_T._--Which country, Canada or Britain, would be the most
interested in the military considerations?

_P._--Britain, because Canada depended on her for protection.

_T._--Is there any other reason, one connected with the cost? Where
would the money come from?

_P._--Britain would likely have to supply a good part of it.

_T._--Why?

_P._--Because there were not very many people here then.

_T._--Yes, we have to borrow a good deal of money for such purposes
even yet. The British Government was to supply the money for the
railway, and would want to have something to say as to where it was
to be built.

The pupils could now be asked to discover from the map the chief places
on the line of the railway. Have them written on the board. The teacher
would add some information about the length of the line (1,450 miles),
and the total cost ($80,000,000). He might also refer to the fact that
the fear of war that caused that route to be followed was not realized,
that the Intercolonial did good service in bringing the provinces closer
together, and that other railways have since been built on the two
rejected routes, namely, the Canadian Pacific Railway and the Grand
Trunk Pacific.

The facts of the lesson should then be gone over again, following the
black-board outline that has been made as the lesson proceeds.

BLACK-BOARD OUTLINE

1. Provision in the British North America Act for the building of
the road

2. Reasons for building the road

(_a_) Military
(_b_) Commercial

3. Selection of the route

(_a_) Routes that were possible
(_b_) Reasons for the final choice

4. Facts about the road

(_a_) Principal places on the road
(_b_) Branches of the road
(_c_) Length and cost

5. Value of the road to the new Dominion

The class may be asked afterwards to draw a map showing the route and
the chief commercial centres served by the railway.

INDUSTRIAL REVOLUTION IN ENGLAND, 1760-1800.

NOTE.--This lesson should be preceded by an information
lesson on the making of cotton goods--the material, how and where
the raw material is grown, how it is harvested, the difference
between spinning and weaving, the meaning of warp and woof.

The aim of this lesson is to show how a remarkable series of inventions
changed completely the processe