Minnesota's Changing Geography

Katherine Michaelsen T E A C H E R ' S GUIDE FOR MINNESOTA'S CHANGING GEOGRAPHY BY JOHN R. B O R C H E R T Universi...

Author: John R Borchert

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Katherine Michaelsen

T E A C H E R ' S GUIDE FOR

MINNESOTA'S

CHANGING GEOGRAPHY BY JOHN R. B O R C H E R T

University of Minnesota Press, Minneapolis

(c) Copyright 1959 by the University of Minnesota. All rights reserved PRINTED IN THE UNITED STATES OF AMERICA AT THE NORTH CENTRAL PUBLISHING COMPANY, ST. PAUL

PUBLISHED IN GREAT BRITAIN, INDIA, AND PAKISTAN BY THE OXFORD UNIVERSITY PRESS LONDON, BOMBAY, AND KARACHI AND IN CANADA BY THOMAS ALLEN, LTD., TORONTO

Preface This Guide is presented as a tool for the use of the classroom teacher in the development of a unit devoted to the study of life in Minnesota. It is the purpose of the Guide to present to the teacher an approach to the study as suggested by the content of Minnesota's Changing Geography, by Dr. John R. Borchert. This Guide is intended to be a source of ideas which may serve as stimulation to the teacher for the day-by-day planning necessary for the development of the study of an area. However, no teacher will wish to follow all the suggestions presented in the Guide. The teacher, with a knowledge of the special needs, interests, and abilities of the pupils, will rather adapt suggested procedures and lessons to the abilities of the children participating in the study. The teacher will wish, also, to capitalize on ideas suggested by the pupils and to make use of opportunities to initiate other meaningful learning experiences as they arise in the progress of the unit. The development of the study will differ, therefore,

from teacher to teacher, from class to class, from year to year. The procedure suggested for carrying out the study of Minnesota is the unit plan of organization, a technique providing the following instructional opportunities: The utilization of individual differences of the pupils, thereby making it possible for each member of the group to contribute to the cooperative effort, either through group or individual activities. The use of more meaningful activities in related subject-matter fields, such as language arts, history, mathematics, art, and science. The meaningful development of proficiency in the skills of the social studies, such as using the dictionary, using the index, reading maps, interpreting tables, and outlining. Detailed plans are presented for developing the unit cooperatively with later-elementary pupils: for the preplanning of the study by the teacher and for the initiating, developing, and evaluating of the study by both pupils and teacher.

Contents A Unit Approach to the Study of Minnesota PREPLANNING FOR THE STUDY

3

INITIATING THE STUDY

4

THE DEVELOPMENTAL STEPS

5

Teaching Suggestions for the Use of Minnesota's Changing Geography INTRODUCTION TO THE USE OF THE TEXTBOOK

9

1. UNDERSTANDING MINNESOTA

10

2. MANY SEASONS

13

3. NATURE'S LAND 17 Land and Water Resources, 17. Vegetation of Minnesota, 23. Minnesota's Heritage, 27. 4. FIELDS AND PASTURES

31

5. TREASURES IN THE NORTH COUNTRY 38 Forests of the State, 38. Minerals of Minnesota, 40. Minnesota's Vacationland, 43. 6. GOING TO TOWN IN THE MAIN FARMING REGIONS 45 Farm-Trade Villages and Farm-Trade Towns, 45. Factories, Raw Materials, Skills and Ideas, 48. Towns That Serve the Railroads, 56. Towns That Provide Stores, Schools, and Hospitals, 59. 7. TRADE AND INDUSTRY IN THE NORTH COUNTRY

62

8. THE TWIN CITIES

67

9. ROUTES TO AMERICA AND THE WORLD

75

10. RULES AND LEADERS

77

INFORMATION TESTS

80

SAMPLE LESSONS

85

A UNIT APPROACH TO THE STUDY OF MINNESOTA

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Preplanning for the Study To guide a group of children in a meaningful study of life in Minnesota, it is necessary for the teacher to spend considerable time in making preparations for the cooperative study of the state. To carry out the unit successfully an understanding of the potentialities of the age group and a knowledge of the content of the unit are essential. The necessary background of information and ideas can be developed through careful and thoughtful preplanning through the following activities. 1. Identifying the purposes of the study: A. acquire a knowledge of Minnesota as it is today; B. gain an understanding of the relationship between life in present-day Minnesota and the natural environment; c. gain an appreciation of the relationship between present-day Minnesota and its historical past; D. gain an understanding of the importance of planning for the future of Minnesota; E. sense the interdependence of the people of Minnesota and those of other states and of other countries; F. develop the ability to gather and to share information and to work independently as well as in groups. 2. Considering the growth characteristics of laterelementary children which may have significance for the study: A. a lengthening of the attention span; B. a growth in vocabulary; c. an interest in a wider community; D. an interest in the relationship between the present and the past; E. an immature concept of time and chronology and of size and location; F. a strong interest in developing proficiency in skills. 3. Considering the implications of the growth characteristics for the teaching of the unit on Minnesota: A. the study need not be short and superficial in nature; B. time may be profitably spent on

the development of vocabulary pertinent to the study; c. time should be spent on developing a sense of chronology; D. time should be spent on meaningful drill to develop proficiency in the skills of the social studies, e.g., getting information from several sources, thinking critically, studying efficiently, reading maps, speaking and writing well, working in groups. 4. Studying the abilities, interests, and previous experiences of the children participating in the unit to identify the children: A. whose reading ability is above, below, and at the level for the grade; B. who are capable of carrying on independent research and those who need help in gathering pertinent information from several sources; c. who are capable of working in groups and those who need further guidance and practice; D. who have traveled extensively in Minnesota and in neighboring states. 5. Identifying tentatively the content to be considered in the study. 6. Identifying available resource people and facilities of the community as possible sources of information. 7. Assembling pictures of Minnesota's activities, people, places of interest, articles manufactured in Minnesota, and some of a historical nature. 8. Assembling appropriate pictures to be used in developing a vocabulary of meaningful terms: airport barge beach bluff breakwater broad-leaf forest brush-covered land 3

buffalo bulldozer cabin cruiser cannery carriage cattle cedar churn cliff

coast combine contour ploughing crane creamery cut-over land darn derrick

docks dome elevator eroded land factory fir flatcar

flax freight train furrow glacier grain elevator granite grove handcar hangar herd horizon horsecar knob laboratory livestock locomotive

log jam lumberjack marsh microscope miner molten iron mountain needle-leaf forest open-pit mine oxen pasture pellet pheasant pipeline plain poultry power saw power shovel prairie quarry rapids refinery

Hastings House Publishers, revised edition 1954 (geography and history). Ford, Antoinette E. Minnesota, Past and Present. Lyons and Carnahan, 1955 (geography and history). Hagg, Harold T. Exploring Minnesota. Follett Publishing Company, 1958 (geography and history). Heilbron, Bertha L. The Thirty-second State. Minnesota Historical Society, 1958 (history). Johnson, H. Nat. Minnesota Panorama. T. S. Dennison Company, 1957 (geography and history). Lindquist, Maude L., and James W. Clark. Minnesota, the Story of a Great State. Charles Scribner's Sons, 1957 (geography and history). Poatgieter, A. Hermina, editor. Gopher Reader. Minnesota Historical Society, 1958 (geography and history). Robison, Mabel Otis. Minnesota Pioneers. T. S. Dennison and Company, 1958 (history). Szarkowski, John. The Face of Minnesota. University of Minnesota Press, 1958 (geography and history). For less capable readers Ford, Antoinette E. Gopher Tales. Lyons and Carnahan, 1946 (history). O'Farrell, Margaret. North on the Great River. Lyons and Carnahan, 1945 (geography and history).

rock wool sawmill shaft mine signal tower silo skyscraper sod hut steamboat stockyard streamliner streetcar swamp switch engine tamarack tank truck tile tractor trade center tree farm village warehouse whale windmill

9. Assembling and surveying reading material to identify the level of difficulty as well as the nature of the content: For exceptional and capable readers Blegen, Theodore C. Building Minnesota. D. C. Heath and Company, 1938 (geography and history). Federal Writers' Project of the Works Progress Administration. Minnesota, a State Guide.

10. Identifying strips.

and ordering films and film-

Initiating the Study books about Minnesota as well as copies of the Gopher Historian. Capitalizing on an immediate interest of the children, the teacher may encourage informal discussions to broaden the interest and to develop background for the cooperative planning of the study of Minnesota. The information which the children already know may be identified, as well

To initiate the study of Minnesota with a group of later-elementary children, the teacher may use a number of ways to arouse the children's interest. This may be done by exhibiting pictures of activities, people, and places in Minnesota; referring to significant news items; playing a record made during the centennial observance; viewing a television program about Minnesota; and circulating 4

Recreation. What do the people of Minnesota do for fun? Wild life. What birds and animals are native to the state? Religion. What churches do the people attend? Education. Does Minnesota have good schools? Government. What is the work of the state government? Trade. What do the people of Minnesota get from other states and countries? What does Minnesota send to other states and countries? Heritage. Where did the Indians live in the early days? When did the first white men come to Minnesota? Who were the first settlers? When did they come? Why did they come? Minnesota today. What is the important news in Minnesota today? Plans for the future. What will Minnesota be like in future days?

as that which is needed to understand better the Minnesota of today. The specific questions presented by pupils and teacher may be recorded as they are suggested and, at a later discussion, organized in relation to major topics to serve as a guide for study to be referred to and modified during the course of the unit: Name. Why is Minnesota called the "North Star State?" What does the name, Minnesota, mean? Size. How large is the state? Location. What states are near Minnesota? Climate. How cold does it get in Minnesota? Is the weather warm enough for farming? Does Minnesota have enough rain for farming? Land and water. Does most of Minnesota have good farming land? Does the state really have 10,000 lakes? Where are most of Minnesota's lakes located? How many rivers are there in Minnesota? Where do the rivers flow? Where is the highest land in the state? Vegetation. Where are most of Minnesota's trees growing? What trees grow in the state? Population and cities. How many people are there in Minnesota? In what part of the state do most of the people live? Do most of the people live on farms, in cities, in towns, or in villages? From what countries have Minnesota's people come? How many cities are there? Where do the Indians live now? Occupations. How do the people of Minnesota earn a living?

In initiating the study of Minnesota with a group of children, time may be spent in browsing through material to identify the sources of information and the content of each: geography books, information about places; history books, information about the past; science books, information about nature; biographies, information about people; encyclopedias, information about many topics; newspapers, information about current happenings; magazines, information about several topics; the textbook, information to serve as common background for the study.

The Developmental Steps To develop the cooperative study of Minnesota, Minnesota's Changing Geography will be used as the basic text with the reading matter, pictures, and maps providing the common background of information. Other books and reference materials will also be used throughout the unit. In this Guide, the teacher will find suggested learning activities for each of the developmental steps of the unit plan of organization:

1. Developing readiness for the learning experience, by recalling previous learnings; by enlarging and refining knowledge of maps related to the problem being studied; and by enlarging and refining knowledge of meanings and pronunciations of words used in the study. 2. Acquiring a common background of information about the problem being considered, by recalling the basic vocabulary used in the study; by 5

skimming the material in Minnesota's Changing Geography to get the general idea of the content; by discussing the material read to identify significant concepts presented; and by rereading the material to confirm learnings. 3. Enriching the study with contributions by committees and individuals of varying abilities, through supplementary reading, creative writing, and art work.

4. Developing competency in skills that are needed to carry on the activities of the study, the teacher making observations and also using diagnostic procedures to identify pupils needing practice in a particular skill. 5. Summarizing and appraising the accomplishments of the study, the evaluating being done throughout the progress of the study and at its culmination.

6

TEACHING SUGGESTIONS FOR THE USE OF MINNESOTA'S CHANGING GEOGRAPHY


Introduction to the Use of the Textbook As an initial activity, it is suggested that ample time and opportunity be provided for the class to browse through the book and to comment freely on the general appearance of the book, its illustrations, and its many maps. The teacher may profitably spend time developing readiness for the more detailed examination of the text through use of the following activities: A. Enlarging and refining the pupils' knowledge of maps. 1. The World: cardinal directions, North America, United States, Minnesota. 2. North America: cardinal directions, United States, Minnesota, Lake Superior. 3. The United States: cardinal directions, Minnesota, Lake Superior. 4. Minnesota: cardinal directions, Lake Superior, North Country, Twin Cities. B. Enlarging and refining the pupils' knowledge of meanings and pronunciations of words by using pictures and contextual clues; consulting the dictionary and constructing definitions; identifying derivatives and multiple meanings when feasible; and presenting the following words: acknowledge, acknowledgment, America, American, appendix, author, city, copyright, farming region, fields and pastures, index, Minnesota, Minnesotan, nation, national, Nature's land, North Country, publish, publisher, publication, quarry, route, season, seasonal, state, taconite, town, treasure, Twin Cities, United States, village.

3. The preface, calling attention to the fact that this section of the book is addressed to adults. 4. The table of contents, commenting on its purpose, noting the titles of the sections of the book as well as the number of chapters. 5. The text, noting the nature of the contents. 6. The pictures, noting that they and their captions present information pertinent to the study of Minnesota; that they give clues to the information presented in the chapter. 7. The maps, noting their special significance in each chapter. 8. The index, commenting on its purpose; referring to it to identify major topics listed there, e.g., farms, forests, government; noting the use of the comma and the hyphen in the listing of page numbers; noting the use of the term see also. 9. The appendix ("Facts about Minnesota"), commenting on its purpose, noting information presented. The more capable members of the group may be encouraged to contribute additional information to enrich the understanding of the work involved in making a book by participating in the following activities: 1. Gathering and presenting information about the author and the publisher. 2. Making an exhibit of books having different bindings. 3. Presenting a report of a visit to a printing or publishing firm. 4. Gathering and presenting information about copyrighting.

In making a careful study of the textbook to be used throughout the unit, the pupils and teacher may wish to spend considerable time in examining and discussing informally the different parts of the book: 1. The cover and general appearance. 2. The title page and copyright page, noting the information presented, e.g., the title, author, publisher, date of publication, copyright information.

Time may be profitably spent in helping the pupils develop proficiency in the skills of using the textbook through use of the following activities: A. Using the table of contents to find the answers to the following questions.* *Note: The answers are indicated in italic type within the first parentheses.

9

1. Which chapter tells about Minnesota's climate? (2) (1, 2, 3) 2. Which chapter tells about Minnesota's land? (3) (2, 3, 4) 3. Which chapter tells about the land which is used for fields and pastures? (4) (4, 5, 6) 4. Which chapter tells about the riches of northern Minnesota? (5) ( 3 , 4 , 5 ) 5. Which chapter tells about towns that serve Minnesota's farmers? (6) (4,5,6) 6. Which chapter tells about business in northern Minnesota? (7) (6, 7, 8) 7. Which chapter tells about two large cities of the state? (8) (7, 8, 9) 8. Which chapter tells about Minnesota's trade with other parts of America? (9) (8, 9, 10) 9. Which chapter tells about Minnesota's trade with other countries of the world? (9) (8, 9, 10) 10. Which chapter tells about the importance of laws and of leaders? (10) (8,9,10) B. Using the index to identify the pages on which information is presented on the following people. Jonathan Carver (31) Stephen Long (33)

Lewis Cass (33) Charles Mayo (96) Henry Hastings Sibley (757) C. Using the index to identify the number of pages presenting information about the following topics: colleges (4) (3-4-5) flax (5) (4-5-6) Europe (3) (2-3-4) flour mills (7) (5-6-7) Mayo Clinic (3) (2-3-4) To summarize and evaluate the study in which the group participated, the pupils and teacher may wish to spend some time in the following activities: 1. Recalling the information gathered about the make-up of the textbook, Minnesota's Changing Geography. 2. Recalling words learned and listing them as a record of the vocabulary study. 3. Recalling locational facts learned. 4. Using words in sentences as an informal vocabulary test (city, region, route, state, town, village). 5. Composing and taking an informal test based on information about the format of a book, e.g., the purpose of the title page, the index, the table of contents, and the appendix.

i Understanding Minnesota PAGES3TO? Through the reading of Chapter 1 of Minnesota's Changing Geography, the stage is set for developing an understanding of present-day Minnesota with its heritage from the past and its plans and hopes for the future. The teacher will find suggestions for guiding the pupils in the introductory steps of their study of Minnesota by referring to the ideas presented below for each of the developmental steps. DEVELOPING READINESS

A. To enlarge and refine the pupils' knowledge of maps, the following items can be identified. 1. The World: cardinal directions, North America, Atlantic Ocean, Pacific Ocean, United States, Minnesota. 2. North America: cardinal directions, United 10

States, Canada, Atlantic Ocean, Pacific Ocean, Minnesota. 3. United States: cardinal directions, Minnesota, Iowa, Wisconsin, South Dakota, North Dakota, Canada. 4. Minnesota: cardinal directions, Canada, Lake Superior, Mississippi River, Duluth, Twin Cities. B. The pupils' knowledge of meanings and pronunciations of words can be enlarged and refined by using pictures and contextual clues; by consulting the dictionary and constructing definitions; by identifying derivatives and multiple meanings when feasible; by reviewing these words (America, city, Minnesotan, nation, national, region, state, town, United States, village); and by presenting these words (artist, border, community, continent, coun-

can be discussed by clarifying meanings of words identified by pupils, clarifying difficulties in interpreting the maps, and summarizing the information gained. D. To confirm their learnings, the pupils can reread the material to find the answers to the following questions: 1. How can one "see" all of Minnesota? (by studying maps, pictures, and books) 2. What is the name of the state in which Minnesotans live? (Minnesota) 3. What is the name of the country in which Minnesotans live? (the United States) 4. What is the name of Minnesota's neighboring country to the north? (Canada) 5. What is the name of the continent on which Minnesota is located? (North America) 6. What two oceans are near the continent? (Atlantic and Pacific) 7. What kind of books tell about places? (geography) 8. How old is the state of Minnesota? (more than 100 years old) 9. What name is given to the people who built the first cities and factories? (pioneers) 10. What kind of books tell about times in the past? (history) 11. How can the people of Minnesota help the state to become what they want it to be in the future? (make plans for the future)

try, factory, future, geography, geographer, history, historian, horizon, horizontal, inherit, heritage, knowledge, map, photograph, photographer, product, producer, trade, trader, trading post, trade center). C. To recall previous learnings, ideas presented at the earlier examination of the book can be discussed. ACQUIRING A COMMON BACKGROUND

A. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (America, border, city, community, continent, country, geography, history, horizon, industry, inherit, knowledge, Minnesotan, product, region, state, town, trade, United States, village).* 1. A large mass of land (continent} 2. The story of the past (history) 3. The place where the earth and sky seem to meet (horizon) 4. A study of the different places in the world (geography) 5. The outer edge of a country (border) 6. A name often used when referring to the United States (America) 7. To buy and sell (trade) 8. Wisdom; information (knowledge) 9. A person who lives in Minnesota (Minnesotan) 10. Something which has been manufactured or raised (product) 11. A group of people living in the same place (community) 12. To receive from one's ancestors (inherit) 13. A nation (country) 14. One of the divisions of the United States (state) 15. A settlement, smaller than a town (village) 16. A large tract of land (region)

E. To confirm their learnings, the pupils can also choose the appropriate words from the following list to complete the sentences below (books, cities, countries, farms, geography, graphs, history, maps, pictures, plan, plain, towns, trade, villages, world). 1. One may learn about Minnesota by studying (maps) which are drawings that show where places are located on the land. 2. One may learn about Minnesota by reading (books) which have been written about the state. 3. One may learn about Minnesota by looking at (pictures) made by artists and photographers. 4. The people of Minnesota live in (cities), (villages), (towns), and on (farms). 5. Minnesota has been built by many people who came from many (countries) across the sea. 6. Minnesota is part of the United States but it is also a part of the whole wide (world). 7. The book Minnesota's Changing (Geography) tells about places in Minnesota.

B. To get the general idea of the content of Chapter 1, pages 3-7, the pupils can skim it, noting headings and subtitles, getting information from pictures and their captions, getting information from maps, noting unfamiliar words and writing them on the chalkboard. C. To identify significant concepts, the material *Note: The answers are indicated in italic type within the parentheses. See the sample lesson on page 87.

11

8. Stories of former days in Minnesota make up the (history) of the state. 9. The people of today must make a (plan) for the future of Minnesota.

B. To identify other books that present information about Minnesota today and those that are historical in nature, the available material can be surveyed (see Table 2). C. On a large outline map of Minnesota the pupils can locate the bordering states and the cities of Minneapolis, St. Paul, and Duluth.

ENRICHING THE STUDY

A. To identify other books on Minnesota that contain photographs, illustrations, and maps, as well as printed material, the available books can be surveyed (see Table 1),*

DEVELOPING SKILLS

A. To use the dictionary, the pupils can alphabetize the following words according to the first letter: city, history, America, direction, location, range, inherit, border, knowledge, prairie, state, town. (America) (prairie) (history) (border) (inherit) (range) (city) (knowledge) (state) (direction) (location) (town)

TABLE 1

BOOKS

YEAR OF PUB.?

PHOTOS? ILLUS.? MAPS?

A History of (1921) Minnesota (1956) Building Minnesota... (1938) Exploring Minnesota. .(1958) Gopher Reader (1958) Gopher Tales ...(1946) Minnesota, a State Guide ....(1954) Minnesota Panorama . (1957) Minnesota, Past and Present . . . . . . (1955) Minnesota Pioneers .. (1958) Minnesota, the Story of a Great State ..(1957) My Minnesota . . . . . (7929) North on the Great River .(1945) The Face of Minnesota .(1958) The Thirty-second State (1955)

(yes) (yes) (yes) (yes) (no)

(yes) (yes) (yes) (yes) (yes)


(yes) (no)

(no) (yes)

(yes) (yes)

(yes) (yes)

(yes) (yes)

(yes) (yes)

(yes) (yes)

(yes) (yes)

(yes) (yes)

(yes)

(yes)

(yes)

(yes)

(no)

(no)

(yes)

(yes)

(yes)

B. To use the index, the pupils can find the answers to the following questions: 1. How many subtopics are given for the topic Duluth? (5) 2. On which page may one find a map of Duluth? (108) 3. How many pages give information about trade and industry in Duluth 1 (4) 4. How many subtopics are listed for the topic government? (3) 5. What page explains the meaning of the term government? '(173) C. To find locations, the map (Figure 3) on page 4 can be interpreted and the pupils can complete the following sentences: 1. (Canada) is the country north of Minnesota. 2. Minnesota is on the continent of (North America), 3. Minnesota is on the border between the United States and (Canada). 4. Minnesota is near one of the (Great) Lakes.

TABLE 2

BOOKS

A History of Minnesota. Building Minnesota . . " . . , Exploring Minnesota Gopher Reader Gopher Tales .. Minnesota, a State Guide Minnesota Panorama Minnesota, Past and Present Minnesota Pioneers Minnesota, the Story of a Great State My Minnesota North on the Great River The Face of Minnesota. The Thirty-second State

INFORMATION ABOUT THE PRESENT?

INFORMATION ABOUT THE PAST?

(yes)

(no) (no) (yes) (yes) (no) (yes) (yes) (yes) (no)

(yes) (yes) (yes) (yes) (yes) (yes) (yes) (yes)



D. To understand cardinal directions, the map (Figure 2) on page 3 can be interpreted and the pupils can write the appropriate words to complete the following sentences: 1. Cities in the southern half of Minnesota include (Austin), (Albert Lea), (Fairmont), (Worthington), (Rochester), (Winona), (Faribault), (Mankato), (Red Wing), (Minneapolis), (St. Paul), (Willmar), and (St. Cloud).

*Note: The authors and publishers of the books suggested for use throughout this Guide are listed on p. 4.

12

tries. The world needs the goods and knowledge of Minnesota's people. Minnesota needs the goods and knowledge of the people of the world. People of today should make plans for the Minnesota of the future. Canada is north of Minnesota. Wisconsin, Iowa, North Dakota, and South Dakota border on Minnesota. B. The results of the survey on available reading material can be summarized: History books give information about the past. Geography books give information about places. Several other books will be very useful. C. The words learned can be recalled. D. As an informal vocabulary test the pupils can use the following words in sentences: continent, history, horizon, geography, inherit, trade. E. The following words can be included in a spelling test: America, Minnesota, country, state, United States. F. The locational facts learned can be recalled. G. As an informal map test, the pupils can locate the following items on an outline map of Minnesota : cardinal directions, the states that border on Minnesota, the country that is a neighbor. H. The pupils who evidenced interest in surveying supplementary material can be noted by the teacher.

2. Cities in the northern half of Minnesota include (Duluth), (Virginia}, (Ribbing), (Bemidji), (Moorhead), (Fergus Falls), and (Brainerd). 3. Albert Lea is (west) of Austin. 4. Willmar is (west) of Minneapolis and St. Paul. 5. Brainerd is (north) of St. Cloud. 6. Faribault is (south) of Minneapolis and St. Paul. E. To estimate distances, the pupils can refer to the scale for the map (Figure 2) on page 3 to choose the appropriate numbers to complete the following sentences: 1. Brainerd is more than (100) miles from Minneapolis and St. Paul. (100, 200, 300) 2. Winona is about (100) miles from Minneapolis and St. Paul. (50, 100, 150) 3. Brainerd is more than (100) miles from Duluth. (100,200, 300) 4. Bemidji is about (100) miles from Hibbing. (50, 100, 150) 5. Fergus Falls is about (100) miles from Willmar. (50,100, 150) SUMMARIZING AND EVALUATING

A. Significant learnings about Minnesota can be recalled and recorded: Minnesota's people live in cities, towns, villages, and on farms. Minnesota has been built by many people from many coun-

2 Many Seasons PAGES 7 TO 13 it get in Minnesota? Is the weather warm enough for farming? Does Minnesota have enough rain for farming?), and questions which arise during informal discussions can be added, the teacher assuming responsibility for suggesting pertinent questions which are not forthcoming from the group (Why is Minnesota so cold in the winter? Why are some summer days very hot? How do winds affect the weather? Do all parts of Minnesota have the same kind of weather? Has Minnesota's weather always been as it is now?).

A study of Chapter 2 of Minnesota's Changing Geography provides opportunity for the reader to acquire an understanding of the forces that make Minnesota famous for its cold winters and cool summers. To guide the class in the study of Minnesota's climate, the teacher will find suggestions below for each of the developmental steps. DEVELOPING READINESS

A. The questions about climate identified earlier in the study can be recalled (How cold does 13

B. To recall previous learnings, the pupils' observations of Minnesota's climate can be discussed and the pupils can identify what they already know. C. To enlarge and refine the pupils' knowledge of maps, the following items can be identified.

8. A time when much of the earth was covered with ice and snow (Glacial Period or Ice Age) 9. A period of warm weather late in the fall (Indian Summer) 10. A body of ice and snow moving slowly over a wide area (glacier) 11. Land where grass is grown as feed for animals (plain) 12. A part of land which is much higher than the land nearby (mountain) 13. A river or a brook (stream) 14. One of the divisions of the year (season) 15. The land west of the Mississippi River (the West) 16. A person traveling for pleasure or staying at a resort (vacationer) 17. A view of a portion of land (scene) 18. A part of the country where people spend _their vacations (vacationland) 19. A person who has gained much learning by study and practice (scientist) B. To get the general idea of the content of Chapter 2, pages 7-13, the pupils can skim it, noting headings and subtitles, getting information from pictures and their captions, getting information from maps, noting unfamiliar words and writing them on the chalkboard. C. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils, clarifying difficulties in interpreting maps, and summarizing the information gained. D. To confirm their learnings, the pupils can reread the material to choose the appropriate words to complete the sentences in the following exercises :

1. North America: cardinal and intermediate directions, Arctic Circle, Arctic Ocean, Atlantic Ocean, Pacific Ocean, Canada, United States, Gulf of Mexico, Hudson Bay, Lake Superior, Minnesota, North Dakota, South Dakota, Arizona, New Mexico, Texas. 2. Minnesota: cardinal and intermediate directions, Canada, Lake Superior, the North Shore, North Dakota, South Dakota, Grand Marais, Moorhead, Wheaton, Winona. D. The pupils' knowledge of meanings and pronunciations of words can be enlarged and refined by using pictures and contextual clues; by consulting the dictionary and constructing definitions; by identifying derivatives and multiple meanings when feasible; by reviewing these words (border, continent, pasture, season) ; and by presenting these words (bay, break-up, Canadian, Dakotas, drought, glacier, Glacial Period and Ice Age, Indian Summer, mountain, mountainous, period, scenery, scenic, scientist, scientific, stream, the West, vacationer, vacationland). ACQUIRING A COMMON BACKGROUND

A. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (America, American, Canada, Canadian, continent, Dakotas, drought, glacier, Glacial Period, Ice Age, Indian Summer, mountain, period, plain, plane, scene, scientist, season, stream, the West, vacationer, vacationland).*

THE NORTH WIND pages 7 to 9

1. Minnesota has been named "Star of the (North)." (East, North, South) 2. Minnesota is famous for its (cold) winters and (cool) summers, (cold, warm, cool, dry) 3. The (north) wind makes Minnesota cold in winter, (east, west, north) 4. The cold wind blows from the northern part of (Canada), (the Atlantic Ocean, Canada, the Pacific Ocean) 5. The (Arctic) Ocean north of Canada is always frozen. (Atlantic, Pacific, Arctic) 6. In summer the north wind brings (cool) air to Minnesota, (cool, warm, hot)

1. A long dry spell (drought} 2. The name of either continent of the Western Hemisphere; often the United States (America) 3. A person who lives in either of the Americas; also, a citizen of the United States (American) 4. A portion of time (period) 5. North and South Dakota (Dakotas) 6. Citizen of Canada (Canadian) 7. A large body of land on the globe (continent) *Note: The answers are indicated in italic type within the parentheses.

14

ENRICHING THE STUDY

FROM SEASON TO SEASON page 10

A. Information can be gathered from several sources, the pupils presenting reports of their reading to the class. Suggested topics and their sources are listed below.

1. April and May are the months of the (spring) break-up, (fall, summer, spring) 2. The melting snow gives (water) to the fields and pastures, (plants, water, ice) 3. Minnesota has spells of very hot weather in the (summer) months, (spring, summer, fall) 4. Hot winds from the (south) bring the hot weather, (south, north, west) 5. The hot moist winds come from the (Gulf of Mexico). (Pacific Ocean, Hudson Bay, Gulf of Mexico) 6. Hot dry winds come from the (southwest). (southwest, Gulf of Mexico, Atlantic Ocean) 7. The hot days help Minnesota's (crops) to grow, (cattle, industries, crops) 8. A (thunderstorm) brings the hot weather to an end. (frost, thunderstorm, cloud) 9. Minnesota has been called the "Theater of (Seasons)." (Changes, Scenes, Seasons)

Reports for the exceptional reader Indian Summer: The Face of Minnesota, p. 63. Minnesota winters: The Face of Minnesota, p. 68. Reports for the capable reader Climate : Minnesota, the Story of a Great State, pp. 18-24; Exploring Minnesota, pp. 14-15; Minnesota, a State Guide, pp. 9-10. B. The following can be used as individual or group activities: 1. Keeping a record of the temperatures in December, January, and February to determine the lowest reading. 2. Writing a story, "I Am the North Wind," telling what the north wind brings to Minnesota. 3. Making a collection of pictures to show Minnesota as a beautiful state through the seasons of the year. 4. Writing a story, "I Like Minnesota's Weather." 5. Giving the daily weather report. 6. Keeping a record of weather and temperature changes. 7. Gathering and reporting information about snow, lightning, thunder, rain, fogs, and sleet.

THE ICE AGE AND THE DROUGHTS pages 10 to 11

1. Long ago (winter} never ended. It lasted for years and years, (winter, rainfall, summer) 2. (Snow) covered all of Canada and part of the United States, (dirt, snow, gravel) 3. A (glacier) is a deep covering of snow and ice. (iceberg, glacier, drought) 4. The years when winter never ended are known as the (Ice Age). (Long Winter, Deep Glacier, Ice Age) 5. The years when very little rain fell are known as years of (drought). (dry winds, southwest winds, drought)

DEVELOPING SKILLS

A. The legend of the maps (Figures 9-12) on page 12 can be interpreted, and the pupils can choose the appropriate words to complete the following sentences: *

WEATHER AT DIFFERENT PLACES page 13

1. The (warm season} lasts longer in southern Minnesota, (cool season, rainy season, warm season) 2. The summers are shortest in (northern) Minnesota, (southern, northern, western) 3. Summers are (cooler) in northern Minnesota, (longer, cooler, warmer) 4. The (coolest) part of Minnesota is along the north shore of Lake Superior, (warmest, coolest, driest) 5. (Vacationers) like the weather in northern Minnesota, (vacationers, farmers, ranchers) 6. Western Minnesota is (drier} than the rest of the state, (cooler, warmer, drier)

WHEN FREEZING WEATHER ENDS IN SPRING Figure 9

1. Before May 1, freezing weather ends in the region south of (Winona). (Minneapolis, Winona, Duluth) 2. Before May 15, freezing weather ends in (Minneapolis and St. Paul). (Duluth, Winona, Minneapolis and St. Paul) 3. Before May 23, freezing weather ends in (Duluth). (Virginia, Moorhead, Duluth) 4. Before June 5, freezing wea'ther ends in the *Note: The answers are indicated in italic type within the parentheses.

15

region near (Virginia). (Virginia, Winona, Moorhead) 5. Freezing weather ends before (May 1) in the area around Winona. (May 1, May 15, May 23) 6. Freezing weather ends before {May 15} in the area between Moorhead and Minneapolis-St. Paul. (May 1, May 15, May 23) 7. Freezing weather ends before (May 23} in Duluth. (May 1, May 15, May 23) 8. Freezing weather ends before (June 5) in Virginia. (May 23, May 30, June 5)

1. Cities in northeastern Minnesota include (Virginia), (Hibbing), and (Duluth). (Winona, Virginia, Austin, Rochester, Hibbing, and Duluth) 2. (Worthington} is in southwestern Minnesota. (Austin, Rochester, Worthington) 3. Cities in southeastern Minnesota include (Austin), (Rochester), (Winona}, and (Red Wing). (Austin, Fairmont, Willmar, Winona, St. Cloud, Red Wing, Rochester) 4. Hibbing is (northwest) of Duluth. (northeast, northwest, north) 5. Moorhead is (northwest) of St. Paul, (northeast, northwest, west)

DATE OF FIRST FREEZING WEATHER IN FALL Figure 10

C. To use the dictionary, the pupils can alphabetize these words according to the second lettei (prairie, pioneer, period, pasture, photograph, plain, public, port) :

1. (Virginia} has freezing weather before September 15. (Duluth, Virginia, Moorhead) 2. (Moorhead} has had freezing weather before September 30. (Winona, Moorhead, Virginia) 3. (Winona}, (Minneapolis}, and (St. Paul} have had freezing weather before October 7. (Moorhead, Winona, Duluth, St. Paul, Minneapolis) 4. The first freezing weather comes before (September 15} in the area around Virginia. (September 15, September 22, September 30) 5. The first freezing weather comes before (September 30} in Duluth and Moorhead. (September 22, September 30, October 7) 6. The first freezing weather comes before (October 7} in St. Paul. (September 22, September 30, October 7)

(pasture) (period) (photograph) (pioneer}

(plain) (port) {prairie) (public)

(spring, summer, swamp, scenery, state, sky, sawmill, signal, smelt, shovel, snow, slow) : (sawmill) (scenery) (shovel) (signal)

(sky) (slow) (smelt) (snow)

(spring) (state) (summer) (swamp)

D. By consulting Table 6, page 186, the pupils can find the answers to the following questions: 1. What is the lowest temperature ever recorded in Minnesota? (-51°) 2. What is the highest temperature ever recorded in the state? (114°) 3. What place has had the greatest rainfall over a twenty-year period? (Winona) 4. What place has had the least rainfall over the same period of time? (Wheaton) 5. In what place would the temperature most likely be the coolest in July? (Grand Marais) 6. In what place would the temperature most likely be the warmest in January? (Winona) 7. What place has had the lowest temperature ever recorded in Minnesota? (Itasca) 8. What place has had the highest temperature ever recorded in Minnesota? (Moorhead)

COOL SUMMER WEATHER Figure 11

1. Cool summer nights are enjoyed in (northern} Minnesota, (all of, southern, northern) 2. Cool days and nights are enjoyed in the area near (Lake Superior}. (Mississippi River, Lake Superior, Moorhead) THE DRIER PART OF MINNESOTA Figure 12

1. The part of Minnesota having the least rainfall is along all of the (western) border of the state, (eastern, western, northern) 2. Cities in and near the dry area of Minnesota include (Moorhead), (Fergus Falls), and (Worthington). (Twin Cities, Duluth, Moorhead, Brainerd, Fergus Falls, Winona, Worthington) B. To understand intermediate directions, the pupils can refer to the map (Figure 2) on page 3 to choose the appropriate words to complete the following sentences:

E. By using the index to learn the use of cross references the pupils can choose the appropriate words to complete the following sentences: 16

1. The "see also" topic under "Factories" is (Industries). (Adhesives, Pottery, Industries) 2. The "see also" topic under "Minneapolis" is (Twin Cities). (Northeast, Southeast, Twin Cities) 3. The "see also" topic under "St. Paul" is (Twin Cities). (Capital, Stockyards, Twin Cities) 4. The "see also" topic under "Taconite" is (Iron Ore). (Mills, Ports, Iron Ore) 5. The "see also" topics under "Trade" are (Factories) and (Industries). (In pioneer days, Factories, To west, Industries)

Ice Age, the winters lasted for years. Minnesota's climate is good for farming. C. The words learned can be recalled and recorded. D. As an informal vocabulary test the pupils can use the following words in sentences: bay, drought, glacier, Ice Age, scenery, stream. E. The following words can be included in a spelling test: climate, season, stream, weather, vacation. F. The locational facts learned can be recalled. G. As an informal map test, the pupils can locate the following items on an outline map of North America: cardinal directions, intermediate directions, Atlantic Ocean, Arctic Ocean, Pacific Ocean, Canada, United States, Hudson Bay, Lake Superior, Gulf of Mexico. H. The possible value for future use of accumulated material, e.g., clippings, pamphlets, pictures, and pupils' work, can be appraised by the teacher. I. The pupils who participated in the cooperative planning of activities can be noted by the teacher.

SUMMARIZING AND EVALUATING

A. The questions for studying the climate of Minnesota can be referred to, the unanswered questions being identified and then answered by the pupils. B. Significant learnings about the climate of Minnesota can be recalled and recorded: Minnesota's winters are made cold by the north wind from snow-covered Canada. Minnesota's summers are made warm by winds from the south. The warm winds from the southwest make the crops grow. All parts of Minnesota do not have the same kind of weather. Long long ago during the

3 Nature's Land PAGES 14 TO 34 LAND AND WATER RESOURCES, pages 14 to 23 (Does Minnesota have good farming land? Does the state really have 10,000 lakes? Where are most of Minnesota's lakes located? How many rivers are there in Minnesota? Where do the rivers flow? Where is the highest land hi the state?), and questions which arise during informal discussions can be added, the teacher assuming responsibility for suggesting pertinent questions which are not forthcoming from the pupils (What did the glaciers do to the surface of the land? Which waterways were used by early explorers in the state? Which rivers

The beginning pages of Chapter 3 present a picture of Minnesota's topography with its hills and plains, lakes and streams, ridges and bogs, and parks and forests. As a guide for the teacher in planning the study of Minnesota's land and water resources, suggestions are given below for each of the developmental steps. DEVELOPING READINESS

A. The questions about land and water of Minnesota identified earlier in the study can be recalled 17

are used for transportation now? Are waterfalls in Minnesota used for power to run factories ? How is our drinking water kept pure? Where is the best farming land in the state ? How is the soil kept rich for farming?). B. To recall previous learnings, the pupils can identify and locate on a map the lakes and rivers already known to them. C. To enlarge and refine the pupils' knowledge of maps, the following items can be identified. 1. North America: cardinal and intermediate directions, Atlantic Ocean, Pacific Ocean, Canada, United States, Hudson Bay, Gulf of Mexico, Great Lakes, St. Lawrence River. 2. The United States: cardinal and intermediate directions, Atlantic Ocean, Pacific Ocean, Gulf of Mexico, St. Lawrence River, Mississippi River, Lake Superior, Lake Michigan, North Dakota, Iowa, Minnesota, South Dakota. 3. Minnesota: cardinal and intermediate directions, Arrowhead Country, Inspiration Peak, North Shore, Sand Dunes, St. Louis County, Ramsey County, Lake Itasca, Lake Superior, Lake Pepin, Red Lake, Lake Traverse, Big Stone Lake, Border Lakes, Rainy Lake, Lake of the Woods, Lake Shetek, Crow Wing River, Cannon River, Red River, Root River, Minnesota River, Mississippi River, Otter Tail River, Rainy River, Red River, St. Louis River, Zumbro River, Duluth, Pipestone, Minneapolis, St. Cloud, St. Paul. D. The pupils' knowledge of meanings and pronunciations of words can be enlarged and refined by using pictures and contextual clues; by consulting the dictionary and constructing definitions; by identifying derivatives and multiple meanings when feasible; by reviewing these words (border, breakup, Canadian, glacier, horizon, Ice Age, national, Nature's land, quarry, scenery, vacationer); and by presenting these words (beach, bluff, bog, chemical, clay, cliff, coast, coulee, dam, discover, dune, explore, explorer, gumbo, island, knob, marsh, meadow, monument, outlet, peat, pipestone, plain, plateau, portage, ridge, settler, settlement, soil, square mile, swamp, tributary, valley, waterfall, watershed).

different kinds of land identified (the Hill-andLake Region, the Region of Lakes and Ridges, the Region of Rolling Plains and Deep Valleys, the Region of the Great Rolling Plain, the Region of the Flat Plain). The map (Figure 13) on page 14 can be studied together, to note the many areas set aside for the enjoyment of all the people, e.g., Superior National Forest; other state and national forests in northern Minnesota; the many state parks (e.g., Inspiration Peak, Lake Itasca, Sand Dunes, Whitewater, Beaver Creek Valley); and other state and national lands (e.g., Pipestone National Monument).

