INDUSTRIAL GEOGRAPHY 273

2. If a<b, and b=c, then CL......-............C.3. If a>b, then b....................a. .

4. If a<&, and &< c, then a........-..-......-.c.5. If a is a factor of &. arid 6 ==c^ then a-.-.-...............c.6. If a is a multiple ot b, arid b is a factor of c, then a...........-........c.7. If a is a square of &, and 6 is a cube of c, then CL...................C.8. If a is a square of 6, and b is a square root of c, then a�.................c.

B. Z, in, and n any three straight lines.9. If I is parallel to m, and m is perpendicular to n, then L-................n.

10. If ? is perpendicular to w, and w is perpendicular to n, thenL.....-...-.-......n.

11. If Z+wi>^» and l-}-n>mj then w4-^� -�..-�.-� -?.C. x, y, and z any three angles.

12. If x is supplement of y, and y is equal to -?, then a;....................z.13. If x is complement of y, and y is complement of z, then a;-................j?.

14. If x is equal to y, and y is complement of 2, then a;.....-......-.......z.D. P, Q, and R any three plane figures.

15. If P is similar to Q, and Q is congruent to R, then P....................R.16. If P is congruent to Q, and Q is equivalent to R, then P.-...........-...-R.17. If P is similar to Q, and Q is equivalent to R, then P...-........-......R.

INDUSTRIAL GEOGRAPHY.

BY BERTHA WILLIS,Iowa City High School, Iowa City, Iowa.

Geography is a subject of intense human interest as it inti-mately affects the life of every individual and is, also, of greatcultural value. It should hold a prominent place in the highschool curriculum, if not placed on the list of required subjects.Too often the class is composed of those unhappy individualswho have failed in the first half of a year course and must thentake up some half year course at the end of the first semester.It is very difficult to keep such a class interested. While thesubject presents a great variety of interests, it just as readilylends itself to monotony. I remember my course in high schoolgeography with a feeling of great weariness, induced by a longseries of map drawing and compilation of dry facts.The following are a few of the devices I have used to arouse

the interest of the class. The work is organized into units andthe exercises accompany the units. The units are not arrangedin the order taken up.

UNIT I. CAUSES AND EFFECTS OF INDUSTRIAL GEOGRAPHY.Aims�to create a personal interest and to determine how man is

engaged in satisfying human wants.

Study 1. Occupations.Exercises:

a. Make a list of commodities used during the last 24 hours.b. Group the 30 occupations given into six groups according to their

similarity and name each group. Be prepared to defend your group-ing in class.

274 SCHOOL SCIENCE AND MATHEMATICS

c. Using the city directory, make a list of the occupations of the first100 persons named under the letter of the alphabet assigned you.Group these occupations into the six classes worked out in exerciseb. Draw a graph, to scale, to show the percentage of each group.Draw a second graph using the total number of occupations groupedby the class.

Study 2. The Relation of Topography to Industries. (A study of localconditions.)

Problems:a. Why is agriculture the leading industry in this vicinity?b. Why does Iowa produce great amounts of wheat, the principal cereal

crop of the world’s commerce, and of corn, the largest cereal crop of- this or any country?

Exercises:a. Relief Features of Iowa. Study the contour map of this region issued

by the government. The features shown by this map are typical ofthe state as a whole. Note the scale of map, the contour interval,the regularity of the lines and describe the relief features. Note theeffect of relief on location of roads, railroads and settlements. Whatwould you infer to be the leading industry?

b. Climatic Conditions. From data given construct graphs showingthe seasonal range of temperature and rainfall. Study the weathermaps for seven consecutive days and determine the direction ofmovement of the high and low pressure areas across Iowa and themoisture bearing winds.

c. Soils. Study specimens of sand, loam, clay as to composition andcapillarity.

d. Compare your results with conditions given in text as favorable togrowth of wheat and corn.

Study 3. Improvement of Wheat and Corn by Man,

Exercises:a. Report of the following methods of plant breeding:

1. Selection�V Pine line selection.2’ Mass selection.

2. Cross-breeding.b. Study Mendel’s Laws of Heredity.c. Work out the Law of Chance by tossing two pennies up one hundred

times, keeping record of the number of times each of the three pos-sible combinations occur. Draw a graph to show the result and alsoone to show the total result for class.

d. Using white and red kernels of corn arrange them in order to illustrateMendel’s laws of heredity to the fourth generation. Draw a diagramto show the result of crossing a tall and dwarf variety of wheat.Tallness being dominant over dwarfness, carry out to the fourthgeneration.

Study 4’ Enemies of Wheat and Corn.Exercises:

a. Look up in the government bulletins the "Life History of the WheatRust." Construct a cycle to illustrate this. (Note: Secure fromthe state agricultural college a film of the history of the rust and showto class).

b. Report on the damage done by the corn borer and methods of con-trol.

Study 6. Wheat and Corn Regions of the World.Exercises:

a. On an outline map of the world locate the chief wheat and cornproducing regions.

b. Indicate the countries which are important exporters and importersof these cereals. Why does corn play such an important part in theworld’s commerce?

