of laurel and by the sloe, the original form of the wild plum
tree. The marshes afforded rich pastures for grass-eating animals as
well as hiding-places, for they were partly covered by a heavy growth of
alders. Wild peas, beans, stringy-rooted carrots, ruta-bagas, and
turnips grew on the hillsides. The cabbage with its thick leaves, which
had not yet developed into a head, was present. Seeds of grasses were
available, but not used, for man had not yet learned to gather them and
convert them into nourishing food. The teacher may be interested in
referring to Candolle's _Origin of Cultivated Plants_ and Darwin's
_Plants and Animals Under Domestication_.

SPECIAL SUGGESTIONS

If possible read the entire book, including the preface, carefully
before beginning the work. If in addition to this you can read parts of
the following books and articles, do so; for in this way it will be
easier to grasp the full significance of the work.

References: Katharine E. Dopp, _The Place of Industries in Elementary
Education_, Chicago, The University of Chicago Press; "Some Steps in the
Evolution of Social Occupations," I., II., III., IV. _The Elementary
School Teacher_, Chicago, December, 1902, January, March, and April,
1903; "A New Factor in the Elementary School Curriculum," _The American
Journal of Sociology_, Chicago, September, 1902. Dewey and Runyon, _The
University Elementary Record_, Chicago, The University of Chicago Press.

_Lesson I._ The child has the right to know what the book that he is
beginning to read deals with. This lesson is an attempt to answer the
question that naturally comes to his mind when opening the book. It is
hoped that it will serve as a means of enabling the child to gain a
clearer insight into the practical activities presented in the following
pages than would be possible without a consciousness of the goal toward
which they tend. Although this lesson embodies a great deal of the
philosophy of life, it is a philosophy that the child needs and one
which he can readily understand when presented in a simple form, and
when related to his own experience. Unless it arouses questions from the
child it may be passed over somewhat superficially at first, but
referred to again and again as occasions for its use present themselves.

Assist the child to get the real thought from the lesson by conversing
with him and encouraging him to converse with his parents and friends
regarding the way in which they liv