The Hill-and-Lake Region, pages 15 to 18 A. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (bluff, dune, horizon, inland, island, knob, marsh, outlet, plateau, source, swamp, valley, watershed).*

ACQUIRING A COMMON BACKGROUND

1. A low place between hills (valley) 2. A body of land which has water all around it (island) 3. Wet land that is covered with forest (swamp) 4. A high steep bank like a cliff (bluff) 5. The place where the earth and sky seem to meet (horizon) 6. Wet grassy land (marsh) 7. A rounded hill (knob) 8. The area which stores water to feed rivers (watershed) 9. A stretch of high level land (plateau) 10. A stream flowing out of a lake (outlet) 11. A hill of loose sand (dune) B. Locations can be recalled: the Hill-and-Lake Region, Lake Superior, Lake Itasca, Mississippi River, St. Louis River, Red River, Crow Wing River, Otter Tail River, Sand Dunes, Inspiration Peak. C. To get the general idea of the content, pages 15-18, the pupils can skim the material, noting headings and subtitles, getting information from the map and the picture, and noting and writing unfamiliar words on the chalkboard. D. To identify significant concepts, the material

The introduction to Chapter 3, pages 14-15, can be read together and Minnesota's five regions with

*Note: The answers are indicated by italic type within the parentheses.

18

1. The route used when carrying boats and goods from one body of water to another (portage) 8. A wooded area set aside by the state government (state forest)

can be discussed by clarifying meanings of words identified by the pupils, clarifying difficulties in interpreting maps, and summarizing the information gained. E. To confirm their learnings, the pupils can reread the material to choose the appropriate words to complete the sentences below: 1. The Hill-and-Lake Region covers nearly (a half) of the state, (all, a half, a third) 2. It has (thousands of) low hills, (only a few, hundreds of, thousands of) 3. It has hills that are called (knobs) and (plateaus), (cliffs, knobs, plains, plateaus) 4. It has hills made of (sand), (stones), and (clay), (ore, sand, peat, clay, marshes, stones) 5. It has (many) valleys among the hills, (no, many, few) 6. It has wet lands known as (swamps) and (marshes), (swamps, plateaus, knobs, marshes) 7. It has (thousands of) lakes, (a few, thousands of, no) 8. It has many (streams) flowing from the lakes, (inlets, streams, swamps) 9. It has the (Mississippi) River, one of the greatest rivers of North America. (Minnesota, Mississippi, Itasca) 10. It has the (St. Louis) River which flows from the lakes and marshes north of Duluth. (St. Louis, Red, Mississippi) 11. It has the (Red) River which flows northward to Hudson Bay. (Minnesota, Red, St. Louis) 12. It is called a (watershed) because it gives water to streams and rivers, (waterfall, waterpool, watershed) 13. It has many state (parks), (parks, buildings, offices)

B. Locations can be recalled: the Region of Lakes and Rocky Ridges, Lake Superior, Canada, Duluth, North Shore, Rainy Lake, Border Lakes, St. Louis River, Arrowhead Country. C. To get the general idea of the content, pages 18-20, the pupils can skim the material, noting headings and subtitles, getting information from the pictures and their captions, and noting and writing unfamiliar words on the chalkboard. D. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils, clarifying difficulties in interpreting maps, and summarizing the information gained. E. To confirm their learnings, the pupils can reread the material to help them do the following things. 1. Indicate the location of the following places on a sketch of the region: printing Canada, Arrowhead Country, North Shore, Lake Superior, Border Lakes; and numbering Rainy Lake /, and Duluth 2. 2. List under the appropriate headings (Arrowhead Country, North Shore, Border Lakes Region) the following descriptions of the Region of Lakes and Rocky Ridges ("canoe country," bare and rocky cliffs, land between Lake Superior and Canada, along Lake Superior, a beautiful coast, no roads, castles of ice, canoe trails, in the Superior National Forest). Arrowhead Country: (land between Lake Superior and Canada). North Shore: (bare and rocky cliffs), (along Lake Superior), (a beautiful coast), (castles of ice). Border Lakes Region: ("canoe country"), (no roads), (canoe trails), (in the Superior National Forest).

The Region of Lakes and Rocky Ridges, pages 18 to 20 A. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (beach, border, coast, country, explore, nation, national forest, portage, ridge, state forest). 1. A raised strip of land or rock (ridge) 2. The outer edge (border} 3. A wooded area set aside by the United States government (national forest) 4. To travel over new land (explore) 5. The shore of a lake (beach) 6. Land near the sea or ocean (coast)

The Region of Rolling Plains and Deep Valleys, pages 20 to 21 A. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (cliff, coulees, dam, lakeless, 19

marshes, meadow, plain, pond, stream, swamps, tributary, valleys).*

The Region of the Great Rolling Plain, page 22

1. A high steep rock (cliff) 2. Wet lands (marshes and swamps) 3. The lowlands between hills (valleys and coulees) 4. Level land (plain and meadow) 5. A stream or valley joining another stream or valley (tributary) 6. Without lakes (lakeless) 7. A wall which holds back the water of a stream (dam) B. Locations can be recalled: the Region of Rolling Plains and Deep Valleys, southeastern Minnesota, Lake Pepin, Cannon River, Mississippi River, Root River, Zumbro River. C. To get the general idea of the content, pages 20-21, the pupils can skim the material, noting headings and subtitles, getting information from the picture and the caption, and noting and writing unfamiliar words on the chalkboard. D. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils and summarizing the information gained. E. To confirm their learnings, the pupils can reread the material to choose the appropriate words to complete the sentences below: 1. The Region of Rolling Plains and Deep Valleys is in (southeastern) Minnesota, (northern, southeastern, southwestern) 2. This part of Minnesota has only a few (lakes), (lakes, rivers, beaches) 3. There are many (streams), (waterfalls, dams, streams) 4. The beautiful (valleys) of this part of Minnesota are wide and deep, (cliffs, lakes, valleys) 5. The greatest valley in this part of the state is the valley of the mighty (Mississippi). (Minnesota, Mississippi, Zumbro) 6. (Tributary) valleys join the valley of the great river, (tributary, coulee, wider) 7. The valleys of the (Cannon), (Zumbro), and (Root) rivers join the Mississippi Valley. (Red, Root, Cannon, Pepin, Zumbro) 8. Rolling (plains) lie between the valleys of this beautiful part of the state, (fields, plains, marshes)

A. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (border, Ice Age, monument, mineral, national, pipestone, quarry, ridge, state). 1. A place where stone is taken out by cutting, blasting, or digging (quarry) 2. Something set aside in memory of persons or events (monument) 3. Edge (border) 4. A pink, reddish stone (pipestone) 5. A period long long ago when most of the state was covered with ice and snow (Ice Age) 6. Belonging to the United States (national) 7. A raised strip of land or rock (ridge) B. Locations can be recalled: Iowa, South Dakota, Lake Shetek, Lake Traverse, Big Stone Lake, Minnesota River, Pipestone. C. To get the general idea of the content, page 22, the pupils can skim the material, noting headings and subtitles, and noting and writing unfamiliar words on the chalkboard. D. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils and summarizing the information gained. E. To confirm their learnings, the pupils can reread the material to identify from the following list what one might see in traveling through the southwestern part of Minnesota in the Region of the Great Rolling Plain (Note: The things one might see are indicated by means of an asterisk.): a great many lakes, Lake Shetek*, the valley of the Minnesota River*, a glacier, the Mississippi River, Big Stone Lake*, Lake Superior, Lake Traverse*, Lake Itasca, rock called pipestone*, iron ore.

The Region of the Flat Plain, pages 22 to 23 A. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (bog, dune, glacier, gumbo, peat, sand). 1. A field or body of ice and snow (glacier)

*Note: The answers are indicated in italic type within the parentheses.

20

2. A region made up of wet spongy ground (bog) 3. Soil which becomes sticky and soapy when wet (gumbo) 4. Spongy earth which may be cut into blocks and used for fuel (peat) B. Locations can be recalled: Canada, Hudson Bay, North Dakota, the Region of the Flat Plain, Rainy Lake, Lake Traverse, Lake of the Woods, Red Lake, Red River. C. To get the general idea of the content, pages 22-23, the pupils can skim the material, noting headings and subtitles, and noting and writing unfamiliar words on the chalkboard. D. To identify significant concepts, the material can be discussed by clarifying the meanings of words identified by the pupils and summarizing the information gained. E. To confirm their learnings, the pupils can reread the material to choose the appropriate words to complete the sentences below: 1. The (northwestern) part of the state is a flat plain, (northeastern, northwestern, northern) 2. The plain reaches into both (North Dakota) and (Canada). (South Dakota, Canada, Iowa, North Dakota) 3. During the Ice Age this region was the bottom of a great (lake), (plain, mountain, lake) 4. When the glacier melted, the flat (plain) remained, (ridge, plain, rock) 5. The flat plain of northwestern Minnesota is made up of sandy (ridges), the Big (Bog) and the Red River (Valley), (shores, streams, ridges, cliff, Bog, coulee, Valley) 6. Much of the Big Bog is made of (peat). (clay, sand, peat) 7. Streams from the Big Bog flow into and color the Red (River) and Red (Lake). (Falls, River, Lake, Valley, Sea) 8. The clay soil of the Red River Valley has been called (gumbo), (bog, marsh, gumbo) 9. The Red River Valley now has many (farms), (plateaus, lakes, farms)

Reports for the exceptional reader Glaciers: The Face of Minnesota, p. 16. Source of the Mississippi: Gopher Reader, pp. 72-75. Waterways of Minnesota: Gopher Reader, pp. 191-192. Mississippi River: Gopher Reader, pp. 193195. St. Croix River: Gopher Reader, pp. 196-197. Minnesota River: Gopher Reader, pp. 198199. Red River: Gopher Reader, pp. 200-201. Red River Valley: Gopher Reader, p. 202. Ice Age: Gopher Reader, pp. 203-205. St. Anthony Falls: Gopher Reader, pp. 206208. Grand Portage: Gopher Reader, pp. 48-50 Reports for the capable reader Source of the Mississippi: My Minnesota, pp. 59-70; Minnesota, Past and Present, pp. 6174. Lake Superior: My Minnesota, pp. 270-276. Soil: Minnesota, the Story of a Great State, pp. 16-18. Water resources: Minnesota, the Story of a Great State, pp. 24-30. Scenery: Minnesota, the Story of a Great State, pp. 30-32. Natural setting: Minnesota, a State Guide, pp. 8-9. Henry Schoolcraft: Minnesota Pioneers, pp. 51-53. Glaciers: Minnesota, the Story of a Great State, pp. 10-14. Ice Age: Minnesota, Past and Present, pp. 179186. Soil conservation: Minnesota, the Story of a Great State, pp. 309-314. Glaciers: Exploring Minnesota, pp. 13-14. Water wealth: Exploring Minnesota, pp. 1618. Conservation: Exploring Minnesota, pp. 149151. Reports for the less capable reader North Country: North on the Great River, pp. 328-333. Schoolcraft: Gopher Tales, pp. 65-69.

ENRICHING THE STUDY


B. The following can be used as individual or group activities: 1. Indicating on an outline map of North America the flow of water from Minnesota's watershed 21

northward to Hudson Bay, eastward to the Atlantic Ocean, and southward to the Gulf of Mexico. 2. Preparing and giving a presentation, "This is Our State," describing each of the five regions of Minnesota, a small group of pupils serving as "press agents" for each region. 3. Making a picture of each of the five regions, combining them into a mural of Minnesota. 4. Making a large outline map of Minnesota, locating the most important rivers and lakes. 5. Observing and reporting on valleys, rapids, waterfalls, and rock formation. 6. Indicating on a map the three counties having the greatest number of square miles of lakes, swamps, and marshes (see Table 3, p. 182).

apolis and St. Paul. (Rum, Cannon, St. Louis, Red, Root, Crow Wing, Zumbro) 5. The land near the Border Lakes is made up of (lakes and rocky ridges), (rolling plains, lakes and rocky ridges, flat plains) 6. The land along the North Shore of Lake Superior is made up of (lakes and rocky ridges). (sand ridges, rolling plains and deep valleys, lakes and rocky ridges) 7. The land in (southeastern) Minnesota is made up of rolling plains and deep valleys, (southeastern, southwestern, central) 8. The land in southwestern Minnesota is made up of (rolling plains), (flat plains, hills and lakes, rolling plains) 9. The flat plains of Minnesota are found in the (northwestern) part of the state, (northeastern, northwestern, southwestern) 10. The (Big Bog) is north of the Hill-and-Lake Region. (Pipestone National Monument, the Big Bog, Root River)

DEVELOPING SKILLS

A. The legend of the map (Figure 13) on page 14 can be interpreted, and the pupils can choose the appropriate words to complete the following sentences : * 1. Most of the state and national parks are in the (northern) part of the state, (southern, western, northern) 2. Superior National Forest is in the (northeastern) part of the state. This is the Arrowhead Country, (northwestern, northeastern, southeastern) 3. (Inspiration Peak) State Park is near Fergus Falls. (Sand Dunes, Lake Shetek, Inspiration Peak) 4. (Whitewater) State Park is near Winona. (Lake Itasca, Whitewater, Pipestone) 5. Pipestone National Monument is in the (southwestern) part of the state, (northwestern, southeastern, southwestern) B. The legend of the map (Figure 14) on page 15 can be interpreted, and the pupils can choose the appropriate words to complete the following sentences: 1. The Red River flows northward through a region of (flat plains). (flat plains, hills and lakes, lakes and rocky ridges) 2. Most of Minnesota's land is made up of (hills and lakes), (flat plains, hills and lakes, rolling plains) 3. The Crow Wing River and the Rum River join the (Mississippi) River. (Otter Tail, Minnesota, Mississippi) 4. The (Cannon), (Zumbro), and (Root) Rivers join the Mississippi River southeast of Minne*Note: The answers are indicated within the parentheses.

C. By consulting Table 3, page 182, the pupils can find the answers to the following questions : 1. Which is the largest county in the state? (St. Louis) 2. Which are the five largest counties? (St. Louis), (Beltrami), (Itasca), (Cass), (Lake) 3. Which is the smallest county? (Ramsey) 4. Which are the five smallest counties? (Ramsey), (Scott), (Carver), (Benton), (Washington) 5. How many counties have no lakes, swamps, or marshes? (14) 6. How many square miles of lakes, swamps, and marshes are there in the following counties? Lake of the Woods (1308), Beltrami (2577), St. Louis (6281) D. To use the dictionary, the pupils can alphabetize these words according to the third letter (coin, combine, coast, cover, court, copy, cost, contour, color) : (coast) (coin) (color)

(combine) (contour) (copy)

(cost) (court) (cover)

(depend, destroy, debt, dense, delight, deal, determine, demand, deep): (deal) (debt) (deep)

in italic type

(delight) (demand) (dense)

(depend) (destroy) (determine)

E. To make an outline, the pupils can copy the 22

perior and Canada is called the Arrowhead Country where there are many lakes and rocky ridges. Southeastern Minnesota has few lakes but many streams and deep valleys. Southwestern Minnesota is part of the great rolling plain of the United States. A great flat plain spreads over northwestern Minnesota. C. The words learned can be recalled. D. As an informal vocabulary test the pupils can use the following words in sentences: bog, coast, coulee, plain, plateau, portage. E. The following words can be included in a spelling test: Mississippi River, Lake Superior, island, settle, valley. F. The locational facts learned can be recalled. G. As an informal map test, the pupils can locate the following lakes and rivers on an outline map of Minnesota: Lake Superior, Border Lakes, Lake of the Woods, Rainy Lake, Lake Itasca, Lake Traverse, Red Lake, Lake Pepin, Mississippi River, Minnesota River, Red River, St. Croix River, St. Louis River, St. Anthony Falls. H. The pupils can be guided in making an evaluation of their own participation in the study by answering the following questions: 1. Did I complete all my work? 2. Did I work as neatly as possible? 3. Did I make good use of my time? 4. Did I take part in the class discussion? 5. Did I consult more than one book? 6. Did I use the dictionary? 7. Did I make a map of Minnesota? 8. Did I bring any pictures of Minnesota to school? 9. Did I get a map of Minnesota for my personal use?

following outline, noting carefully the margin, numerals, capitals, and periods. RIVERS OF MINNESOTA

The Mississippi is the greatest river. A. It flows from Lake Itasca. B. It empties into the Gulf of Mexico. II. The St. Louis is a famous river. A. It begins north of Duluth. B. It flows into Lake Superior. III. The Red River flows northward. IV. The Minnesota is a famous river. A. It begins in western Minnesota. B. It flows into the Mississippi River. I.


A. The questions for studying the land and water resources of Minnesota can be referred to, the unanswered questions being identified and then answered. B. Significant learnings about the land and water resources of the state can be recalled and recorded: The name Minnesota means "sky-colored water." Parts of Minnesota have been set aside as state parks and forests for the enjoyment of all the people of the state. Parts of Minnesota have been set aside as national forests for the enjoyment of all the people of the United States. People visiting the state and national forests see how Minnesota looked before the white men came. A large part of Minnesota has beautiful lakes and hills covered with trees. Minnesota has one of America's great watersheds with streams flowing north to Hudson Bay, east to the Atlantic, and south to the Gulf of Mexico. Lake Itasca is the source of the Mississippi River. Part of Minnesota between Lake Su-

VEGETATION OF MINNESOTA, pages 23 to 28 This section of Chapter 3, devoted to a presentation of the vegetation of Minnesota, gives the reader a picture of the forests and the prairie of the area as the Indians saw them before the arrival of the white man. The teacher will find sug-

gestions below for planning learning experiences for each of the developmental steps. DEVELOPING READINESS

A. The questions about vegetation in Minne23

sota identified earlier in the study can be recalled (Where are most of Minnesota's trees growing? What trees grow in the state?), and questions which arise during informal discussions can be added, the teacher assuming responsibility for suggesting pertinent questions which are not forthcoming from the pupils (What plants grow wild in the state? Where are Minnesota's grasslands? What should people of Minnesota do to preserve forests and plant life? What is our state flower? What is our state tree?). B. To recall previous learnings, the pupils can identify what they already know about the vegetation of Minnesota (forests, grasslands, plants). C. To enlarge and refine the pupils' knowledge of maps, the following places can be identified.

est)

2. Dense growth of trees and underbrush (for-

3. Dense growth of trees having leaves round as the palm of one's hand (broad-leaf forest) 4. Dense growth of trees having needle-like leaves (needle-leaf forest) 5. Needle-leaf trees (spruce), (tamarack), (cedar) 6. Broad-leaf trees (ash), (aspen), (basswood) 7. A large animal (buffalo) 8. A piece of grassy soil (sod) 9. Something which is a reminder (souvenir) 10. A number of animals (herd) 11. One who lived in a new region (settler) 12. A piece of soil used as fuel (peat) 13. Grassland (prairie) 14. An early settler of a country (pioneer) 15. A long spell of very dry weather (drought)

Minnesota: Big Woods, Chippewa National Forest, Inspiration Peak, Itasca State Park, Park Region, Pipestone National Monument, Scenic State Park, Superior National Forest, Whitewater State Park, St. Louis County, Itasca County, Koochiching County, Lake County, Beltrami County, Pipestone County.

B. The pupils can recall the locations of wellknown state and national parks and forests in Minnesota. C. To get the general idea of the content, pages 23-28, the pupils can skim the material, noting headings and subtitles, getting information from pictures and captions, getting information from the map, and noting and writing unfamiliar words on the chalkboard. D. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils, clarifying difficulties in interpreting the map, and summarizing the information gained. E. To confirm their learnings, the pupils can reread the material to choose the appropriate words to complete the following sentences:

D. The pupils' knowledge of meanings and pronunciations of words can be enlarged and refined by using pictures and contextual clues; by consulting the dictionary and constructing definitions; by identifying derivatives and multiple meanings when feasible; by reviewing these words (cliff, drought, peat, settler, soil); and by presenting these words (ash, aspen, basswood, broad-leaf forest, buffalo, cedar, fir, graze, grove, herd, needle-leaf forest, pioneer, prairie, sod, sod hut, souvenir, spruce, tamarack, woodland). ACQUIRING A COMMON BACKGROUND

1. Minnesota's great needle-leaf forests covered the (northeastern) part of the state, (southern, western, northeastern) 2. Big old pine trees may be seen in (Scenic) State Park, (Itasca) State Park, (Superior) National Forest, and (Chippewa) National Forest. (Big Woods, Chippewa, Itasca, Pipestone, Scenic, Superior) 3. Broad-leaf trees grew in the Big Woods of (southern) Minnesota, (southern, northern, western) 4. Broad-leaf trees are useful to man; they give

A. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (ash, aspen, basswood, broadleaf forest, buffalo, cedar, drought, flood, forest, grove, herd, needle-leaf forest, peat, pioneer, prairie, ridge, settler, sod, souvenir, spruce).* 1. A group of trees with no underbrush (grove) *Note: The answers are indicated in italic type within the parentheses.

24

dogberry, day lily, gentian, goldenrod, hepatica, Indian pipe, jack-in-the-pulpit, lady's slipper, milkweed, pitcher plant, skunk cabbage, Solomon's seal, thistle, trillium, wild calla, violet, wild lily of the valley, wild ginger, water lily, wild rose). 3. Drawing pictures of some of Minnesota's trees and flowers. 4. Identifying the trees of the community. 5. Indicating on an outline map of Minnesota the five counties having the greatest number of square miles of forest land (see Table 4, p. 183).

(shade) when the sun shines, keep (rains) from washing away the soil, cover (living things) that sleep in the ground, and make (the soil) rich when their leaves decay, (shade, the leaves, the soil, living things, the forest, rains) 5. Broad-leaf trees also grow in the (Park) Region. (Park, Western, Prairie) 6. Tall (grass) grows on the prairie, (trees, bushes, grass) 7. The soil of the prairie is some of the (richest) in all the world, (poorest, richest, driest) 8. Minnesota's prairie covered the (west) and the (southwest), (north, west, southwest, northwest)

DEVELOPING SKILLS

A. To make an outline, the pupils can copy the following outline, noting carefully the margin, numerals, capitals, and periods.

ENRICHING THE STUDY

A. Information can be gathered from several sources, the pupils presenting reports of their reading to the class. Suggested topics and their sources are listed below. Reports for the exceptional reader Superior National Forest: Minnesota, a State Guide, pp. 465-468. Minnesota's forests: The Face of Minnesota, p. 14. State flower: Gopher Reader, pp. 292-293. Vegetation: Minnesota, a State Guide, pp. 1619. Reports for the capable reader State tree: Gopher Reader, p. 294. White pine: Gopher Reader, p. 239. White spruce: Gopher Reader, p. 248. Conservation of forests: Minnesota, the Story of a Great State, pp. 302-305. Prairie and pineland: Exploring Minnesota, pp. 18-20. Conservation: Exploring Minnesota, pp. 148149. Reports for the less capable reader State flower: Gopher Tales, pp. 156-159. B. The following can be used as individual or group activities: 1. Collecting, mounting, and making a display of leaves of Minnesota trees (ash, aspen, balsam, basswood, butternut, birch, cottonwood, dogwood, elm, hickory, ironwood, maple, oak, pine, spruce, sumac, tamarack, walnut, willow). 2. Making a picture collection of Minnesota flowers; showing colored slides of Minnesota flowers (aster, anemone, bloodroot, buttercup, blue flag, bellwort, columbine, cowslip, daisy,

MINNESOTA'S FORESTS AND PRAIRIES I. Part of Minnesota was covered with two kinds of forests. A. One kind was the needle-leaf forest. B. The other was the broad-leaf forest. II. Part of Minnesota was covered with grassland. A. There were tall grasses and wild flowers. B. The grassland was called the prairie. B. To find words quickly in the dictionary, the pupils can indicate in which part of the dictionary each of these words will be found (pioneer, appendix, climate, vegetation, mineral, government, pasture, map, index, horizon, suburb). First part (a-h) : (appendix), (climate), (government), (horizon). Middle part (i-r) : (pioneer), (mineral), (pasture), (map), (index). Last part (s-z) : (vegetation), (suburb). C. The legend of the map (Figure 19) on page 24 can be interpreted, and the pupils can choose the appropriate words to complete the following sentences: 1. The prairie with some of the richest soil in the world covers (western) and (southwestern) Minnesota, (eastern, northeastern, southwestern, western) 2. The pines of the great needle-leaf forest cover much of (northeastern) Minnesota, (southern, western, northeastern) 3. The (broad-leaf forest) lies between the 25

pines of the needle-leaf forest and the prairie. (Red River Valley, broad-leaf forest, Border Lakes; 4. The (Big Woods) are found in southeastern Minnesota. (Big Woods, Big Bog, Aspen Groves) 5. The land between St. Cloud and Fergus Falls is known as the (Park Region). (Big Woods, Park Region, Prairie) 6. Towns in the area of the needle-leaf forest include (Bemidji), (Duluth), (Virginia), (Brainerd), (Ribbing). (Austin, Bemidji, Brainerd, Duluth, Fairmont, Fergus Falls, Hibbing, Moorhead, St. Cloud, Virginia) 7. Towns in the prairie region include (Albert Lea), (Fairmont), (Moorhead), (Worthington), (Austin), (Mankato), and (Willmar). (Albert Lea, Austin, Brainerd, Duluth, Fairmont, Hibbing, Mankato, Moorhead, Red Wing, Rochester, St. Cloud, St. Paul, Willmar, Worthington) 8. Towns in the region of the broad-leaf forest include (Faribault), (Fergus Falls), (Minneapolis), (Red Wing), (Rochester), (St. Cloud), (St. Paul), and (Winona). (Bemidji, Brainerd, Duluth, Fairmont, Faribault, Fergus Falls, Hibbing, Minneapolis, Moorhead, Red Wing, Rochester, St. Cloud, St. Paul, Virginia, Winona, Worthington) D. To recognize locations, places can be identified on the following maps. 1. The World: noting the continents and oceans. 2. North America: noting the countries and oceans. 3. United States: noting Minnesota and neighboring states. 4. Minnesota: noting neighboring states, Canada, and Lake Superior.

1. Which county has the greatest number of square miles of forest land? (St. Louis County) 2. Which county has the least number of square miles of forest land? (Pipestone) 3. Which five counties have the most forest land? (St. Louis), (Koochiching), (Itasca), (Lake), (Beltrami) 4. How many counties have less than ten square miles of forest land? (14) 5. How many counties have more forest land than ploughed farmland? (19) SUMMARIZING AND EVALUATING

A. The questions for studying Minnesota's vegetation can be recalled and recorded: In early days being identified and then answered. B. Significant learnings about Minnesota's vegetation can be recalled and recorded: In early days Minnesota was covered with forests and with grasslands which were known as the prairie. There were two kinds of forests: the needle-leaf forest and the broad-leaf forest. The needle-leaf forests may be seen today in the Superior and Chippewa National Forests. The broad-leaf forest may be seen today in Whitewater State Park. A patch of prairie may be seen today on the land of the Pipestone National Monument. The prairie has some of the richest soil in the world. C. The words learned can be recalled and recorded. D. As an informal vocabulary test the pupils can use the following words in sentences: broadleaf forest, needle-leaf forest, peat, pioneer, settlement. E. The following words can be included in a spelling test: forest, prairie, fir, pioneer, soil, F. Locational facts learned can be recalled. G. The pupils can compose and take a test on the location of Minnesota's national and state parks and forests. H. The opportunities provided for developing proficiency in skills can be recalled by the teacher, and the pupils who need further practice in those skills can be identified, e.g., in following a form for outlining, using the dictionary or the index.

E. To understand directions, using a map of the world, words can be chosen to complete the following sentences: 1. The Atlantic Ocean is (east) of North America. 2. The Pacific Ocean is (west) of North America. 3. United States is (north) of the Equator. 4. Europe is (north) of the Equator. 5. Canada is (north) of the United States. 6. The Arctic Ocean is (north) of North America. F. By referring to Table 4, page 183, the following questions can be answered:

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MINNESOTA'S HERITAGE, pages 28 to 34 nunciations of words can be enlarged and refined by using pictures and contextual clues; by consulting the dictionary and constructing definitions; by identifying derivatives and multiple meanings when feasible; by reviewing these words (explore, explorer, exploration, pioneer, portage, scientist, trade, trader, trading post); and by presenting these words (boundary, Chippewa, European, fort, fortify, fortress, French, highway, missionary, mission, Northwest Passage, Sioux, territory, trap, trapper, traveler).

In reading the last section of Chapter 3, the reader's attention is called to the Indians, explorers, traders, missionaries, and early settlers who saw Minnesota as "Nature's Land" long years ago. To assist the teacher in carrying out a study of the contributions of many people to the development of the state, suggestions are presented below for each of the developmental steps. DEVELOPING READINESSS

A. The questions about Minnesota's heritage identified earlier in the study can be recalled. (Where did the Indians live in the early days? When did the first white men come to Minnesota ? Why? Who were the first white settlers? When did they come ? Why ? From what countries have Minnesota's people come?), and questions which arise in the course of informal discussions can be added, the teacher assuming responsibility for suggesting pertinent questions which are not forthcoming from the pupils (From what countries did the first white men come? Who were the men and women who are remembered for what they did to help Minnesota grow?). B. To recall previous learnings, the pupils can identify what they already know about the early history of their home community, Indians of Minnesota, and the first white men who came to the region. C. To enlarge and refine the pupils' knowledge of maps, the following items can be identified.


The Indians, pages 28 to 29 A. To recall the basic vocabulary, the pupils can choose the appropriate words to complete the sentences listed below (Chippewa, region, settlers, Sioux, trap, tribe).* 1. He was the chief of the (tribe). 2. The Indians liked to (trap) for fur. 3. The (Chippewa) Indians were the forest Indians. 4. The (Sioux) Indians were the prairie Indians. B. Locations can be recalled: the Region of the Great Rolling Plain, the Red River Valley, Lake Traverse, Big Stone Lake, and the Hill-and-Lake Region. C. To get the general idea of the content, pages 28-29, the pupils can skim the material getting information from the picture and the caption, and noting and writing unfamiliar words on the chalkboard. D. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils and summarizing the information gained. E. To confirm their learnings, the pupils can reread the material to supply the missing information in the following outline.

1. The World: cardinal directions, Europe, Atlantic Ocean, Pacific Ocean, Italy, France, England, Canada, United States, Minnesota. 2. North America: cardinal directions, Great Lakes, Lake Superior, Lake Michigan, Mississippi River, St. Lawrence River, Minnesota. 3. Minnesota: cardinal directions, Lake Superior, Arrowhead Country, Grand Portage, Rainy River, Border Lakes, the Region of the Rolling Plain, Red River Valley, Lake Traverse, Big Stone Lake, Hill-and-Lake Region, Minnesota River, Fort Snelling,

THE INDIANS OF MINNESOTA

I. The first people of Minnesota were Indians. *Note: The answers are indicated within the parentheses.

D. The pupils' knowledge of meanings and pro27

in italic type

A. They came soon after the (glaciers) melted. B. They lived in the (Red River) Valley. II. The last Indians in the state belonged to two tribes. A. One tribe was named (Chippewa). B. The other was named (Sioux). III. The Chippewa Indians lived in the forest. A. They had three sources of food. 1. (Animals) 2. (Fish) 3. (Rice) B. (Animals) were their source of clothing. IV. Many Sioux Indians lived in the prairie region. A. Their source of food was the (buffalo). B. Their source of clothing was the (buffalo).

heading and subtitle, and noting and writing the unfamiliar words on the chalkboard. D. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils and summarizing the information gained. E. To confirm their learnings, the pupils can reread the material to supply the missing information in the following outline. THE COMING OF THE WHITE MEN

I. The early white men came from countries of Europe. A. From (France) (name of a country) B. From (England) (name of a country) II. White men began to come to Minnesota in the year (1660). III. They came in boats. A. Across the Atlantic Ocean in (sailing ships) (kind of boat) B. To Minnesota in (canoes) (kind of boat) IV. They reached Minnesota by two routes. A. Through Lake (Superior) B. From Lake Michigan to the (Mississippi) River V. The white men came for several reasons. A. To find the (Northwest Passage) (a waterway to the Pacific Ocean) B. To teach (the Indians) about the Christian religion C. To buy (/wrs) VI. The English built a large trading post at (Grand Portage).

The French and English, pages 29 to 31 A. To recall the basic vocabulary, the pupils can choose the appropriate words to match the meanings listed below (boundary, European, explore, fort, France, French, highway, island, missionary, Northwest Passage, portage, trader, trading post, wilderness). 1. A person who lives or has lived in Europe {European) 2. Those who live or have lived hi France (French) 3. One who buys and sells goods (trader) 4. The outer edge of a region (boundary) 5. A place where goods are bought and sold (trading post) 6. To travel over new lands (explore) 7. A waterway which was thought to link the Atlantic and Pacific Oceans (Northwest Passage) 8. A place heavily guarded (fort) 9. A region where no one lives (wilderness) 10. A route of travel (highway) 11. A route over which boats and goods are carried from one body of water to another (portage) 12. One who is sent out to teach and to preach (missionary)

The Americans, pages 31 to 33 A. To recall the basic vocabulary, the pupils can choose the appropriate words to complete the sentences listed below (boundaries, continent, country, Indians, territory, travelers, wilderness). 1. (Travelers) who came west told others about the trees and streams of Minnesota. 2. Some of the explorers came from the (country) of France. 3. Minnesota was a (wilderness) area before the white men came. 4. In 1849 the borders or (boundaries) of Minnesota were drawn. 5. Before Minnesota was a state, it was known as the (Territory) of Minnesota.

B. Locations can be recalled: Atlantic Ocean, Europe, England, France, North America, St., Lawrence River, Mississippi River, Lake Michigan, Lake Superior, and Grand Portage. C. To get the general idea of the content, pages 29-31, the pupils can skim the material, noting the

28

B. Locations can be recalled: Europe, Italy, France, North America, New York (state), Illinois, Mississippi River, Minnesota River, Great Lakes, Red River, Fort Snelling, and the Arrowhead Country. C. To get the general idea of the content, pages 31-33, the pupils can skim the material, getting information from the picture, and noting and writing unfamiliar words on the chalkboard. D. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils and summarizing the information gained. E. To confirm their learnings, the pupils can reread the material to choose the items to complete the sentences listed below (1776, 1800, 1849, 1858, 1863, canoe, cities, country, eastward, England, farms, France, Indians, Italy, mines, Minnesota, Mississippi, Red, settlers, state, steamboat, territory, westward). 1. A new country, the United States, was started in the year (1776). 2. As the new country grew, people moved (westward). 3. Some came up the (Mississippi) River from Illinois to Minnesota. 4. They built Fort Snelling at the place where the (Minnesota) River and the (Mississippi) River meet. 5. The first travelers used canoes but later they came by (steamboat). 6. Beltrami came to Minnesota from the country of (Italy). 7. Nicollet came to Minnesota from the country of (France). 8. Land was bought from the (Indians). 9. The Indians had given up almost all of the land in Minnesota by the year (1863). 10. Thousands of people came to Minnesota to build (farms) and (cities). 11. Between 1849 and 1858, Minnesota was a (territory). 12. After 1858, Minnesota was a (state).

Reports for the exceptional reader Treaty of Traverse des Sioux: Gopher Reader, pp. 23-25. Grand Portage: Gopher Reader, pp. 48-50. Minnesota explorers: Gopher Reader, pp. 6263. Daniel Duluth: Gopher Reader, pp. 68-69. Francois La Verendrye: Gopher Reader, p. 69. Jonathan Carver: Gopher Reader, pp. 69-70. Settlers: Gopher Reader, pp. 142-155. Indians: Minnesota, a State Guide, pp. 30-41.

ENRICHING THE STUDY

Reports for the capable reader Pierre Radisson and Medard Grosseilliers: Exploring Minnesota, p. 35; Minnesota, Past and Present, pp. 7-14; My Minnesota, pp. 6-16; Minnesota Pioneers, pp. 7-10. Daniel Duluth and Father Louis Hennepin: Exploring Minnesota, pp. 36-37; Minnesota, Past and Present, pp. 15-24; My Minnesota, pp. 17-25. Daniel Duluth: Minnesota Pioneers, pp. 1417. Father Louis Hennepin: Minnesota Pioneers, pp. 11-13. Jonathan Carver: Exploring Minnesota, pp. 39-40; Minnesota, Past and Present, pp. 2532; My Minnesota, pp. 26-33; Minnesota Pioneers, pp. 20-23. Zebulon Pike: Exploring Minnesota, pp. 4142; Minnesota, Past and Present, pp. 33-42; My Minnesota, pp. 34-42; Minnesota Pioneers, pp. 24-27. Henry H. Sibley: Minnesota, Past and Present, pp. 75-92; My Minnesota, pp. 71-87; Minnesota Pioneers, pp. 57-59. Pond brothers: Minnesota Pioneers, pp. 4548. Joseph Nicollet: Minnesota Pioneers, pp. 6568. Fort Snelling: Minnesota, Past and Present, pp. 43-60; My Minnesota, pp. 43-58; Minnesota Pioneers, pp. 40—44. Treaty of Traverse des Sioux: Minnesota Pioneers, pp. 91-97. Indians : Minnesota, the Story of a Great State, pp. 72-85; Exploring Minnesota, pp. 29-34. Pierre La Verendrye: Exploring Minnesota, pp. 37-38.


Reports for the less capable reader Pierre Radisson and Medard Grosseilliers: North on the Great River, pp. 50-55; Gopher Tales, pp. 15-19. 29

Daniel Duluth: North on the Great River, pp. 56-61. Father Louis Hennepin: North on the Great River, pp. 66-80. Daniel Duluth and Father Louis Hennepin: Gopher Tales, pp. 20-25. Zebulon Pike: North on the Great River, pp. 85-92; Gopher Tales, pp. 31-37. Pond brothers: North on the Great River, pp. 152-157. Joseph Nicollet: North on the Great River, pp. 158-160; Gopher Tales, pp. 77-80. Jonathan Carver: Gopher Tales, pp. 26-30. Fort Snelling: North on the Great River, pp. 109-112; Gopher Tales, pp. 38-45. Giacomo Beltrami: Gopher Tales, pp. 60-64. Henry H. Sibley: Gopher Tales, pp. 73-76; Gopher Tales, pp. 86-90. Early settlers: Gopher Tales, pp. 181-187.

DEVELOPING SKILLS

A. To use the dictionary, the pupils can indicate the pages in the dictionary on which the following words may be found: climate, scientist, inherit, community, suburb. B. To develop a familiarity with maps, the pupils can indicate the following places on outline maps of the world, North America, and Minnesota, using the following directions. Map of the World Print: Europe, north, south, east, west, Pacific Ocean, Atlantic Ocean. Color: Italy red, France blue, England green, United States orange, Canada violet. Number: Minnesota 1. Map of North America Print: north, south, east, west, United States. Color: Canada red, St. Lawrence River blue, Great Lakes yellow, Mississippi River green. Number: Lake Superior 1, Lake Michigan 2. Map of Minnesota Print: north, south, east, west, Lake Superior. Color: Mississippi River blue, Minnesota River green, Red River red, Rainy River black, Border Lakes violet. Number: Grand Portage 1, Fort Snelling 2, Big Stone Lake 3, Lake Traverse 4.

B. The following can be used as individual or group activities: 1. Imagining a conversation, e.g., between Radisson and Grosseilliers or Duluth and Hennepin, writing and presenting the dialogue to the class. 2. Writing a poem or a story telling how it must have felt to be an Indian at the meeting between the Indians and the white men at Traverse des Sioux. 3. Writing an account of what one would have seen as a member of an expedition exploring in Minnesota long ago. 4. Planning and presenting a program, "I Was There," telling the story of early happenings in Minnesota with each member of the group explaining to the class who he is, when he lived, where he lived, and what he did. 5. Indicating on a time line a few significant dates, e.g., 4000 B.C., approximate beginning of recorded history; A.D., birth of Christ; 1492, Columbus comes to America; 1620, Pilgrims come to America; 1849, Minnesota becomes a territory; 1858, Minnesota becomes a state. 6. Dramatizing a historical incident read during the study. 7. Making a display of flags of countries represented in Minnesota's population. 8. Gathering and presenting information about various nationalities that have made a contribution to Minnesota's development; about historical monuments or places of historical interest in the community; about place names in Minnesota which are of Indian origin.

C. To develop a sense of chronology, the pupils can arrange a list of events in sequence, consulting Table 8, p. 187, and indicating the dates on a time line. (1) (1680) Father Hennepin sees St. Anthony Falls. (2) (7 753) A fur trading post is built at Grand Portage. (3) (7858) Minnesota becomes a state. (4) (1863) Indians sell their last large part of the state.


