ure (means,
Jan., July), wind, moisture.

_II. Sub-topic 1.--Products (based on above conditions):_

Vegetation, animal, mineral; vary over area according to physical
climatic, and geological conditions; Kinds of products of each
class, in each area, etc.

_III. Sub-topic 2.--Occupations (based on Lesson II):_

Study of operations and conditions favourable and unfavourable
under which each product is produced, gathered, and manufactured.
Industries, arising from work on the raw materials.

_IV. Sub-topic 3.--Trade and Commerce (based on Lessons II and III):_

Transportation, producers selling and manufacturers buying raw
material, distributed to homes in country and city, to factories
within the region itself, to regions beyond, across oceans, etc.
Manufactured products sent out, exports and imports.

_V. Sub-topic 4.--Civil advantages (based on Lessons I, III, and IV):_

Conditions of living--homes, dress, work and pleasure; trades,
education, government, social, religious, etc.

PARTS TO WHOLE

The method of whole to parts cannot be followed in all cases even where
a number of lesson units may possess important points of inter-relation.
Although, for instance, simple and compound addition and addition of
fractions are only different phases of one process, no one would
advocate the combining of these into such a unified lesson series. In
Canadian History, also, although the conditions of the Quebec Act, the
coming of the United Empire Loyalists, and the passing of the
Constitutional Act, have definite points of inter-relation, it would
nevertheless be unwise to attempt to evolve these out of a single
complex lesson unit. In such cases, therefore, the synthesis of the
various parts must be made as the lessons proceed. Moreover, it is well
to ensure the complete organization of the elements by means of an
outline review at the end of the lesson series. The student-teacher will
meet an example of this process under the topical lesson in Chapter
XVII.

PRECAUTIONS

It is evident from the above considerations, that certain precautions
should be observed in deciding upon the particular subject-matter to be
included in each lesson topic.

1. A just balance should be maintained between the difficulty of each
lesson unit and the ability of the class. Matter that is too easy
requires no effort in its mastery and hence is uninteresting. Matter
t