viii PREFACE 



dents in their efforts and lead them and stimulate 

 them in doing individual work. 



Relation to School Subjects. In most schools this text 

 will be used as a reference reader. In others, it will 

 have a definite place in the seventh or eighth grade, 

 closely correlated with geography. This is in line 

 with the course of study which selects one or two 

 important industries for investigation each semester or 

 term. The relation to the regular school subjects is 

 definite. 



Geography. First, the study requires the frequent 

 use of geographies and atlases. In following the dis- 

 cussions on wheat regions and the markets and com- 

 mercial movement of wheat, a demand will arise for 

 the reading of the geography of the leading wheat 

 countries. This gives the student a new point of view 

 and leads him to see the countries in their industrial 

 and economic relations. By tracing the commodities 

 through their trade routes the student gains a clear 

 understanding of commerce. 



Agriculture. - - Since the production is under different 

 conditions as to soil and climate, these in turn influ- 

 ence both the processes and the production. Thus 

 seeing the methods of wheat production in these coun- 

 tries, the student becomes better acquainted with the 

 life of the people and their institutions. This is real 

 geography closely related to agriculture. 



Language. - The study will call for reports from stu- 

 dents. These should be made in good form, whether 