A. The questions for studying Minnesota's heritage can be referred to, the unanswered questions being identified and then answered. 3. Significant learnings about the history of Minnesota can be recalled and recorded: Minnesota's first inhabitants were Indians of the Chippewa and 30

E. As an informal vocabulary test the pupils can use the following words in sentences : boundary, explorer, fort, missionary, territory, wilderness. F. The following words can be included in a spelling test: Indian, explore, missionary, Chippewa, Sioux. G. The locational facts learned can be recalled. H. From among the group who did supplementary reading the teacher can note those who need help in selecting significant information to present to the group. I. The skills of listening can be recalled.

Sioux tribes. The first white men were explorers (Carver, Pike), traders (Duluth, Le Sueur, Sibley), trappers (Bottineau), and missionaries (Father Hennepin, Pond brothers, Father Galtier). Farmers followed the traders. Later the land was bought from the Indians. Minnesota became a territory in 1849. Minnesota became a state in 1858. C. To summarize the pupils can list the things one might include in a picture to show how Minnesota looked when the first white men came to the region. D. The words learned can be recalled and recorded.

4 Fields and Pastures PAGES 34 TO 57 FARMING IN MINNESOTA, pages 34 to 57 Chapter 4 with its description of the many farming activities in the different regions of the state gives the reader an appreciation of the contribution of Minnesota's farmers to the welfare of both the state and the nation. The teacher, developing this phase of the study with the pupils, will find suggestions below for each of the developmental steps.

identify what they already know about farming in Minnesota. C. To enlarge and refine the pupils' knowledge of maps, the following places can be identified. Minnesota: Arrowhead Country, Lake of the Woods, Red River, Bemidji, Duluth, Hibbing, Polk County, Renville County, Cook County, Otter Tail County, Marshall County, Lake County, Ramsey County. D. Enlarge and refine the pupils' knowledge of meanings and pronunciations of words, by using pictures and contextual clues; by consulting the dictionary and constructing definitions; by identifying derivatives and multiple meanings when feasible; by reviewing these words (bog, boundary, chemical, graze, gumbo, herd, heritage, needle-leaf forest, route, sod, wilderness); and by presenting these words (bale, barley, bonanza, cash crop, cattle, clear, clearing, combine, contour plowing, Corn Belt, countryside, cultivate, dairy, drain, drainage, erosion, eroded, fertile, infertile, fertilize, fertilizer, flax, frontier, furrow, harvest, haunted, hybrid corn, market, mow, outpost, shear, shelter belt, silo,

DEVELOPING READINESS

A. The questions about farming identified earlier in the study can be recalled. (How do the people of Minnesota earn a living? Does most of Minnesota have good farming land? Is the weather warm enough for farming? Does Minnesota have enough rain for farming?), and questions which arise in the course of informal discussions can be added, the teacher assuming responsibility for suggesting pertinent questions which are not forthcoming from the pupils (What crops are raised in Minnesota? Is farming the leading occupation of the state? How does a farmer learn all he has to know?). B. To recall previous learnings, the pupils can

31

soybean, stalk, thresh, thresher, tractor, tile, trough, windmill).

ON A MINNESOTA FARM I. The farmer must care for the animals.

A. He must give (feed) to the hungry animals. B. He must (milk) the cows. C. He must (shear) the sheep. D. He must (gather) the eggs. II. The farmer must work in the field. A. He has to (plow) the ground. B. He has to (plant) the seeds. C. He has to (dig out) the weeds. III. The farmer raises many crops. A. Some plants have round wide leaves. 1. (Soybeans) 2. (Potatoes) 3. (Many vegetables) B. The grain crops are special kinds of grass. 1. (Wheat) 2. (Oats) 3. (Barley) C. (Flax) plants have round tough stems. D. (Corn) plants are dark green in color. E. (Grasses) and (clover) are planted close together in the hay fields. IV. The farmer must harvest his (crops). A. He threshes the (seeds) from their leaves and stem. B. He chops the (corn) stalks into chunks for silage. V. The farmer must fertilize the (land). VI. The farmer has many machines to care for. A. Many machines help the farmer. 1. To plow the (land) 2. To plant the (seed) 3. To cultivate the (fields) 4. To mow the (hay) 5. To pick up the (hay) 6. To cut and thresh the (grain) 7. To load and unload the (wagons) B. He may have as many machines as a small factory owner. VII. The farmer has many buildings to care for. A. He has the (house) where he lives. B. He has the (barn) where he keeps his cows and his hay.


Life and Work on the Farm, pages 34 to 39 A. The introductory paragraphs in Chapter 4, page 34, can be read together orally by the group. B. To recall the basic vocabulary, the pupils can choose the appropriate words to match the meanings listed below (bale, chemicals, combine, Corn Belt, cultivate, dairy, fertilize, harvest, heritage, mow, seed, shear, silage, stalk, thresh, tractor).* 1. To cut down the grain (mow) 2. To gather in the crop (harvest) 3. To separate the seeds or grain from the straw (thresh) 4. To break up the soil around plants in order to kill the weeds (cultivate) 5. To make the soil richer (fertilize) 6. To cut the wool from the sheep (shear) 7. A round bundle (bale) 8. A powerful machine used on farms for hauling and pulling (tractor) 9. A machine which both cuts and threshes the grain (combine) 10. The stem of a plant (stalk) 11. A place which sells milk products (dairy) 12. Corn stalks cut and stored in a silo (silage) 13. That which has been handed down from father to son (heritage) 14. A region where corn is raised (Corn Belt) C. To get the general idea of the content, pages 34—39, the pupils can skim the material, noting the headings and subtitles, getting information from the pictures and their captions, getting information from the map, and noting and writing unfamiliar words on the chalkboard. D. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils, clarifying difficulties in interpreting maps, and summarizing the information gained. E. To confirm their learnings, the pupils can reread pages 34-39 to complete the following outlines. *Note: The answers are indicated by italic type within the parentheses.

32

headings and the subtitles, getting information from the pictures and their captions, getting information from the maps, and noting and writing unfamiliar words on the chalkboard. D. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by pupils, clarifying difficulties in interpreting maps, and summarizing the information gained. E. To confirm their learnings, the pupils can reread pages 39-44 to list only the statements below which correctly describe the Dairy Region of Minnesota and the work carried on there.*

C. He has a (silo) for the silage. D. He has (sheds) for machines. E. He has a (house) where he cools the milk. F. He has (buildings) to store grain. VIII. The farmer has office work to do. A. He studies (books) and (magazines). B. He keeps his (records). MINNESOTA'S FARMING REGIONS I. Minnesota has four big farming regions. A. The (Dairy Region) is famous for milk. B. The (Corn Belt) is famous for corn and hogs. C. The (Cash Crop Region) is famous for many different crops. D. The (North Country) has few farms among the forests.

1. The Dairy Region reaches from north of Bemidji to the Iowa border. 2. The farms have big herds of milk cows. 3. The farmers sell the milk. 4. The farmers in the region raise much flax. 5. The soil is very fertile and very flat. 6. The farmers have tried to improve the land. 7. The farmers use the land for grass and hay for their cows. 8. The farmers also raise cattle for meat. 9. The farmers raise corn for their hogs and cattle. 10. The farmers can raise hybrid corn in the north. 11. Corn is the only crop raised. 12. The farmers raise "cash crops." 13. The farmers raise soybeans. 14. The farmers sell vegetables to factories to be canned and frozen.

Farms in the Dairy Region, pages 39 to 46 A. To recall the basic vocabulary, the pupils can choose the appropriate words to match the meanings listed below (cash crops, cattle, clear, contour plowing, dairy, erosion, frontier, furrow, graze, hybrid corn, infertile, market, scientist, silage, silo, soybean). 1. A tall round building used for storing feed for cattle (silo) 2. Seed developed by scientists (hybrid corn) 3. A place where goods are bought and sold (market) 4. A plant which was first raised in Asia (soybean) 5. A narrow ditch made by a plow (furrow) 6. To feed on grass in fields and pastures (graze) 7. The wearing away of soil by water (erosion) 8. Feed stored in a silo (silage) 9. Not fruitful; not rich (infertile) 10. The border of an unsettled region (frontier) 11. Cows (cattle) 12. Crops which the farmer can sell (cash crops) 13. To cut away trees and underbrush (clear)

F. To confirm their learnings, the pupils can reread pages 44-46 to choose the appropriate words to complete the following sentences about the "Heritage of the Dairy Region." 1. The history of farming in Minnesota began in the (southeastern) part of the state, (northern, southwestern, southeastern) 2. The first farmers came from (Europe) and eastern (United States). (Asia, Europe, France, United States) 3. They came as early as (1840). (1800, 1820, 1840) 4. They came in (covered wagons) and by (steamboats), (trains, covered wagons, steamboats, canoes)

B. The Dairy Region can be located on the map of Minnesota. C. To get the general idea of the content, pages 39-46, the pupils can skim the material, noting the

*Note: Statements 4, 5, and 11 do not describe the Dairy Region. 33

5. The first farmers worked hard to (clear) the land, (fertilize, seed, clear) 6. The farmers moved (westward), (eastward, westward, southward) 7. The first farmers raised (wheat) as their main crop, (wheat, flax, barley) 8. Soon there was (too much) wheat, (not enough, too much, little) 9. In 1900 the farmers decided to raise (more animals) and crops for feed, (more wheat, more barley, more animals) 10. The farmers of today inherited the (cleared land) from the pioneers, (dairy products, cleared land, wheat)

1. In the Corn Belt the farms are very poor. (false) 2. The farms are very valuable, (true) 3. The farms are in southern Minnesota. (true) 4. The farms are in northern Minnesota. (false) 5. The farmers have many machines, (true) 6. The farms have rich soil, (true) 7. The farmers raise cash crops, (true) 8. The summers are too short, (false) 9. The farmers raise flax, (true) 10. The farmers raise a great many beef cattle. (true) 11. The farmers raise a great many dairy cows. (false) 12. The early farmers found no trees on the prairie, (true) 13. The early farmers built their homes of logs. (false) 14. The early settlers built their homes of sod. (true) 15. The prairie farmers planted "shelter belts." (true) 16. The farmers drained the wet prairies. (true) 17. The farmers raise corn, (true) 18. The farms are some of the finest in the world, (true) 19. The farms have always been the finest. (false)

Farms in the Corn Belt, pages 46 to 50 A. To recall the basic vocabulary, the pupils can choose the appropriate words to match the meanings listed below (countryside, drain, flax, linseed, market, shelter belt, soybean, tile, underbrush). 1. A hollow pipe used to draw water away from a marsh (tile) 2. A neighborhood in a farming region (countryside) 3. To draw water away (drain) 4. A plant raised for its fiber and seed (flax) 5. Flaxseed (linseed) 6. A plant from Asia which is used for oil and flour (soybean) 7. Trees planted as a protection from strong winds (shelter belt)

The Cash Crop Region, pages 50 to 52

B. The Corn Belt can be located on a map of Minnesota. C. To get the general idea of the content, pages 46-50, the pupils can skim the material, noting the heading and subtitles, getting information from the pictures and their captions, getting information from the map, and noting and writing unfamiliar words on the chalkboard. D. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils, clarifying difficulties in interpreting the map, and summarizing the information gained. E. To confirm their learnings, the pupils can reread the material to decide whether the statements about the Corn Belt made below are true or false.

A. To recall the basic vocabulary, the pupils can choose the appropriate words to match the meanings listed below (bonanza, cash crop, dune, gumbo, harvest). 1. A harvest that is sold (cash crop) 2. That which brings a good profit (bonanza) 3. Clay which becomes slippery when wet (gumbo) B. The Red River Valley can be located on a map of Minnesota. C. To get the general idea of the content, pages 50-52, the pupils can skim the material, noting the headings and subtitles, getting information from the pictures and their captions, and noting and writing unfamiliar words on the chalkboard. D. To identify significant concepts, the mate34

the picture and the caption, and noting and writing unfamiliar words on the chalkboard. D. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils and summarizing the information gained. E. To confirm their learnings, the pupils can reread the material to decide whether the statements below about the North Country are true or false. Only a few farmers have settled in the North Country because of the following reasons: 1. The soil is not fertile, (true) 2. There are too many trees to cut down, (true) 3. There are many stumps to dig out. (true) 4. There are many stones to dig out. (true) 5. There are many swamps, (true) 6. The soil needs to be fertilized, (true) 1. The winters are short, (false) 8. The summers are long, (false) 9. The weather is too cold, (true)

rial can be discussed by clarifying meanings of words identified by the pupils, and summarizing the information gained. E. To confirm their learnings, the pupils can reread the material to choose the correct words to complete the following sentences about the Cash Crop Region. 1. The Cash Crop Region is in (western) Minnesota, (southern, eastern, western) 2. It is in the valley of the (Red) River. (Minnesota, Mississippi, Red) 3. The early settlers found (no) trees and (wet) land, (a great many, no, dry, wet) 4. In the 1890's the farmers raised an enormous amount of (wheat), (oats, wheat, barley) 5. Their huge farms were called (bonanza) farms, (ranch, prairie, bonanza) 6. The farmers in the Red River Valley raise other crops now: (oats) for breakfast food, (flax) for paint and paper, (beets) for sugar, and (barley) for yeast and beer, (sugar beets, flax, oats, barley, soybeans) 7. They also raise (wheat) for bread and macaroni, (barley, wheat, potatoes)

There are some small farming districts where: 1. Pioneers have cleared the land, (true) 2. The land was a little better, (true) 3. The land was very easily cleared, (false) 4. Milk is produced for nearby cities, (true)

The North Country, pages 53 to 57

F. The sections, "In the main farming regions" and "Farms Make Us Strong," pages 56-57, can be read together. G. The question "What has made Minnesota's farms great?" can be discussed informally.

A. To recall the basic vocabulary, the pupils can choose the appropriate words to match the meanings listed below (aspen, bog, clearing, fertilizer, frontier, horizon, infertile, needle-leaf forest, tile, wilderness). 1. Not suited for crops (infertile) 2. A growth of pine trees (needle-leaf forest) 3. An area of land where the trees and underbrush have been cut down (clearing) 4. The boundary between settled and unsettled land (frontier) 5. A tree (aspen) 6. A swamp (bog) 7. That which is added to the soil to make it more fertile (fertilizer) 8. Unsettled land (wilderness)

ENRICHING THE STUDY

A. Information can be gathered from several sources, the pupils presenting reports of their reading to the class. Suggested topics and their sources are listed below. Topics for the exceptional reader Agriculture: Gopher Reader, pp. 122-125. Farming: Minnesota, a State Guide, pp. 68—73 ; The Face of Minnesota, p. 252. Topics for the capable reader Wheat: Minnesota, Past and Present, pp. 261278; My Minnesota, pp» 214-227. Farming: My Minnesota, pp. 228-246; Minnesota, Past and Present, pp. 261-278. Farming in pioneer days: Exploring Minnesota, pp. 68-72.

B. Locations can be recalled: Arrowhead Country, Lake of the Woods, Red River Valley, Duluth, Ribbing, Virginia. C. To get the general idea of the content, pages 53-57, the pupils can skim the material, noting the headings and subtitles, getting information from 35

Farming today: Exploring Minnesota, pp. 7682. Topics for the less capable reader Alfalfa: Gopher Tales, pp. 195-197. Dairying: Gopher Tales, pp. 198-204. Pioneer farm: North on the Great River, pp. 187-189.

3. 4. 5. 6. 1. 8.

(plants the seeds) (digs out the weeds) (harvests the crop) (threshes the grain) (hauls the grain away) (fertilizes the soil)

B. By consulting Table 4, p. 183, the pupils can find the answers to the following questions : 1. Does Minnesota have a greater amount of plowed farmland or forest land? (plowed farmland) 2. Which county has the most plowed farmland? (Polk) 3. Which county has the least plowed farmland? (Cook) 4. Which are the five counties having the greatest amount of plowed farmland? (Polk), (Marshall), (Otter Tail), (Clay), (Renville) 5. Which are the five counties having the least amount of plowed farmland? (Cook), (Lake), (Ramsey), (Koochiching), (Itasca) C. To use the dictionary, the pupils can divide the words listed below into syllables, indicate the number of syllables, and then check their work by consulting the dictionary. climate: (cli-mate) ( 2 ) community: (com-mu-ni-ty) (4) inherit: (in-her-it) (3) scientist: (sci-en-tist) (3) suburb: (sub-urb) (2)

B. The following can be used as individual or group activities: 1. Contributing pertinent information about farming in Minnesota obtained by listening to television and radio broadcasts. 2. Visiting a modern farm. 3. Interviewing a county agricultural agent. 4. Displaying a collection of pictures of machinery used on a modern farm. 5. Indicating on an outline map of Minnesota the five counties having the greatest amount of ploughed farmland. 6. Dramatizing the work of a farmer. 7. Making a miniature farm, presenting a description of the purposes of the various buildings. 8. Indicating on an outline map of Minnesota the chief products raised on Minnesota's farms. 9. Illustrating the story of wheat from the time it is planted on one of the farms of the state until the day it appears on the breakfast table as a piece of toast. 10. Presenting an exhibit of products made from corn. 11. Making a collection of different kinds of soil. 12. Finding and presenting information about problems which face farmers of Minnesota; about the work of 4 H clubs in the state; and about hazards on the farm. 13. Writing a story or verse describing the work of a farmer.

D. The legends of the maps (Figures 29 and 30) on pages 39 and 40 can be interpreted, and the pupils can choose the appropriate words to complete the following sentences: 1. Minnesota has (four) main farming regions, (three, four, five) 2. Minnesota's North Country has (few) farms, (many, few, no) 3. The farming regions which reach to the northern border are the (North Country) and the (Cash Crop Region). The farming regions which reach to the western border are the (Cash Crop Region) and the (Corn Belt). The (Corn Belt) and (Dairy Region) reach to the southern border. The (Dairy Region) and (North Country) reach to the eastern border. (Dairy Region, Corn Belt, Cash Crop Region, North Country) 4. Minnesota's Corn Belt is in the (southwestern) part of the state, (southeastern, northwestern, southwestern)

DEVELOPING SKILLS

A. To develop a sense of chronology, the pupils can read about the work of the farmer on pages 3439, and then rearrange these activities in the order in which the farmer carries them out on the farm (threshes the grain, plows the ground, hauls the grain away, plants the seeds, harvests the crop, fertilizes the soil, digs out the weeds, breaks the ground into fine pieces). The farmer 1. (plows the ground) 2. (breaks the ground into fine pieces) 36

(southeastern) part of the state, (southwestern, western, southeastern) 6. The first settlements were made between the years (1840) and (1880). (1840, 1880, 1900, 1940) 7. The (fastest) settlement of farm cropland was made between 1880 and 1900. (first, fastest, slowest) 8. By 1900 (almost half) of Minnesota was farm cropland, (almost half, most, very little) 9. The fastest settlement of the state took place during a period of (twenty) years, (ten, twenty, thirty) 10. (Northeastern) Minnesota is still mostly forest, (southeastern, northeastern, northwestem)

5. The North Country of Minnesota is in the (northeastern) part of the state, (northwestern, northeastern, western) 6. The Cash Crop Region lies along Minnesota's (western) border, (eastern, western, southern) 7. The Corn Belt reaches from north of Bemidji to the (southern) border of the state, (western, northern, southern) 8. (Duluth) is the largest city in the North Country. (Virginia, Duluth, Hibbing) 9. The (Dairy Region) has two kinds of land: the Land of Hills and Lakes and the Land of Rolling Plains and Deep Valleys. (Cora Belt, North Country, Dairy Region) E. The legends of the maps on page 42 (Figure 33) and on page 43 (Figures 34 and 35) can be interpreted, and the pupils can choose the appropriate words to complete the following sentences: 1. There are two kinds of summer weather in the (Dairy Region). (Corn Belt, Dairy Region, North Country) 2. The raising of corn has spread northward into the (Dairy Region). (North Country, Corn Belt, Dairy Region) 3. The change in com growing covered a period of (twenty) years, (ten, twenty, thirty) 4. Soybeans are now raised all over (southern) Minnesota, (northern, southern, northeastern) 5. The change in soybean growing in the stale took place over a period of (twenty) years, (twenty, thirty, fifty)

G. The legend of the map (Figure 43) on page 50 can be interpreted, and the pupils can choose the appropriate words to complete the following sentences: 1. Farmers in (northwestern) Minnesota have had to dig ditches to drain their farmland, (northwestern, northeastern, southeastern) 2. Farmers in the southwestern part of the state have drained their farmland with (ditches) and (tiles), (channels, ditches, tiles, wells) SUMMARIZING AND EVALUATING

A. The questions identified earlier for studying farming in Minnesota can be referred to, the unanswered questions being identified and then answered. B. Significant learnings about farming in Minnesota can be recalled and recorded: Improvements in farm machinery have made farming easier for the farmer. The work of scientists has improved the seed used by the farmer. Farmers have learned how to conserve the soil. Minnesota farmers raise soybeans, potatoes, vegetables, wheat, oats, barley, flax, com, clover, hay, and sugar beets. Cows, hogs, sheep, and poultry are raised on Minnesota's farms. C. The words learned can be recalled and recorded. D. As an informal vocabulary test the pupils can use the following words in sentences: bonanza, clearing, contour plowing, cultivate, erosion, gumbo.

F. The legends of the maps on page 44 (Figure 36) and on page 45 (Figure 38) can be interpreted and the pupils can choose the appropriate words to complete the following sentences: 1. Minnesota's main vegetable-growing region is in the (southern) part of the state, (western, northern, southern) 2. The main vegetable-growing region reaches from north of Minneapolis and St. Paul to the (southern) border of the state, (western, northern, southern) 3. Vegetable markets are located in (Minneapolis) and (St. Paul). (Fairmont, Minneapolis, Rochester, St. Paul) 4. Canning and freezing plants are located in (Fairmont), (Faribault), (Rochester), and other cities of the region. (Fairmont, Faribault, Minneapolis, Rochester, St. Paul) 5. Minnesota's farmers first settled in the 37

E. The following words can be included in a spelling test: crop, cattle, dairy, harvest, wheat. F. The locational facts learned can be recalled. G. A paragraph can be written using as a topic sentence the statement "The farmer is a busy man." H. The pupils can appraise their own work habits by making self-evaluation charts, evaluat-

ing themselves according to these ratings on the habits of work listed below (almost always, much of the time, hardly ever, never). 1. I listen carefully to directions. 2. I ask for help when I need it. 3. I make good use of my time. 4. I do neat work. 5. I finish the work on time.

5 Treasures in the North Country PAGES s? TO 72 FORESTS OF THE STATE, pages 57 to 63 Minnesota: Baudette, Chisholm, Cloquet, Duluth, Hinckley, Twin Cities, Virginia, Mississippi River, Rum River, St. Croix River, Border Lakes, Cass Lake, Lake Superior, Leech Lake, Rainy Lake, Arrowhead Country, Big Bog, Big Woods, North Country, Superior National Forest.

Upon reading the first section of Chapter 5 the reader becomes acquainted with the story of the great forest of Minnesota, its disappearance years ago, and its reappearance in the present day. For the teacher, making preparations for guiding the class in the study of the lumbering industry of long ago and the forest products industry of today, plans are suggested below for each of the developmental steps.

D. The pupils' knowledge of meanings and pronunciations of words can be enlarged and refined by using pictures and contextual clues; by consulting the dictionary and constructing definitions; by identifying derivatives and multiple meanings when feasible; by reviewing these words (bonanza, clear); and by presenting these words (bank, brush, crew, cut-over land, cuts, embankment, hardship, log jam, lumber, lumberjack, lumberman, lumbering, power saw, scout, timber, timber cruiser, tree farming, wasteland, woodsman).


A. The questions concerning occupations identified earlier in the study can be recalled (How do the people of Minnesota earn a living?), and questions which arise in the course of informal discussions can be added, the teacher assuming responsibility for suggesting pertinent questions which are not forthcoming from the pupils (What happened to the great needle-leaf forest of Minnesota? What is being done to rebuild the forest? What products are manufactured from Minnesota's trees today?). B. To recall previous learnings, the pupils can identify what they already know about activities related to the forests of the state. C. To enlarge and refine the pupils' knowledge of maps, the following places can be identified.


A. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (bank, brush, crew, cut, cut-over land, embankment, hardship, log jam, lumbering, lumberjack, timber cruiser, tree farming, woodsman).* *Note: The answers are indicated within the parentheses. 38

in italic type

1. A raised mound of earth and gravel (bank) 2. A piling up of logs in a stream (log jam) 3. One who cuts down the trees in the forest (lumberjack) 4. A group of workmen (crew) 5. One who looks for trees to cut in the forest (timber cruiser) 6. Land covered with stumps (cut-over land) 7. A passageway through the forest (cut) 8. Small bushes and shrubs (brush) 9. The land at the edge of a river or lake (bank) 10. That which is difficult to bear (hardship) 11. Wood in the form of boards or planks (lumber)

II. The Lumbering Industry A. (Lumberjacks cut down the trees of the forest.) B. (The logs were floated down the streams.) C. (Lumber was made for cities and towns.) III. State and National Forests A. (Beautiful pines have been saved for the people.) B. (Workers on state and national lands have planted thousands of young pines.) IV. The Forests Today A. (The trees are not tall and straight as the pines years ago.) B. (The trees are now used for paper and boxes.) C. (There is a plan to rebuild the forest.)

B. To get the general idea of the content, pages 57-63, the pupils can skim the material, noting headings and subtitles, getting information from pictures and their captions, getting information from the map, and noting and writing unfamiliar words on the chalkboard. C. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils, clarifying difficulties in interpreting the map, and summarizing the information gained. D. To confirm their learnings, the pupils can reread the material to complete the outline below, using the following statements: Tall pines covered the land. Beautiful pines have been saved for the people. The Indians lived in the forest. The fur traders lived in the forest. Lumberjacks cut down the trees of the forest. The logs were floated down the streams. Lumber was made for cities and towns. Workers on state and national lands have planted thousands of young pines. The trees are not tall and straight as the pines years ago. The trees are now used for paper and boxes. There is a plan to rebuild the forest.

ENRICHING THE STUDY

1. Information can be gathered from several sources, the pupils presenting reports of their reading to the class. Suggested topics and their sources are listed below. Reports for the exceptional reader Lumbering: Gopher Reader, pp. 232-233. Logging: Gopher Reader, pp. 235-236, 250252. Lumberjacks: Gopher Reader, pp. 237-238. Forestry: Gopher Reader, pp. 242-245. Timber: The Face of Minnesota, p. 81. Forest fires: Minnesota Trails, pp. 75-84. Lumber industry: Building Minnesota, pp. 253260. Reports for the capable reader Paul Bunyan: Minnesota Pioneers, pp. 84-86; Minnesota, Past and Present, pp. 245-252. Forests: Minnesota, Past and Present, pp. 223— 244; My Minnesota, pp. 196-214. Conservation: Minnesota, Past and Present, pp. 253-260. Lumbering in Minnesota: Exploring Minnesota, pp. 92-98. B. The following can be used as individual or group activities: 1. Making a collection of drawings to illustrate the Paul Bunyan story. 2. Dramatizing the work of a lumberjack in the early days or the work of a tree farmer today. 3. Making a mural picturing Minnesota's early needle-leaf forest, the cut-over land of the 1850's and 1860's, and the tree farms of today.

FORESTRY IN MINNESOTA

I. The Forests Long Ago A. (Tall pines covered the land.) B. (The Indians lived in the forest.) C. (The fur traders lived in the forest.) 39

DEVELOPING SKILLS

A. To use the dictionary, the pupils can indicate the singular form for each of these plural words and also on what page in the dictionary each word is found (boundaries, countries, territories, missionaries, cities, quarries, tributaries, communities, industries, creameries). B. The legend of the map (Figure 48) on page 61 can be interpreted, and the pupils can choose the appropriate words to complete the following sentences: 1. Minnesota towns which have seen great forest fires include (Baudette}, (Chisholm}, (Cloquet}, (Hinckley}, and (Virginia}. (Baudette, Chisholm, Cloquet, Hinckley, Kettle, Littlefork, Mississippi, Rum, St. Louis, Virginia) 2. The needle-leaf trees and cut-over lands are found in the (northeastern} part of the state, (southwestern, southeastern, northeastern)


A. The questions about forest products can be referred to, the unanswered questions being identified and then answered. B. Significant learnings about the forest-products industry in Minnesota can be recalled and recorded: Minnesota's forests supplied the timber to build great cities and thousands of farms. Cut-over lands lay idle and useless for many years. Trees began to grow; others were planted and a new forest is appearing. Paper and boxes are made from the new trees. Christmas trees are cut in Minnesota. C. The words learned can be recalled and recorded. D. As an informal vocabulary test the pupils can use the following words in sentences: brush, cut-over land, lumber, lumberjack, timber, woodsmen. E. The following words can be included in a spelling test: forest, lumber, timber, conservation, industry. F. Vocational facts learned can be recalled. G. The class can prepare and present a quiz program on locational facts (QUESTION: Leech. What is it? Where is it? ANSWER: Lake in northern Minnesota).

C. To develop a sense of chronology, the pupils can arrange a list of events in sequence by consulting Table 8, p. 187, and indicating the dates on a time line. (1) (1660} The first white men see the land of Minnesota. (2) (1850} Logging begins on the St. Croix and Rum Rivers. (3) (1891} Leaders create the first state park. (4) (1895} Leaders make first laws to protect forests. (5) (1910} The first paper mill is completed.

MINERALS OF MINNESOTA, pages 63 to 70 The section of Chapter 5 devoted to telling the story of Minnesota's great mineral wealth gives the reader an insight into the struggles involved in« developing the mining industry and also creates a respect for the scientists who are now making plans for the future of this industry in the state. To serve as a guide for the teacher making plans for a study of mining in the state, procedures are suggested below for each of the developmental steps. 40


A. The questions concerning occupations identified earlier in the study can be recalled (How do the people of Minnesota earn a living?), and questions which arise in the course of informal discussions can be added, the teacher assuming responsibility for suggesting pertinent questions which are not forthcoming from the pupils (Where is mining done in Minnesota? What minerals are found in

B. To get the general idea of the content, pages 63-70, the pupils can skim the material, noting headings and subtitles, getting information from the pictures and their captions, getting information from the map, and noting and writing unfamiliar words on the chalkboard. C. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils, clarifying difficulties in interpreting the map, and summarizing the information gained. D. To confirm their learnings, the pupils can reread the material to choose the appropriate words to complete the sentences in the two groups below.

the state? Is mining one of the state's most important industries ?). B. To recall previous learnings, the pupils can identify what they already know about the mining industry in Minnesota. C. To enlarge and refine the pupils' knowledge of maps, the following places can be identified. Minnesota: Arrowhead Country, Cuyuna Iron Range, Lake Superior, Mesabi Iron Range, North Country, Vermilion Iron Range, Babbitt, Biwabik, Brainerd, Chisholm, Cloquet, Ely, Eveleth, Grand Rapids, Hibbing, Hoyt Lakes, Mountain Iron, Silver Bay, Virginia. D. The pupils' knowledge of meanings and pronunciations of words can be enlarged and refined by using pictures and contextual clues; by consulting the dictionary and constructing definitions; by identifying derivatives and multiple meanings when feasible; by reviewing these words (scout, taconite, timber cruiser); and by presenting these words (bedrock, deposit, dock, derrick, iron ore, iron range, laboratory, labor, laborer, miner, open-pit mine, pellet, shaft mine, steel, tunnel).

THE IRON RANGE

1. A treasure in Minnesota's (Arrowhead Country) is the deposit of iron ore. (Big Woods, Arrowhead Country, Big Bog) 2. Minnesota's ore is found in three ranges: the (Mesabi), the (Vermilion), and the (Cuyuna). (Arrowhead, Chippewa, Mesabi, Border, Vermilion, Ely, Cuyuna) 3. The ore is hauled to boats on (Lake Superior), (the Mississippi River, Lake Superior, the Minnesota River) 4. The ore is shipped to factories in (eastern) United States, (southern, western, eastern) 5. The Mesabi Range was discovered by the seven (Merritt) brothers. (Ely, Merritt, Hibbing) 6. The state of (Minnesota) has the greatest iron mines of the world. (Minnesota, North Dakota, Iowa) 7. The state has (open-pit) and (shaft) mines, (open-pit, shaft, derrick, tunnel) 8. The Mesabi and Cuyuna Ranges have (openpit) mines, (open-pit, shaft, tunnel) 9. (Hibbing) has the largest open-pit mine in the world. (Hibbing, Ely, Eveleth) 10. Most of the iron comes from the (Mesabi) Range. (Cuyuna, Mesabi, Vermilion)


A. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (bedrock, deposit, dock, derrick, iron ore, iron range, laboratory, miner, nickel, open-pit mine, pellet, scout, shaft mine, steel, taconite, tunnel).* 1. Rock containing iron (iron ore} 2. One who works in a mine (miner} 3. A landing place for boats (dock} 4. Solid rock formation (bedrock} 5. A natural mass of ore (deposit} 6. A poorer grade of iron ore (taconite} 7. A high framework near the entrance to a mine (derrick} 8. A deep mine where the men work underground (shaft mine) 9. A scientist's workroom (laboratory) 10. A mine where the men work in a wide deep hole (open-pit mine) 11. A small round ball (pellet) 12. An underground passageway (tunnel) 13. Region where iron is found (iron range) *Note: The answers within the parentheses.

TACONITE AND THE FUTURE

1. Only rich iron ore was sent to the (steelmakers) in eastern United States, (miners, scientists, steelmakers) 2. Minnesota still has an enormous amount of poorer ore called (taconite). (pellets, taconite, shaft) 3. E. W. Davis found a way to make rich ore from the (taconite). (balls, pellets, taconite)

are indicated in italic type

41

4. He rolled and crushed the ore into (pellets). (pellets, bars, pebbles) 5. Professor Davis' machine has brought new life to the (North Country). (North Country, Cuyuna Range, Big Bog) 6. New (towns) have been built in the Arrowhead Country, (iron ranges, towns, tunnels) 7. Another ore called (nickel) has been found in the North Country, (peat, coal, nickel) 8. Because of the work of (scientists), Minnesota's ore supply will last a long time, (miners, steelmakers, scientists)

DEVELOPING SKILLS

A. To interpret the use of accent marks and the respelling of words as an aid to pronunciation, the pupils can use the dictionary to find the syllables with accent marks and the respelling with accent marks of the words below. education appendix mineral horizon location vegetation

ENRICHING THE STUDY

A. Information can be gathered from several sources, the pupils presenting reports of their reading to the class. Suggested topics and their sources are listed below. Reports for the exceptional reader Mesabi Range: Gopher Reader, pp. 219-221. Merritt Brothers: Gopher Reader, pp. 222-224. Tower: Gopher Reader, pp. 225-227. Iron : The Face of Minnesota, p. 264. Taconite: The Face of Minnesota, p. 270. Mining: Minnesota, a State Guide, pp. 95-98. Iron mines: Building Minnesota, pp. 272-281. Reports for the capable reader Merritt Brothers-.Minnesota Pioneers, pp. 139140. Iron mining: Minnesota, Past and Present, pp. 307-322. Iron mines: My Minnesota, pp. 247-258; Exploring Minnesota, pp. 100-106. Reports for the less capable reader Merritt Brothers: Gopher Tales, pp. 146-150; North on the Great River, pp. 261-267. Iron mining: North on the Great River, pp. 268-272. Ribbing: North on the Great River, pp. 312317. Minnesota mines: North on the Great River, pp. 318-320.

(ed-u-ca'tion) (ap-pen'dix) (min'er-al) (ho-ri'zon) (lo-ca'tion) (veg-e-ta'tion)

(ed-u-ka'shun) (a-pen'diks) (min'er-al) (ho-ri'z'n) (lo-ka'shun) (vej-e-ta'shun)

B. The legend of the map (Figure 50) on page 63 can be interpreted, and the pupils can choose the appropriate words to complete the following sentences: 1. The (Mesabi) Iron Range is the largest. (Cuyuna, Mesabi, Vermilion) 2. The (Cuyuna) Iron Range is near the central part of Minnesota. (Cuyuna, Mesabi, Vermilion) 3. The (Vermilion) Iron Range is the farthest north of the three iron ranges (Cuyuna, Mesabi, Vermilion) 4. The town of Tower is near the (Vermilion) Iron Range. (Cuyuna, Mesabi, Vermilion) 5. There are no iron ranges in the region of (the flat plain), (hills and lakes, lakes and rocky ridges, the flat plain) SUMMARIZING AND EVALUATING

A. The questions about mining can be referred to, the unanswered questions being identified and then answered. B. Significant learnings about the mining industry in Minnesota can be recalled and recorded: Minnesota's rich deposits of iron ore are found in three ranges: the Vermilion, the Mesabi, the Cuyuna. The ore is shipped by rail to Lake Superior and then by boat to the steel mills in eastern United States. The Merritt Brothers discovered the Mesabi Range. The Mesabi and Cuyuna ranges are open-pit mines. The Vermilion is a shaft mine. Only high grade ore can be used for steel. Scientists have found a way to make rich ore out of taconite. Nickel has been found in Minnesota.

B. The following can be used as individual or group activities: 1. Illustrating the story of iron from the time it is removed from a mine in northern Minnesota until it is a manufactured article in one of the community stores. 2. Dramatizing the work of a miner. 3. Writing stories or verses which describe the work of a miner. 42

E. The following words can be included in a spelling test: mineral, iron, nickel, taconite, ore. F. A quiz program based on information gathered on the mining industry in Minnesota can be conducted. G. The locational facts learned can be recalled.

C. The words learned can be recalled and recorded. D. As an informal vocabulary test the pupils can use the following words in sentences: iron ore, iron range, laboratory, open-pit mine, shaft mine, taconite.

MINNESOTA'S VACATIONLAND, pages 70 to 72 Minnesota: Canada, Lake Superior, North Country.

When reading the final pages of Chapter 5, it is easy to sense that the North Country with its great natural beauty is an important part of Minnesota. It is pictured as a treasure to be enjoyed at the present time and one to be preserved for the enjoyment of others in the future. To assist the teacher in making plans for guiding children in a study of Minnesota's vacationland, suggestions are presented below for each of the developmental steps.

D. The pupils' knowledge of meanings and pronunciations of words can be enlarged and refined by using pictures and contextual clues; by consulting the dictionary and constructing definitions; by identifying derivatives and multiple meanings when feasible; by reviewing these words (wilderness, highway); and by presenting this word (lodge).


A. The questions concerning recreation and occupations identified earlier in the study can be recalled (What do the people of Minnesota do for fun? How do the people of Minnesota earn a living?), and questions which arise in the course of informal discussions can be added, the teacher assuming responsibility for suggesting pertinent questions which are not forthcoming from the pupils (Where are most of the state's vacation spots located? How do Minnesota's people take care of the visitors? Why do the tourists come to Minnesota? How can the vacationland be kept beautiful? What are the favorite sports of Minnesotans? What kind of music do Minnesotans enjoy? What kind of art can one see in Minnesota ? How are holidays celebrated in Minnesota?). B. To recall previous learnings, the pupils can identify what they already know about recreational activities of the state, about the resort areas in the state, and about activities related to serving vacationers. C. To enlarge and refine the pupils' knowledge of maps, the following items can be identified.


A. To get the general idea of the content, pages 70-72, the pupils can skim the material, getting information from the pictures and their captions, and noting and writing unfamiliar words on the chalkboard. B. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils and summarizing the information gained. C. To confirm learnings, the pupils can reread the material to choose the appropriate words to complete the following sentences: 1. Many people come to (northern) Minnesota to spend their vacations, (southern, eastern, northern) 2. The North Country of Minnesota is a beautiful forest (wilderness), (state, wilderness, county) 3. People enjoy Minnesota's vacationland: in the summer when they like to (swim), (fish), (paddle), (camp), and (drive); in the fall when they like to (hunt); in the winter when they like to (ski) and (toboggan), (ski, drive, fish, hunt, camp, paddle, dance, swim, toboggan, fly) 43

4. To welcome the visitors, the people of the North Country have built (cabins), (lodges), (boat docks), (roads), (camp grounds), (restaurants), and (stores), (stores, roads, schools, sawmills, cabins, mines, boat docks, farmhouses, lodges, camp grounds, restaurants) 5. More buildings and signs are being built to welcome the growing number of (vacationers). (settlers, vacationers, workmen) 6. Minneso'ans must (keep) the beauty of the wilderness for the vacationers of the future, (enjoy, discover, keep) 7. Minnesotans must make plans to (protect) the wilderness, (enjoy, protect, welcome)

related to conduct in public parks, forests, and playgrounds. 3. Gathering and presenting information about laws that are related to the use of state and national parks. DEVELOPING SKILLS

A. To interpret diacritical marking of long and short vowels and the respelling of words as aids to pronunciation, the pupils can use the dictionary to find the syllables with accent marks and the respelling with the marking for long and short a's of the two lists of words below. nation patient radio range highway traction passage aspen plateau addition

ENRICHING THE STUDY

A. Information can be gathered from several sources, the pupils presenting reports of their reading to the class. Suggested topics and their sources are listed below. Reports for the exceptional reader Sports: The Face of Minnesota, p. 203. Baseball: The Face of Minnesota, p. 210. Art: The Face of Minnesota, pp. 216-221. Music: The Face of Minnesota, pp. 224-226. Opera: Gopher Reader, pp. 119-121. Holidays: Gopher Reader, pp. 131-140. Recreation: Minnesota, a State Guide, pp. 126131. The arts: Minnesota, a State Guide, pp. 132150.

