80 THE TEACHER [Vol. 6, No. 3 2. The government having decided to Report of the Forester, October 4, place a national park in the east, south 1923. of the Pennsylvania boundary line, this site will be convenient to the largest Maps: number of people. Shenandoah National Forest, 1920. 3. Tourists with their money will flock to National Forests, State Forests, Na- the valley to compensate for any in- tional Monuments and Indian Reserva- crease of taxes, and tions, 1924. 4. The industrious habits of the people Forest Regions of the U. S., 1924. who are thrown out of their homes Traveling exhibits of commercially im- will fit them to supply the shortage of portant woods of the with farmers in the valley. related data. Films, loaned free of charge, except The above outline is merely a suggestion for transportation both ways, illustrating of what the teacher's outline may be in pre- all phases of forestry. paring such a problem. The pupils may de- Department of the Interior; velop it quite differently and should be en- Nineteen booklets presenting the rules couraged to follow up their own ideas. If and regulations of the different parks the teacher has the material well organized 1924. in her own mind, it will be easy to guide the ideas presented by the class. Council on National Parks, Forests, and This problem offers abundant opportunity Wild Life, 233 Broadway, N. Y.: for the pupil to do the major part of the A Policy for National and State Parks, work. Maps illustrating parks and forests Forests, and Game Refuges. must be selected, a map of the section of the Clara F. Lambert Blue Ridge Mountain could be colored, clippings should be posted on the bulletin board, a committee may visit the forest of- THE KNIGHTS OF THE ficers, reports may be made on the parks, GOLDEN HORSESHOE and letters must be written to all sources of information to get the desired material. A HISTORY-GEOGRAPHY UNIT FOR THE The following material is necessary: FOURTH GRADE Department of Agriculture: [The new course of study for Virginia's ele- No. 211—Government Forest Work mentary schools encourages the teacher's use of April, 1922. ,?..uPlts- But such teaching presupposes either ^ organization or ready-made units. The Forests and Forestry in the V. S. 1 en a r profits 034 in unit,i n theo, classroom? teacher "l is generallyorganizing so a busynew Report for distribution at the Brazil Cen- that she is eager for help in the way of already- tennial Exposition, 1922-23. collected materials. For that reason The Vir- ginia Teacher expects to publish a series of big Putting Wood Waste to Work—irom plans worked up by students teaching in the Yearbook, 1920. Training School at Harrisonburg.] A Primer of Forestry I. What the children will do. No. 173—Part I. The Forest—Re- A. They will read stories -and facts about print of February 8, 1911. Spottswood in: No. 348—Part II. Practical Fores- 1. Cooke, Stories of the Old Dominion try—Mzy 13, 1909. pp. 82-93. No. 886—Timber: Mine or Crop from Yearbook, 1922. 2 132giI1' Hist0ry Vir9inia' PP- 125- March, 192S] THE VIRGINIA TEACHER 81

3. Wayland, A for E. They will fill in the following outline Boys and Girls, pp. 87-93. maps: 4. Wayland, History Stories for Pri- 1. The important places Governor mary Grades, pp. 106-108. Spottswood passed on his way. B. They will bring to class illustrative ma- a. Fredericksburg terial such as pictures of: b. Germanna 1. Mountains and rivers in Virginia. c. Stanardsville Cooke, Stories of the Old Dominion, d. Swift Run Gap p. 88. e. in the vicinity Smith, Our Virginia, pp. 8, 36, 56, of Elkton 101. Frye-Atwood, New Geography- 2. Scenes in Williamsburg. Book Two for Map of Virginia. Smithey, History of Virginia, p. 95. 2. The route of the Spottswood Trail Bruce, History of Virginia, pp. —important towns and cities on it. 258, 284, 290. F. They will discuss in review the follow- 3. Spottswood monument. ing; 4. Spottswood Hall at State Teachers 1. The early life of Spottswood. College, Harrisonburg. 2. What Spottswood did for Virginia. C. They will give oral reports on the fol- 3. His expedition beyond the Blue lowing topics: Ridge Mountains. 1. Spottswood's work in making iron. 4. The Knights of the Golden Horse- Cooke, Stories of the Old Dominion, shoe. p. 83. II. Abilities selected for emphasis* Bruce, History of Virginia, pp. 301- 303. A. In English, I shall stress sticking to the point in discussions. 2. How Spottswood enforced the law. B. In map-making, I shall stress putting on Cooke, Stories of the Old Dominion, crayon smoothly. pp. 84-85. C. In handwriting, I shall stress the correct 3. How Spottswood Hall got its name. formation of letters, especially a, o, f, 4. The Spottswood monument in Swift and b. Run Gap. HI. Information gained in history. D. They will draw pictures of the follow- A. The important facts about his early life ing: are: 1. The powder horn in Williamsburg. 1. He was born on board a ship at Tan- Smithey, A History of Virginia, p. gier, Africa, in 1676. 133. 2. He joined the English army as soon 2. Spottswood monument at Swift Run as he became old enough. Gap. 3. He distinguished himself by his 3. Governor Spottswood and his men bravery and was wounded by a can- starting on the expedition. non-ball in the battle of Blenheim. 4. Landscapes. 4. He was sent over to Virginia as gov- a. A Tidewater Virginia scene. ernor at the age of thirty-four. b. Swift Run Gap, looking toward ♦Selected in light of present needs of my own Elkton. class. 82 THE VIRGINIA TEACHER [Vol. 6. No. 3

