TEA 



5724 



TEACHING 



A Booklet on Tea 



Use three sheets of paper 9 x 12 

 inches, or larger, and fold once, making 

 twelve pages. 



Cover page Story of Tea in center ; 

 at bottom, name of pupil, grade and 

 school. 



Illustration : Border of convention- 

 alized blossoms. 



Inside cover Blank. 



Pages one and two Original story, 

 My Visit to a Japanese Tea Field. De- 

 scribe general appearance of field and 

 tea pickers. 



Illustration: Sketch of field (see 

 halftones herewith). 



Page three Description of tea plant. 



Illustration : "Close-up" view of a 

 single shrub. 



Page four Essay, The Good Things 

 about Tea. 



Illustrations : Teapots and teacups 

 of various designs. 



Page five Essay, The Evils of Tea. 



Page six The Oriental story of the 

 origin of tea, told in the pupil's own 

 words. 



Illustration : Man in . Chinese or 

 Japanese garb. 



Page seven Essay, Preparing Tea 

 for Market. 



Illustration : Trays on which leaves 

 are dried. 



Page eight Where tea comes from. 



Illustration : Diagram or map show- 

 ing countries that lead in production. 



Inside back cover Blank. 



Back cover Quotations on tea. 



amounts to nearly 750,000,000 pounds. Japan 

 and Formosa, which are the most important 

 producers of green teas, send the bulk of their 

 output to the United States. Formosa also 

 produces large quantities of oolong tea, a black 

 tea with the flavor of green, which has been 

 partly fermented. The United States and 

 Canada buy a small amount of green tea from 

 Ceylon, India and Java, but these countries are 

 producers of black tea almost exclusively. Cey- 

 lon and British India supply the greater part of 

 the English demand for black tea. China, 

 which has a large American trade, produces 

 both green and black varieties. 



The Story of Tea. The Orient has a legend 

 to account for the origin of tea, There was a 

 saint in India, so the story goes, who watched 

 and prayed for many years and then one day 

 fell asleep. On awakening he was so grieved 

 to think that he had let his weakness overcome 



him that he cut off his eyelids and threw them 

 on the ground. They took root and grew into 

 a shrub which since that time has had the 

 power to keep the world awake. It is known 

 that tea was used as a beverage in China as 

 early as the sixth century, and was extensively 

 cultivated in Japan in the ninth, but its virtues 

 were unknown to Europeans until the seven- 

 teenth century, when it was introduced into 

 Europe by Dutch adventurers who had learned 

 about it from the Chinese. In the interesting 

 diary of Samuel Pepys one may read this entry, 

 dated September 25, 1660 : 



I did send for a cup of tea, a China drink, of 

 which I had never drunk before. 



This novel drink grew so steadily in favor that 

 by the close of the eighteenth century it was 

 being consumed by the English at the rate of 

 two pounds a year per person. 



The tea industry began in British India un- 

 der the auspices of the East Indian Company 

 about 1834, but the Dutch preceded the Eng- 

 lish in this field, for experiments in tea culture 

 Were made in Java as early as 1826. The in- 

 dustry was put on a paying basis in Formosa 

 about 1860, and in Ceylon in 1876. An en- 

 thusiast on the subject has paraphrased the 

 Bible thus: 



Tea is better than wine, for it leadeth not into 

 intoxication ; it is better than water, for it doth 

 not carry disease. B.M.W.. 



Consult Walsh's Tea: Its History and Mystery. 



TEACH 'ING, MOTIVATION OF. The motiva- 

 tion of teaching consists in planning and teach- 

 ing the work of the school so that the tasks of 

 the pupil are made significant and purposeful 

 to each child by relating them as closely as 

 possible to his childish experiences, questions, 

 problems, desires and needs. The child's work 

 is motivated whenever he sees a real use in it 

 whenever it satisfies some need he feels, pro- 

 vides some value he wants, supplies some con- 

 trol he wishes to possess, secures some desired 

 end, or helps him to attain any definite goal. 



The goal sought may be near or remote as 

 near as winning the prize in a spelling contest ; 

 as far as gaining the ability and skill to con- 

 struct a box kite. So long as a child compre- 

 hends more or less clearly the relationship 

 between the work he is doing and the end 

 sought, his work is motivated. The more defi- 

 nitely he appreciates this relationship and the 

 more keenly he desires to reach the given goal, 

 the more impelling are his motives. 



It has long been held that if the school 

 would be successful in its work, the teacher 