(nation) (pa'tient) (ra'di-o) (range) (high'way) (trac'tion) (pas'sage) (as'pen) (pla-teau') (ad-di'tion)

(na-shun) (pa-shent) (ra-di-o) (ranj) (hi-wa) (trak-shun) (pas-ij) (as-pen) (pla-to) (a-dish-un)

B. To recognize abbreviations commonly used on maps, the following ones can be identified: N. (North); S. (South); E. (East); W. (West); R. (River); L. (Lake); O. (Ocean); N.A. (North America); U.S.A. (United States of America); Minn. (Minnesota); Wis. (Wisconsin); N.D. (North Dakota) ; S.D. (South Dakota). C. The pupils can rewrite the following sentences using abbreviations for the italicized words: 1. We live in the state of Minnesota. 2. Have you seen Lake Superior? 3. The Atlantic Ocean is west of Europe. 4. The Pacific Ocean is west of North America. 5. The Mississippi River begins in Minnesota. 6. We live in the United States of America.

Reports for the capable reader The North Shore: Minnesota, Past and Present, pp. 333-344. Tourist business: Minnesota, Past and Present, pp. 199-212. Music in Minnesota: Exploring Minnesota, pp. 123-124. Art in Minnesota: Exploring Minnesota, p. 124. Literature in Minnesota: Exploring Minnesota, p. 124.


Report for the less capable reader Vacation playground: North on the Great River, pp. 328-333.

A. The questions about Minnesota's vacationland can be referred to, the unanswered questions being identified and then answered. B. Significant learnings about Minnesota as a vacationland can be recalled and recorded: Minnesota's North Country is one of our country's famous vacation spots. The vacationers are a source of income for many Minnesotans. The beauty of

B. The following can be used as individual or group activities: 1. Planning and preparing a skit: What can you do to save Minnesota's vacationland for future visitors ? 2. Writing a list of "Do's and Don'ts" that are 44

can use the following words in sentences: vacationer, lodge, future, natural beauty, wilderness. E. The following words can be included in a spelling test: vacation, North, wilderness, nature, future.

the North Country must be kept for future vacationers. C. The words learned can be recalled and listed in a record of the vocabulary study. D. As an informal vocabulary test the pupils

6 Going to Town in the Main Farming Regions PAGES 72 TO 97 A study of Chapter 6 reveals to the reader the many and varied activities of the larger and smaller communities of the main farming regions of the state: the farm-trade villages and towns; the towns that use the raw materials of the state in their factories ; the towns that serve the railroads; and those

that provide stores, schools, and hospitals for the people of Minnesota and visitors to the state. The teacher, wishing help in the use of the material with a group of pupils, will find suggestions presented below for each of the developmental steps.

FARM-TRADE VILLAGES AND FARM-TRADE TOWNS, pages 72 to 77 C. To enlarge and refine the pupils' knowledge of maps, the following places can be identified.


A. The questions about occupations and cities identified earlier in the study can be recalled (How do the people of Minnesota earn a living? In what part of the state do most of the people live? Do most of the people live on farms, in cities, in towns, or in villages?), and questions which arise during informal discussion can be added, the teacher assuming responsibility for suggesting pertinent questions which are not forthcoming from the group (Why have some places remained villages while others have grown and become towns ? How do the villages and towns help the farmer? About how many towns are there in the main farming region?). B. To recall previous learnings, the class can discuss experiences members of the group have had in some of Minnesota's farm-trade villages and towns, e.g., in Winona, Lake City, Luverne, Fairmont, Albert Lea, Blooming Prairie, Maple Grove, and Pine City.

1. The World: Hamburg, Germany; Oslo, Norway ; Stockholm, Sweden. 2. The United States: Iowa, Massachusetts, Minnesota, New York (state), North Dakota, Wisconsin. 3. Minnesota: twin cities (Breckenridge and Wahpeton, North Dakota; East Grand Forks and Grand Forks, North Dakota; Minneapolis and St. Paul; Moorhead and Fargo, North Dakota); Rochester; towns along the Iowa border (Albert Lea, Austin, Blue Earth, Fairmont, Jackson, Luverne, Worthington); towns near Wisconsin (Lake City, Red Wing, Stillwater, Wabasha, Winona); towns on the edge of the farming region (Bemidji, Brainerd, Park Rapids). D. The pupils' knowledge of meanings and pronunciations of words can be enlarged and refined by using pictures and contextual clues; by consulting the dictionary and constructing definitions; by identifying derivatives and multiple meanings

45

when feasible; by reviewing these words (boundary, countryside, herd, highway, route, town, valley, village, wilderness); and by presenting these words (blacksmith, business district, carpenter, county, courthouse, elevator, farm-trade village, grain, grove, lawyer, livestock, machine shop, meat-packing plant, population, poultry, preacher, products, rapids, scale, site, warehouse, wholesale).

headlines and subtitles, getting information from pictures and their captions, getting information from the maps, and noting and writing unfamiliar words on the chalkboard. C. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils, clarifying difficulties in interpreting maps, and summarizing information gained. D. To confirm their learnings, the pupils can reread the material to choose the appropriate words to complete the following sentences:


A. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (blacksmith, boundary, business district, county, courthouse, creamery, elevator, farmtrade village, lawyer, livestock, meat-packing plant, pasteurize, pioneer, plant, population, poultry, preacher, products, scale, site, warehouse, wholesale).* 1. A building for storing grain (elevator) 2. A public building where records are kept (courthouse) 3. A building where goods are stored (warehouse) 4. The kind of business which sells in large quantities to stores (wholesale) 5. A settlement where farmers go to buy and sell goods (farm-trade village) 6. A section of a city, town, or village where stores and offices are located (business district) 7. Animals raised on a farm (livestock) 8. One who knows the laws very well (lawyer) 9. A factory where meat is prepared for sale (meat-packing plant) 10. Articles made from raw materials (products) 11. One who gives sermons (preacher) 12. Location of a place (site) 13. An instrument for measuring weight (scale) 14. One who shapes pieces of iron by hammering (blacksmith) 15. Chickens or ducks (poultry) 16. The number of people in a state or country (population) 17. One of the divisions or sections of a state (county) B. To get the general idea of the content, pages 72-77, the pupils can skim the material, noting *Note: The answers are indicated within the parentheses.

THE FARM-TRADE VILLAGE pages 72 to 74

1. The farm-trade village is made up of people who serve the farmer by (selling) him supplies for the house and farm, (repairing) his machinery, (buying) his hogs or livestock, (shipping) his animals to a meat-packing plant, (weighing) his grain, buying it, and shipping it away, (educating) his children, and (providing) him with a place to worship, (educating, selling, buying, repairing, shipping, weighing, providing) 2. The work of the farm-trade village is carried on in the business district made up of (stores), (a grain elevator), (a machine shop), and other buildings, (churches, schools, stores, a grain elevator, hospitals, a machine shop) 3. The villages were settled in pioneer days by early settlers who were (storekeepers), (carpenters), (blacksmiths), (teachers), and (preachers), (explorers, Indians, storekeepers, carpenters, tribes, blacksmiths, grain buyers, livestock buyers, teachers, preachers) 4. The pioneer settlers of Minnesota named the hundreds of villages for Indians (Gray Eagle and Good Thunder); for European cities (Hamburg, Stockholm, and Oslo); for mill sites (Cannon Falls, Zumbro Falls, and Pelican Rapids); for wilderness areas (Blooming Prairie, Maple Grove, and Pine City); and for their former homes in the East (Albany, Troy, Orono, and Springfield). (Albany, Blooming Prairie, Cannon Falls, Good Thunder, Gray Eagle, Hamburg, Maple Grove, Orono, Oslo, Pelican Rapids, Pine City, Springfield, Stockholm, Troy, Zumbro Falls) THE FARM-TRADE TOWN pages 74 to 77

1. The people of the farm-trade towns who serve the farmer and the people of the neighboring vil-

in italic type

46

to find the syllables with accent marks, and the respelling with the marking for long and short e's of the words below. please (please) (plez) (scenic) scenic (se-nik) peat (peat) (pet) (league) league (leg) (sea'son) season (se-z'n) derrick (derrick) (der-ik) pellet (pellet) (pel-et) inherit (in her'it) (in-her-it) chemist (chem'ist) (kem-ist) pledge (pledge) (plej) B. The legend of the map (Figure 58) on page 76 can be interpreted, and the pupils can complete the following outline:

lages include (auto dealers), (storekeepers), (lawyers), (bankers), (newspaper men), (doctors), and (repairmen), (auto dealers, sailors, bankers, doctors, lawyers, newspaper men, repairmen, storekeepers, miners, pilots) 2. The farm-trade towns are larger than the villages because of the (invention) of the automobile, the (improvement) of highways, and the (changes) in farming, (invention, improvement, changes) 3. Minnesota has many farm-trade towns. Among them are the largest (Rochester); the ones near Wisconsin (Winona, Lake City, Red Wing, Stillwater); the ones near Iowa (Austin, Albert Lea, Blue Earth, Fairmont, Jackson, Luverne, Worthington); the ones near North Dakota (East Grand Forks, Moorhead, Breckenridge); and the ones near the edge of the farming region (Bemidji, Park Rapids, Brainerd). (Albert Lea, Austin, Bemidji, Blue Earth, Brainerd, Breckenridge, East Grand Forks, Fairmont, Jackson, Lake City, Luverne, Moorhead, Park Rapids, Red Wing, Rochester, Stillwater, Winona, Worthington)

TOWNS IN MINNESOTA'S MAIN FARMING REGION I. The towns having between 25,000 and 50,000 people A. (Austin) B. (Rochester) C. (Winona) D. (St. Cloud) II. The towns having over 3000 people A. Near the state's southern border 1. (Austin) 2. (Albert Lea) 3. (Blue Earth) 4. (Fairmont) 5. (Jackson) 6. (Worthington) 7. (Luverne) B. Near the state's western border 1. (Luverne) 2. (Pipestone) 3. (Breckenridge) 4. (Moorhead) 5. ( East Grand Forks ) C. Near the state's eastern border 1. (Stillwater) 2. (RedWing) 3. (Lake City) 4. (Winona) C. By consulting Table 5, pages 184-185, the pupils can find the answers to the following question: Which five cities of Minnesota had the largest population in 1950? List them in order of population from the largest to the smallest. (Minne-

ENRICHING THE STUDY

A. A sketch can be made picturing farmers en route to the farm-trade village; the opening paragraph of Chapter 6 can be reread for suggestions. B. Towns and villages having names derived from the names of animals and birds can be listed along with the counties in which they are located: (Badger), (Roseau)', (Swan), (Lake); (Buff a l o ) , (Wright); (Deerwood), (Crow Wing); (Elk River), (Sherburne); (Heron Lake), (Jackson); (Moose Lake), (Carlton); (Pelican Rapids), (Otter Tail); (Partridge), (Pine). C. The class can dramatize a day in the life of the farmer when he goes to a farm-trade town. D. On a map of Minnesota the following can be indicated: the five counties having the largest population in 1950, the five counties having the most people living on farms, or the ten cities having the largest population. See Tables 1, 2, and 5 (pages 180, 181, 184). DEVELOPING SKILLS

A. To interpret diacritical marking of long and short vowels and the respelling of words as aids to pronunciation, the pupils can use the dictionary 47

apolis), (St. Paul), (Rochester)

(Duluth),

(St.

Cloud),

D. By consulting Table 1, page 180, the pupils can find the answers to the following questions: 1. Which five counties had the most people in 1900? (Hennepin), (Ramsey), (St. Louis), (Otter Tail), (Stearns) 2. Which five counties had the most people in 1950? (Hennepin), (Ramsey), (St. Louis), (Stearns), (Otter Tail) 3. Which counties had a decrease in population from 1900 to 1950? (Chisago), (Dodge), (Fillmore), (Houston), (Le Sueur), (Sibley), (Wabasha), (Wright) 4. How many counties were there in Minnesota in 1900? (78) 5. How many counties were there in the state in 1950? (87) 6. What was Minnesota's population in 1950? (2,952,453) E. By consulting Table 2, page 181, the pupils can find the answers to the following questions: 1. Which three counties had the most people living on farms in 1900? (Otter Tail}, (Stearns}, (Polk} 2. Which three counties had the most people living on farms in 1950? (Otter Tail), (Stearns), (St. Louis) 3. How many Minnesotans lived on farms in 1950? (739,799)

4. How many Minnesotans lived on farms in 1900? (890,252) SUMMARIZING AND EVALUATING

A. The questions for studying farm-trade villages and towns can be referred to, the unanswered questions being identified and then answered. B. Significant learnings about Minnesota's farm-trade villages and towns can be recalled and recorded: One eighth of Minnesota's people live in the farm-trade towns. They are important because they serve the farmers who supply food for the countries of the world. The villages and towns were begun many years ago by the early pioneers. C. The words learned can be recalled and recorded. D. As an informal vocabulary test the pupils can use the following words in sentences: grain elevator, courthouse, livestock, warehouse, lawyer. E. The following words can be included in a spelling test: population, products, grain, scale, village. F. The locational facts learned can be recalled. G. In a map-study test the pupils can indicate the location of the following places: Austin, Moorhead, Twin Cities, Winona, Worthington.

FACTORIES, RAW MATERIALS, SKILLS AND IDEAS, pages 77 to 91 the people of Minnesota earn a living? In what part of the state do most of the people live? Do most of the people live on farms, in cities, in towns, or in villages?), and questions which arise during informal discussions can be added, the teacher assuming responsibility for suggesting pertinent questions which are not forthcoming from the group (What raw materials does Minnesota have which may be used to produce goods which people need? What sources of power does Minnesota have to run factories? What skills do Minnesota's workers need to run the factories? What means of transportation does Minnesota have to move the goods from the factories to the consum-

This section of Chapter 6 reveals to the reader the richness of Minnesota's raw materials as well as the insight of the people who used them to help the state to grow. Described in these pages are creameries and meat-packing plants; factories for cash crops; flour milling; stone quarries and paper mills; skills, ideas, and new products. For the teacher planning the study of manufacturing in the towns of the main farming regions, suggestions are given below for each of the developmental steps. DEVELOPING READINESS

The questions about occupations and cities identified earlier in the study can be recalled (How do 48

11. The materials from which many things are made (raw materials) 12. A factory (plant)

ers? What kinds of goods are manufactured in the state? Where are the factories located? Who have been the leaders in the manufacturing industry?).*

E. To get the general idea of the content, pages 77-80, the pupils can skim the material, noting headlines and subtitles, getting information from the picture and the caption, getting information from the map, and noting and writing unfamiliar words on the chalkboard. F. To identify significant concepts, the material can be discussed, by clarifying meanings of words identified by the pupils, clarifying difficulties in interpreting the map, and summarizing information gained. G. To confirm their learnings, the pupils can reread pages 77-80 to choose the appropriate words to complete the following sentences: 1. Minnesota's towns not only serve villages and farms but also all of Minnesota and all of America by making (meat) from hogs, (paper) from logs, and (oil) from flax seeds, (cloth, oil, meat, raw materials, paper, plants) 2. The factories using milk as a raw material are called (creameries) and (drying plants). (machines, tanks, drying plants, trucks, creameries) 3. The products of those factories in Minnesota include (butter), (cheese), (ice cream), (powdered milk), and (pasteurized milk), (butter, cartons, pasteurized milk, ice cream, cans, cheese, powdered milk, bottles) 4. The factories need milk as the raw material but they also need (workers) to work in the factories. They need (trucks) and (trains) to carry the products to all of America, (workers, creameries, trucks, products, trains, plants) 5. Most of Minnesota's creameries and drying plants are in (the Dairy Region), (the Dairy Region, Big Bog, the North Country) 6. Large creameries and drying plants are located in (the Twin Cities), (Detroit Lakes), (Thief River Falls), (Fergus Falls), and (Albert Lea), (the Twin Cities, Swift, Detroit Lakes, Thief River Falls, Isanti, Douglas, Fergus Falls, Meeker, Albert Lea) 7. Factories using (animals) and (poultry) as raw materials are called packing plants, (animals, milk, poultry, ore) 8. The packing plants need the raw materials from nearby farms but they also need (workers) to work in the factories and (trucks) and (trains)


Milk and Animals from Pastures and Farms, pages 77 to 80 A. The following places can be located on a map of Minnesota: Albert Lea, Austin, Detroit Lakes, Fergus Falls, Thief River Falls, Twin Cities. B. Using the methods given earlier, these words can be reviewed (Corn Belt, cattle, dairy, factory, flax, meat-packing plant, raw materials), and these words can be presented (billion, creamery, drying plant, hog, pasteurize, plant). C. Previous learnings can be recalled by ascertaining what pupils know about creameries and meat-packing plants in Minnesota and also about the town of Austin. D. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (billion, cattle, Corn Belt, creamery, dairy, drying plant, flax, hog, meat-packing plant, pasteurize, plant, poultry, raw materials).! 1. A plant which is raised for its seed and fiber (flax) 2. A pig, usually an adult suitable for market (hog) 3. A thousand millions (billion) (1,000,000,000) 4. The region where corn is raised (Corn Belt) 5. To heat milk to a high temperature (pasteurize) 6. Animals raised on a farm (cattle) 7. A place where butter and cheese are made (creamery) 8. A place where milk is changed to powder (drying plant) 9. A factory where meat is prepared for sale (meat-packing plant) 10. The business of producing milk (dairy) *Note: Because of the nature and amount of the material on Minnesota's factories, raw materials, skills and ideas, the teaching suggestions, usually included in this section, for map study and vocabulary study are included with the suggestions for acquiring a common background. INote: The answers are indicated in italic type within the parentheses.

49

to carry the products to all of America, (trucks, meat, workers, trains, poultry, animals) 9. The meat-packing plants are located in the region where (corn) and (animals) are raised, (flax, corn, wheat, animals, vegetables) 10. Large packing plants for hogs, cattle, and sheep are located in (Albert Lea), (Austin), (Duluth), (Twin Cities), and (Winona). Large packing plants for chickens and turkeys are located in (Marshall), (Moorhead), (Pipestcme), (Willmar), and (Worthington). (Albert Lea, Austin, Duluth, Marshall, Moorhead, Pipestone, Twin Cities, Willmar, Winona, Worthington) 11. The meat-packing plants get their raw material from farms in (Minnesota}, (Iowa), and (South Dakota}. (Canada, Iowa, Minnesota, South Dakota, Wisconsin) 12. Minnesota's most famous meat-packing town is (Austin}. (Austin, Duluth, Minneapolis)

9. A vegetable which is grown in China, Japan, and the United States (soybean) 10. A building where goods can be stored (warehouse) E. To get the general idea of the content, pages 80-82, the pupils can skim the material, noting the heading, getting information from the pictures and their captions, getting information from the map, and noting and writing unfamiliar words on the chalkboard. F. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils, clarifying difficulties in interpreting the map, and summarizing information gained. G. To confirm learnings, the pupils can reread pages 80-82 to choose the appropriate words to complete the following sentences: 1. Minnesota's factories use animals and (cash crops) as raw materials, (power, food, cash crops) 2. In Minnesota's factories (vegetables) are canned and frozen; (sugar) is made from beets; (paint), (plastics), and (margarine) are made from soybean oil; (linseed oil) is made from flax seeds; (tow) is made from flaxstraw. (salt, tow, linseed oil, paint, sugar, vegetables, plastics, margarine) 3. Flax mills are located in (Montevideo), (Windom), and (Winona). (Montevideo, Crookston, Windom, Moorhead, Winona, Mankato) 4. Sugar factories are located in (East Grand Forks}, (Crookston), and (Moorhead). (East Grand Forks, Red Wing, Windom, Crookston, Montevideo, Moorhead) 5. The new raw materials have brought the state new (industries), (industries, crops, power) Heritage of Flour Mills, pages 82 to 85

Cash Crops from Rich Fields, pages 80 to 82 A. The following places can be located on a map of Minnesota: Red River Valley, East Grand Forks, Crookston, Montevideo, Moorhead, Windom, Winona. B. Using the methods given earlier, these words can be reviewed (cash crop, raw materials, soybean, warehouse), and these words can be presented (harvest, industry, linseed oil, margarine, mill, plastics, tow). C. Previous learnings can be recalled by identifying pupils who have visited a canning factory, and by listening to their observations. D. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (cash crops, harvest, industry, linseed, margarine, mill, plastics, raw material, soybean, tow, warehouse). 1. A business (industry} 2. Flaxseed (linseed) 3. The coarse part of flax (tow) 4. Material that can be molded into shape (plastics) 5. Crops which the farmer can sell (cash crops) 6. To gather in the crop (harvest) 7. The place where grain is ground into flour (mill) 8. A product used in factories (raw material)

A. The following places can be located on a map of Minnesota: North Country, Cannon River, Mississippi River, Rainy River, Red River, Root River, Zumbro River, Vermilion River, Cannon Falls, Faribault, Hastings, Lake City, Northfield, Red Wing, Wabasha, Winona. B. Using the methods given earlier, these words can be reviewed (Dakotas, dam, grain, mill, monument, plain, ridge, silo, stream), and these words can be presented (skill, skillful, skilled). C. Previous learnings can be recalled by dis50

Falls), (Hastings), (Red Wing), (Wabasha), (Winona), and (Lake City). (Buffalo, Cannon Falls, Dakota, Faribault, Hastings, Hutchinson, Lake City, Mississippi, Northfield, Red Wing, Root, Vermilion, Wabasha, Willmar, Winona)

cussing what pupils already know about the raising of wheat and the milling of flour. D. To recall the basic vocabulary the pupils can match the following words with the appropriate meanings listed below (Dakotas, dam, grain, mill, monument, plain, ridge, silo, skill, stream). 1. A place for storing food for cattle (silo) 2. The ability to do something well (skill) 3. The two states, North and South Dakota (Dakotas) 4. A bank or wall built to hold back a flow of water (dam) 5. A place where wheat is made into flour (mill) 6. A river or brook (stream) 7. Grass, such as wheat and oats (grain) 8. Something set aside in memory of persons or events (monument) 9. Broad stretch of level land (plain) 10. A raised strip of land (ridge)

Natural Resources, pages 85 to 87 A. The following places can be located on a map of Minnesota: Canada, North Country, Mississippi River, Minnesota River, Brainerd, Granite Falls, Kasota, Little Falls, Mankato, Ortonville, Red Wing, Redwood Falls, Sartell, St. Cloud. B. Using the methods given earlier, these words can be reviewed (bluff, clay, farm-trade town, industry, rapids, tile, waterfall), and these words can be presented (granite, natural resources, pulp, rock wool, sewer, terrazzo). C. Previous learnings can be recalled by discussing the value of other raw materials in the development of the state, and listening to reports by pupils who have at one time visited a quarry or paper mill. D. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (bluff, clay, farm-trade town, granite, industry, natural resources, pulp, rapids, rock wool, sewer, terrazzo, tile, waterfall). 1. A very hard rock, red in color (granite) 2. A business (industry) 3. A settlement where farmers buy and sell goods (farm-trade town) 4. A floor covering made of chips of stone set in cement (terrazzo) 5. Earth (clay) 6. The swift part of a stream (rapids) 7. Materials supplied by nature (natural resources) 8. Material from which paper is made (pulp) 9. A pipe made of clay used for draining wet regions (tile) 10. An underground pipe for carrying away water and waste material (sewer)

E. To get the general idea of the content, pages 82-85, the pupils can skim the material, getting information from the pictures and their captions, getting information from the map, and noting and writing unfamiliar words on the chalkboard. F. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils, clarifying difficulties in interpreting the map, and summarizing information gained. G. To confirm their learnings, the pupils can reread pages 82-85 to choose the appropriate words to complete the sentences below: 1. The making of (flour) has been Minnesota's most famous industry, (wheat, flour, cash crops, building material) 2. Long ago large mills were built in Minnesota's first farming region in the (southeastern) part of the state, (western, northern, southeastern) 3. The pioneer farmers raised (wheat) for the mills, (wheat, barley, oats) 4. The (millers) made the world's finest flour, (farmers, towns, millers) 5. The mills brought money to (Minnesota). (Minnesota, Europe, eastern United States) 6. The early mills used (water) power, (electric, atomic, water) 7. Mills were built beside swift streams in the towns of (Faribault), (Northfield), (Cannon

E. To get the general idea of the content, pages 85-87, the pupils can skim the material noting the headings and subtitle, noting and writing unfamiliar words on the chalkboard. F. To identify significant concepts, the material can be discussed by clarifying meanings of words

51

identified by the pupils, and summarizing information gained. G. To confirm their learnings, the pupils can reread pages 85-87 to choose the appropriate words to complete the following sentences.

Skills and Ideas, pages 87 to 91 A. The following places can be located on maps. 1. The United States: Mississippi River, Illinois, Minnesota, Ohio, Oregon, Pennsylvania, Washington (state), West Virginia. 2. Minnesota: Mississippi River, St. Croix River, North Country, Albert Lea, Bayport, Fairmont, Hastings, Hutchinson, Little Falls, Mankato, Owatonna, Red Wing, Rochester, Stillwater, Waseca, Winona.

ROCKS AND STONES pages 85 to 86

1. The raw materials provided by Nature are called (natural resources). (Nature's land, natural resources, forests and grasslands) 2. A factory in Red Wing uses the soft clay of the Mississippi Valley to make (tiles) for building sewers, (walls, bricks, tiles) 3. Another factory in Red Wing uses (hard rock) to make rock wool, (clay, bricks, hard rock) 4. A factory in Mankato uses (stone) to make material for terrazzo floors, (clay, stone, brick) 5. Another factory near Mankato polishes (stone) for the walls of fine buildings, (stone, metal, wood) 6. A hard reddish-colored rock called (granite) is found in the farming region of Minnesota, (marble, ore, peat, granite) 7. The rock is found near two rivers of Minnesota: near the (Mississippi) and the (Minnesota). (Red, Mississippi, Rum, St. Croix, Minnesota, Rainy) 8. Quarries are located near (St. Cloud). (Minneapolis, St. Cloud, St. Paul) 9. Granite is used for (monuments) as well as for walls of fine buildings, (blocks, stone, monuments, quarries)

B. Using the methods given earlier, these words can be reviewed (coast, skilled, steel), and these words can be presented (automatic, compute, computer, decoy, electronic, equip, equipment, flavoring, handcar, liniment, medal, pottery, spice, ventilate, ventilator). C. Previous learnings can be recalled by identifying manufacturing towns already studied, the raw materials used, the power available, the skills of the workers, and the markets for their manufactured products. D. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (automatic, coast, compute, decoy, electronic, equipment, flavoring, handcar, liniment, medal, metal, pottery, skilled, spice, steel, ventilate). 1. Expert (skilled) 2. An imitation duck (decoy) 3. A vegetable product such as pepper and cloves (spice) 4. Anything used to give a particular taste (flavoring] 5. Having power to act by itself (automatic) 6. A small car used by railroad workmen (handcar) 7. The seashore (coast) 8. A medicine which is rubbed on the skin (liniment) 9. To count (compute) 10. Something received as an honor or reward (medal) 11. Articles needed for a particular purpose (equipment) 12. A factory which makes dishes and vases out of clay (pottery) 13. To furnish with fresh air (ventilate)

WATER POWER AND PAPER pages 86 to 87

1. Paper factories use two of Minnesota's natural resources, (logs) and (power from swift streams), (iron ore, logs, rich soil, peat, power from swift streams) 2. Paper is made from (pulp) which has come from the logs of northern forests, (bark, roots, pulp) 3. The logs have been shipped from (Canada) and the (North Country) of Minnesota. (Alaska, Canada, valleys, plains, North Country) 4. Minnesota's greatest stream is the (Mississippi). (Minnesota, Mississippi, Red) 5. (Dams) have been built to make waterfalls to furnish power for the factories, (factories, dams, gorges) 6. Paper factories are located in (Brainerd), (Little Falls), and (Sartell). (Bemidji, Brainerd, Little Falls, Little Fork, Sartell, Sandstone)

E. To get the general idea of the content, pages 52

line cans), (oilcans), (spices), (flavorings), (medicine for animals). Red Wing Pioneer days: (crocks), (jugs). Present time: (dishes), (vases). Stillwater Pioneer days: (boards), (doorframes), (window frames). Present time: (windows), (doors), (cabinets).

87-91, the pupils can skim the material, noting headings and subtitles, getting information from pictures and their captions, and noting and writing unfamiliar words on the chalkboard. F. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupil and summarizing information gained. G. To confirm their learnings, the pupils can reread pages 87-91 to recall the information in the following summaries.

NEW IDEAS pages 89 to 90

Many new factories have been built in Minnesota to make many new products. Indicate which of these products are manufactured in the towns listed below (automatic switches, boats, electric motors, electronic computers, engines for boats, farm machines, low trucks for factories and warehouses, paint that glows at night, radios, railway work-cars, "Scotch" tape, school jewelry and medals, special tools). Fairmont: (railway work-cars), ("Scotch" tape). Faribault: (low trucks for factories and warehouses) . Hastings: (paint that glows at night). Hutchinson: ("Scotch" tape). Little Falls: (boats). Mankato: (electric motors), (automatic switches). Owatonna: (school jewelry and medals), (special tools), (farm machines). Red Wing: (engines for boats). Rochester: (electronic computers). Waseca: (radios), (boats).

SKILLS AND IDEAS page 87

Choose the appropriate words to complete the following sentences (America, Illinois, Minnesota, Oregon, Pennsylvania, Washington, West Virginia, world) : 1. Some of Minnesota's factories get the raw materials which they need from distant places, e.g., iron and steel from (Illinois) or (Pennsylvania), lumber from (Washington) or (Oregon), coal and clay from (West Virginia). 2. Minnesota's factories send their products to other parts of (America) and to other countries of the (world). HERITAGE FROM THE PIONEERS pages 87 to 89

Minnesota has had and still has skilled workers who live in the towns of the farming region of the state. Indicate the products which were made in Albert Lea, Winona, Red Wing, and Stillwater in pioneer days and those which are manufactured there now (boards, cabinets, camp stoves, chains, crocks, dishes, doors, door frames, flavorings, heaters, gasoline cans, ice boxes, jugs, liniment, metal pails, milk pails, medicine for animals, oil cans, spices, stoves, tire chains, window frames, windows, vases, ventilating fans). Albert Lea Pioneer days: (stoves). Present time: (heaters), (ventilating fans), (camp stoves), (ice boxes). Winona Pioneer days: (chains), (metal pails), (liniment). Present time: (tire chains), (milk pails), (gaso-

FACTORIES IN THE FARM-TRADE TOWNS pages 90 to 91

Indicate the statements that are true and those that are false. 1. Minnesota's factories have helped many towns to grow, (true) 2. They provide work for many people, (true) 3. They make products for Minnesota only. (false) 4. They ship their products to many parts of the world, (true) 5. They use raw materials from Minnesota's farms, (true) 6. They use raw material from Minnesota's quarries, (true) 7. They make very few products, (false) 53

vertisements, labels, or pictures of articles made in Minnesota. 2. Presenting a description of articles made in the local community. 3. Picturing on a large outline map of Minnesota different articles manufactured in the state. 4. Presenting a report of a visit to a manufacturing plant. 5. Reporting an interview with one of Minnesota's workers; presenting information about the work he does, e.g., in a grain elevator, meat-packing plant, flour mill, canning factory, creamery, sugar-beet factory, quarry, pottery, paper mill. 6. Indicating on an outline map of Minnesota the cities which in 1950 employed more than 1000 people in industry. 7. Indicating on an outline map of Minnesota the cities which in 1950 employed more than 1000 people in mines or quarries.

8. They use power from Minnesota's rivers. {true) 9. They use the skills of Minnesota's people. (true) 10. They use the ideas of Minnesota's people. (true) 11. They will change in future years, (true) 12. They are, for the most part, located in the North Country, (false) 13. They are located in the farming region of che state, (true) 14. They may spread westward, (true) ENRICHING THE STUDY

A. Information can be gathered from several sources, the pupils presenting reports of their reading to the class. Suggested topics and their sources are listed below. Reports for the exceptional reader Towns and cities: The Face of Minnesota, p. 169. Selling grain: The Face of Minnesota, p. 175. Grain elevators: The Face of Minnesota, p. 243. Granite: Gopher Reader, pp. 212-213, 215216. Clay: Gopher Reader, p. 214. Milling: Gopher Reader, pp. 228-231; Minnesota, a State Guide, pp. 92-94. Papermaking: Gopher Reader, pp. 253-255. Quarrying: Minnesota, a State Guide, pp. 98100. Meat packing: Minnesota, a State Guide, pp. 100-101. Flour mills: Building Minnesota, pp. 261-269. Reports for the capable reader William D. Washburn: Minnesota Pioneers, pp. 126-127. Rocks: Minnesota, Past and Present, pp. 190194. Flour milling: Exploring Minnesota, pp. 85-87. Meat packing: Exploring Minnesota, pp. 8889. Dairy plants: Exploring Minnesota, pp. 89-91. Reports for the less capable reader Dairying: Gopher Tales, pp. 198-204. Industries: North on the Great River, pp. 334341.

DEVELOPING SKILLS

A. The legend of the maps (Figures 59, 60, 64) on pages 78 and 83 can be interpreted, and the pupils can complete the following outlines:

MINNESOTA'S DAIRY PLANTS

Figure 59 I. Minnesota has many large dairy plants. A. Most of the large plants are in the (Dairy) Region. B. Some large plants are in cities on the eastern border of the state. 1. In (Stillwater) 2. In (Duluth) 3. In (Winona) C. Some are in towns near the southern border. 1. In (Albert Lea) 2. In (Worthington) D. A large plant is located in (Moorhead) on the western border. E. Some large plants are in the northwestern part of the state. 1. In (Thief River Falls) 2. In (Bemidji)

MINNESOTA'S PACKING PLANTS Figure 60

I. Minnesota has two kinds of packing plants. A. For (hogs, cattle, and sheep) B. For (chickens and turkeys) II. Most of the packing plants are in the (southern) part of the state. III. Some of the plants are in the (Corn) Belt.

B. The following can be used as individual or group activities: 1. Making and displaying a collection of ad54

(Albert Lea), (Austin), (Cloquet), (Duluth), (Faribault), (International Falls), (Mankato), (Minneapolis), (Red Wing), (St. Cloud), (St. Paul), (Winona). 2. Which cities of Minnesota had more than 1000 people working in mines or quarries in 1950? (Chisholm), (Ribbing), (Virginia)

IV. Some are in the southern part of the (Dairy) Region. FACTORIES FOR CASH CROPS Figure 64

I. Sugar factories are located in western Minnesota. A. In (East Grand Forks) B. In (Crookston) C. In (Moorhead) II. Soybean-oil mills are located in southern Minnesota. A. In (Minneapolis) B. In (Mankato) III. Flax mills are located in southern Minnesota. A. In (Montevideo) B. In (Window) C. In (Minneapolis) D. In (Red Wing) E. In (Winona)

E. To interpret diacritical markings of long and short vowels and the respelling of words as aids to pronunciation, the pupils can use the dictionary to indicate the syllables with accent marks and the respelling with markings for long and short i's of the following words. silage (si'lage) (sl-lij) islet (is'let) (Met) ignite (ig-nite') (Tg-nlt) gigantic (gi-gan'tic) (ji-gan-tic) mileage (mile'age) (mll-ij) traffic (traffic) (traf-ic) ridge (ridge) (rij) carriage (car'riage) (kar-ij) granite (gran'ite) (gran-it) inherit (in-her'it) (m-her-it)

B. The legend of the map (Figure 65) on page 83 can be interpreted, and the pupils can choose the appropriate words to complete the following sentences (southwestern, southeastern, northwestern, northeastern) : 1. Minnesota's first farming region was in the (southeastern) part of the state. 2. Minnesota's main wheat-growing region is in the (northwestern) part of the state. 3. Most of Minnesota's large flour mills today are in the (southeastern) part of the state.


A. The questions about Minnesota's factories can be referred to, the unanswered questions being identified and then answered. B. Significant learnings about the manufacturing towns in Minnesota's farming region can be recalled and recorded: The towns and villages of Minnesota's farming region serve the people on the farms, in towns and cities of Minnesota, America, and also other countries of the world. Their industries help Minnesota grow by using the skills and ideas of the people and the raw materials of the state. They make hundreds of articles used all over the world. The towns and villages have changed since pioneer days and they will continue to change and find new ways to serve the people. C. The words learned can be recalled. D. As an informal vocabulary test the pupils can use the following words in sentences: raw materials, manufacture, quarry, skill, industry. E. The following words can be included in a spelling test: factory, worker, products, granite, dairy.

C. To develop a sense of chronology, the pupils can arrange a list of events in sequence by consulting Table 8, page 187, and indicating the dates on a time line. (1) (1850) Logging began on the St. Croix. (2) (1884) Mining began on the Vermilion Range. (3) (1897) Packing of meat began in South St. Paul. (4) (1910) Making of paper began in International Falls.

D. By consulting Table 5, pages 184-185, the pupils can find the answers to the following questions : 1. Which cities of Minnesota had more than 1000 people working in industries in 1950? 55

F. The locational facts learned can be recalled. G. A quiz, "What's My Line?" in which the quiz master gives the name of a town in Minne-

sota's main farming region and the contestant names a product manufactured in that town, can be conducted.

TOWNS THAT SERVE THE RAILROADS, pages 97 to 93 Lake Superior, Florida, Idaho, Illinois, Iowa, Massachusetts, Minnesota, New York, North Dakota, Oregon, Pennsylvania, South Dakota, Washington, Duluth, Twin Cities. 2. Minnesota: Canada, Lake Superior, Iowa, North Dakota, South Dakota, Albert Lea, Brainerd, Duluth, Staples, St. Cloud, Twin Cities, Willmar. D. The pupils' knowledge of meanings and pronunciations of words can be enlarged and refined by using pictures and contextual clues; by consulting the dictionary and constructing definitions; by identifying derivatives and multiple meanings when feasible; by reviewing these words (crew, elevator, fertilizer, fertile, infertile); and by presenting these words (crossroad, depot, freight, railroad center, shop, transport, transportation).

This section on the railroad centers of Minnesota pictures for the reader the activities carried on in those towns and identifies the contributions which the railroad workers make to the economy of Minnesota. The teacher will find suggestions for guiding pupils in their study of this part of the unit by referring to ideas presented below for each of the developmental steps. DEVELOPING READINESS

A. The questions concerning occupations and towns which were identified earlier in the study can be recalled (How do the people of Minnesota earn a living? In what part of the state do most of the people live? Do most of the people live on farms, in cities, in towns, or in villages?), and questions which arise during informal discussions can be added, the teacher assuming responsibility for suggesting pertinent questions which are not forthcoming from the group (What railroads serve Minnesota's towns? Which towns serve the railroads? What work is carried on in those towns? Which are the leading railroad centers? Where were Minnesota's first railroad lines built? What other forms of transportation are used in Minnesota ? What were early means of transportation in the state? Who are the people who have been leaders in transportation in the state? What changes may take place in the field of transportation?). B. To recall previous learnings, the class can discuss what they already know about railroad work in Willmar, Brainerd, Staples, St. Cloud, and Albert Lea. C. To enlarge and refine the pupils' knowledge of maps, the following places can be identified. 1. The United States: Pacific Ocean, Canada,


A. To recall the basic vocabulary, the pupils can match these words with the appropriate meanings listed below (crew, crossroad, depot, elevator, fertilizer, freight, railroad center, shop).* 1. The place where two roads meet and cross (crossroad} 2. A railroad station (depot) 3. A place where grain is stored (elevator) 4. A building where railroad cars are built and repaired (shop) 5. A town located where many railroad lines meet (railroad center) 6. That which is added to the soil to make it richer (fertilizer) 1. A train used for moving goods (freight) 8. A group of workmen (crew) B. To get the general idea of the content, pages 91-93, the pupils can skim the material, noting *Note: The answers are indicated within the parentheses.

56

in italic type

the heading, getting information from the picture and the caption, getting information from the map, noting and writing unfamiliar words on the chalkboard. C. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils, clarifying difficulties in interpreting the map, and summarizing information gained. D. To confirm their learnings, the pupils can reread the material to choose the appropriate words to complete the sentences listed below (Albert Lea, Brainerd, Canada, centers, the Dakotas, depots, Florida, Illinois, Massachusetts, Minnesota, Oregon, New York, products, Pennsylvania, railroads, southern countries, St. Cloud, Staples, Washington, Willmar). 1. The {railroads) serve the towns of Minnesota's farming region by bringing goods from distant places and by carrying away products of farms and factories. 2. A few towns in Minnesota serve the railroads; they are called railroad (centers}. 3. The Minnesota towns that serve the railroads include (Albert Lea), (Willmar), (St. Cloud), (Brainerd), and (Staples). 4. Trains through Albert Lea carry northward factory goods from (Illinois), fertilizer from (Florida), and coffee from (southern countries); they carry southward farm and factory products from (Minnesota), (the Dakotas), and (Canada). 5. Trains through Willmar carry eastward lumber from (Oregon), and apples from (Washington) ; and westward they carry electric motors from (Massachusetts). 6. Freight cars are built and repaired in railroad shops in (St. Cloud). 7. The railroad workers in Minnesota help all of the people of America to get the (products) they need every day.