INDUSTRIAL GEOGRAPHY 275

Study 6. Cereal Crops Other than Wheat and Corn,Exercises:

a. Make a list of other cereal crops raised in Iowa. Compare theiroptimum climatic conditions with those of wheat and corn.

b. Locate the areas of production of these cereals on the outline mapdrawn to show wheat and corn areas.

Study 7. Industries^ Relation to Agriculture.Make a list of industries related to agriculture and explain relation-ship.

UNIT II. COMMUNICATION AND TRANSPORTATION.

Study 1. Communication.Exercises:

a. Primitive means of Communication, by messengers. Describe theexperiences of one of the following persons: a Greek runner carryingthe news of the invasion of Thrace by Darius, from Athens to Sparta;Paul Revere on his ride from Lexington to Concord; Kit Carsonon his journey from California to Washington.

b. Modern Means of Communication. Give a report on one of thefollowing topics: use of signal fires; the history of the mail service inAmerica from 1676 to 1928 (see geography by James E. Chamber-lain); the telegraph; telephone; sub-marine cable; the radio as ameans of advertising. By means of the map showing principal high-ways of communication, locate the chief cable stations and trace acablegram around the word

Study 2. Transportation.Exercises:

a. By means of railroad guides locate on an outline map of NorthAmerica the four great trunk lines of North America.

b. Route a car load of goods from Boston to San Francisco, naming thechief cities enroute.

c. Describe the experiences of a leader of a caravan across the Saharafrom Kano to Tripoli. Name articles of commerce secured in Kanofor there is a great demand in New York. (Read "The CaravanTrade of the Sahara" by Genivera Loft in the Journal of Geography,volume 15, page 221, for March, 1917).

d. Study the pilot charts of the Atlantic and Pacific for both winter andsummer. (These can be secured on application from the TJ. S.government.) Study the ocean currents, the prevailing winds andthe paths of icebergs. Work out the summer and winter routes ofthe high and low powered steamers and of sailing vessels.

e. Describe your experiences aboard a tramp steamer which leavesSan Francisco and enters five foreign ports before returning. Tellwhat cargo is carried from port to port and why.

UNIT III. MANUFACTURING.Exercises:

a. Visit a manufacturing establishment and give report.b. You each have inherited a large sum of money on condition that you

invest it in some manufacturing industry for which you think thereis a demand. Choose a suitable location. Be prepared to defendyour choice of industry and site before the class.

c. The girls in the class are to write out the autobiography of a silkdress from the time the silk worm is hatched in Japan until the dressis worn to a high school party. Each boy write the auto-biographyof a Sunday edition of a newspaper.

Match tests are used frequently. In manufacturing, forinstance, each student is given a mimeographed list of manufac-turing cities, industry for which each is noted and factors which

276 SCHOOL SCIENCE AND MATHEMATICS

have determined the location of the industries. These lists arearranged irregularly in three columns and are to be correctlyarranged.Limited True and False Tests are also used. Mimeographed

copies of true and false statements are given out and pupilmust tell why the statement is true or false. Such a test takesmuch longer to make out and look over than the simple true orfalse but involves reasoning on the part of pupil and not guesswork.

PRIZE MONEY FOR TEACHERS.

The American Forests and Forest Life magazine published by TheAmerican Forestry Association, announces a contest designed to aidteachers to enrich their pupils’ knowledge for trees, forests, and relatedoutdoor fields through supplementary reading and the use of visual ma-terial in the schools.The instructive articles and illustrations which appear in every issue

of the magazine are used in many schools, and with the aid of the "ScienceEducation Page" conducted by Ellis C. Persing, School of Education,Western Reserve University, have proved as of great value in connectionwith regular textbook assignments.

THE CONTEST.For the best suggestion embodying a detailed lesson plan and outlining

how American Forests and Forest Life can best be used in the schools,the following cash prizes are awarded:

First prize. ��.��.�..���.�.���.�..�.�..$50Second prize-....-...-.�.��.��...��������$25Third prize.����.����-�-��-�.$10

For the next five best suggestions, yearly subscriptions to AmericanForests and Forest Life will be awarded.You do not have to be a subscriber to the magazine to participate in the

contest. If your school is not receiving the magazine, procure a copy fromyour local city or town library, or send twenty-five cents in stamps for asample copy to The American Forestry Association, Washington, D. 0.Better still, enroll for a special schools subscription at one-half the regu-lar yearly rates.

RULES OF THE CONTEST.The contest is open to all teachers, from grades one to twelve.Manuscripts should be limited to one thousand words or less, but there

is no limit on the number of plans which a teacher may submit.Write on one side of the paper only, and in the upper left hand corner

of the’ first page give your name, grade you teach, name of department,name and location of your school.

Manuscripts will not be returned unless accompanied by the necessaryreturn postage.The contest closes on June 1, and manuscripts mailed after that date

will not be considered. All manuscripts should be addressed to SchoolContest Editor, American Forests and Forest Life, 1523 L Street, N. W.,Washington, D. 0.