B. The things he did for Virginia are : e. The Shenandoah River bottom 1. He had a magazine built in Williams- near Elkton. burg to hold gun-powder to be used D. The Knights of the Golden Horseshoe. in case of war. 1. They were the men who accompan- 2. He built a good house for the gov- ied Governor Spottswood. ernor to live in. 2. They got their names from the little 3. He told the Indian tribes that they golden horseshoe presented to them could bring their boys to William by Governor Spottswood. and Mary College where they would 3. They were called "knights" by Gov- be educated free of expense. ernor Spottswood. 4. He opened up and developed the first IV. Information gained in geography. iron mines of Virginia. A. Spottswood's route: 5. He set up a furnace, but he turned 1. Spottswood went from Williams- out only a limited supply of finished burg to Fredericksburg by the Rap- iron because he feared the English pahannock River and saw on his manufacturers. way a country with; a. He made chimney-backs, and- a. Low and level sandy land. irons, fenders, rollers, skillets, and boxes for cart wheels. b. A warm, damp, and sunshiny cli- 6. He enforced the law and punished mate. evil-doers. 2. Spottswood went from Fredericks- Cooke, Stones of the Old Dominion, burg to Germanna and saw on his pp. 84-85. way a country with: C. Spottswood's expedition beyond the a. Hilly and rough land. . b. Cooler and dryer climate. 1. He decided to go on this expedition c. Com and tobacco growing. . because 3. Spottswood went from Germanna to a. He had heard rumors that it was the Blue Ridge Mountains and saw filled with great forests and lofty on his way a country with: mountains. a. Hard and rocky land. b. He had been told its valleys were b. Warm days and very cool nights. green and fertile and traversed 4. Spottswood came to Swift Run Gap by beautiful rivers. and saw a valley: c. He thought it was his duty to ex- a. With fertile limestone soil. plore this land for the purpose of b. With blue skies and a beautiful settling it. green river. (He named it Eu- 2. He invited his friends to go with phrates, because the valley re- him. minded him of the Garden of 3. They carried with them some pro- Eden.) visions and their guns. c. Thick forests. 4. They went by the following places: d. Wild turkeys and deer. a. Fredericksburg V. Summary. b. Germanna A. Governor Spottswood was one of our c. Stanardsville best governors because he helped Vir- d. Swift Run Gap ginia in the following ways: March, 192S] THE VIRGINIA TEACHER 83

1. He helped her get ready to ward off ENGLISH NOTES Indian attacks. "actions speak louder than words" 2. He built a house for her governors. Instead of the conventional examination 3. He invited the Indians to educate upon "classics" read as parallel, English their sons. classes at the Woodrow Wilson High 4. He opened up and developed the first School, Portsmouth, are permitted to make iron mines of Virginia. illustrated booklets portraying important 5. He set up a furnace. scenes, chief characters, etc. Pupils some- 6. He enforced the laws and punished times illustrate the booklets with original evil-doers. sketches. Classics reported on this year in References: this manner with marked success have been Beowulf, The Prologue of the Canterbury Bruce, History of Virginia. American Historical Society. Tales, and The Princess. Another device used in the same school Cooke, Stories of the Old Dominion. American Book Co. for reporting on parallel reading is to have Frye-Atwood, New Geography—Book students present the story in dramatic form. Two. Ginn. The senior classes have presented Beowulf, Magill, History of Virginia. J. P. Bell The Canterbury Pilgrims, and Comus in Co. their auditorium this year. The dramatiza- Smith, Our Virginia. States Publishing tion of Beowulf included especially impres- Co. sive scenes at the courts of Hrothgar and Smithey, A History of Virginia. Ameri- of Hygelac, and of the death and funeral of can Book Co. Beowulf. Wayland, A History of Virginia for Boys and Girls. Macmillan. HELP FOR FACULTY ADVISER Wayland, History Stories for Primary English teachers who must give many Grades. Macmillan. hours at this time of the year to guidance Nancy Vaughan Smith of the high school annual will find valuable suggestions in an article by Miss Helen Evening courses in chemistry are given Rand of the University of Illinois, entitled at Western Reserve University. These "Impressions of Many Annuals." This bul- letin was published by the Illinois Associa- classes provide an excellent opportunity tion of Teachers of English, December 1, for professional men and women to carry 1923, and if the supply is not exhausted can on research under favorable conditions, and be obtained from Professor H. G. Paul, furnishes an opportunity for Cleveland 322 Lincoln Hall, Urbana, Illinois. chemists to receive instruction in recently developed fields. SHARE YOUR EXPERIENCES WITH OTHERS Secondary education administered on the To all high school teachers who have re- basis of the county unit is making rapid ceived the questionnaire on high school lit- progress in Virginia. Many county surveys erary societies, recently sent out by the sec- were made during the past year, in each of retary of the National Council of Teachers which a program was outlined for second- of English, this reminder: ary education. The Bureau of Education The executive office is constantly receiv- of the Interior Department participated in ing requests for advice about literary socie- six of the surveys. ties. It can increase the helpfulness of its