Pioneer travel: Gopher Reader, pp. 162-164. Red River trails: Gopher Reader, pp. 166-169 Horseless carriages: Gopher Reader, pp. 179181. Air transportation: Gopher Reader, p. 182. Roadways of today: Gopher Reader, pp. 183185. Transportation: Minnesota, a State Guide, pp. 81-88. Reports for the capable reader James J. Hill: Minnesota Pioneers, pp. 121123. Early transportation: Minnesota, the Story of a Great State, pp. 374-375. Bus service: Minnesota, the Story of a Great State, pp. 397-398. Air transportation: Minnesota, the Story of a Great State, pp. 403-404. Waterways: Exploring Minnesota, pp. 110111. Building of roads: Exploring Minnesota, pp. 110-112. Railroads: Exploring Minnesota, pp. 112-113. Modern transportation: Exploring Minnesota, pp. 116-118. Reports for the less capable reader James J. Hill: Gopher Tales, pp. 135-140; North on the Great River, pp. 274-284. Minnesota's first railroad: Gopher Tales, pp. 124-130. Charles Lindbergh: North on the Great River, pp. 295-306 B. The following can be used as individual or group activities: 1. Presenting a report of an interview with a railroad worker. 2. Selecting pertinent pictures of the development of transportation in The Thirty-second State, presenting them on a screen through use of an opaque projector. 3. Making pictures of the many methods of transportation which have been used in Minnesota, combining them into murals depicting the development of transportation by water, land, and air. 4. Collecting and displaying pictures to show the growth of transportation in Minnesota. 5. Collecting and displaying pictures of articles of food which must be transported into the state. 6. Writing a story, "Why I Would Like to Work on a Train." 7. Making a mural illustrating the activities in a railroad yard of a Minnesota town.

ENRICHING THE STUDY

A. Information can be gathered from several sources, the pupils presenting reports of their reading to the class. Suggested topics and their sources are listed below. Reports for the exceptional reader Railroads: The Face of Minnesota, p. 246; Gopher Readers, pp. 172-173. 57

below and these possible answers for each one: never, seldom, frequently, always. 1. Do I try to look at the speaker? 2. Do I try to think about what he is saying? 3. Do I try to recall what he has said?

8. Making pictures of freight trains, indicating products they carry into and out of the state. DEVELOPING SKILLS

A. To interpret diacritical marking of long and short vowels and the respelling of words as aids to pronunciation, the pupils can use the dictionary to make a chart showing the syllables with accent marks, and the respelling with the marking for long and short vowels of the two lists of words below. All of the words have long or short o's. depot (de'pot) (de-po) poultry (poul'try) (pol-tri) portage (portage) (por-ti j) silo (si'lo) (sl-lo) wholesale (whole'sale) (hoi-sal) concrete stockpile stockade college topic

(concrete) (stock'pile) (stock-ade') (college) (top'ic)

E. The map (Figure 70) on page 92 can be interpreted, and the pupils can choose the appropriate words to complete the sentences listed below (Albert Lea, Brainerd, Breckenridge, Duluth, east, eastern cities, Iowa, Nebraska, northeast, northwest, South Dakota, southward, southwest, Staples, two, Willmar). 1. The leading railroad center of southern Minnesota is (Albert Lea). 2. Two railroad lines lead (southward) from the Twin Cities through Albert Lea to the farmlands of (Iowa). 3. (Breckenridge) is a busy railroad center on the western border of the state. 4. Trains to Canada and the Pacific Coast go through the towns of (Brainerd), (Breckenridge), (Staples), and (Willmar). 5. Trains pass southwestward through Willmar to (Nebraska) and (South Dakota). 6. Trains from the Pacific Coast to Duluth pass through the towns of (Brainerd) and (Staples). 1. Trains from the Twin Cities go eastward to (eastern cities). 8. Willmar is a busy center with railroad lines to the (southwest), (northwest), (northeast), and (east). 9. (Duluth) is the busy center on Lake Superior. 10. (Two) railroad lines lead southeastward from the Twin Cities.

(kon-kret) (stok-pil) (stok-ad) (kol-ej) (top-Ik)

B. By consulting Table 5, pages 184-185, the pupils can find the names of the Minnesota towns having more than a thousand people who run trucks, buses, and trains (Brainerd, Duluth, Minneapolis, St. Cloud, St. Paul). C. To develop a sense of chronology, the pupils can arrange a list of events in sequence by consulting Table 8, page 187, and indicating the dates on a time line. (1) (1823) First steamboat came to Fort Snelling. (2) (1847) Steamboats began regular service up to St. Paul. (3) (1857) Oxcarts began to carry goods to the Red River Valley. (4) (1862) First railway began in the state. (5) (1866) First trains went from the Twin Cities to Chicago. (6) (1883) First trains went from the Twin Cities to the Pacific. (7) (1914) First bus lines began. (8) (1927) First airline flight to Chicago began.


A. The questions for studying railroading and other forms of transportation can be referred to, the unanswered questions being identified and then answered. B. Significant learnings about the towns in Minnesota that serve railroads as well as about other forms of transportation can be recalled and recorded: Many Minnesotans earn their living by serving the railroads. The railroad workers help Minnesota's industries to grow by moving goods wherever they are needed. The railroad workers

D. To encourage attentive listening, a standard for good listeners can be developed and used. The pupils can rate themselves using the questions 58

E. The following words can be included in a spelling test: depot, freight, railroad, train, transportation. F. The locational facts learned can be recalled. G. A quiz program with questions aimed to identify place names that are either a city, state, or country, can be planned and presented: "Am I a city, state, or country?" Albert Lea, Brainerd, Canada, Duluth, Florida, Idaho, Illinois, Iowa, Massachusetts, Minneapolis, Minnesota, North Dakota, Oregon, Pennsylvania, South Dakota, Staples, St. Paul, United States, Willmar.

help all people to get products which they need. Some towns in Minnesota grew because they are located at the crossroads of busy railroad lines. At Duluth trains meet great ships on Lake Superior. Towns that serve railroads include Albert Lea, Brainerd, Willmar, Staples, and St. Cloud. C. The words learned can be recalled and recorded. D. As an informal vocabulary test the pupils can use the following words in sentences: crew, depot, freight, railroad center, transport.

TOWNS THAT PROVIDE STORES, SCHOOLS, AND HOSPITALS, pages 93 to 97 tors in the state? What towns serve many vacationers who come to the state?). B. To recall previous learnings, the pupils can discuss what they already know about towns in vacation areas, towns that serve educational institutions, and Rochester, home of the Mayo Clinic. C. To enlarge and refine the pupils' knowledge of maps, the following places can be identified. 1. The United States: Illinois, Iowa, Kansas, Nebraska, New York (state), North Dakota, South Dakota, Texas, Chicago, Twin Cities. 2. Minnesota: Alexandria, Bemidji, Brainerd, Crookston, Detroit Lakes, Faribault, Fergus Falls, Mankato, Moorhead, Morris, Northfield, Park Rapids, Rochester, St. Cloud, St. Peter, Waseca, Willmar, Winona, Minnesota River, Mississippi River, Zumbro River.

In the final pages of Chapter 6 the reader learns to know towns in Minnesota where people work to provide services for visitors who come from other parts of the state and country. They operate stores, schools, and hospitals. The teacher studying these activities with a group of children, will find suggestions presented below for each of the developmental steps. DEVELOPING READINESS

A. The questions concerning occupations and towns which were identified earlier in the study can be recalled (How do the people of Minnesota earn a living? In what part of the state do most of the people live? Do most of the people live on farms, in cities, in towns, or in villages?), and questions which arise during informal discussions can be added, the teacher assuming responsibility for suggesting pertinent questions which are not forthcoming from the group, (What towns serve others by providing schools for young people? What kinds of schools does Minnesota have? Do all children and young people have to go to school? Who pays the cost of running the schools? When and where was Minnesota's first school opened? What did they study in the early schools? How does Minnesota try to care for the health and safety of the people? How has Rochester become famous over the whole world? Who have been leading doc-

D. The pupils' knowledge of meanings and pronunciations of words can be enlarged and refined by using pictures and contextual clues; by consulting the dictionary and constructing definitions; by identifying derivatives and multiple meanings when feasible; by reviewing these words (computer, compute, courthouse, frontier, heritage, inherit, scientist, science, scientific); and by presenting these words (clinic, college, engineer, mechanic, mechanical, medical, medicine, resort). ACQUIRING A COMMON BACKGROUND

A. To recall the basic vocabulary, the pupils 59

can match the appropriate words with the meanings listed below (clinic, college, computer, courthouse, engineer, frontier, heritage, mechanic, medical, resort, scientist). 1. One who knows how to build engines (engineer) 2. One who knows how to work with machines (mechanic) 3. An instrument used in counting (computer) 4. A place where expert advice and treatment is given to those who are ill (clinic) 5. A school for training students beyond high school (college) 6. Having to do with healing those who are ill (medical) 7. A building in which the records of a county are kept (courthouse) 8. A place where one spends a vacation (resort) 9. An unsettled region (frontier) 10. That which one receives from the people of pioneer times (heritage)

(Detroit Lakes), (Bemidji), (Park Rapids), and (Brainerd). 3. In the fall and winter other Minnesota towns are busy when the students return to school. There are special schools for farm students in (Crookston), (Morris), and (Waseca). 4. Colleges were built by pioneers of Minnesota and students of these colleges have helped Minnesota to grow. Colleges are located in several Minnesota towns: (Northfield), (St. Peter), (Mankato), (Winona), (Moorhead), (St. Cloud), (Bemidji). E. To confirm their learnings, the pupils can complete the outline below with these statements: They examine many thousands of patients. They come from many states and countries to get help. Hundreds of nurses work in the hospitals. Some people work in hotels and motels. They discover new medical knowledge. Some work in shops. Scientists and engineers work in the new factory. Some people work at the airport. They teach and learn from one another. They come from many countries to study. They are farmers, storekeepers, and kings. The factory builds electronic computers. They come for examinations or operations.

B. To get the general idea of the content, pages 93-97, the pupils can skim the material, noting headlines and subtitles, gathering information from the pictures and their captions, gathering information from the maps, and noting and writing unfamiliar words on the chalkboard. C. To identify the significant concepts, the material can be discussed by clarifying the meanings of words identified by the pupils, clarifying difficulties in interpreting the maps, and summarizing the information gained. D. To confirm their learnings, the pupils can reread the material to choose the appropriate words to complete the following sentences (Alexandria, Bemidji, Brainerd, Crookston, Detroit Lakes, Fergus Falls, Illinois, Iowa, Kansas, Mankato, Moorhead, Morris, Nebraska, North Dakota, Northfield, Park Rapids, South Dakota, St. Cloud, St. Peter, Texas, Waseca, Willmar, Winona). 1. Cities near the lake districts are kept busy in the summer supplying the needs of vacationers who come to Minnesota from other states: (North Dakota), (South Dakota), (Iowa), (Nebraska), (Kansas), (Texas), (Illinois). 2. In the summer grocery stores, drug stores, and sporting goods shops are busy places in the cities of (Willmar), (Alexandria), (Fergus Falls),

ROCHESTER, MINNESOTA

I. The Mayo Clinic is located in Rochester. A. The clinic is the world's most famous doctors' office. B. More than a thousand doctors work in the clinic. 1. (They teach and learn from one another. ) 2. (They come from many countries to study.) 3. (They examine many thousands of patients. ) 4. (They discover new medical knowledge.) C. Thousands of patients come to the clinic. 1. (They are farmers, storekeepers, and kings.) 2. (They come for examinations or operations. ) 3. (They come from many states and countries to get help.) II. The people of Rochester serve the clinic. A. (Hundreds of nurses work in the hospitals.) 60

terpreted, and the pupils can choose the appropriate words to complete the sentences below (Alexandria, Bemidji, Brainerd, central, Detroit Lakes, Ely, Fergus Falls, Grand Rapids, International Falls, northern, northeastern, Park Rapids, scientists, vacationers, western, Willmar). 1. Minnesota's main lake districts include the (central) and (northeastern) parts of the state. 2. Towns near the lakes serve thousands of (vacationers). 3. Towns far to the north include (Ely) and (International Falls). 4. Towns on the western border of the lake region include (Alexandria), (Fergus Falls), (Detroit Lakes), and (Willmar).

B. (Some people work in hotels and motels.) C. (Some work in shops.) D. (Some people work at the airport.) III. A new industry has come to Rochester. A. (The factory builds electronic computers.) B. (Scientists and engineers work in the new factory.) ENRICHING THE STUDY

Information can be gathered from several sources, the pupils presenting reports of their reading to the class. Suggested topics and their sources are listed below. Reports for the exceptional reader Education: The Face of Minnesota, p. 186; Minnesota, a State Guide, pp. 111-115. Minnesota's schools: Gopher Reader, pp. 104107. Mayo brothers: Gopher Reader, pp. 126-129. Rochester: Minnesota, a State Guide, pp. 270277. Mayo Clinic: Building Minnesota, pp. 334-336. Reports for the capable reader Mayo Brothers: Minnesota Pioneers, pp. 118120. First public school teacher: Minnesota Pioneers,pp. 87-88. Minnesota's schools: Exploring Minnesota, pp. 126-130. Report for the less capable reader Mavo Clinic: North on the Great River, pp. 307-311.

C. The map (Figure 73) on page 94 can be interpreted, and the pupils can complete the following sentences: 1. Towns in northern Minnesota which provide schools and colleges for young people include (Bemidji), (Crookston), (Duluth), (Grand Rapids), and (Moorhead). 2. Schools and colleges are located in several towns south of the Twin Cities, They include (Faribault), (Mankato), (Northfield), (St. Peter), (Waseca), and (Winona). 3. (St. Cloud), northwest of the Twin Cities, has three colleges. 4. A special school for farm students is located in (Morris), west of St. Cloud. D. By consulting Table 7, page 186, the following questions can be answered. 1. How many colleges and universities are there in Minnesota? (79) 2. How many were started before 1900? (14) 3. When was the University of Minnesota started? (1851) 4. How many state colleges are there? (5) 5. How many of the schools were started between 1850 and 1875? (10) 6. How many began in the years between 1875 and 1900? (4) 1. How many were started after 1900? (5) 8. How many of the schools are located in St. Paul? (4) in Minneapolis? (2) in Moorhead? (2) in Northfield? (2) in Winona? (3)

DEVELOPING SKILLS

A. To interpret diacritical marking of long and short vowels, the pupils can use the dictionary to indicate the syllables with accent marks, and the respelling with the marking for vowels of the words below, which contain long and short u's. unite (u'nite) (u-nit) beauty (beau'ty) (bu-ti) duty (du'ty) (du-ti) Tuesday (Tues'day) (tuz-di) music (mu'sic) (mu-zik) product (prod'uct) (prod-ukt) gumbo (gum'bo) (gum-bo) study (stud'y) (stud-i) stucco (stuc'co) (stuk-6) upright (up'right) (up-rit)

E. By consulting Table 5, pages 184-185, the places in Minnesota where more than 2,000 peo-

B. The map (Figure 72) on page 94 can be in-

61

pie find employment in the business be identified. (Albert Lea) (Ribbing) (Mankato) (Austin) (Duluth) (Minneapolis) (Fergus Falls) (Moorhead)

districts can

can be referred to, the unanswered questions being identified and then answered. B. Significant learnings about the Minnesota towns which provide special services to visitors can be recalled and recorded: People from all over the world come to Rochester to get medical help and to get medical training. The pioneers of the state understood the value of education and made plans for schools. Minnesota's colleges serve people from all over the state and America. Visitors from all over America visit the lakes of Minnesota and are served at stores in those communities. Minnesota has been built and is being built by the people who live in its many towns and villages. C. The words learned can be recalled and recorded. D. As an informal vocabulary test the pupils can use the following words in sentences: clinic, college, heritage, medical, scientist. E. The following words can be included in a spelling test: hospital, college, doctor, clinic, medical. F. The locational facts learned can be recalled.

(Rochester) (St. Cloud) (St. Paul) (Winona)

F. To develop a sense of chronology, the pupils can arrange a list of events in sequence by consulting Table 7, page 186, and then indicating on a time line the dates when the following schools were started. (1) (1851) University of Minnesota (2) (1860) Winona State College (3) (1868) Mankato State College (4) (1869) St. Cloud State College (5) (1 888) Moorhead State College (6) (1902) Duluth Branch, University of Minnesota (7) (7979) Bemidji State College


A. The questions identified earlier in the study

7 Trade and Industry in the North Country PAGES 98 TO 114 from the group (What are the leading industries of the North Country? How many people work in the industries of the North Country? Which are the most important towns of northern Minnesota? What has made them grow? How large is Lake Superior? How much goods is shipped on the Lake ? Which is the largest of the Great Lakes ?). B. To recall previous learnings, the information gained in the study of the natural resources of the North Country can be discussed, and what pupils already know about trade and industry in the North Country can be identified.*

In Chapter 7 the reader finds descriptions of activities in the northern inland towns, towns beside Lake Superior, and the great port Duluth. The teacher guiding a class in a study of trade and industry in the North Country will find suggestions below for each of the developmental steps. DEVELOPING READINESS

A. The questions concerning occupations and towns identified earlier in the study can be recalled (How do the people of Minnesota earn a living? In what part of the state do most of the people live? How many cities are there?), and questions which arise during informal discussions can be added, the teacher assuming responsibility for suggesting pertinent questions which are not forthcoming

*Note: Because of the nature and amount of the material on trade and industry in the North Country, the teaching suggestions, usually included in this section, for map study and vocabulary study are included with the suggestions for acquiring a common background.

62

the picture and the caption, getting information from the maps, and noting and writing unfamiliar words on the chalkboard. E. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils, clarifying difficulties in interpreting the maps, and summarizing the information gained. F. To confirm their learnings, the pupils can reread pages 98-104 to choose the appropriate words to complete the following sentences:


Inland Towns of the North Country, pages 98 to 104 A. The following places can be located on a map of Minnesota: Canada, Fort Frances, Lake Superior, Chippewa National Forest, Superior National Forest, Mesabi Range, Vermilion Range, Cuyuna Range, Mississippi River, Rainy River, St. Louis River, Border Lakes, Duluth, Grand Rapids, Ely, International Falls, Brainerd, Park Rapids, Bemidji, Cloquet, Hibbing, Virginia, Chisholm, Eveleth, Crosby, Ironton, Babbitt, Hoyt Lakes. B. Using the methods given earlier, these words can be reviewed (iron range, knowledge, lodge, lumber, lumberjack, lumbermen, miner, mineral, natural beauty (natural resources), Nature's Land, open-pit mine, ore, portage, pulp wood, shaft mine, taconite, treasure), and these words can be presented (brush-covered land, crane, flatcar, gateway, guide, guidance, lane). C. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (brush-covered land, crane, guide, lane, natural, open-pit mine, ore, portage, pulp, shaft mine, taconite).*

A VILLAGE IN THE NORTH pages 98 to 99

1. The villages of the North Country serve the people who (work in the forests), (do "part-time" farming), (hunt in the fall), (vacation at lakeside cabins), and (work in the mines), (run grain elevators, work in the quarries, work in the forests, do "part-time" farming, manufacture flour, hunt in the fall, vacation at lakeside cabins, sell farm machinery, work in the mines, raise corn and wheat) 2. Most of the villages in the North Country began when the (lumbering) industry was important, (fishing, lumbering, manufacturing) 3. Other villages of the North Country began when the (mining) industry began, (mining, manufacturing, milling) 4. New villages of the North Country began when a use was found for (taconite). (lumber, pulp, taconite)

1. The route over which boats and goods are carried from one stream to another (portage) 2. Wood fiber from which paper is made (pulp) 3. Rock containing mineral (ore) 4. A poorer grade of iron ore (taconite) 5. An area covered with small trees, bushes, and shrubs (brush-covered land) 6. A mine where men work in a wide deep hole (open-pit mine) 1. A deep mine where men work underground (shaft mine) 8. One who directs the way (guide) 9. A narrow way (lane) 10. A machine for raising or lowering heavy weights (crane)

BUSY TOWNS IN THE NORTH COUNTRY pages 99 to 100

1. A few villages of the North Country have grown to be large towns. These towns have grown because they are near the treasures of the North Country: (timber), (iron ore), (rushing streams), and (natural beauty), (peat, timber, iron ore, grasslands, clay, rushing streams, natural beauty, granite) 2. These towns serve thousands of (visitors) who come to enjoy the natural beauty, (miners, visitors, loggers) 3. (Ely), (Grand Rapids), and (International Falls) are especially important as trade centers for vacationers. (Bemidji, Duluth, Ely, Grand Rapids, International Falls, Park Rapids) 4. The people of (Grand Rapids) are kept busy serving the visitors. They come to the North

D. To get the general idea of the content, pages 98-104, the pupils can skim the material, noting headings and subtitles, getting information from *Note: The answers are indicated in italic type within the parentheses.

63

(Cloquet) and (Grand Rapids). (St. Louis, Cloquet, Grand Rapids, Mississippi) 10. The three towns of the North Country have grown because the paper industry could make use of two treasures of the forest, (water) and (wood). (iron, scenery, water, wood, granite)

Country to see the Chippewa National Forest. (Ely, Grand Rapids, International Falls) 5. The people who live in (Ely) and (International Falls) are kept busy serving the visitors. They come to the North Country to see the Border Lakes Region and the Superior National Forest. (Ely, Chippewa, Grand Rapids, International Falls, Superior) 6. There are (no) roads in much of the Superior National Forest, (fine, many, no) 7. Visitors in the Superior National Forest travel by (canoe), (canoe, car, carriage) 8. Visitors in the Border Lakes Region travel by (plane), (canoe), and (motorboat). (car, carriage, plane, canoe, motorboat) 9. Towns that serve the visitors entering the North Country are called the "Gateways to the Wilderness." They include (Bemidji), (Ely), (International Falls), (Brainerd), (Grand Rapids), and (Park Rapids). (Bemidji, Brainerd, Chippewa, Duluth, Ely, Grand Rapids, Hibbing, International Falls, Park Rapids, Silver Bay, St. Cloud, Superior, Taconite Harbor)

TOWNS NEAR MINES pages 103 to 104

1. (Iron ore) is the natural resource which has helped many mining towns of the North Country to grow, (timber, water power, iron ore, nickel) 2. There are three iron ranges in the North Country: the (Cuyuna), (Mesabi), and (Vermilion). (Grand Rapids, Crosby, Cuyuna, Eveleth, Mesabi, Vermilion) 3. The mines of the (Cuyuna) and (Mesabi) ranges are open pit mines. (Cuyuna, Crosby, Mesabi, Vermilion) 4. The mines of the (Vermilion) Range are deep shaft mines. (Cuyuna, Mesabi, Vermilion) 5. The mines have helped towns to grow in the North Country. The largest towns are on the (Mesabi) Range. (Cuyuna, Mesabi, Vermilion) 6. Towns on the Mesabi Range include (Hibbing), (Virginia), (Chisholm), and (Eveleth). (Ely, Crosby, Chisholm, Ironton, Eveleth, Virginia, Hibbing) 7. The (Mesabi) Range has the largest iron mines in the world. (Cuyuna, Mesabi, Vermilion) 8. The ore from the Mesabi Range is hauled to (Lake Superior), (great open pits, Lake Superior, the Twin Cities) 9. (Ely) is a busy city on the Vermilion Range. (Ely, Crosby, Chisholm) 10. Crosby and Ironton are mining towns on the (Cuyuna) Range. (Cuyuna, Mesabi, Vermilion) 11. New towns are being built near new (taconite) mines and mills, (nickel, taconite, pipestone) 12. (Babbitt) and (Hoyt Lakes) are new towns in the North Country. (Chippewa, Cuyuna, Babbitt, Grand Rapids, Hoyt Lakes) 13. The greatest natural resource of the North Country is its (iron ore), (treasure, swift streams, iron ore) 14. The first range towns began (before) 1900. (after, before, at the time of)

TOWNS BESIDE WATERFALLS pages 101 to 102

1. Three towns have grown because they were built beside waterfalls on the three greatest rivers of the North Country: the (Mississippi) River, the (Rainy) River, and the (St. Louis) River. (Minnesota, Mississippi, Rainy, Red, Rum, St. Louis) 2. The three towns are (International Falls), (Cloquet), and (Grand Rapids). (Cloquet, Duluth, Ely, Grand Rapids, Hibbing, International Falls) 3. The falls of these rivers are used to make (power) to run the factories, (materials, industries, power) 4. Great (dams) have been built to hold back the water until it is needed in times when water is scarce, (rapids, machines, dams) 5. There are great paper mills at (International Falls) on the Rainy River. (Cloquet, Grand Rapids, International Falls) 6. (Logs) are made into wood pulp and wood pulp is made into (paper), (falls, logs, fiber, paper) 7. The mills on the Rainy River make paper and (wallboard). (cans, bottles, wallboard) 8. There is a big mill on the Canadian side of the Rainy River in the town of (Fort Frances). (Canada, Fort Frances, International Falls) 9. There are paper mills also in the towns of

Towns and the Great Port beside Lake Superior, pages 104 to 114 A. Previous learnings can be recalled by discussing informally trips which members of the group may have made to Duluth and other places along the North Shore. 64

// (pages 105-107): Agate Bay, coal, Cuyuna, gulf, Huron, Illinois, Indiana, Iowa, lumber, Mesabi, Ohio, ore, Superior, Taconite Harbor, Vermilion. /// (pages 107-114): Canada, Carlton, Duluth, factories, flour, Milwaukee, Minnesota, pipeline, population, Proctor, railroad, refinery, St. Lawrence Seaway, Soo Canal, steel, summer, Superior, wholesale, winter, Wisconsin, Wrenshall.

B. The following places can be located on maps. 1. The United States: Atlantic Ocean, St. Lawrence River, Great Lakes, Lake Superior, Lake Huron, Soo Canal, Minnesota, North Dakota, South Dakota, Wisconsin, Montana, Illinois, Indiana, Ohio. 2. Minnesota: North Shore, Red River, St. Louis River, Mesabi Range, Vermilion Range, Duluth, Superior, Carlton, Proctor, Wrenshall, Two Harbors, Taconite Harbor, Silver Bay, Agate Bay, Cloquet. C. Using the methods given earlier, these words can be reviewed (bay, crane, dock, heritage, inherit, industry, industrial, pellet, population, range, taconite, trading post, steel, valley, warehouse, wholesale), and these words can be presented (agate, breakwater, crude oil, harbor, oil refinery, refining, pipeline, port, river port, seaport, lake port, railroad yards, scrap, seaway, storage, Twin Ports, valve). D. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (bay, breakwater, harbor, heritage, industry, pellet, port, population, seaway, taconite, Twin Ports, steel). 1. A manufactured form of iron (steel) 2. A name given to Duluth, Minnesota, and Superior, Wisconsin (Twin Ports) 3. Something built to lessen the force of the waves (breakwater) 4. A place where ships load and unload goods (port) 5. A body of water so protected that it provides a safe place for ships (harbor) 6. An inlet of a sea or lake (bay) 1. A low grade iron ore (taconite) 8. An inland waterway which can be used by ocean ships (seaway) 9. Crushed ore, rolled into a ball (pellet) 10. A business or occupation (industry) 11. That which one receives from others who lived long ago (heritage)

PORTS OF LAKE SUPERIOR

I. New towns have grown because of new uses for taconite. A. (Silver Bay) is a new town on Lake Superior. 1. It has new (churches), (houses), (schools), and (stores). 2. It has a new giant (taconite) mill. 3. It has a long wide (dock). 4. It has (breakwaters) to keep the waves out of the harbor. 5. It is a taconite (port) on the North Shore. B. (Taconite Harbor) is another taconite port. 1. It is a small (village). 2. Taconite (pellets) are loaded on ships at the dock. II. Two Harbors is a busy iron port on Lake (Superior) . A. Rich ore comes to the port from the (Mesabi) and (Vermilion) ranges. B. It has a large natural harbor called (Agate Bay). C. Ships are loaded with (ore) in a few hours. D. Ships carry iron through the Great Lakes to (Illinois), (Indiana), and (Ohio). E. Ships carry (coal) on their return trip to Minnesota. III. Duluth is the biggest and busiest port in (Minnesota). A. The (population) of Duluth is more than 100,000. B. Duluth and (Superior) are often called "Twin Ports." 1. Superior is in the state of (Wisconsin). 2. Many ships come to the "Twin Ports" in the (summer) months. C. Duluth is a center for (wholesale) trade. D. Duluth is a busy (railroad) center. E. Duluth has a (steel) mill. F. Duluth has many (factories). G. The great railroad yards at (Carlton) and (Proctor) are near Duluth.

G. To confirm their learnings, the pupils can reread pages 104-114 to complete the outline below, using the following information. (See pages 8889). I (pages 104-105): breakwater, city, dock, Duluth, churches, flour, houses, ore, pellets, port, schools, Silver Bay, stores, taconite, Taconite Harbor, village. 65

H. Duluth is near the oil refinery at (Wrenshall) . 1. The oil comes from (Canada). 2. The oil comes through a long (pipeline). I. Duluth has an interesting history. 1. (Duluth), a French explorer, came in 1679. 2. The building of the (Soo Canal} in 1855 brought large ships to Duluth. 3. The (St. Lawrence Seaway) makes Duluth a seaport.

3. Making a display of paper products. 4. Making large-size pictures of workers in the North Country. 5. Making a picture of a large ore boat. 6. Writing a story of how it must have felt to see the town of Silver Bay develop out of the forest wilderness. 7. Selecting and becoming well acquainted with appropriate news items about the North Country, presenting the information to the group, making use of pictures and maps. 8. Making a large-size map of northern Minnesota, locating the important towns of the North Country, and indicating activities carried on there.

ENRICHING THE STUDY


DEVELOPING SKILLS

A. By consulting Table 5, pages 184-185, the following questions can be answered: 1. How many people worked in the mines in the year 1950 in the following places in the North Country? Chisholm (1,232), Crosby (393), Ely (851), Eveleth (784), Hibbing (2,302), Virginia (1,202). 2. How many people worked in industries in the year 1950 in the following places in northern Minnesota? Cloquet (1,996), Duluth (9,881), Grand Rapids (493), International Falls (1,098). 3. How many people lived in the following places of the North Country in the year 1950? Bemidji (10,001), Brainerd (12,637), Chisholm (6,261), Cloquet (7,655), Crosby (2,777), Duluth (107,204), Ely (5,474), Eveleth (5,572), Grand Rapids (6,019), Hibbing (16,276), International Falls (6,269), Park Rapids (3,027), Two Harbors (4,400), Virginia (12,486). 4. Which towns of the North Country had more than 10,000 people in the year 1950? (Bemidji), (Brainerd), (Duluth), (Hibbing), (Virginia).

Reports for the exceptional reader Duluth: The Face of Minnesota, p. 33 ; Gopher Reader, pp. 114-115; Minnesota, a State Guide, pp. 235-254; The Thirty-second State, pp. 211-215. Papermaking in Minnesota: Gopher Reader, pp. 253-255. St. Lawrence Seaway: Gopher Reader, pp. 187-188. Reports for the capable reader Great Lakes: Minnesota, the Story of a Great State, pp. 383-387. Duluth: My Minnesota, pp. 259-269; Minnesota, Past and Present, pp. 323-332. Lake Superior: My Minnesota, pp. 270-276. Cloquet: Minnesota, Past and Present, pp. 253260. Lake Superior and the North Shore: Minnesota, Past and Present, pp. 333-342.

B. The map (Figure 76) on page 100 can be interpreted and the pupils can complete the following sentences:

Reports for the less capable reader Early Duluth: Gopher Tales, pp. 130-134. Hibbing: North on the Great River, pp. 312317.

1. Two of our country's national forests are located in Minnesota's North Country. They are (Superior National Forest} and (Chippewa National Forest). 2. Two of Minnesota's towns are known as Gateways to the National Forests. They are (Grand Rapids) and (Ely). 3. Three of Minnesota's towns are known as Gateways to the North Country. They are (Brainerd), (ParkRapids), and (Bemidji). 4. Two of Minnesota's towns are known as

B. The following can be used as individual or group activities: 1. Making a sketch of the Great Lakes, indicating surrounding states, locating towns of Minnesota, and indicating products shipped to and from Minnesota. 2. Making pictures to illustrate the treasures of the North Country: timber, iron ore, natural beauty, rushing streams.

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1. How many pages give information about the St. Lawrence Seaway? (2) 2. What page has a map of Duluth? (108) 3. How many pages tell about trade and industry in Duluth? (4) 4. How many pages tell about International Falls? (5) 5. What pages tell about villages in the North Country? (95-99)

Gateways to the Border Lakes. They are (Ely) and (International Falls). C. The map (Figure 77) on page 101 can be interpreted and the pupils can complete the following sentences: 1. The (forests) of northeastern Minnesota have helped some towns to grow. 2. Several towns on the Mississippi River have paper mills. They include (Grand Rapids), (Brainerd), (Little Falls), (Sartell), and (St. Paul). 3. Cloquet on the (St. Louis) River has a paper mill. 4. The Minnesota town of (International Falls) on the Rainy River has a paper mill. 5. (Fort Frances), across the Rainy River in Canada, has a paper mill, also. 6. Several Minnesota towns have factories that use timber from the forest. They include (International Falls), (Grand Rapids), and (Cloquet).


A. The questions about the North Country's trade and industry can be referred to, the unanswered questions being identified and then answered. B. Significant learnings about trade and industry in the North Country can be recalled and recorded: The natural resources of the North Country have helped the towns to grow. Timber, iron ore, waterfalls, and the beauty of the country are the natural resources of northern Minnesota. Thousands of vacationers visit the Superior and Chippewa National Forests every year. Powerful waterfalls on the Rainy, Mississippi, and St. Louis rivers furnish electric power. Paper is made from pulp-wood logs of the forests. Iron is the greatest treasure of the North Country. The iron mines have helped many towns to grow. New towns have been built near taconite mills. Duluth is Minnesota's biggest and busiest port. C. The words learned can be recalled and recorded. D. As an informal vocabulary test the pupils can use the following words in sentences: open pit, pellet, port, shaft, taconite. E. The following words can be included in a spelling test: guide, harbor, industry, iron, steel. F. The locational facts learned can be recalled.

D. The map (Figure 79) on page 103 can be interpreted, and the pupils can complete the following sentences: 1. The rich (iron) ranges have helped many northern Minnesota towns to grow. 2. (Railroads) for iron ore join many of the towns of the North Country. 3. Iron ore from (Hoyt Lakes) on the Mesabi Range is shipped to Taconite Harbor on Lake Superior. 4. Iron ore from (Babbitt) on the Mesabi Range is shipped to Silver Bay on Lake Superior. 5. Iron ore from Eveleth is shipped to (Duluth) on Lake Superior. 6. Iron ore from mines near Grand Rapids is shipped to (Superior), a Wisconsin port. 7. Iron ore from Crosby-Ironton on the Cuyuna Range is shipped to (Superior), a Wisconsin port. E. By referring to the index the following questions can be answered:

8 The Twin Cities PAGES 114 TO iss of the region as well as the probable future of this metropolitan area. The teacher will find suggestions for guiding pupils in their study of this part

Chapter 8 gives a vivid and detailed presentation of activities typical of Minneapolis, St. Paul, and their suburbs today. Pictured also is the past 67

of the unit by referring to ideas presented below for each of the developmental steps.

Twin Cities, warehouse, wholesale), and these words can be presented (appliance, advertisement, capital, capitol, convention, create, crisscross, customer, district, dome, hearing aid, insurance, metropolis, restaurant, salesman, skyscraper, slogan, suburb, trade territory). B. To recall the basic vocabulary, the pupils can choose the appropriate words to match the meanings listed below (appliance, capital, capitol, convention, customer, dome, insurance, metropolis, skyscraper, slogan, suburb, trade territory, warehouse, wholesale).* 1. A city which is the seat of government (capital) 2. The building in which state laws are made (capitol) 3. A storehouse for goods (warehouse) 4. A large rounded roof (dome) 5. The region where a company does business (trade territory) 6. A district on the outskirts of a city (suburb) 7. A tool, instrument, or implement (appliance) 8. One who buys at a certain place (customer) 9. A large city and all its suburbs (metropolis) 10. A very tall building (skyscraper) 11. A plan for saving money (insurance)


A. The questions concerning occupations and cities identified earlier in the study can be recalled (How do the people of Minnesota earn a living? In what part of the state do most of the people live ? How many cities are there?), and questions "which arise during informal discussions can be added, the teacher assuming responsibility for suggesting pertinent questions which are not forthcoming from the group (What made the Twin Cities grow? How do the Twin Cities rank in size with other large cities of the United States ? What important work is carried on in the area of the Twin Cities? When were the first settlements made here? What plans are being made for the future of these two cities?). B. To recall previous learnings, the information which pupils already know about the location of the Twin Cities, the economic life of the metropolis, the University of Minnesota, and home life in the cities and in the suburbs can be discussed. C. To enlarge and refine the pupils' knowledge of maps, the following places can be identified. 1. The World: Asia, Australia, Europe, North America, Japan, England, Germany, Russia, Alaska, Canada, United States. 2. The United States: Mississippi River, Minneapolis, St. Paul, Chicago, Detroit, Omaha, Seattle, New York City, California, Florida, Kansas, Louisiana, Maine, Maryland, Missouri, Montana, North Dakota, Oklahoma, South Dakota, Tennessee, Texas, Wisconsin.*

C. To get the general idea of the content, pages 115-123, the pupils can skim the material, noting headings and subtitles, getting information from the pictures and their captions, getting information from the maps, and noting and writing unfamiliar words on the chalkboard. D. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils, clarifying difficulties in interpreting the maps, and summarizing the information gained. E. To confirm their learnings, the pupils can reread pages 115-123 to complete the outline below, using the following items: /. A, B (pages 115-117): broad, deep, Hennepin, Minnehaha, Minnesota, Mississippi, narrow, Nicollet, north, plain, St. Anthony, St. Louis, shallow, south, Trout, valley, 1680, 1836. //. A, B (pages 117-119): airlines, bakeries,


As an introduction to the study of Minneapolis, St. Paul, and their suburbs, page 114 can be read together orally by members of the group.

The Downtown Districts, pages 115 to 123 A. Using the methods given earlier, these words can be reviewed (crossroad, highway, pioneer, *Note: Because of the nature and amount of the material on the Twin Cities, the teaching suggestions, usually included in this section, for vocabulary study are included with the suggestions for acquiring a common background.

*Note: The answers are given in italic type within the parentheses.

68

buslines, downtown, factories, grain elevators, highways, insurance, Minneapolis, offices, parks, railroads, records, stores, St. Paul, trucklines, Washington; C (pages 119-122): airports, banks, books, department, factories, freight, gasoline, hardware, houses, hotels, libraries, postal, printing plants, railroad, warehouses.

3. They work in (printing plants) which make books and magazines. 4. They work in (factories) which make many articles which people need. 5. They work in (hotels) where visitors may stay. 6. They work in (railroad) stations where people come from far and near. 7. They work in (postal) stations where mail is sorted.

THE DOWNTOWN DISTRICTS OF THE TWIN CITIES

I. The Twin Cities are located along the banks of the (Mississippi) River. A. At Minneapolis the river branches around (Nicollet) Island. 1. The river rushes over (St. Anthony) Falls. a. The Falls were discovered by Father (Hennepin). b. He discovered the Falls in the year (1680). 2. The river flows through a deep (valley), B. At St. Paul (Trout) Creek enters the river. 1. Below St. Paul the river becomes (broad) and (deep). 2. The river is on its way (south). II. Thousands of people work in the (downtown) districts of the Twin Cities. A. Many people work in (offices) which belong to big business companies. 1. (Airlines) sell quick transportation to distant places. 2. (Railroads) ship goods on their trains. 3. (Factories) make many different things that people need. 4. (Grain elevators) buy and sell wheat, oats, and barley. 5. (Insurance) companies help people save money for times of need. B. Many people work in offices in buildings in (St. Paul) which belong to all the people of the state. 1. There are offices which keep (records). 2. There are offices which run state (parks). 3. There are offices which care for state (highways). C. Many people work in other businesses. 1. They work in large (department) stores. 2. They work in large (warehouses) which supply the stores with goods.

