreage and the types of interest. Davenport's "Domesticated Animals and Plants" will help.