Along the Busy Railroad Tracks, pages 123 to 137 A. Using the methods given earlier, these words can be reviewed (automatic, bluff, chemical, chemistry, computer, derrick, engineer, fertilizer, fertile, freight, geography, geographer, grain elevator, history, historian, hybrid, knowledge, laboratory, lawyer, livestock, market, metropolis, metropolitan, plastic, port, river port, product, refinery, scientist, taconite, trade territory), and these words can be presented (adhesives, adhesion, barge, brewery, campus, cannery, carton, experiment, experimental, expert, floodlight, hide, locomotive, mathematics, mathematician, microscope, miller, milling district, missile, molasses, pamphlet, rocket, satellite, semitrailer, stockyard, switch engine, test tube, tugboat, university, wealth, wealthy). B. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (barge, campus, cannery, carton, discover, experiment, expert, export, hide, laboratory, lavatory, microscope, miller, milling, missile, molasses, pamphlet, rocket, satellite, stockyard, student, test tube, tugboat, university, wealth). 1. The skin of an animal (hide) 2. A person who has a special skill or knowledge (expert) 3. A school of higher learning (university) 4. A weapon which can be hurled into the air (missile) 5. The grounds of a college or university (campus) 6. The engine or motor which provides the power to propel a bomb (rocket) 7. A body revolving around a planet (satellite) 8. A place where cattle are kept before they are sold, slaughtered, or shipped (stockyard) 69

9. Riches (wealth) 10. A tube of thin glass used for testing (test tube) 11. A thick brown sirup (molasses) 12. A strong boat used for towing (tugboat) 13. One who runs a mill (miller) 14. A small book having a paper cover (pamphlet) 15. A place where the business of canning food is carried on (cannery) 16. The workroom of a scientist (laboratory) 17. An instrument by which one can see an object enlarged (microscope) 18. One who studies (student) 19. To learn something not known before (discover) 20. A flat boat (barge)

8. (Minneapolis) in Minnesota is today the greatest office center of the flour milling industry. (Duluth, Minneapolis, St. Paul) THE UNIVERSITY OF MINNESOTA pages 126 to 127

1. The University of Minnesota is very large. It has many buildings on (two) campuses in the Twin Cities, (several, many, two) 2. The young people who come to the University are (students) from many places in Minnesota, from other states, and also from other countries, (experts, writers, students) 3. They come to the University to study, to read, to think, and to discover new (knowledge). (places, knowledge, schools) 4. They work in the University's library where there are about (2,000,000) books. (2,000, 200,000, 2,000,000) 5. They work in (laboratories) where they use microscopes and test tubes, (libraries, campuses, laboratories) 6. They study the work of other (scientists) from other countries of the world, (libraries, scientists, workers) 7. The people of the University find new (knowledge) for the people of Minnesota and also for people in many different parts of the world, (knowledge, subjects, places)

C. To get the general idea of the content, pages 123-137, the pupils can skim the materials, noting headings and subtitles, getting information from pictures and their captions, and noting and writing unfamiliar words on the chalkboard. D. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils and summarizing the information gained. E. To confirm their learnings, the pupils can reread pages 123-137 to choose the appropriate words to complete the sentences below.

BUSY INDUSTRIES pages 128 to 130

Many people find work in Southeast Minneapolis and the Midway district of St. Paul. 1. In elevators: that store (wheat}, (oats), (barley), (flax), and (soybeans). 2. In mills: that grind (flour) and (animal feed). 3. In mills: that make (oil) from flax and soybeans. 4. In warehouses: that store (steel), (lumber), (tractors), (groceries), (paint), and (hardware). 5. In factories: that make (tanks) and (pumps) for farms; (cans) for canneries; (cartons) for frozen food; and countless other products. 6. With trucklines and railways: that serve (factories), (mills), and (warehouses). (animal feed, barley, cans, cartons, factories, flax, flour, groceries, hardware, lumber, mills, oats, oil, paint, pumps, soybeans, steel, tanks, tractors, warehouses, wheat)

THE MILLING DISTRICT pages 123 to 124

1. Most of the industries of the Twin Cities lie along the (railway tracks), (river bank, suburbs, railway tracks) 2. The biggest flour mills of Minnesota are near (St. Anthony Falls). (Minnehaha Falls, St. Anthony Falls, Trout Creek) 3. They grind wheat from (Minnesota), (Dakotos), and (Montana). (Illinois, Minnesota, Dakotas, Wisconsin, Montana, Iowa) 4. The area near St. Anthony Falls is called the (milling) district, (downtown, suburban, milling) 5. The first mill to grind wheat was built in the year (1823). (1822, 1823, 1824) 6. By the year (1880), the milling district was famous. (1822, 1880, 1900) 7. After (1900), Minnesota was no longer the greatest milling center. (1822, 1880, 1900) 70

places and (employs) thousands of workers, (began, discourages, employs, grew, left, makes, moved, tries, operates)

THE LOWER RIVER pages 130 to 134

1. The Mississippi River below downtown (St. Paul) is a busy place. It is called the Lower River. (Minneapolis, Twin Cities, St. Paul) 2. Barges come up the Mississippi loaded with (coal), (fuel oil), and (gasoline) from Illinois and (fertilizer) from Tennessee, (coal, cotton, fertilizer, fuel oil, gasoline, grain, molasses, soybeans, steel, sugar) 3. Barges return down the Mississippi loaded with (molasses), (grain), (soybeans), and (scrap steel), (coal, cotton, fertilizer, fuel oil, gasoline, grain, molasses, soybeans, scrap steel) 4. The stockyards and two meat-packing plants are located at (South St. Paul) on the Lower River. (Trout Creek, downtown St. Paul, South St. Paul, North St. Paul) 5. The stockyards serve mainly the farmers of (Minnesota), (Iowa), and (Wisconsin). (Canada, Dakotas, Iowa, Minnesota, Nebraska, Wisconsin) 6. Crude oil from far away is brought to (refineries) on the Lower River, (pipelines, downtown St. Paul, refineries) 7. (Fertilizer) is made in a chemical plant nearby, (oil, fertilizer, soil, gasoline) 8. The Lower River is a busy place but it also has a quiet wilderness in the valley of (Battle Creek). (Trout Creek, the East Side, Battle Creek)

NORTH AND SOUTH OF ST. ANTHONY FALLS pages 136 to 137

1. In (Minneapolis), busy industries have developed north and south of St. Anthony Falls. (North St. Paul, downtown St. Paul, Minneapolis) 2. The industries depend upon raw materials and also upon (new ideas). (new styles, new ideas, new factories) 3. Industries with good ideas have grown. The largest one began with an idea for controlling the (furnace) in a home, (clocks, furnace, motors) 4. The industry now makes many kinds of (automatic controls), (jet planes, missiles, automatic controls) 5. Other industries with good ideas and (skilled) workers make products used all over America and in other parts of the world, (new, old, skilled) 6. Thousands of people find work in industries, warehouses, offices, and stores of Minneapolis and St. Paul. Most of them are located along the (railway lines) and in the (downtown) districts of the Twin Cities, (lakeshore, busy streets, railway lines, suburban, downtown, university)

Homes in the Twin Cities, pages 137 to 145

ST. PAUL'S EAST SIDE pages 134 to 135

A. Using the methods given earlier, these words can be reviewed (college, future, heir, heritage, inherit, pioneer, population, metropolis, newcomer, suburb), and these words can be presented (apartment, boom, bullets, carriage, depression, foundation, founder, found, garage, golf, horsecar, servant, shells, streetcar, stucco, surround, tanks, turret, zoo). B. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (apartment, boom, carriage, census, depression, foundation, future, garage, golf, heir, heritage, horsecar, metropolis, population, streetcar, surround, tanks, turret, zoo). 1. A small tower on a building (turret) 2. A passenger bus, running on tracks, pulled by horses (horsecar) 3. A motor-driven passenger bus running on tracks (streetcar)

1. Industries depend upon (raw) materials, (new) ideas, and (skilled) workers, (imported, new, old, raw, skilled, vast) 2. (St. Paul) has big industries along busy railway tracks in a district called the "East Side." (Minneapolis, Midway, St. Paul) 3. These industries have grown because of their new (ideas), (materials, workers, ideas) 4. An East Side factory making refrigerators needs steel and rubber and other (raw materials). It also needs workers who have (skill), and (ideas) for making better refrigerators, (ideas, implements, industries, raw materials, skill, time) 5. St. Paul's East Side has a big brewery which uses (barley) and (water) as its raw materials, (barley, beer, rocks, water) 6. St. Paul's East Side has one of Minnesota's largest industries. This industry (began) in Duluth. It (moved) to St. Paul. It (makes) "Scotch" tape and many other products. It (tries) new ideas. It (grew) fast. It (operates) other factories in many 71

4. A time of rapid growth in the business of a community (boom) 5. A time when business has slowed down in a community (depression) 6. A group of rooms in which people live (apartment) 7. That which is used as a base for a wall (foundation) 8. The time that is to come (future) 9. A collection of animals (zoo) 10. To enclose on all sides (surround) 11. A game (golf) 12. The number of people in a place (population) 13. That which one receives from the people of the past (heritage)

transportation instead of automobiles? (streetcars) 11. Why were so many houses built in the 1920's? (there was a boom) 12. Why were very few houses built in the 1930's? (time of depression) 13. Why were very few houses built between 1940 and 1945? (time of World War II) 14. Why were many houses built after 1945? (boom after the war) or (population growing) 15. Why have schools, libraries, and churches been built? (people want places to study, to read, and to worship) 16. Why have parks been built? (most people live far from the country) or (to give the city a "breathing space.")

C. To get the general idea of the content, pages 137-145, the pupils can skim the material, noting headings and subtitles, getting information from pictures and their captions, and noting and writing unfamiliar words on the chalkboard. D. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils and summarizing the information gained. E. To confirm their learnings, the pupils can reread pages 137-145 to answer the following questions: 1. How many people live in the Twin Cities? (nearly 900,000) 2. For how many years have people in Minneapolis and St. Paul been building houses? (more than 100 years) 3. What materials were used in building the oldest houses near the downtown districts? (wood and stone) 4. What did people use instead of cars for transportation? (horsecars) or (horses and carriages) 5. Where did the early workers come from? (eastern United States) or (Europe) 6. What is happening to the old houses near the downtown districts? (being torn down) 7. What is happening to the population of America's cities? (growing very rapidly) 8. What plans are being made for the downtown districts? (new buildings, new stores, new hotels, etc.) 9. What materials were used in building houses in the 1920's? (wood, bricks, stucco) 10. What did the people in the 1920's use for

The Suburbs, Traffic, and Trade, pages 134 to 155 A. Using the methods given earlier, these words can be reviewed (boundary, courthouse, farmtrade center, frontier, gateway, lumbermen, marsh, pasture, plain, settler, suburb, surround, swamp, trader), and these words can be presented (airport, bulldozer, create, freeway, hangar, modern, museum, orchard, sawmill, shopping center, superhighway, terminal, traffic). B. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (airport, avenue, boundary, bulldozer, courthouse, create, farm-trade center, hangar, hanger, journey, lumberman, marsh, modern, orchard, sawmill, shopping center, superhighway, terminal). 1. An area containing fruit trees (orchard) 2. The border of a settlement (boundary) 3. Either end of an airline, busline, or railway (terminal) 4. Invent (create) 5. A shelter for housing aircraft (hangar) 6. A pusher used for road building (bulldozer) 7. New-fashioned (modern) 8. A place where logs are cut up (sawmill) 9. A place where aircraft may load (airport) 10. A roadway for fast-moving traffic (superhighway) 11. A settlement on the outer edge of a city (suburb) 72

10. The metropolis has spread along the (Mississippi) River south of St. Paul (Minnesota, Mississippi, Rum) 11. Northeast of (St. Paul) the metropolis has surrounded White Bear Lake. (Minneapolis, Midway, St. Paul)

12. To travel from one place to another (journey) C. To get the general idea of the content, pages 145-155, the pupils can skim the material, noting headings and subtitles, getting information from pictures and their captions, getting information from Figure 86 on page 115, and noting and writing unfamiliar words on the chalkboard. D. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils, clarifying difficulties in interpreting the map, and summarizing information gained. E. To confirm their learnings, the pupils can read pages 145-155 to choose the appropriate words to complete the following sentences.

THE RUSH OF TRAFFIC pages 153 to 155

1. The Twin Cities and the suburbs make a busy place. The (metropolis) of the Twin Cities is made up of different parts, (districts, location, metropolis) 2. There are the (downtown districts) where people work in office buildings, stores, shops, hotels, and eating places, (railway centers, suburbs, downtown districts) 3. There are the districts (along the railway lines) where people work in mills, factories, and warehouses, (in the suburbs, along the railway lines, with many homes) 4. There are the districts (with many homes) where people live, (downtown, along the tracks, with many homes) 5. The different districts of the metropolis are joined by the (roads) and (streets) of the Twin Cities, (airlines, railway lines, roads, streets, trucklines) 6. They are crowded with cars, trucks, and buses. They were not built for today's (traffic). (parking space, freeways, traffic) 7. The downtown districts need more (parking space) for cars, (freeways, parking space, streets) 8. Changes will be made. Traffic will move on wider roads called (freeways). (roadways, highways, freeways)

THE SUBURBS pages 145 to 153

1. After 1945, thousands of (homes) were built beyond the boundaries of St. Paul and Minneapolis, (churches, homes, schools) 2. New towns and villages were formed. They are called (the suburbs), (a metropolis, the suburbs, the parks) 3. More than (300,000) people have moved into the new towns and villages. (3,000, 30,000, 300,000) 4. New homes have been built north of Minneapolis along the (Mississippi) River. They almost reach Osseo and Anoka. (Midway, Mississippi, Rum) 5. Many people have moved west of Minneapolis. They have built up the suburb of (St. Louis Park). (Minnehaha Creek, Lake Minnetonka, St. Louis Park) 6. West of Minneapolis new buildings have surrounded the farm-trade town of (Hopkins). (Minnetonka, Hopkins, Minnehaha Creek) 7. The Twin Cities metropolis has grown. It now surrounds (Minnetonka), a beautiful lake west of Minneapolis. (White Bear, Minnehaha, Minnetonka) 8. Many houses have also been built to the south, between Minneapolis and the (Minnesota) River. (Minnesota, Mississippi, Rum) 9. (Bloomington) and (Richfield) are two large suburbs south of Minneapolis. (Bloomington, Hopkins, Minnetonka, Richfield, St. Louis Park)

ENRICHING THE STUDY

A. Information can be gathered from several sources, the pupils presenting reports of their reading to the class. Suggested topics and their sources are listed below. Reports for the exceptional reader The beginnings of St. Paul: Gopher Reader, pp. 108-110. Points of interest in the Twin Cities: Minnesota, a State Guide, pp. 166-234. Reports for the capable reader Colonel John H. Stevens: Minnesota Pioneers, pp. 106-109. Father Lucian Galtier: Minnesota Pioneers, pp. 79-80. 73

Manufacturing in the Twin Cities: Exploring Minnesota, pp. 107-109. Minneapolis: My Minnesota, pp. 277-295; Minnesota, Past and Present, pp. 345-366. St. Paul: My Minnesota, pp. 313-329; Minnesota, Past and Present, pp. 367-388. Flour mills of Minneapolis: Building Minnesota, pp. 261-269. Reports for the less capable reader Father Galtier: Gopher Tales, pp. 81-85. Early days in Minneapolis: Gopher Tales, pp. 96-102. A visit to St. Paul: Gopher Tales, pp. 171-175. St. Anthony Falls: North on the Great River,

Patches of built-up city land and open land: Bloomington, Edina, Hopkins, St. Louis Park, Golden Valley, Crystal, Brooklyn Center, Fridley, Roseville, West St. Paul, South St. Paul, North St. Paul, White Bear Lake. Farmland and woods: Bloomington, Edina, Brooklyn Center, White Bear Lake. B. To understand cardinal and intermediate directions, the map (Figure 86) on page 115 can be interpreted and the pupils can choose the appropriate words to complete the sentences below (east, north, northeast, northwest, south, southeast, southwest, west). 1. Richfield is (south) of Minneapolis. 2. Edina is (southwest) of Minneapolis. 3. St. Louis Park and Golden Valley are (west) of Minneapolis. 4. Brooklyn Center is (northwest) of Minneapolis. 5. Bloomington is (south) of Richfield. 6. White Bear Lake is (northeast) of St. Paul. 7. Minneapolis is (west) of St. Paul. 8. Anoka is (northwest) of Minneapolis.

pp. 168-174.

B. The following can be used as individual or group activities: 1. Sketching a map of the Twin Cities metropolis indicating significant locations, e.g., the downtown districts, the suburbs, the University, and leading industries. 2. Making sketches illustrating the different kinds of workers in the Twin Cities. 3. Making three sketches to illustrate the Twin Cities of long ago, of today, and of the future. 4. Dramatizing different kinds of work done in the Twin Cities, e.g., by the university professor, the student, the office worker, the factory worker, the salesman, and the railroad worker. 5. Writing stories and verses about the activities of the Twin Cities metropolis. 6. Writing verses which give expression to the feelings related to the changes that take place in the life and appearance of a city.


A. The questions for studying the Twin Cities can be referred to, the unanswered questions being identified and then answered. B. Significant learnings about the Twin Cities metropolis can be recalled and recorded: The Twin Cities and their suburbs, together, make a great metropolis. The metropolis of the Twin Cities is a busy workshop for thousands of people. Some work in offices and stores in the downtown districts. Many work along the busy railway tracks in flour mills, at the University, in factories and warehouses, at the stockyards, and in the oil refineries. The metropolis has grown to include many suburbs. The people of the Twin Cities must make plans for the future. C. The words learned can be recalled and recorded. D. As an informal vocabulary test the pupils can use the following words in sentences: capital, capitol, metropolis, warehouse, student. E. The following words can be included in a spelling test: suburb, campus, traffic, idea, future. F. The locational facts learned can be recalled.

DEVELOPING SKILLS

A. The legend of the map (Figure 86) on page 115 can be interpreted to find out if the following suburbs have built-up city land, patches of builtup city land and open land, and farmland and woods: Richfield, Bloomington, Edina, Hopkins, St. Louis Park, Golden Valley, Robbinsdale, Crystal, Brooklyn Center, Fridley, Columbia Heights, Roseville, West St. Paul, South St. Paul, North St. Paul, White Bear Lake. Built-up city land: Richfield, Bloomington, Edina, Hopkins, St. Louis Park, Golden Valley, Robbinsdale, Crystal, Brooklyn Center, Fridley, Columbia Heights, Roseville, West St. Paul, South St. Paul, North St. Paul, White Bear Lake. 74

9 Routes to America and the World PAGES 155 TO 173 A study of Chapter 9 reveals to the reader the interdependence of peoples of the world. Particular emphasis is given to the contributions of the people of Minnesota to other communities in the world and the dependency, in turn, of Minnesota on the services and products of people in distant places. The teacher will find suggestions for guiding pupils in their study of Minnesota's relationship to the people of other countries of the world by referring to ideas presented below for each of the developmental steps.

Oklahoma, Oregon, Pembina, Pennsylvania, Seattle, Texas, Virginia, Washington, Wisconsin, Yellowstone National Park. 4. Minnesota: Austin, Albert Lea, Hopkins, International Falls, Minneapolis, Red River, St. Paul, Staples, Willmar. D. The pupils' knowledge of meanings and pronunciations of words can be enlarged and refined by using pictures and contextual clues; by consulting the dictionary and constructing definitions; by identifying derivatives and multiple meanings when feasible; by reviewing these words (barge, crude oil, convention, downtown district, frontier, harvest, laboratory, linseed, locomotive, port, market, mountain, pipeline, resource, route, refinery, steel, trade territory, timber, stockyard, student, university) ; and by presenting these words (airway, antelope, desert, familiar, flood, freedom, irrigate, moisture, natural gas, oil well, pheasant, ranch, rancher, streamliner, tobacco, waterway, whales).


A. Questions concerning trade identified earlier in the study can be recalled (What do the people of Minnesota get from other states and countries? What does Minnesota send to other states and countries?), and questions which arise during informal discussion can be added, the teacher assuming responsibility for suggesting pertinent questions which are not forthcoming from the group (With what countries does Minnesota carry on most of its trade? Do taxes have to be paid on goods shipped in and out of the United States?). B. To recall previous learnings, that which pupils already know about Minnesota's ties with countries in other parts of the world can be discussed. C. To enlarge and refine the pupils' knowledge of maps, the following places can be identified. 1. The World: Arctic Ocean, Asia, Belgium, Denmark, Europe, Finland, France, Germany, Great Britain, Hawaii, Hungary, Italy, Netherlands, North America, Norway, Poland, South America, Soviet Union, Sweden, Switzerland, Yugoslavia. 2. North America: Alaska, Arctic Ocean, Canada, Chicago, Gulf of Mexico, Hudson Bay, Lake Michigan, Lake Superior, Mexico, Middle America, Missouri River, Ohio River, Pacific Ocean, Vancouver, Winnipeg. 3. The United States: California, Glacier National Park, Idaho, Indiana, Kansas, Kansas City, Los Angeles, Louisiana, Maryland, Missouri, Nebraska, Nevada, New Mexico, New Orleans, Ohio,


A. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (convention, familiar, family, irrigate, linen, linseed, moisture, natural gas, pipeline, port, portal, ranch, whale, whole).* 1. Flaxseed (Unseed) 2. Gas coming from the earth (natural gas) 3. To furnish with water (irrigate) 4. A meeting of people interested in the same thing (convention) 5. A place where ships can load and unload goods (port) 6. A line of pipe and pumps for carrying oil (pipeline) 7. Well known (familiar) 8. A big piece of land where herds of cattle roam (ranch) 9. Liquid (moisture) 10. A large air-breathing, warm-blooded animal living in water (whale) *Note: The answers are indicated in italic type within the parentheses.

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B. To get the general idea of the content, pages 155-172, the pupils can skim the material, noting the headings, getting information from the pictures and their captions, and noting and writing unfamiliar words on the chalkboard. C. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils and summarizing information gained. D. To confirm their learnings, the pupils can reread pages 155-173 to complete the outline below, using the following items: / (pages 156-162): apples, cattle, coal, electricity, fish, goods, grain, helpers, iron ore, lumber, machines, oil, potatoes, teachers, visitors. II (pages 162-163): factory goods, fruit, iron ore, lumber, machinery, paper, vacationers, visitors, wheat. /// (pages 163-167): bananas, chocolate, coffee, cotton, fruit, grain, natural gas, oil, people, "Scotch" tape, soybean oil, tractors, visitors, wheat. IV (pages 168-173): automobiles, books, coal, cotton, electrical goods, flour, fruit, ideas, iron ore, knowledge, linseed oil, lumber, machines, meat, paper, peanuts, people from Chicago, soybean oil, vegetables, visitors from the North. V (pages 172-173): freedom, heritage, iron ore, natural beauty, natural resources, people.

II. Trade with the North A. Goods and people from Canada 1. (Visitors) to Minnesota's cities and parks 2. (Wheat) from Canadian farms 3. (Paper) from Canadian mills B. Goods and people to Canada 1. (Vacationers) to Canada's wilderness 2. (Factory goods) for warehouses and stores 3. (Machinery) for factories and mines III. Trade with the South and Southwest A. Goods from the South and Southwest 1. (Wheat) for the flour mills 2. (Oil) and (natural gas) by long pipelines 3. (Cotton) for the knitting mills 4. (Fruit) from the groves 5. (Bananas), (chocolate), and (coffee) from Middle and South America B. Goods and people to the South and Southwest 1. (Visitors) to see the desert 2. (Grain) or (soybean oil) by barges down the Mississippi River to New Orleans 3. (Tractors) to farms in South America 4. ("Scotch" tape from a St. Paul factory 5. (People) who run a factory which makes oil from whales IV. Trade with the Southeast and East A. Products and people from the Southeast and East 1. (People from Chicago} who come to enjoy the North Country 2. (Cotton) for clothing 3. (Peanuts) for peanut butter 4. (Fruit) and (vegetables) 5. (Lumber) for furniture 6. (Paper) for bags and cartons 7. (Coal) sent to Lake Superior ports 8. (Knowledge) and (ideas) of the people who helped to build Minnesota 9. (Automobiles) and other products made in Europe B. People and products to the Southeast and East 1. (Electrical goods), (machines), (books), (meat), (flour), and (paper) for use in Chicago 2. (Iron ore) to the steel mills of Chicago 3. (Visitors from the North) to enjoy the winter's sun 4. (Flour), (soybean oil), (linseed oil),

MINNESOTA'S TRADE WITH THE WORLD

I. Trade with the West A. Products from the West 1. (Grain) for the elevators in the Twin Cities and Duluth 2. (Cattle) for the meat-packing centers 3. (Electricity) to light farms and towns 4. (Coal) to make electricity 5. (Oil) for refineries near Duluth and the Twin Cities 6. (Lumber) from the forests of pine and fir 7. (Potatoes) from Idaho 8. (Apples) from Washington B. People and products to the West 1. (Machines) from the Twin Cities and Hopkins 2. (Visitors) and (helpers) to the national parks 3. (Goods) to Alaska 4. (Teachers) to Asia 76

(Europe), France (Europe), Germany (Europe), Japan (Asia), Norway (Europe), Mexico (North America).

and (electrical goods) across the Atlantic Ocean to Europe V. The riches of the state A. (Natural resources) B. (People) and the things they have built C. (Freedom), the greatest of the three


A. The questions for studying Minnesota's relationship to other areas of the world can be referred to, identifying the unanswered questions and then answering them. B. Significant learnings about the interdependence of peoples can be recalled and recorded: Minnesota is rich in its resources but it needs products found in other parts of the United States and in other countries of the world. Minnesota needs coal, oil, fruit, vegetables, many kinds of manufactured goods and the knowledge and ideas of people in other places. Minnesota sends to other parts of America and to other countries of the world iron ore, timber, stone, farm products, factory goods, and the knowledge, ideas, and skills of its people. Goods are shipped on highways, railways, airways, and the waterways of the Great Lakes and the Mississippi River. C. The words learned can be recalled and recorded. D. As an informal vocabulary test the pupils can use the following words in sentences: barge, port, route, timber, waterway. E. The following words can be included in a spelling test: harvest, market, natural, steel, student. F. The locational facts learned can be recalled.

ENRICHING THE STUDY

The following can be used as individual or group activities: 1. Picturing on a large map of western United States the places and things one might see on a route from Minnesota to the Pacific Northwest, e.g., states, wheat farms, cattle ranches, cowboys, pheasants, deer, antelope, dams of the Missouri River, coal mines of North Dakota, oil wells of North Dakota, mountains, forests of pine and fir, Glacier and Yellowstone National Parks, irrigated farms. 2. Making charts which list the products Minnesota sends to other states and countries and those that are imported into the states. 3. Indicating on a map of the world the many places where Minnesota people may be found, e.g., in Alaska, helping to clear farmland; in Hawaii, teaching school; in Asia, working for an airline; in Canada, hunting and fishing; in Mexico, buying products; in South America, running a factory in Peru; and in Europe, studying at their schools. DEVELOPING SKILLS

To identify the continent on which each of the following countries is located, an atlas can be used: Belgium (Europe), Canada (North America), China (Asia), Denmark (Europe), England

10 Rules and Leaders PAGES 173 TO ITS The last chapter of Minnesota's Changing Geography presents an overview of the work of government, identifying for the reader the significant responsibilities of government at local, county, state, and national levels. The teacher guiding a group in the study of Minnesota's government will find suggestions by referring to ideas presented below for each of the developmental steps.


A. The questions about government identified earlier in the study can be recalled (What is the work of the state government?), and questions which arise during informal discussion can be added, the teacher assuming responsibility for suggesting pertinent questions which are not forthcoming from the group (Who makes the laws for 77

the state? How are government leaders chosen? Who makes the laws for cities and towns? What part does Minnesota have in the government of the United States?). B. To recall previous learnings, that which pupils already know about leaders and activities in government can be discussed. C. The pupils' knowledge of meanings and pronunciations of words can be enlarged and refined, by using pictures and contextual clues; by consulting the dictionary and constructing definitions; by identifying derivatives and multiple meanings when feasible; by reviewing these words (capital, capitol, Chippewa, community, county, county seat, freedom, law, lawyer, lawmaker, national government, state government, Sioux); and by presenting these words (air force, army, district, local government, navy, naval, property, represent, representative, senator, sheriff, tax).

173-178, the pupils can skim the chapter, noting the headings, getting information from the maps, and noting and writing unfamiliar words on the chalkboard. C. To identify significant concepts, the material can be discussed by clarifying meanings of words identified by the pupils, clarifying difficulties in interpreting the maps, and summarizing information gained. D. To confirm their learnings, the pupils can reread pages 174-178 to identify basic information about local, county, state, and national governments: 1. Areas served: all of Minnesota; all of the United States; cities; farmlands; towns; villages. 2. Meeting places: capitol in St. Paul; capitol in Washington; courthouse; hall. 3. Services provided: builds great highways across the country; builds main roads between cities and towns; builds roads to join farms and villages; builds schools and hospitals for the state; builds streets; creates national parks and forests; keeps records about county land; lays sewers and water pipes; makes laws for all of America; makes laws for the state; makes rules for the community; provides policemen and firemen; runs the army, navy and air force; sees that laws are obeyed in the countryside. Local government 1. Areas served: (villages}, (towns), (cities). 2. Meeting place: (hall). 3. Services provided: (builds streets), (lays sewers and water pipes), (provides policemen and firemen), (makes rules for the community). County government 1. Area served: (farmlands). 2. Meeting place: (courthouse). 3. Services provided: (builds roads to join farms and villages), (sees that laws are obeyed in the countryside), (keeps records about county land). State government 1. Area served: (all of Minnesota). 2. Meeting place: (capitol in St. Paul). 3. Services provided: (builds main roads between cities and towns), (creates state parks and forests), (builds schools and hospitals for the state), (makes laws for the state}. National government 1. Area served: (all of the United States).


A. To recall the basic vocabulary, the pupils can match the appropriate words with the meanings listed below (capital, capitol, county, government, governor, local, national, representative, senator, sheriff, state, tax).* 1. Laws and the work of leaders (government) 2. Belonging to a village, town, or city (local) 3. One of the divisions of the United States (state) 4. Belonging to all of the United States (national) 5. A lawmaker, each state having two in Washington (senator) 6. A lawmaker, Minnesota having nine in Washington (representative) 7. One of the divisions of a state (county) 8. The building in which the lawmakers meet (capitol) 9. The city in which the lawmakers meet (capital) 10. The one who sees that laws are obeyed in the county (sheriff) 11. The money that is paid for the expenses of government (tax) B. To get the general idea of the content, pages *Note: The answers are indicated within the parentheses.

in italic

type

78

Paul (Ramsey); Duluth (St. Louis); St. Cloud (Sterns); Rochester (Olmstead); Winona (Winona); Mankato (Blue Earth); Austin (Mower). 8. What counties border Hennepin County on the west? (Wright) and (Carver). 9. List the county seats of the following counties: Clay (Moorhead), Lake (Two Harbors), Goodhue (Red Wing), Polk (Crookston), Crow Wing (Brainerd), Beltrami (Bemidji), Itasca (Grand Rapids), Wilkin (Breckenridge).

2. Meeting place: (capital in Washington). 3. Services provided: (builds great highways across the country), (creates national parks and forests), (runs the army, navy, and air force), (makes laws for all of America). ENRICHING THE STUDY

Information can be gathered from several sources, the pupils presenting reports of their reading to the class. Suggested topics and their sources are given below. Reports for the exceptional reader Names of counties: Gopher Reader, pp. 283288. First state governor: Gopher Reader, p. 267. State government: Gopher Reader, p. 266. Joe Rolette: Gopher Reader, pp. 262-265.

B. The maps (Figures 119 and 120) on page 177 can be interpreted and the pupils can choose the appropriate words to complete the following sentences: 1. The map in Figure 119 indicates the (districts) from which Minnesota's state senators and representatives come, (cities, counties, districts) 2. Each state senator and representative stands for all the (people) in his district, (land, people, counties) 3. The largest districts are in the (North Country) where few people live on a large area of land. (Mississippi Valley, Twin Cities Region, North Country) 4. The smallest districts are in the (Twin Cities Region) where a great many people live on little land. (Mississippi Valley, Twin Cities Region, North Country) 5. The Twin Cities Region is divided into (75) districts. (15,28,37) 6. To the Congress of the United States Minnesota sends representatives from (9) districts. (2, 9, 67)

Reports for the capable reader Origin of county names: Minnesota, Past and Present, pp. 484-487. Government: Minnesota, Past and Present, pp. 389-408; Minnesota, the Story of a Great State, pp. 333-361. Joe Rolette: Minnesota Pioneers, pp. 110-111. Alexander Ramsey: Minnesota Pioneers, pp. 89-98. Report for the less capable reader Counties of Minnesota: Gopher Tales, pp. 223242. DEVELOPING SKILLS

A. The map (Figure 118) on page 175 can be interpreted to answer the following questions: 1. How many counties are there in the state? (87) 2. How many county seats does Minnesota have? (57) 3. Which is the largest county? (St. Louis) 4. Which counties are located in the four corners of the state? N.E. (Cook); S.E. (Houston); S.W. (/?odk);N.W. (Kittson). 5. List the counties along the southern border of the state: (Rock), (Nobles), (Jackson), (Martin), (Faribault), (Freeborn), (Mower), (Fillmore), (Houston). 6. List the counties along the northern border of the state: (Kittson), (Roseau), (Lake of the Woods), (Koochiching) (St. Louis), (Lake), (Cook). 1. In which counties are the eight largest cities of the state located? Minneapolis (Hennepin); St.


A. The questions about government can be referred to, the unanswered questions being identified and then answered. B. Significant learnings about government at local, county, state, and national levels can be recalled and recorded: People living together need government. With government there are rules to follow, leaders to serve the people, and records to be kept. In the United States of America there are different governments — the national government for the whole country, the state government for each state, the county government for each county in each state, the local governments for each village, town, and city. In the United States of Amer79

ica the people believe that the people should elect the leaders of the government. C. The words learned can be recalled and recorded. D. As an informal vocabulary test the pupils

can use the following words in sentences: represent, district, county, national, local. E. The following words can be included in a spelling test: county, state, country, Minnesota, United States.

Information Tests 10. Minnesota is over (100) years old. 11. Minnesota will change. Plans must be made for the (future). 12. North America is the (continent) on which the United States is located. 13. North America lies between the (Atlantic) and (Pacific) oceans. 14. Knowledge about places is called (geography). 15. Knowledge about times in the past is called (history). 16. The place where the sky and earth seem to meet is called the (horizon).

This series of tests is presented as a tool for teachers to evaluate the information children have learned as well as the vocabulary and concepts they have acquired. It is suggested that the tests be given at appropriate intervals during the course of the development of the unit. In each test the appropriate words are to be chosen from the given list to complete the sentences. An evaluation rating scale is given for each test.* TESTl. UNDERSTANDING MINNESOTA

Arctic, Atlantic, Canada, continent, country, future, geography, history, horizon, Indian, Mexico, Mississippi, northern, Pacific, past, southern, state, Superior, United States, 48, 49, 50, 100, 200.

Evaluation based on the number of correct items: 17 is excellent; 15-16 is very good; 13-14 is good; 11-12 is fair; less than 11 indicates that the pupil should refer to Chapter 1 to find the correct answers (desirable homework activity).

1. The United States of America is the (country) in which we live. 2. There are (50) states in the United States of America. 3. Minnesota is a (state). It is made up of farms, villages, towns, and cities. 4. Minnesota is on the (northern) border of the United States. 5. (Canada) is the country north of Minnesota. 6. Lake (Superior) is one of the five Great Lakes. 7. The Great Lakes lie between Canada and the (United States). 8. (Mexico) is a country. It is south of the United States. 9. The (Mississippi) River flows through Minnesota.

TEST 2. MANY SEASONS

Arctic, Atlantic, Beaver, break-up, Canada, cold, cool, drift, droughts, glacier, Hudson, Ice Age, Indian Summer, Mexico, North, Norway, seasons, south. 1. The motto on Minnesota's flag is "Star of the (North)." 2. Minnesota is famous for (cold) winters. It also has (cool) summers. 3. Winds blow from the country of (Canada). They make Minnesota cool. 4. Cold winds blow from (Hudson) Bay. They also keep Minnesota cool. 5. The (Arctic) Ocean is north of Canada. It is always frozen. 6. At one time Canada and the United States were covered with snow for a long long time. This was called the (Ice Age).

*Note: The answers are indicated by italic type within the parentheses.

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13. Minnesota's first people were the Indians. They belonged to the (Chippewa) and (Sioux) tribes. 14. Early white men came to Minnesota from Europe. They came from the countries of (France) and (England). 15. They came for different reasons. Some were (explorers); some were (missionaries); and others were (traders).

7. The snow which covered Canada and the United States was called a (glacier). 8. In Minnesota the ice and snow melt in April and May. This time is called the (break-up). 9. In summer hot winds blow from the (south). 10. Parts of Minnesota have had long spells of dry weather. These dry spells are called (droughts). 11. (Indian Summer) follows the first freezing weather in the fall. 12. Minnesota has many changes of weather. The state has been called the "theater of (seasons)."



TEST 4. FIELDS AND PASTURES

Barley, Belt, Bog, bonanza, Cash, contour, Corn, cotton, Dairy, erosion, fir, flax, flour, frontier, linseed oil, lumber, north, oats, pine, potatoes, rice, soybeans, state, sugar beets, sugar cane, wheat.

TEST 3. NATURE'S LAND

Arrowhead, Bog, broad, Chippewa, England, explorers, France, Hudson, Indians, Itasca, lumbermen, Mexico, Mille Lacs, miners, Minnesota, missionaries, Mississippi, Navajo, needle, oak, Pepin, pine, prairie, Red, Sioux, Spain, Superior, Swamp, traders, waters, watershed.

1. Minnesota has four farming regions. One is famous for milk. It is the (Dairy) Region. 2. One is famous for corn and hogs. It is called the Corn (Belt). 3. A third is famous for many different crops. It is called the (Cash) Crop Region. 4. There are few farms in the fourth region. It is called the (North) Country. 5. Large farms of the Red River Valley were called (bonanza) farms. 6. Minnesota's first farmers raised a great amount of (wheat). It was the main crop for many years. 7. Minnesota's farmers today raise wheat and (barley), (corn), (flax), (oats), (soybeans), (potatoes), (sugar beets). 8. On some farms the soil has washed away. This has been called soil (erosion). 9. (Contour) plowing keeps the soil from washing away.

1. The name, Minnesota, means "sky-colored (waters) " 2. The state of Minnesota is one of America's great (watersheds). Rivers flow from it to the north, south, and east. 3. The Mississippi River flows out of Lake (Itasca). 4. It flows south into the Gulf of (Mexico). 5. Lake (Pepin) is a wide deep part of the Mississippi River. 6. The St. Louis River flows into Lake (Superior) . 7. The (Red) River flows to the north. It is on the western border of the state. 8. Many streams spill out of the marshes and swamps of the Big (Bog). 9. The (Minnesota) River flows from Big Stone Lake. It empties into the Mississippi River. 10. The land of Minnesota was covered with forests and grassland. The grassland was called the (prairie). 11. There were two kinds of forests. There were the (needle)-leaf, trees and the (broad)-teat trees. 12. Part of Minnesota lies between Lake Superior and Canada. This part is called the (Arrowhead) region.

Evaluation based on the number of correct items: 15 is excellent; 13-14 is very good; 11-12 is good; 9-10 is fair; less than 9 indicates that the pupil should refer to Chapter 4 to find the correct answers (desirable homework activity). TEST 5. TREASURES IN THE NORTH COUNTRY

Cleared, cut-over, Cuyuna, fishing, forest, lumbering, Mesabi, Minnesota, Mississippi, one, open-pit, range, Red, Rum, St. Croix, St. Louis, shaft, taconite, three, two, Vermilion, Wisconsin. 81

11. (Pottery) from Red Wing is sent all over America. 12. Rochester has a mew factory. It makes (electronic computers).

1. A great (forest) covered the North Country before the white men came. 2. Woodsmen came to cut the pines in Minnesota. They went northward along the (Rum) River, the (St. Croix) River, and the (Mississippi) River. 3. Minnesota became a leader in the (lumbering) industry. 4. The great trees were taken. The North Country was all (cut-over) land. 5. Now Minnesota has many (tree) farms. The land will be a forest again. 6. The North Country has (three) iron ranges. 7. The largest is the (Mesabi) Range. 8. Deep (shaft) mines are on the Vermilion Range. 9. (Open-pit) mines are on the Cuyuna and Mesabi ranges. 10. The greatest iron mines in the world are in the state of (Minnesota). 11. In Minnesota a new use has been made of (taconite). This is a poorer iron ore.

Evaluation based on the number of correct items: 15 is excellent; 13-14 is very good; 11-12 is good; 9-10 is fair; less than 9 indicates that the pupil should refer to Chapter 6 to find the correct answers (desirable homework activity). TEST 7. TRADE AND INDUSTRY IN THE NORTH COUNTRY

Border, Chippewa, Cloquet, Crosby, Duluth, Great, Hibbing, International Falls, iron, lumber, Mississippi, port, pulp wood, St. Lawrence, Silver Bay, Sioux, Superior, Two Harbors, Vermilion, Virginia, wilderness. 1. (Pulp wood) is the raw material used for making paper. 2. The (Chippewa) National Forest and the (Superior) National Forest are in the North Country. 3. Many lakes lie along the northern border of Minnesota. They are called the (Border) Lakes. 4. Many people go to the North Country. They come to enjoy the (wilderness). 5. There is a paper mill at (International Falls). It is on the Rainy River. 6. There is a big paper mill at (Cloquet). It is on the St. Louis River. 7. (Hibbing) and (Virginia) are on the Mesabi Range. They are the two largest iron-mining towns. 8. The greatest treasure of the North Country is (iron). 9. The place where ships load and unload goods is called a (port). 10. (Silver Bay) is a new taconite port. It is on the North Shore of Lake Superior. 11. (Two Harbors) is Minnesota's oldest iron port. 12. (Duluth) is Minnesota's busiest port. It is on Lake Superior. 13. Ocean ships may come to Minnesota. They will use the (St. Lawrence) Seaway.

Evaluation based on the number of correct items: 13 is excellent; 11-12 is very good; 9-10 is good; 8-9 is fair; less than 8 indicates that the pupil should refer to Chapter 5 to find the correct answers (desirable homework activity). TEST 6. GOING TO TOWN IN THE MAIN FARMING REGIONS

Austin, Brainerd, cities, electronic computers, farms, flour, flower, hunting equipment, linseed, Mankato, materials, Moorhead, natural, pottery, power, Red Wing, resources, Rochester, St. Cloud, skill, soybean, villages, Willmar. 1. Farm-trade towns of Minnesota serve the (farms) and neighboring (villages). 2. The largest farm-trade town is (Rochester). It is the home of the Mayo Clinic. 3. (Austin) is a famous meat-packing town. 4. (Moorhead) makes sugar from the sugar beets raised in the Red River Valley. 5. (Linseed) oil is made from flax seeds. 6. Minnesota mills have made much (flour) for America. 7. At (Red Wing) red tile is made for sewers. 8. Stone quarries are located near (Mankato) and (St. Cloud). 9. A factory must have raw (materials). Those that lie in nature's land are called natural (resources) . 10. Minnesota's factories get (power) from the swift Mississippi River.

Evaluation based on the number of correct items: 15 is excellent; 13-14 is very good; 11-12 is good; 9-10 is fair; less than 9 indicates that the pupil should refer to Chapter 7 to find the correct answers (desirable homework activity). TEST 8. THE TWIN CITIES

Adhesives, automatic, barges, capital, capitol, county, Duluth, farm-trade towns, freight, Henne82

pin, metropolis, Minneapolis, Mississippi, St. Anthony, St. Croix, St. Paul, stockyards, shopping centers, suburbs, Superior, trade-territory, University.

5. Goods which are shipped in are called (imports). 6. Minnesota sends out much (iron ore). I. (Coal) and (oil) are shipped to Minnesota. 8. Minnesota carries on trade with (Canada). It is a neighbor to the North. 9. Ships carry goods from the hot lands of (South America). 10. Planes and ships cross the Atlantic Ocean. They carry goods to the countries of (Europe). II. Planes and ships cross the Pacific Ocean. They go to countries of (Asia).

1. (Minneapolis} and (St. Paul) are called the Twin Cities of Minnesota. 2. The many towns near a large city are called (suburbs). 3. The Twin Cities and the many nearby towns make a great (metropolis). 4. The Twin Cities are on the (Mississippi) River. 5. The Falls of (St. Anthony) furnish power for factories in Minneapolis. 6. St. Paul is the (capital) city of Minnesota. 7. Offices for Minnesota's leaders are in St. Paul. They are in the (capitol) building. 8. One of the largest schools in America is in the Twin Cities. It is the (University) of Minnesota. 9. (Freight) is carried up the river to the Twin Cities. It is carried on big, flat boats. 10. The big, flat boats are called (barges). 11. Thousands of cattle and sheep are brought to the (stockyards). They are located at South St. Paul. 12. A large factory in Minneapolis makes (automatic) controls. The products are famous all over the world. 13. A large factory in St. Paul makes (adhesives). It also makes many other products.

Evaluation based on the number of correct items: 16 is excellent; 14-15 is very good; 12-13 is good; 10-11 is fair; less than 10 indicates that the pupil should refer to Chapter 9 to find the correct answers (desirable homework activity). TEST 10. RULES AND LEADERS

Capital, capitol, community, country, courthouse, alert, government, hall, income, laws, local, national, New York, records, representatives, St. Paul, senators, serve, sheriffs, taxes, Washington. 1. The work of leaders in a community is called (government). 2. Leaders make rules which are called (laws). 3. The leaders and workers keep (records). 4. The leaders (serve) the people. 5. The people (elect) the leaders. 6. Money is needed to run the government. People pay (taxes) to run the government. 7. Cities, towns, and villages need government. This is called (local) government. 8. The leaders in cities, towns, and villages meet in a (hall). 9. Minnesota is made up of many counties. The leaders of county government meet in a (courthouse). 10. Minnesota has a state government. The leaders meet in the (capitol) building. 11. St. Paul is the (capital) city of Minnesota. 12. Minnesota is part of the United States. The government of the United States is called the (national) government. 13. The leaders of the United States government meet in the city of (Washington). 14. The lawmakers are called (senators) and (representatives). They are chosen by the people.

Evaluation based on the number of correct items: 14 is excellent; 12-13 is very good; 10-11 is good; 8-9 is fair; less than 8 indicates that the pupil should refer to Chapter 8 to find the correct answers (desirable homework activity). TEST 9. ROUTES TO AMERICA AND THE WORLD

Airways, Asia, Canada, coal, Europe, exports, highway, imports, iron ore, Itasca, Mexico, Mississippi, North America, oil, railways, South America, Superior, Rainy, Red, Traverse, trade, waterways. 1. (Trade) is the name given to the business of buying and selling goods. 2. Goods are shipped along many routes. They follow (airways), (highways), (railways), and (waterways). 3. Goods are shipped by boat on Lake (Superior) and the (Mississippi) River. 4. Goods which are shipped out are called (exports).

Evaluation based on the number of correct items: 15 is excellent; 13-14 is very good; 11-12 is good; 9-10 is fair; less than 9 indicates that the pupil should refer to Chapter 10 to find the correct answers (desirable homework activity). 83


SAMPLE LESSONS


SAMPLE LESSON (RECALL OF BASIC VOCABULARY, PAGE 11)

Match the words with the meanings: America border city community continent country geography history horizon industry inherit knowledge Minnesotan produc t region state town trade United States village

1. A large mass of land: 2. The story of the past: 3. The place where the earth and sky seem to meet: h» A study of the different places in the world: £. The outer edge of a country: 6. A name often used when referring to the United States: 7. To buy and sell: 8. Wisdom; information: 9. A person who lives in Minnesota: 10. Something which has been manufactured or raised: 11. A group of people living in the same place: 12. To receive from one's ancestors: 13. A nation: lU. One of the divisions of the United States: 1^. A settlement, smaller than a town: 16. A large tract of land:

87

SAMPLE LESSON (TO CONFIRM THEIR LEARNINGS, PAGE 6?)

Choose the correct words to complete the following outline; Ports of Lake Superior pages IQh-lOj?

I. New towns have grown because of new uses for taconite,

breakwaters city dock Duluth churches flour houses ore pellets port schools Silver Bay stores taconite Taconite Harbor

A.

is a new town on Lake Superior. 1. It has new and.

2. It has a new giant 3. It has a long wide U. It has of the harbor.

to keep the waves out

£. It is a taconite B.

village

on the North Shore. is another taconite port.

1. It is a small 2. Taconite the dock.

pages 105-107 Agate Bay coal Cuyuna gulf Huron Illinois Indiana Iowa lumber Mesabi Ohio ore Superior Taconite Harbor

mill.

II.

are loaded on ships at

Two Harbors is a busy iron port on Lake

A. Rich ore comes to the port from the and ranges. B. It has a large natural harbor called C. Ships are loaded with

in a few hours.

D. Ships carry iron through the Great Lakes to and E. Ships carry Minnesota.

on their return trip to

Vermilion

88

pages 107-llh

III. Duluth is the biggest and busiest port in

Canada Carlton Duluth factories flour Milwaukee Minnesota pipeline population Proctor railroad refinery St. Lawrence Seaway Soo Canal steel summer Superior wholesale winter Wisconsin Wrenshall

A. The 100,000.

of Duluth is more than are often called "Twin

B. Duluth and Ports."

1. Superior is in the state of 2. Many ships come to the "Twin Ports" in the months. C. Duluth is a center for D. Duluth is a busy

trade. center. mill.

E. Duluth has a F. Duluth has many

and

G. The great railroad yards at are near Duluth. H. Duluth is near the oil refinery at 1. The oil comes from 2. The oil comes through a long I. Duluth has an interesting history. 1.

, a French explorer, came in 1679.

2. The building of the brought large ships to Duluth.

in 18$5

makes Duluth

3- The a seaport.

89


Minnesota's CHANGING GEOGRAPHY by JOHN R. BORCHERT

The University of Minnesota Press, Minneapolis

© Copyright 1959 by the University of Minnesota. All rights reserved PRINTED IN THE UNITED STATES OF AMERICA AT THE NORTH CENTRAL PUBLISHING COMPANY, ST. PAUL

Library of Congress Catalog Card Number: 58-14124 PUBLISHED IN GREAT BRITAIN, INDIA, AND PAKISTAN BY THE OXFORD UNIVERSITY PRESS LONDON, BOMBAY, AND KARACHI AND IN CANADA BY THOMAS ALLEN, LTD., TORONTO

Preface These words are directed to the adults who examine this book — teachers, parents, or others. Minnesota's Changing Geography is intended to help young people understand and interpret the varied landscapes of the state. The immediate aim is to understand the face of Minnesota as it appears today. But that is not the end purpose. Organized knowledge of the present is essential to give relevance to the historical past. Knowledge of the pattern of land and settlement provides the concrete framework upon which to build more abstract knowledge of human society. Knowledge of today's changing patterns provides the foundation from which plans for tomorrow must grow. Thus Minnesota's Changing Geography provides a base from which young people can move forward to explore many different facets of the world and the society in which they live. The book is meant to be an integral part of the program of social education for Minnesota young people. Minnesota's Changing Geography utilizes what might be called a "field approach" to social education. In each section of the book an attempt is made first to describe, through words and pictures, characteristic landscapes of a major region or settlement. Emphasis centers on the appearance of the land and the way in which people use it, the appearance of farms and towns and cities, the ways in which people live and work. This vicarious "field" ex-

perience provides the opportunity to observe many interrelationships among people and land. It introduces the vivid regions and the major features of Minnesota. It offers an opportunity to raise questions about the reasons for those different features. Interpretations follow the descriptions. Maps enable the reader to see beyond the horizon and observe the broad pattern of which each local landscape is a part. The narrative of the book helps to interpret the map patterns. It also sketches out the story of the human events and activities which have evolved today's pattern and direct it toward the future. The maps and narrative are meant to reveal one of the most exciting facts which the human mind can discover — the fact that the varied landscapes all around us are parts of an orderly spatial pattern. That spatial pattern is the focus of the study of geography. And it is a fascinating, ever-changing, composite expression of the combined works of men and nature. The image of Minnesota and its setting is sketched here with a bold stroke. There are exceptions and additions to the general lines which are drawn. As time passes, there will be increasing need for corrections. It is hoped that teachers — or other adult mentors — will capitalize upon any errors or omissions. The errors and omissions offer opportunity to draw upon the young reader's personal observations and in

inferences, to stimulate discussion, and to illustrate the difficulty of organizing knowledge. It is my hope that in every possible way this book can carry its young readers a step forward along the road to scholarship and citizenship. I am indebted to many Minnesotans for their stimulation and support in the preparation of this book. Particular thanks go to the Minnesota Historical Society and to the Farmers and Mechanics Savings Bank of Minneapolis and its president, Mr. John de Laittre. The Bank's grant to the Society

made possible my work on the book. I also want to express my special appreciation to Miss Katherine Michaelsen, Mrs. Frances Reese, Dr. Rufus Putnam, Miss Orpha Ingebrigtson, and Mrs. Esther Wahlfors of the Minneapolis Public Schools; to Professor Philip W. Porter, of the University of Minnesota Department of Geography, who prepared the maps; and to many organizations and colleagues who generously provided photographs. JOHN R. BORCHERT University of Minnesota

IV

Contents 1. UNDERSTANDING MINNESOTA

3

2. MANY SEASONS

7

3. NATURE'S LAND

14

4. FIELDS AND PASTURES

34

5. TREASURES IN THE NORTH COUNTRY

57

6. GOING TO TOWN IN THE MAIN FARMING REGIONS

72

7. TRADE AND INDUSTRY IN THE NORTH C O U N T R Y 98 8. THE TWIN CITIES

114

9. ROUTES TO AMERICA AND THE WORLD

155

10. RULES AND LEADERS

173

FACTS ABOUT MINNESOTA

179

INDEX

188

v

List of Maps Some large towns and cities

3

Lands of the North Country

63

Minnesota in North America

4

Towns in the main farming regions

76

The path of the north wind

8

Creameries and milk-drying plants

78

When freezing weather ends in spring...

12

Meat-packing plants

The first freezing weather in fall

12

Factories that use cash crops

83

Cool summer weather

12

Large flour mills

83

The drier part of Minnesota

12

Where busy railways meet

92

Minnesota's state and national lands. . . .

14

The main lake districts

94

Five different kinds of land

15

Colleges and special schools

94

Forest and prairie

24

Gateway towns to the north

100

Main farming regions and North Country

39

Factories that use timber

101

Land in the Dairy Region

40

Towns on the iron ranges

103

Summer weather in the Dairy Region...

42

Duluth and Superior

108

The spread of corn farming

43

The spread of soybean growing

43

The cities and suburbs of the Twin Cities region 115

The main vegetable growing region. . . .

44

Business districts and main routes in the Twin Cities 116

When Minnesota became farm cropland

45

Minnesota's counties and county seats. . 175

The drainage regions

50

State legislative districts

177

The forest in 1940

61

State congressional districts

177

VI

.

78

MINNESOTA'S CHANGING GEOGRAPHY

Figure 1. From a plane one may see a community where people live, work, and play together. Beyond the community lie farms, fields, and the distant horizon. Beyond that horizon lies the rest of the world.

1

Understanding Minnesota The map in Figure 3 shows our country. Minnesota lies along America's northern border. The map shows that it reaches a little farther north than any other part of our country except the new state Alaska. Minnesotans have something to do with people from every other state. Many people from the other states visit Minnesota. They buy goods and farm products from Minnesota. And they sell goods to Minnesota stores, farms, and factories. There are other countries beyond the

Everyone knows his home community. It is easy to look at it from a high place — a rooftop, a tower, a high hill. There are the houses and schools and churches, the stores and offices, the fire station and police station. There are people living and working and playing together. Beyond the edge of the community there is the distant horizon, where the sky seems to meet the ground. Many different communities make up the state of Minnesota. There are towns, cities, villages, and farms. They cover many different kinds of land. They are all important. Yet there is no place high enough for a view of all Minnesota. The state is too big. Many places are too far away. To see Minnesota, you have to see beyond the horizon. Distant places

There is one way to see all of Minnesota from one place. That is through maps, pictures, and stories. A map is a special kind of drawing that shows where places are located on the land. The map in Figure 2 shows the borders of Minnesota. It also shows where some Minnesota cities lie within the state. Pictures and stories can tell what those places are like. This book has many maps, pictures, and stories about Minnesota. Other states lie beyond the borders of Minnesota. There are forty-nine in all; and they are joined together to make our country — the United States of America.

Figure 2. This is a map of the state of Minnesota. It shows some of Minnesota's large towns and cities.

3

Figure 3. Minnesota stands near the center of the continent of North America. Canada and Mexico are neighbors of the United States.

borders of the United States. One is called Canada. The map shows that Canada lies just north of our country. So Canada is also a close neighbor of Minnesota. The United States, Canada, and smaller coun-

tries together occupy North America. North America is a continent between the Atlantic and Pacific oceans. It is a vast piece of the world's land—three times as large as the United States. 4

Other continents lie across the sea. There are many other countries on those continents. Some of the countries are more crowded than ours, and some have more land. Even those faraway places have something to do with Minnesota. Many Minnesotans visit distant countries. Some even live and work there. Minnesotans trade goods and knowledge with the people there. People from many of the faraway places have come here to live, and they have helped to build Minnesota. This is a book about Minnesota. But some of the maps, pictures, and stories will take you far beyond the borders of the

state. For Minnesota is part of the wide world. This book helps you to understand the places within Minnesota. It also helps to understand Minnesota's place in the world. This is a book about places — where they are located and what they are like. Knowledge about places in the world is called geography. This is a book about Minnesota's geography. Other fifties There has been a Minnesota for a long time. The state is more than one hundred years old. People lived on this land long before it was called the state of Minnesota.

Figure 4. More than one hundred years ago the city of Minneapolis was started. By 1870 stores, houses, and sheds had been built along the Mississippi River. Woods and hills lay westward to the horizon.

Figure 5. Many large buildings have been built where settlers lived in early Minneapolis. However, there are many large buildings, wide streets, and fine parks that have not yet been built. They are part of the plan for the future.

People in other times made much that is in Minnesota today. Many buildings, roads, railroads, and farms were built long ago. Cities and factories stand where pioneers decided to start them. People long ago brought knowledge and ideas that are still important. There are some maps, pictures, and stories of other times in this book. Knowledge of other times — like knowledge of other places — helps people to understand every Minnesota community. Knowledge of past times is called his-

tory. You will read and hear much more about Minnesota's history. This book will help you to understand it. Not all other times were long ago. There will be other times in the future, too. There is no way to see the future Minnesota. There are no maps, pictures, or stories that tell surely what it will be. But there is a way in which people try to see the future. That way is to make a plan. A plan is a map or a picture. But it shows things not yet built. It is drawn to show a place the way people want it to look in the future.

This book will help you to understand them. To understand Minnesota you must know about many places. You must know where they are, what they are like, how they became as they are, and how they might change. The maps, pictures, and stories in this book will help you to understand Minnesota. For they show Minnesota's changing geography.

Many people in Minnesota today have plans and hopes for Minnesota in future times. Someday, in not so many years, many of you will inherit Minnesota from your fathers and mothers. Now is the time to study Minnesota. Then you can begin to make your own plans. You can decide how you want to help change Minnesota and make it better! You will read and hear much more about plans for Minnesota.

2 Many Seasons of the Arctic Ocean — bigger than three Minnesotas—reaches southward into Canada. It is named Hudson Bay. Even mighty Hudson Bay freezes during every winter! North of the line called the Arctic Circle, the sun barely rises during December and January. That is the long winter "night" of the Far North; and it makes the land grow still colder. On some days the winter wind blows from the north across Minnesota. When it does, it brings cold air from northern Canada's snow-covered land and frozen sea. The cold air keeps Minnesota frozen on sunny winter days. It helps to make Minnesota famous for its lasting snow, its skiing, skating, and sledding. During the summer the north wind follows the same path. But northern Canada changes. The sun in northern Canada barely sets during June and July. The snow melts from the land, and the ice melts

When many people think about Minnesota, they think of north. Minnesota lies along the northern border of the main part of the United States. It reaches farther north than forty-seven other states. The motto on Minnesota's flag is "Star of the North." When many people think of north, they think of cold winters and cool summers. Minnesota is famous for both. The map in Figure 6 shows some reasons why. Tfie north wind The map shows the path of the north wind across Minnesota in winter. The north wind blows straight from the northern part of Canada. Northern Canada is one of the coldest places in the world. Deep snow covers the land most of the year. A vast ocean north of Canada is always frozen! It is called the Arctic. A wide arm 7

Figure 6. The arrow on this map shows the path the north wind follows when it blows across Minnesota. North of Minnesota, snow and ice cover most of the world during long winters.

8

Figure 7. Days are short and shadows are long in the middle of the winter in Minnesota. The snow lies deep along the shore of Lake Superior in the northern part of the state.

from Hudson Bay. Still thousands of lakes and a vast forest keep the land cool. Hudson Bay remains cold as ice water. In summer the north wind brings cool air from

northern Canada. The cool air helps to make the state of Minnesota famous for "air-conditioned" weather on sunny summer days.

WEATHER AT DIFFERENT TIMES

Perhaps most people know Minnesota too well for its north winds, cold winters, and cool summers. There are other winds and many other kinds of weather. The

changes are great from day to day, and from season to season. There is no other place in the world with such different kinds of weather! 9

wind from there is dry and dusty, too. The hot days help crops and trees to grow. They help Minnesota have some of America's richest farms and forests in spite of long, snowy winters. Thunderstorms almost always end the hot spells. A towering wall of clouds appears in the west. The clouds look like mountains in the distance. But they are higher than the highest mountains. They reach seven or eight miles into the air! The clouds move eastward. When they pass overhead, the wind blows hard; and big drops of rain pour down. Puddles and little streams form in a few minutes. The storm ends suddenly as it began. But it has left a vast amount of water for crops, forests, lakes, and rivers. After the thunderstorm passes, the north wind brings cool, sunny weather. In September bright leaves color the forests. The first cold weather coats grass and trees with frost in the early morning. "Indian Summer" follows the first freezing weather. Indian Summer is warm and dry and still. The sky is blue and cloudless. The sun shines on golden-brown fields and pastures. Nature makes great changes in Minnesota scenery. Each season has its own scenes, like the different acts in a play. Many people call Minnesota the "theater of seasons."

From season to season

There is the season of melting snow and ice in April or early May. Many people call it the "break-up." On clear days the warm spring sun melts the snow. On stormy days rain falls on the snow and melts it. The rains and melting snows make a vast supply of water on the land. The water collects in fields and empty lots, back yards and roadside ditches. It makes the lakes full. It turns the streams into rushing, foaming giants. Ice breaks on the streams. The jagged pieces float away in the swift water and disappear. When the break-up ends, the land is moist and warm. Bright wild flowers soon color the fields and woods and roadsides. Pastures are green and tender. New crops grow quickly in the farm fields. Spells of hot weather come in June, July, and August. People usually call them "heat waves." The air is hot even at breakfast time. By early afternoon it is almost too hot to work or play in the sun. Perhaps the thermometer says the temperature is ninety-five degrees — or even one hundred! At bedtime it is still warm; and many people stay up late waiting for a cool breeze. Sometimes the hot wind blows from the south or southeast. It brings air from the warm, distant ocean — the Atlantic or the Gulf of Mexico. That makes the hot weather very moist. People drip perspiration as they work or play. Drops of water form on cold pipes and pop bottles. Other times the hot wind blows from the southwest. It brings air from the states far to the southwest of Minnesota — from New Mexico, Arizona, western Texas. Those are hot, dry, dusty lands. The hot

The Ice Age and the droughts

Nobody living today has seen the greatest changes in Minnesota weather. Those took place long ago; but they left traces that scientists can find and understand. There were times thousands of years 10

ago when winter never ended. The north wind was colder and stronger than ever. Snow fell in every month of every year. The snow grew deeper and deeper year after year. It lay on the ground through hundreds of summers! It became hundreds of feet thick! The pile of snow covered the land of Canada and much of the northern United States. It became so vast and so deep that it began to settle and spread. People call that time the Ice Age. And they call the Figure 8. Clouds often appear in the west on a hot summer day. They bring rain to the land.

vast, deep-spreading cover of snow a glacier. Glaciers melted and spread again many times. At last the long winter ended. The glaciers melted and did not return. There have been other times when summers were hot and dry. Hot winds blew from the southwest week after week. Rain seldom fell. Deep lakes became shallow. Shallow lakes became dry. People call those great dry spells droughts. The greatest droughts have come to western and southern Minnesota.

Different parts of Minnesota have different kinds of weather.

WEATHER AT DIFFERENT PLACES

Different parts of Minnesota have different kinds of weather. The maps on these pages show the most important differences. They are differences in the summer season. The warm season arrives earlier and lasts longer in the south. Often in early May there are many signs of spring in the southeastern corner of Minnesota. The ice is gone from the streams. Farmers are working in their fields. Leaves are bursting from buds on the trees. Yet snow still lies in the northeastern corner of the state! The map in Figure 9 shows when freezing weather ends and the warm season begins. Freezing weather ends about the first day of May in the southeast. It ends about a month later in the northeast. The map in Figure 10 shows that freezing weather returns to the north earlier in the fall. Summers are shortest in northern Minnesota. Summers are also cooler in the northern half of the state. Nights are almost always cool. There are fewer spells of hot weather; and those seldom last more than a day or two. One part of northern Minnesota is especially cool. That is the north shore of Lake Superior. The water of Lake Superior is always cold. It cools even the hottest south winds that cross it in summer. It makes the north shore of the lake the most "air-conditioned" part of all Minnesota.

The summers of northern Minnesota are too cool for some farm crops. But the summers please many vacationers. Thousands of people come to northern Minnesota from warmer places farther south. Summers are usually drier in western and southwestern Minnesota. The hot, dry winds blow a little more often. There are fewer hard rains. The land grows much drier west of Minnesota, in North and South Dakota. Most lands of the western United States are dry and dusty. The dry West begins in the Dakotas. Every kind of weather in North America comes to Minnesota in the different seasons. The wind blows from every direction. It blows from every part of the continent and the neighboring oceans — hot and cold, wet and dry. The seasons bring very great changes in Minnesota weather. There have been even greater changes than the seasons bring today. Those changes came in the Ice Age and dry years long ago. Even the changes are not the same all over Minnesota. For Minnesota is a big state. It reaches almost one-fourth of the way from icy Hudson Bay to the warm Gulf of Mexico. It reaches almost to the edge of the dry West. So the western part of the state is drier than the rest. The northern part is cooler; the south is warmer.

13

3 Nature's Land To the Indians the word Minnesota meant "sky-colored waters." People still call Minnesota the "land of sky-blue waters." They are thinking of sparkling lakes among forest-covered hills. A large part of the state looks like that. But nature created many other kinds of scenery in Minnesota. There is a region with no lakes. There is another region with no hills — where the land is flat as a tabletop as far as you can see in every direction. A big region has had no forest for as long as anyone knows. Nature made Minnesota more than a land of sky-blue waters. Travelers today might not notice Minnesota's many different kinds of scenery. Modern highways have cut down the hills and filled the valleys. There are fields and pastures where forests once grew. But there are some places where the land, water, forest, and meadows have changed little. They are still much as they looked to the Indians. They are "nature's land." The pieces of nature's land are scattered in every part of the state. Some are small. They are in little, out-of-the-way valleys, on lonely little islands, or in swampy places. Others are large and well known. They are called state parks, state forests, or national forests. The state parks and forests belong to all the people of Minnesota. The national forests belong to all the people of the United States. They are ours to protect and enjoy.

The maps and pictures on these pages show nature's land in different regions of Minnesota. They show the sights to be seen in some of the state parks and forests today. They also show how all of Minnesota looked to the Indians and explorers long ago. The map in Figure 14 divides Minnesota into five different regions. It shows which parts of the state have the most lakes, which part has the most flat coun-

Figure 13. State and national lands are in every part of Minnesota. But they are mostly in the north.

14

about the land of Minnesota. It is still exciting to visit and study the different regions. Knowing about them helps to understand Minnesota today.

try, which is rockiest, which has the widest, deepest valleys. The first explorers were excited when they discovered these different regions. They wanted to learn more

THE HILL-AND-LAKE REGION

"sky-colored water." There is a lake to suit every choice, too. Some fill long, narrow straight valleys. Others twist among the hills. Knobs make little islands and steep bluffs along the shores. Some lakes lie among clay hills and have muddy shores. Others lie among sandy hills and have beautiful beaches. Some are in the southern part of Minnesota. They grow

The Hill-and-Lake Region is the largest. It covers nearly half of Minnesota. There are many thousands of low hills scattered over the region. There is one to suit any choice. Some are scarcely as high as a house. Others are as tall as five or ten houses — perhaps one or two hundred feet high. Many of the hills are humpy, with steep sides and small tops. People call them knobs. But some have broad, smooth tops that people call plateaus. The hills are made of all kinds of earth. Some are sandy. Others are finer material, called clay. There are many stones mixed with the sand and clay. Most of the stones are smaller than baseballs. But some are as big as automobiles ! Thousands of valleys and lakes Thousands of valleys lie among the low hills. Some are flat and broad and reach to the distant horizon. Most are small. Some of the valleys are covered with shallow water from the melting snow and the spring rains. There are names for these wet lands. If they are covered with forest, people call them swamps. If they are open and grassy, they are called marshes. Other valleys are filled with deep water. Those are the thousands of lakes that make so much of Minnesota a land of

Figure 14. Minnesota has many different kinds of land.

15

warm in the hot summer weather. Others are in the cooler northern half of the state. Their waters are always clear and cold. Little streams spill from the lakes and wind through the valleys. They tumble among big stones, race across flat beds of sand, and spread into quiet marshes and swamps. Soon they enter other lakes. The little streams join together as they tumble from lake to lake. At last many little streams have joined to make a big river.

The lakes of Minnesota catch a vast amount of water from melting snow and rain. They store the water and give it up slowly to their little streams. The Hill-andLake Region is a keeper of water and a feeder of rivers. There is a special name for such a region. It is called a watershed. The Hill-and-Lake land is one of America's great watersheds. Beautiful state parks and forests The map in Figure 13 shows a few beautiful bits of nature's land in the Hill-andLake Region. Inspiration Peak is the highest of all the thousands of humpy hills. From its high top you can see dozens of lakes and marshes and hundreds of smaller hills. The hills reach many miles to the distant horizon, and far beyond. The soil on Inspiration Peak shows what many of the humpy hills in the region are made of. It is coarse and stony. The water from the lakes spills into three famous rivers. The map in Figure 14 shows where it goes. Some runs east, through a small river called the Crow Wing, to the Mississippi. Some water runs west, through many lakes and the swift Otter Tail River, to the Red. Some runs south to the famous Minnesota River. The place where Lake Itasca spills over to start the Mississippi is famous all over America. But water from many other Minnesota lakes and wooded hillsides helps to fill the Mississippi. At Sand Dunes State Forest, between the Twin Cities and St. Cloud, the land is all sand. The beaches, the lake bottoms, the hills — everything is sand. That is the

Where great rivers begin

The map in Figure 14 shows the famous rivers that flow from the Hill-and-Lake Region. The greatest is the Mississippi. It flows from a beautiful lake called Itasca. It gathers many small streams from the Hill-and-Lake Region. By the time it leaves Minnesota, it is already one of America's biggest rivers. Another famous river is called the St. Louis. It flows from the lakes and marshes north of Duluth. Other small streams flow westward into the Red River. The Red twists northward along the western border of Minnesota. Some of the greatest rivers of North America begin in Minnesota's Hill-andLake lands. The Mississippi runs a thousand miles south to the distant, warm Gulf of Mexico. At Duluth the St. Louis enters Lake Superior, one of the five Great Lakes. They appear on the map of North America in Figure 3. The water of the St. Louis spills through the Great Lakes. At last it helps to fill a mighty river called the St. Lawrence. The St. Lawrence carries it to the Atlantic Ocean, more than a thousand miles from Duluth. The Red River flows northward to icy Hudson Bay. 16

Figure 15. Humpy hills, blue lakes, green forests, and meadows are everywhere in the Hill-and-Lake Region.

17

biggest of many sandy parts of the Hilland-Lake Region. Inspiration Peak, Lake Itasca, and the Sand Dunes are all state lands. There are

other state lands in the Hill-and-Lake Region, too. And there is the vast Chippewa National Forest. All are beautiful bits of nature's land.

THE REGION OF LAKES AND ROCKY RIDGES

The northeast corner of Minnesota is a land of rocky ridges and lakes. The map in Figure 14 shows how the region is shaped like the pointed tip of an arrow. The point is at the very northeast corner of Minnesota. One side of the arrow tip runs along the north shore of Lake Superior. It reaches from the Canadian border to Duluth. Ev-

Figure 16. Rocky cliffs rise from the clear cold water along the North Shore of Lake Superior.

eryone in Minnesota calls that part of the state the North Shore. The other side of the arrow tip follows the border of Canada from Lake Superior to Rainy Lake. People call that the Border Lakes Region. The map shows the reason for the name. There are dozens of big lakes along the Canadian border.

Figure 17. Thousands of summer visitors explore the Border Lakes in canoes. They paddle many miles on lakes and rivers of the region.

The Arrowhead The part of Minnesota between Lake Superior and Canada has a special name. It is called the Arrowhead, because of its shape on the map. The Border Lakes Region and the North Shore form the rocky, pointed tip of the Arrowhead. Along the North Shore bare, rocky cliffs rise from the clear water of Lake Superior. High, forested hills stand hundreds of feet above the lake. Bare rock ridges and peaks reach above the treetops. Many short streams run from the high hills to the giant lake. They wind through wide, deep valleys and tumble over high, rocky waterfalls. In summer the North Shore is green and

cool. In winter it is buried in deep snow; and the waves build castles of ice along the rocky cliffs. In spring during the break-up every stream foams and roars. In any season the North Shore is one of America's most beautiful coasts. The Border Lakes are different from the other lakes of Minnesota. Many are very deep. There are few sandy beaches. For the land of the Border Lakes Region is not made of sand. It is made of hard rock, with only a thin, scattered covering of soil. Bare, clean rock forms many miles of lake shore. High, forested rocky ridges stand above the lakes; and bare rock cliffs and ridges rise above the trees. 19

today. Indians and explorers followed it in their birch-bark canoes hundreds of years ago. Most of the Border Lakes Region is nature's land. Not only are there almost no roads. There are few towns or farms. Much of the region lies in the vast Superior National Forest. Part of the North Shore lies within the national forest, too. Elsewhere along the North Shore state parks save the natural beauty of the highest cliffs and the biggest waterfalls. The pictures on these pages show some of the sights in those parks and the Superior National Forest. They show the beautiful land that travelers have seen for hundreds of years along the Border Lakes and the North Shore.

The canoe country Many people call the Border Lakes Region the "canoe country." For there are almost no roads. The lakes provide the best routes to travel. They are close together ; and each lake is joined to neighboring lakes by short streams or paths through the woods. The paths are called portages. Thousands of summer visitors explore the Border Lakes in canoes. They paddle many miles through one lake after another. Between the lakes they float swiftly through racing water. Or they carry their canoes over the portages. The lakes and portages make a famous canoe trail through the Border Lakes Region. The trail joins Lake Superior with Rainy Lake. Summer vacationers travel on many parts of the trail

THE REGION OF ROLLING PLAINS AND DEEP VALLEYS

Southeastern Minnesota has few lakes. Nature made only one in the whole region. That is the beautiful, wide, deep stretch of the Mississippi named Lake Pepin. Men have made a few other lakes in the southeast by building dams to block rivers. But most of the region is lakeless. Instead of lakes, there are many streams. There is the big Mississippi. And there are many smaller streams that flow eastward to join it. The streams flow in wide, deep valleys. The widest and deepest is the beautiful valley of the Mississippi. The bottom of the valley is several miles wide. The mighty river is several hundred feet wide and at least nine feet deep. It carries the water from the rains and melting snow of most of Minnesota. It carries enough water to

supply all of the people in twenty Minnesotas! The mighty river winds among marshes and swamps, flat farmland and forests. Towering hills rise at the edge of the valley. They are steep and mostly covered with forest and meadow. Many high cliffs stand above the trees. The cliffs are rough, bare rock, like castle walls. From the top of any cliff there is a view for many miles up and down the beautiful valley. Smaller valleys join the Mississippi. They are called tributary valleys. Their streams are small. Their flat bottoms are not so wide. Their rocky walls are closer together and not quite so high. Three of the smaller valleys are especially important. They reach many miles westward from the Mis20

sissippi into southeastern Minnesota. Those valleys belong to three rivers called the Cannon, Zumbro, and Root. Hundreds of still smaller valleys join those three. Many people in the southeast call the smallest valleys coulees. High, broad, rolling plains stand between the deep valleys. People call the land "rolling" because it is not perfectly flat. There are many hills. Nevertheless, people call the land plains, because the hills are so small. Most of the hills are hardly as high as a house. Most hillsides are long and gently sloping. The hilltops are wide and flattish and far apart. Southeastern Minnesota has an upstairs and a downstairs. The upstairs are the high, rolling plains. The downstairs are the bot-

toms of the deep valleys, far below. The western part of the region is mostly rolling plains. Streams and deep valleys are far apart. Toward the east there are more deep valleys. They divide the rolling plain into many pieces. At last all of the high plains end at the edge of the great Mississippi Valley. Some of the deep valleys lie in state parks today. One park lies in the beautiful valley of Beaver Creek — one of many branches of the Root River. Another park follows a branch of the Mississippi called the Whitewater. Still another lies in a deep, wooded coulee beside the Mississippi. The southeast has almost no lakes. But its high, rolling plains and deep valleys are some of Minnesota's most beautiful land.

Figure 18. Steep hills and rocky cliffs stand above the Mississippi River where it widens into Lake Pepin.

THE REGION OF THE GREAT ROLLING PLAIN

A vast rolling plain lies southwest of the Hill-and-Lake Region. The plain reaches to the western and southern borders of Minnesota. It spreads far beyond the borders, into Iowa and South Dakota. Southwestern Minnesota is part of one of the world's biggest rolling plains. The southwest has few deep valleys and few lakes. There is almost no rock to be seen, for the rocks are deeply buried beneath the soil. A few places within the southwest are different. For instance, there are a few strings of lakes and low hills. They look like little, lost pieces of the Hill-and-Lake Region. They stretch across the southwest corner of the state — northwestward and southeastward from beautiful Lake Shetek.

River spills from Big Stone Lake and follows the valley across the state. Pipestone National Monument There are also a few places where the soil is thin, and bare rock shows through it. Bare rocks show at Big Stone Lake. That is why the Indians gave the lake its name. The deep Minnesota Valley cuts through hard rock at many places. One rocky place in the southwest is most famous. It is on the edge of the town of Pipestone. There a narrow ridge of rock shows through the soil. The ridge is so low that it is hardly noticed above the plain. At the bottom of the ridge, some of the rock is very unusual. It has a dark, red color. It is as beautiful and long lasting as any rock. But it is soft enough to be cut like wood. Indians long ago used it to make the bowls for their pipes of peace. The Indians called the rock pipestone. They came from faraway places to dig it. They believed that the stone belonged to all Indians who wanted to use it. And they agreed never to fight at the pipestone quarries. Today the land around the pipestone quarries belongs to all the people of the United States. It is called the Pipestone National Monument.

The Minnesota Valley There is one wide, deep valley in the region, too. It begins in the most western part of Minnesota. And it makes a wide, deep cut southeastward through the plain. A giant river formed the valley. But it stopped running thousands of years ago at the end of the Ice Age. Today two long, beautiful lakes lie in the western end of the valley, along the border with South Dakota. Their names are Traverse and Big Stone. The Minnesota

THE REGION OF THE FLAT PLAIN

A great flat plain spreads across northwestern Minnesota. It is more than fifty miles wide. It runs for hundreds of miles along the borders of the state — from Rainy Lake to Traverse Lake. And it

reaches far beyond the borders, into North Dakota and Canada. In all that vast plain there are no hills. The flat plain was once the bottom of a great lake. The lake was bigger than Lake 22

peat. Peat forms much of the flat, wet land in the Big Bog. Water in the Big Bog is cool and clear, but it is not colorless. It is colored dark brownish red by chemicals from the rotting plants. Many little streams spill from the Big Bog. Some flow west to color the Red River. Others flow south to color Red Lake. Men who named the lakes and rivers long ago knew the red waters of the bog.

Superior is today. It was filled with water from a melting glacier at the end of the Ice Age. The lake spilled southward into a great river. That was the river which made the wide, deep Minnesota Valley. Lake Traverse stands today where the river began thousands of years ago. At last all the glaciers melted. The land of Canada was uncovered. The water of the great lake ran northward into Hudson Bay. The vast flat plain appeared where the lake had been. To many travelers the whole flat plain looks the same. But it has three different parts. And the people who live there have names for them. The map in Figure 14 shows the three parts.

The Red River Valley West of the sandy ridges the plain is different. It is smooth; but it is not exactly flat. It slopes very gently toward the west. Most of the water from hard rains and melting snow runs off the land. Small streams run swiftly westward to the Red River. There are no vast swamps or marshes and no peat. The soil is made of clay. Rains make the clay heavy and sticky; and the farmers call it gumbo. The gently sloping gumbo land west of the sandy ridges has a famous name. It is called the Red River Valley. Little of the Red River Valley remains as the Indians and early explorers knew it. Farm fields cover almost all of the land today. Elsewhere on the flat plain it is easier to see nature's land. There are three state parks on the sandy ridges. And most of the Big Bog lies within state or national forests.

Sandy ridges and the Big Bog There are the flat, sandy ridges. They are several miles wide; and they stand a tiny bit higher than the neighboring land. They run hundreds of miles across the flat plain. The map traces them from Traverse Lake far to the north. The sandy ridges run to the Canadian border and Lake of the Woods. East of the sandy ridges is a region called the Big Bog. Vast marshes and swamps spread to the horizon. Roots and logs and leaves have rotted beneath the shallow still water for hundreds of years. They have made a soft, spongy kind of earth, called

THE FORESTS AND THE PRAIRIE

Nature covered part of Minnesota's land with forest. There were two kinds of forest. Needle-leaf trees — like pointed-top pines and spruces—made up most of the forest.

Many people called that part the pine forest, though it was not all pine. Broad-leaf trees, like oaks, made up the rest. A large part of Minnesota had no forest. 23

Nature covered it with tall grasses and wild flowers. The early travelers and explorers had a special name for the grassland. They called it the prairie; and that name is used today. The map in Figure 19 shows the main regions of forest and prairie. There were three. The great needle-leaf forest covered the northeastern half of Minnesota. The prairie covered most of the southwestern half. The broad-leaf forest lay between the pines and the prairie. Most of nature's forest and prairie is gone today. Men cut down most of the forest. They plowed almost all of the prairie. But the forest and the prairie were here when pioneers began to build Minnesota. The early settlers used the forest and prairie differently. They created different kinds of farms in the different regions. Different kinds of towns grew to serve the different farms. The farms and towns are here today. Knowing about the early forests and prairies helps people to understand Minnesota today. It is easy to guess where nature's forest and prairie still grow. They grow in some of the state parks and state or national forests. There patches of forest and prairie still look much as they looked to the early travelers.

Figure 19. Nature covered the land of Minnesota with forest and prairie grass.

Sights and sounds in the big, old forests have hardly changed in a thousand years. There are tall, straight pine trees thirty inches thick, one hundred feet high, one hundred twenty years old! There are shorter fir, spruce, and cedar trees, and scrawny tamaracks. Besides, there are birch trees, with their paperlike bark, and smooth-barked, round-leaf aspen trees. The trees grow from stony and steep hillsides, from cracks in rocky cliffs, from cold, wet peat in the swamps. The breeze swishes through the pine needles and rustles the aspen leaves. Hundreds of birds sing and chatter in the trees. A running deer or bear rustles the fallen twigs. Next look at the remaining broad-leaf

Tfie forests

First look at the needle-leaf forest. The picture in Figure 20 shows a bit of the great pine woods that remains in Scenic State Park. There are other places much like it. They are in the great Superior and Chippewa national forests, at Itasca State Park, and elsewhere in the north. 24

Figure 20. Tall straight pines of the needle-leaf forest grow at Scenic State Park, north of Grand Rapids.

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Figure 21. Trees of the broad-leaf forest cover the banks of the St. Croix River, east of St. Paul.

forest. Big willow trees grow on the moist banks of the rivers. Tall trees cover the higher ground. They have many different names. Travelers who know Minnesota recognize elm, maple, basswood, ash, and oak trees. The leaves of these trees are broad as a man's hand. In summer the broad leaves make a vast umbrella, and they shade the cool ground from the hot sun. They keep hard rains from pounding the earth and washing away the soil. In autumn wide leaves die and fall to the ground. Then they make a thick, warm blanket for all the living things that sleep in the ground.

The leaves and life in the ground help to make rich soil. Early settlers called southern Minnesota's broad-leaf forest the Big Woods. Big Woods remain today in southern Minnesota's state parks. In central Minnesota settlers found the Big Woods mixed with prairie. Beautiful woodlands and grassy meadows covered the hills and surrounded the lakes. The sight reminded the settlers of a park. They called that part of the broad-leaf forest the Park Region. Visitors to Inspiration Peak today can still see how the Park Region looked to the pioneers. 26

North of the Park Region the settlers found no more Big Woods. The land is too sandy, and summers are too short and cool. There were only groves of aspen. The map of forest and prairie in Figure 19 shows the Big Woods, the Park Region, and the aspen groves.

Early explorers found vast herds of buffalo grazing on the prairie. Hunters killed all of the huge animals long ago. The prairie changes during the spring and summer. In May and June the grass is green and tender; and the wild flowers blossom in many bright colors. Many days are cool, and there is almost always plenty of rain. July and August often have long spells of hot, dry weather. Then the grass grows coarse and tough; and the flowers disappear. In the worst dry spells, the grass just stops growing. Above the ground it is brown, dry, and crisp. But underground the roots are alive and waiting for rain. Winter cold and summer warmth change

The prairie There is a big patch of prairie on the land of the Pipestone National Monument. Tall grass and wild flowers cover the land. The plants grow knee high; and they are so close together that they hide the ground beneath them. The prairie looks much as it must have looked long ago. Only one thing has changed. There are no buffalo today.

Figure 22. The Great Rolling Plain of southwestern Minnesota spreads to the horizon. A patch of prairie grass remains on the land of the Pipestone National Monument. Crops and trees have been planted on nearby farms.

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the prairie. But spring rains and summer dryness change it more. The prairie soil is different from the forest soil. The ground beneath the prairie is a tangle of grass roots and dirt. It is called sod. Grass roots have grown and rotted in the sod for hundreds of years. They have made it soft and rich and black. The prairie land has some of the richest soil in all the world. The map in Figure 19 shows that the prairie covered west and southwest Minnesota. It grew where hot, dry winds blow most often. That is where the droughts of

other times were greatest. It is hard for trees to live in a great drought. But the grass just stopped growing and waited for rain. Nature made the prairie for the drier lands. To Indians long ago the soft red rock was the treasure at Pipes tone. Pipes are still made from the rock. Thousands of visitors buy them as souvenirs. But the rock is not the treasure at Pipestone today. The treasure is the wild grass and flowers. Pipestone reminds people of the vast, waving grassland that once covered southern and western Minnesota.

PEOPLE IN NATURE'S LAND

People have lived on the land of Minnesota for thousands of years. There were people here long before the pioneer settlers came to build farms and cities. Yet, when the pioneers came, the land still belonged to nature. No hills were pushed down. No valleys were filled. The pine forest and Big Woods remained. Before the pioneers came, people had made few changes in nature's land for thousands of years. There were two reasons: there were very few people; and they had no powerful tools or machines. They had no roads, no farms, no cities. They lived among the trees, on the prairies, and with wild animals.

were the same low, sandy ridges that border the valley today. Those early people were the first Indians in Minnesota. No one knows where they came from or what finally happened to them. Their villages were buried by sand and mud, washed by river floods and lake waves. Scientists dig the buried remains today. The remains are a few bones, broken dishes, and broken stone tools. Those prove that the people were here; and they show a little about life in their times. The last Indians in Minnesota belonged to two main tribes. They were called the Chippewa and the Sioux. Those were the only tribes the white men knew. The white men wrote many stories about them and painted pictures of them. So they are best known today. The Chippewa and some of the Sioux lived in the forest. They hunted and trapped the forest animals. They speared the fish

The Indians

Some of the earliest people came to Minnesota soon after the glaciers melted. Some lived on the shores of the great lake that covered the Red River Valley. The shores 28

Figure 23. The Indians who lived in the forest made sugar from the sap of the maple trees.

in the deep lakes. And they gathered wild rice from shallow marshes. The animals, fish, and rice provided food for the forest Indians. They made their clothing from the skins and furs of forest animals. They built their huts from poles and birch bark. And they traveled in beautiful, swift birch-bark canoes. The forest Indians lived with nature's trees, streams, and lakes. Many Sioux lived in the prairie region. Their villages stood beside the Minnesota River and the shores of Traverse and Big Stone lakes. Those were places where they could get water, and a little wild rice. But the Sioux hunters went far from

the streams, into the prairie, to hunt the big herds of buffalo. The prairie tribes used buffalo hides to make clothing and cover their pointed tepees. The buffalo meat provided food. The Indians of western Minnesota lived with nature's prairie and the mighty herds of buffalo. The French and English White men began to come to Minnesota in the year 1660. The first white men came from a country named France. They were called French. Others came a little later from another country called England. They were the English. Both France and Eng29

land are very far from Minnesota and North America. They lie across the Atlantic Ocean and belong to the continent of Europe. The French and English had crossed the Atlantic in sailing ships. They reached Minnesota in birch-bark canoes. Almost all had paddled westward up the St. Lawrence River and through the Great Lakes. They finally reached Minnesota by either of two routes. Most came through Lake Superior. Others followed rivers and portages from Lake Michigan to the Mississippi. Then they paddled up the great river to Minnesota. A few of the early white men scattered along the rivers of Minnesota. Many more

went still farther westward. They left Lake Superior and followed the canoe route through the Border Lakes and the Rainy River. Why the white men came

The early white men came for three reasons— to explore, to teach, and to trade. Some of the early explorers were looking for the Northwest Passage. That was what they called a great, wide river that they hoped joined the Atlantic and the Pacific oceans. There really was no Northwest Passage. But the early explorers had no way of knowing. They had to learn by searching and making maps. By the time they stopped searching, they had discov-

Figure 24. The Indians who lived in the prairie region hunted buffalo on the treeless plains. They used the hides for clothing and for shelter.

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furs were carried east; and they were finally sold in faraway parts of the world. The log walls of Grand Portage rotted and disappeared long ago. But the place is a state park today; and Minnesota people are building a log village like the one that once stood there. The new state park will remind today's travelers that Grand Portage was once Minnesota's great crossroads and supermarket.

ered and mapped quite a bit of Minnesota. Others came just to explore Minnesota's unknown lands and waters. They added still more to the maps. The early teachers were called missionaries. Most of them were French. They came to teach the Indians about the Christian religion. Christianity was the religion of people in all of Europe. But the Indians had never heard of it until the white men came. The missionaries also taught the Indians some of the French language. And they learned much about the life and work of the Indians. The traders were the largest group. They came to buy furs from the Indian hunters and trappers. In return they sold the Indians knives and guns, cloth, beads, and other goods. The fur trade grew very large and famous.

Some famous travelers Some of the early white men became famous for their travels in Minnesota. Their names are on the map of Minnesota today. For instance, there were Duluth, Radisson, and Thompson who came through Lake Superior. There were Hennepin, Le Sueur, and Carver who came up the Mississippi. Some of their maps and stories are still kept in great libraries in Europe and America. Their maps and stories also made North America famous. They made many people of Europe want to seek a fortune in the vast, wild continent. The early white men made the wilderness famous. But they did not change it much. They paid little attention to the vast woods and prairies. They traveled on the lakes and rivers. They built their trading posts and missions on the banks of the rivers. They adopted Indian ways of traveling and eating and dressing. They traded with the Indians. They joined the Indians to live with nature.

Trading at Grand Porfage The English built the busiest and most famous trading post. They called it Grand Portage. It stood at a crossroads, where the Border Lakes canoe route meets Lake Superior. Each summer Grand Portage was a "supermarket" for hundreds of men. Fur traders came to Grand Portage through the Border Lakes. They brought furs from tiny, lonely trading posts in the vast forest and prairie far to the west. Others came in big canoes from the distant St. Lawrence. Those traders brought goods and supplies from Europe and towns in eastern North America. For several weeks Grand Portage was a noisy, busy place. Then the traders returned to the wilderness. And the big canoes returned to the St. Lawrence. The Minnesota

The Americans

After the year 1800 white men began to come from a new country to Minnesota's wilderness. The new country was

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the United States. European settlers in part of eastern North America had started the country. Everyone knows when they started it — July 4, 1776. Slowly the country grew larger and stronger. Its people explored farther and farther westward. At last a few Americans began to come to Minnesota. They were soldiers, explorers, traders, and missionaries. Most of the United States lay farther south than the Great Lakes. So most of the Americans came to Minnesota by the southern route. They came up the Mississippi from Illinois. They followed the great river far to the north; and they scattered along the Minnesota and the Red. Only

a few went into the wilderness of the Arrowhead Region. At first the Americans did what the French and English had done. They traveled in birch-bark canoes on the lakes and streams. They built lonely, little log forts, trading posts, and missions along the main rivers. The first and most famous American outpost was called Fort Snelling. It stood at another crossroads of canoe routes — where the Minnesota River meets the Mississippi. But there were soon many changes. An American in faraway New York built the first successful steamboat. Before long steamboats were churning up and down

Figure 25. Fort Snelling stood where the Minnesota River meets the Mississippi, the river at the right. Fur traders built homes on the banks of the river near the fort. Prairies and rolling plains stretched westward.

the Mississippi. Traders, explorers, and travelers used the steamboats instead of canoes. Many more men could come to Minnesota, because the journey was easier and faster. The American explorers soon left the rivers and traveled inland. They went far across the prairie and deep into the woods. Some of the American explorers and travelers became famous. Their names, also, appear on the map of Minnesota — Pike, Cass, Long, Albert Lea. Some explorers who came on the early steamboats were not from the United States. There was a French scientist named Nicollet. Another traveler came from a faraway European country called Italy. His name was Beltrami. People from many countries were helping to explore and build the new United States. Nicollet and Beltrami explored in northern Minnesota. Their names appear in many places on the map of the state. Stories from those travelers reached many people. The stories made the lands of Minnesota better known in the eastern United States and Europe. Many people who learned of Minnesota began to think about going there to live. For America

was beginning to grow quickly. Men were building new roads westward from the Atlantic toward the Mississippi River. Farmlands were spreading westward; and new towns and cities were growing among the farmlands. In the year 1837 United States leaders began to buy Minnesota land from the Indians. First the Indians sold the Big Woods east of the Mississippi River. Later they agreed to leave the rest of the Big Woods and most of the prairie. By 1863 they had given up almost all of Minnesota. When the Indians sold the land, pioneer settlers could take it. At last thousands of people began to come to Minnesota. They came to build farms and cities. They needed the soil for crops and the trees for lumber. The Indians were gone; the fur trade ended. By the year 1849 mapmakers drew boundaries around the land of Minnesota. At first they called the land inside the boundaries the Territory of Minnesota. In the year 1858 they changed the name. It became the State of Minnesota. The wilderness was quickly disappearing. The land no longer belonged to nature. Instead thousands of people were busy building Minnesota!

THE VALUE OF NATURE'S LAND

Minnesota has many different kinds of natural beauty. There is the region of thousands of hills and lakes. Four different kinds of land surround the Hill-andLake Region. Rocky ridges and beautiful lakes lie to the northeast. A vast, flat plain

spreads toward the northwest. Rolling plains and deep valleys lie to the southeast. And a great rolling plain stretches toward the southwest. Tall needle-leaf forests add to the natural beauty of the northeast. Big Woods grow in the central and 33

southeastern parts of the state. A bit of prairie grass and wild flowers remains in the southwest. There are many places where Minnesota people today are saving what remains of nature's beautiful land. Most of those places are in state parks, state forests, or national forests. The remains of nature's land are worth saving. They provide places for people to picnic, camp, hike, and play. But there

are other reasons for saving those bits of nature's land. They show how all of Minnesota looked for many hundreds of years. They show how men have changed the land in just one hundred years of building Minnesota. And the remains of nature's land help everyone in Minnesota to remember the explorers, the traders, and the missionaries of long ago — the bold people who first told the world about the land of Minnesota.

4 Fields and Pastures people in Minneapolis and St. Paul than there are on all the farms of the state! So a trip to the farm is a treat for most Minnesotans. There are many ways to have fun and many new things to do. The air is clean and the sky is bright. There is beautiful, green countryside to see in every direction. There is plenty of room to play and much to explore.

Farm fields and pastures cover about three fourths of all the land of Minnesota. Farmlands spread across the flat and rolling plains. They reach into the deep valleys of the southeast. They cover half the Hill-and-Lake Region. Minnesota is one of our most important farming states. Only about one fifth of all Minnesota's people live on farms. There are more

LIFE AND WORK ON THE FARM

There is plenty of work to do on the farm, too. For one thing, the animals must be cared for. There are cows, hogs and pigs, chickens or turkeys, or perhaps sheep. The cows need to be driven from the grassy pasture to the barnyard at the end of the day. A huge amount of feed has to be shov-

eled to the hungry animals. Some of it is grain from the farm. Some comes in sacks from the feed store in a nearby town. There are cows to milk, sheep to shear, or eggs to gather. There is work in the fields, too. The farmer has to plow the ground and break it into fine pieces; then he has to plant 34

Those are called the grain crops; and they really are special kinds of grass. Even the grains quickly begin to look different. Plants called wheat, oats, or barley have narrow, green stems. Flax plants have round, tough stems and little leaves. The dark-green corn plants are set farther apart than the others because they will grow so big. In some fields, grasses and clover are planted very close together, almost like a lawn. Those are hay fields. Finally the crops are grown; and the farmer has to harvest them. The hay grows long and thick. It has to be mowed and dried during the summer. By the end of the summer, all the other crops are ripe. Then the farmer has to cut them. He has

millions of seeds. Of course, the ground is already full of seeds that the farmer didn't put there and doesn't want. The wind and birds brought those. They are weed seeds. The weeds grow as fast as the crops the farmer planted. So he has to cultivate. That means he digs out the weeds so the crops can grow. The crops and the soil

Day after day the plants from the seeds grow bigger. At first many of them look much alike. But after a few weeks they begin to look quite different. There are the round, wide leaves of the soybean plants, the potatoes, and many vegetables. Most tender, young crops look like grass.

Figure 26. These cows graze in the pasture all through the day. Every morning and every evening the farmer milks them in the barn. Two tall, round silos stand beside the big barn.

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Figure 27. This is a herd of beef cattle on a farm in southern Minnesota. The shed covers a long feeding trough. The farmer stores feed in the tall silo.

to separate their seeds from their leaves and stems. That is called threshing. Of course, all the seeds have special names. There are the small grains — called oats, barley, or wheat, for instance. There are big ears of yellow corn. Other seeds have grown in little pods attached to the plant stems—like soybeans or peas. Still others—like potatoes and beets—grow from the plant roots, beneath the ground. Even the leaves and stems are useful; and they have special names, too. For instance, the farmer chops the corn stalks into little chunks to feed the cows in winter. He calls that silage. Or he cuts the long stems of the dry, golden-ripe grains; and he calls that straw.

When all the crops are cut and threshed and hauled from the field, there is another job to do. The soil must be fed. The crops used many chemicals to grow. They took the chemicals from the soil. Now the farmer has harvested the crops and taken them away. But next year's crops will need more chemicals. So the farmer has to feed more chemicals into the soil. He calls this fertilizing his land. He spreads manure from the animals over the fields. That provides some of the chemicals the plants need. And he uses fertilizers from a store in town. Those were made in a faraway chemical factory. By fertilizing his land the farmer can grow good crops year after year. 36

Machines and buildings on the farm

There is plenty of work to do in the fields — plowing and planting, cultivating, mowing and threshing and fertilizing. But that is not all. There are machines to care for. The farmer has many machines to help him. There is the big, powerful tractor. There are machines to plow the land and break it into fine pieces. Machines plant the seed, cultivate the fields, and mow the hay. A machine picks up the hay, presses it into big bundles, called bales, and ties the bales with wire. A machine called a combine cuts the grain and threshes it. There is a machine to cut the corn, pick off the ears, and chop the stalks into silage. Machines load and unload wagons. Machines pump milk from the cows and water from the well. A machine keeps the milk cool.

Besides, the farmer has a small truck to run errands. There are many buildings to care for, too. Besides his house, the farmer has a big barn where he keeps his cows and his hay. There is a tall, round silo for the silage. There are low sheds for machines and hogs or sheep. There is a house for the chickens or turkeys, a little house to cool milk, and there are small buildings to store grain and feed and fertilizer. Most Minnesota farms do not have all the sights we have just listed; but each farm has many of these sights. No wonder a farm is fun to visit. It has as much land as a small state park. It has as many buildings as a small village. And it has as many machines as a small factory. No wonder it takes a lot of work to keep the farm going. But there is still more.

Figure 28. Great flocks of turkeys grow on this farm near Worthington. Nearby huge fields of corn spread across the rolling plain.

The farmer studies and keeps records Inside the house there are books and magazines. Some of them are just like those in a city house. Others are different. They tell the farmer about new machines, new and better seeds, richer fertilizers, and new ways of planting and cultivating. He studies the books and magazine stories so that he can make his farm better every year. There are other books in which the farmer keeps his records. They are like arithmetic lessons. He writes the number of things he has bought — animals, bags of feed or seed, or fertilizer. He also writes the numbers of things he has sold — dozens of eggs, pounds of milk and cream, cows or hogs, chickens, bushels of grain. He writes the numbers of dollars he has earned and spent for supplies. The farmer and his wife often work at their books when the outdoor tasks are finished. For there are many records to keep. The farmer sells almost everything his farm produces, and he buys many machines and supplies.

stones from his land. Part of it came from people who built the big barn, some of the sheds, and the house years ago. The farmer's heritage is from many other people who lived long ago. The beautiful farms of Minnesota have not always been here. Pioneers had to make them. Other people had to care for the farms and save them for the farmers who live here today. Most Minnesota farms are big and busy. Each farmer probably grows enough food for ten or twenty families or many more. The farm families in Minnesota grow enough food for about ten million people! They could feed everyone in three Minnesotas! That is a very large supply of food from a small number of farmers. Minnesota farming is almost like a show of magic. Different land, different farms Minnesota farmers can grow so much because of their machines and knowledge, their heritage, and their hard work. But they also depend upon the land, the rain, and the warmth of the sunshine. The land holds the roots of the crops; and it supplies the crops with chemicals for food. The rains provide the water the plants need. Warm weather and sunshine give them strength to grow. But the land and the rainfall and warmth are not the same everywhere in Minnesota. So farms are not the same, either. There are four big farming regions in Minnesota. One is famous for milk. It is the Dairy Region. Another is famous for corn and hogs. People call it the Corn Belt. A third is famous for many different crops. It is called the Cash Crop Region.

The farmer's heritage It is easy to see the farmer's animals and fields, his machines, buildings, and books. It is easy to see the beauty of the open countryside, the many places to play and explore, and the work to do. There is one thing that is harder to see. And there would be much work to do if the farmer did not have it. That is the farmer's heritage. His heritage is what he has received from people who lived before him. Part of his heritage came from the pioneers who cleared away the trees and 38

The fourth region has few farms. Those farms are scattered among the vast forests. Many people call that region the North Country. The map in Figure 29 shows the farm-

ing regions. It is called a farming map. Let's visit the four regions. We can see what their names mean, what they are like, and why they are so different from one another.

FARMS IN THE DAIRY REGION

Look at the Dairy Region on the farming map. The region stretches three hundred miles from north to south. It reaches farther north than Bemidji; and it runs south to the Iowa border. But many sights are much the same everywhere in the big region. There are thousands of big herds of milk cows. They graze in thick, tender pastures. They rest in the cool shade beneath broadleaf trees. They find cool water at springs and streams and lakesides. There are thousands of fields of hay, oats, and corn to feed the cows. Almost every farm has a huge barn, where cows are milked, fed, and kept warm in winter. The barns have extra space to store hay in winter. Still more hay is stacked outside the barn. Tall round silos hold the winter's supply of silage. There are many signs that cows are very important. They use much of the farmer's land for pasture. They eat the crops that the farmer grows. They live in the biggest building on the farm. A big truck comes to each farm every day. It hauls the milk to the dairy in a nearby town. The dairy puts the milk into bottles and cartons. Or it makes the milk into butter, cheese, ice cream, and other products. The milk finally finds its way to stores and homes in faraway places.

Sometimes a big truck comes to haul away one or two cows. It hauls the cows to another farm far away. Minnesota farmers supply cows for fine dairy herds in other states. Minnesota's dairy cows are some of the finest in the world. Farmers all over the Dairy Region raise fine cows and sell milk. Minnesota is one of the greatest dairy states in our country.

Figure 29. This map shows the three main farming regions and the North Country.

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Steep land and wet land The map in Figure 30 shows some reasons why farmers keep so many cows in this part of Minnesota. It shows the land of the Dairy Region. Part of the region is in the deep valleys and rolling plains of southeastern Minnesota. Most of it is in the hill-and-lake country. Much of the land is hard to use for crops. Some land is too steep. The steep land is on the sides of the deep valleys in the southeast. Or it is on the sides of the humpy hills in the Hill-and-Lake Region. In other times, some farmers tried to use the steep land for crops. They found that the soil washed away during hard rains. That is called soil erosion. Soil erosion left the hillsides stony and bare. The farmers finally planted grass on the eroded lands. The grass helps to stop ero-

Figure 30. There are two kinds of land in the Dairy Region.

F,gure 31. Pleasant Valley, near Winona, lies in the southeastern part of the Da.ry Region. Some farms lie in the valley. Others are on the hillsides where dairy cows can graze. Contour plowing keeps the soil from washing away

Figure 32. Many cows are raised on farms like these between the Twin Cities and Willmar. Every farm has its big barn. Beautiful lakes lie among the low hills. Patches of trees remain from the Big Woods of long ago.

sion; and the farmers use it for pasture and hay. Farmers have tried another way to stop erosion. It is called contour plowing. Furrows and rows of crops run along the sides of the hills, like the stripes on a waving flag. The water from hard rains has to run across the furrows and rows. That makes it flow more slowly down the hillsides. So it washes away less soil. The eroded land, the pasture and hay fields, and the contour plowing all tell the same story. Much land in the Dairy Region is hard to use for growing crops, because it is steep.

Some of the Dairy Region is marshy. Thousands of little marshes lie in low places in the hill-and-lake lands. Water often covers the marshy ground. Sometimes the ground becomes dry in late summer. Then the farmers can use it for pasture or hay. But it is always too wet and soft to plow in spring. So it is hard to use for crops. No wonder farmers in this part of Minnesota keep so many cows. The cows make rich milk from grass and hay. They help to make good use of steep or marshy land, where grain crops will not grow well. 41

grow many new kinds of corn. They called the new kinds hybrid corn. Some of the new hybrid corn ripened more quickly than the older kinds of corn. It could grow where summers are short or cool. It would grow in central Minnesota. Scientists in Minnesota went to work on the idea. Soon there was plenty of hybrid seed corn; and much of it was especially good for our state. Many farmers began to grow corn in the cooler northern part of the Dairy Region. The map in Figure 34 shows how corn growing spread northward in Minnesota. Today the northern farmers grow more corn than ever before. But hybrid corn also helped the farmers farther south.

Meat animals Other crops and animals are also important in the Dairy Region. For instance, there is the yellow grain from thousands of fields of corn. Milk cows eat the chopped cornstalks; but other animals eat the grain. Part of the grain corn is used to feed many thousands of chickens and turkeys. Most of it goes to feed hungry hogs and beef cattle. The beef cattle are different from dairy cows. They are big black or red and white animals that can be made into fine meat. Corn makes the hogs and beef cattle grow fat and heavy. At last a big truck comes to the farm to take them away. It hauls them to a factory to be killed and made into meat. The hogs become bacon and ham and pork. The cattle become steak and beef. The meat finally finds its way to grocery stores all over America. Farmers in the Dairy Region sell meat animals as well as milk. Corn is most important in the warm, southern half of the Dairy Region. The map in Figure 33 shows why. There is more hot summer weather in the south. And corn grows well in hot weather. The farmers plant more corn in the warmer south. The corn grows more big yellow ears of grain. With more corn, the farmers can feed more hogs and beef cattle. So the farmers in the south have more meat animals to sell. Farmers in the cooler northern part of the Dairy Region grew almost no corn for many years. There wasn't enough hot summer weather. Then scientists in faraway parts of the United States made an important discovery. They learned how to

Figure 33. There are two kinds of summer weather in the Dairy Region.

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Figure 34. Corn farming has spread from the south into the Dairy Region.

Figure 35. Soybean growing has spread to farms all over southern Minnesota.

They planted hybrid corn that grew much more grain on every stalk. So they still grow most of the corn in the Dairy Region. And they still feed most of the hogs and beef cattle.

So they are in the warmer southern part of the Dairy Region. Many years ago there were no soybeans growing in Minnesota. Then scientists discovered many new uses for the oil from the beans — cooking oils, plastics, linoleum, paint, and many more. Suddenly America needed thousands of trainloads of soybeans. Farmers began to grow them in nearby states. Soon more and more Minnesota farmers were growing them, too. The map in Figure 35 shows how soybean growing has spread into the southern part of the Dairy Region. Years ago there were no canned or frozen vegetables. Minnesota's only big vegetable farms were close to Minneapolis and St. Paul. Farmers hauled their ripe,

Cash crops

Most crops in the Dairy Region provide a feast for the farm animals. Corn, oats, hay — all are used to feed the cows, hogs, and beef cattle. A few crops are different. The farmers do not feed those to animals. They sell them. So people call them cash crops. The most important cash crops in the Dairy Region are soybeans and vegetables. The maps on these pages show where they grow. Like corn, they need warm weather. 43

fresh vegetables into the nearby cities. They sold them to storekeepers at a place called the market. The farms had to be near the city; otherwise the vegetables might spoil before the farmers reached the market. There are still markets in the Twin Cities; and there are still vegetable farms nearby. The map on this page shows the main vegetable-growing district of the state. A part of the district surrounds the Twin Cities. But vegetable growing has spread to other parts of the Dairy Region, and beyond. The change came because people learned to can and freeze vegetables in big factories. That made it easy for Americans everywhere to buy vegetables. Soon America needed many thousands of trainloads of canned and frozen vegetables. Some people decided that they wanted to can and freeze vegetables in southern Minnesota. They built factories to do the canning and freezing. And they paid nearby farmers to grow the vegetables. Today, fine, famous peas and sweet corn grow in a large part of southern Minnesota. The map in Figure 36 shows where they grow. It is mostly within the Dairy Region.

States. They had heard stories of Minnesota's rich land and natural beauty. So they came west. Some came in covered wagons, pulled by oxen. Others came by steamboat up the Mississippi — the same route Nicollet and Beltrami had followed years before. The early farm settlers came in the 1840's, 1850's, and 1860's. There was a reason why the pioneers came to Minnesota. The land farther east was already settled. Thousands and thousands of settlers had come west from the Atlantic Coast. But the land of Minnesota was still empty. There was no need for the pioneers to go any farther. In southeastern Minnesota the pioneers left settled land be-

Heritage of the Dairy Region

Minnesota's Dairy Region supplies a big share of America's milk and eggs. Its farms also help to supply America's meat, vegetables, and soybeans. But the farmers in the region have not always grown the same animals and crops. Minnesota's farming began in the southeastern part of the state. The pioneers came from Europe or the eastern United

Figure 36. This map shows the main vegetable-growing region. Big dots stand for the markets at Minneapolis and St. Paul. Smaller dots stand for vegetable canning or freezing plants.

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hind them, and they entered empty unsettled land. There is a special name for the border between settled land and empty land. The line is called the frontier. The frontier was in southeastern Minnesota in the 1850's and 1860's. That was about one hundred years ago. The pioneers had to clear away the Big Woods to make room for fields and pastures. They cut down the trees, pulled out the big stumps, and hauled away the wood. They built log cabins and log sheds. It was a big, tough job; and they did it with no machines and few tools.

Figure 38. This map shows when Minnesota became farm cropland. It shows how farmers plowed more and more of Minnesota's land. First their fields spread slowly over southeastern Minnesota. Then they spread more quickly across the prairies. They spread more slowly into the needle-leaf forest. The North Country remains mostly forest covered.

By 1870 the pioneer farms covered much of southeastern Minnesota. Some of Minnesota's empty land had been filled. Farming was spreading westward. More and more pioneers came each year. They went farther and farther west across Minnesota; and they made more and more new farms. The map in Figure 38 shows how farming spread quickly westward. Pioneer farms soon covered most of the Dairy Region. But there were few cows in the Dairy Region in those times. The main crop was a grain called wheat; and it was a cash crop. The farmers had tried many differ-

Figure 37. The early settlers cut down trees of the forest to make space for their fields and pastures. Most of the farms in the Dairy Region began that way.

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ent crops. They had decided to grow wheat for some good reasons. It doesn't spoil easily. So the farmers could send it to distant cities on the slow wagons and ships of those days. What is more important, the farmers could sell their wheat. For our country was growing very fast. Hundreds of thousands of settlers were coming from Europe each year. America needed more and more bread. And bread is made from wheat. Minnesota farms grew mostly wheat for many years. Then at last there was a great change. The change came early in the 1900's. By the 1900's men had built many railroads across the vast plains to the west of Minnesota. There were many thousands of new pioneer farms to the west. They all

grew wheat, and the railroads hauled it east. There was so much wheat that farmers had trouble selling all of it. Many people in Minnesota decided that it was time to try something else. They began to keep more cows and more hogs. And they began to grow more corn, hay, and oats to feed their animals. Soon the fields of wheat disappeared. The farmers in the Dairy Region today have a great heritage. The cleared land is a part of their heritage. It came from the pioneer settlers. The idea of growing animals and feed crops is part of their heritage, too. That idea came from the people who decided to make the great change in the early 1900's.

FARMS IN THE CORN BELT

The Corn Belt farms are the most valuable in Minnesota. The maps in Chapter 2 and Chapter 3 help to show why. The whole region lies in the southern half of the state. There is enough hot weather to grow many different crops. The whole region has rich prairie soil. And all of it lies upon the rolling plains of southern and southwestern Minnesota. The Corn Belt has smooth land, rich soil, and long, warm summers. Among all Minnesota farms, those in the Corn Belt sell the most animals and crops. They also have the most machines. Corn Belt farms are some of the finest in the world.

cover almost all of the rich, dark soil. There are broad, rolling fields of corn, soybeans, oats, and hay. There are also big fields of peas and sweet corn — mostly in the eastern part of the region. Huge fields of flax grow in the west. Oil from the flax seeds is used to make paint. Flax straw makes cigarette paper. The flax, soybeans, and vegetables are cash crops. The other crops furnish food for the farmers' animals. There are many thousands of hogs and beef cattle. They stand in pens in the barnyards. They feed at long troughs filled with yellow corn. Herds of beef cattle graze in rich fields of hay. In the fall the hogs and cattle move slowly through the brown harvested corn fields. They munch grain that the harvesting machine missed. Silos and sheds store

Corn Belt farms today The pictures on these pages show some of the Corn Belt countryside. Planted crops

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Figure 39. On a sunny spring day the Corn Belt farmer plants his grain by machine.

Figure 40. On a bright day in fall the farmer harvests corn by machine.

Figure 41. Pioneers used oxen to pull the plows through the tough prairie sod. They used chunks of sod to build their houses. Logs were scarce on the treeless prairies. Most Minnesota Corn Belt farms began that way.

still more feed for the winter — oats, hay, corn. Some farms have pens crowded with thousands of chickens or turkeys to help eat the corn. There are few dairy cows. There is little steep or wet land in the Corn Belt. Only a little land is used for hay and pasture. So there is little need for milk cows to use the hay and pasture. Almost all of the land is good for corn and other crops. Those crops are best to fatten meat animals or feed chickens and turkeys.

day. The map in Figure 38 shows that farming spread very quickly across the prairie. The prairie pioneers had an easy time in some ways. They had no trees to clear. They had few stones to clear from the smooth, rolling plains. The black prairie soils were the richest in all of Minnesota. But there were problems, too. If there were no trees, there were no logs to build cabins and sheds. There was no wood to build fences, no wood to burn to keep warm in winter. Many early settlers cut big chunks of sod from the prairie. They used the chunks of sod to build their houses. Sod huts were the "log cabins" of the treeless prairie. In time the prairie farmers planted long rows of trees around their homes. The rows of trees are called shelter belts. They shelter the farms from the strong winds — the hot, dry winds of summer and the cold winds of winter. The shelter belts are old and tall today. They can be seen far across the

Heritage of Corn Belt farms The Corn Belt farmers sell meat animals and cash crops. They sell more than other farmers in Minnesota. Like other farmers, they depend upon their machines and knowledge and hard work. But they also have an important heritage. Pioneer farms spread from the Big Woods into the prairie of southern Minnesota in the 1860's and 1870's. Those were the first farms where the Corn Belt is to48

plains, for most of the land remains treeless. The prairie pioneers had another problem. Many parts of the rolling plain had hundreds of small, very shallow valleys with no streams. Spring rains and melting snow filled the valleys with water. The water remained for many days. There was no stream to carry it away. Hundreds of low places were covered with water only a few inches deep. Pioneers called those places "wet prairies." The wet prairies became dry each summer, beneath the hot sun. When that happened, the low ground made good pasture for cows. But it was too late to plant crops there. The wet prairie was like the marshy

and steep lands of the Dairy Region. It kept the early prairie farmers from using all their land for crops. The farmers grew wheat on the drier parts of the prairie. They kept dairy cows to help use the wet prairie. Early in the 1900's a great change came to the prairie farms. Many farmers decided to grow less wheat. They found that corn grew well in the rich prairie soil. So they planted much more corn; and they kept many more hogs and beef cattle to eat the corn. More and more prairie farmers began to sell meat animals instead of wheat. They could earn more money selling meat animals. If they could use the wet prairie, they

Figure 42. The row of trees is a planted shelter belt. It shelters the farm from strong winds of winter and summer. The patch of wet prairie in the rich black plowed field is wasteland to the farmer.

pieces of hollow tile. They dug dozens of wide, deep ditches that run for miles across the prairie. They dug hundreds of smaller ditches, which led from each wet prairie to a main ditch. The farmers buried long, branching lines of hollow tile beneath many of the wet prairies. Spring flood waters seeped through the soil, into the tile. The tile carried the water to the ditches. And the ditches carried it to the prairie rivers. The map in Figure 43 shows where the settlers found most of the wet prairies. Drainage of the wet prairies was a huge task. Now it is mostly finished. The tiles and ditches hurry the water from the low lands in spring. Farmers can plant corn and soybeans there. There is no longer any need to use the low ground for pasture or hay. Slowly dairy cows have disappeared from the Corn Belt. In their place are corn-fed beef cattle and hogs. The Corn Belt farms are some of the finest in the world. But they have not always been the finest. They had to be created. That took sixty or seventy years. It took the work of pioneers who lived in sod huts. It took the work and planning of later farmers who drained the wet prairies.

Figure 43. This map shows the regions of drained land in Minnesota.

could grow more corn. Then they could feed and sell more animals. The time had come to drain the wet prairies. Farmers joined with their neighbors to drain the land. Men with steam shovels and ditch-digging machines were hired. The farmers bought more than a million

FARMS IN THE CASH CROP REGION

Pioneers in fhe Reef River Valley The Red River Valley pioneers had problems like other prairie farmers. There was no wood for fuel or building. All of the early settlers lived in sod huts. Lumber had to be hauled from the forest east of the valley.

The Cash Crop Region covers the same part of the map as the Red River Valley. It lies on the flat prairie lands of western Minnesota. According to the map in Figure 38, pioneer farms spread quickly across the Red River Valley. Farmers were using most of the land by the year 1900. 50

There was wet land in the valley. Some of the land was flooded in rainy spring weather. Water could hardly soak through the wet gumbo soil, and it could hardly run off some of the flat land. So it just stayed there. Parts of the Red River Valley were too wet to use for crops. Pioneers planted big fields of wheat where they could. They brought in dairy cows to help use the wet lands. Later they joined together in groups and drained the wet land. They crisscrossed the plain with big, deep, straight ditches. Some of the Red River Valley wheat farms were very large. Imagine a farm four or five or six miles across! Some were that

big in the early days. People called them "bonanza" farms. The owners of most bonanza farms lived in distant cities. They hired men to manage the farms. The managers hired gangs of workers to help plant and harvest the wheat. On the bonanza farms there were big machines — some of the biggest farm machines in the world for those days. There were tractors with steam engines. There were whole trains of plows pulled by dozens of horses. By the 1890's the Red River Valley was one of the most famous wheat-farming lands in the world. It would have been an interesting place to visit.

Figure 44. Farms are far apart and fields are huge in the Red River Valley. Plowed soil is rich and black. The only trees are the shelter belts around each farmhouse. This was treeless prairie land when pioneers settled it. The farms in this picture are south of Moorhead.

The Red River Valley today The valley is an interesting place today, too. It is very different from the other farming regions of Minnesota. The farms are very big. Many neighboring farmhouses are a mile or more from each other. There are no big bonanza wheat farms any more. But Red River Valley farms today are much bigger than most others in Minnesota. The machines are bigger, too. The big steam engines are gone. So are the dozens of horses and the gangs of hired workers. In their place are giant "crawler" tractors and combines. There are giant fields of oats, barley, wheat, and flax. There are also giant fields of potatoes and plants called sugar beets. In the southern half of the valley, there are big fields of corn. Here and there a herd of dairy cows grazes in a flat green pasture. Scattered herds of beef cattle or sheep graze on the low sandy ridges. There Figure 45. A tractor pulls a machine to harvest sugar beets. The leaves have been cut and the beets are being lifted from the ground.

are few hogs or pigs. All the animals in the valley could only eat a small part of the crops that grow there. The rest of the crops must be sold. Red River farmers sell some milk and animals. But they mostly sell crops. Their oats are made into breakfast food, and their barley is made into yeast and beer. Bread and macaroni are made from their wheat. Flax from the Red River Valley is used to make paint and paper. The sugar beets go to sugar factories. Potatoes from the valley are known in grocery stores in many parts of the United States. The Red River Valley is the great Cash Crop Region of Minnesota. Why the Cash Crop Region is different Maps in Chapter 2 and Chapter 3 tell why the Cash Crop Region is so different from the others. Most of the region is in the cool northern half of Minnesota. So farmers in most of the valley have grown only a small amount of corn. With little corn they have kept few hogs. Other farmers so far north keep many milk cows. But Red River Valley farmers can put all their land to good use without cows. They have fine cropland. It is flat, rich prairie soil. Land to the east is not as good for crops. It has many rocky ridges, lakes and swamps, and thick forest. The land to the west — across North Dakota — is not so good, either. It is much drier. There is no other place in the whole United States with such good cropland so far north! The Red River Valley has always been a good place to grow cash crops that like cool weather. Valley farmers have grown those crops. And they have done it well.

THE NORTH COUNTRY

The frontier is the boundary between settled land and empty land. The frontier was in southeast Minnesota long ago — in the 1850's and 1860's. It didn't remain there long. For thousands of pioneers moved into the southeast. Then the land was no longer empty; and the frontier had moved farther west. The frontier moved quickly westward across the Minnesota prairies. There was nothing to stop it. The lands were open and smooth and rich. Pioneers settled as quickly as they could get to Minnesota from the east. But the frontier moved very slowly toward the north. The vast needle-leaf forest region lay to the north of the early farmlands. That was the first part of Minnesota white men had seen. It was the first part to be explored. Yet, in the 1850's and 1860's most of the region was still empty wilderness. Fur traders had gone; their outposts were rotting logs in the forest. Only a few Indian villages remained. Meanwhile, the farm settlers paid little attention to the needle-leaf forest region. They called the region the North Country; and few farmers settled there. A journey through the North Country today helps you to understand why.

aside thousands of stones before he could plow a small field. The soil in many places is infertile. That means it lacks chemicals that growing farm crops must have. It needs a large amount of fertilizer to make it fit for crops. Many places in the Arrowhead region have no soil at all — only bare bedrock. Much of the land is swampy. The Big Bog is in the North Country. And there are thousands of little bogs. There are weather problems in the North Country, too. Some places have especially short summers. Freezing weather might come in early June, and again late in August or in September. Crops might freeze just as they are starting to grow. Or they might freeze before they can be harvested in fall. It is easy to see why much of the North Country is still nature's land. No wonder so much of it has never seen a farm settler. No wonder the northern frontier has hardly moved! Farms in the wilderness

But the North Country is not all wilderness. There are many small farming districts. Each farming district is like a little piece of the main Dairy Region. It has fields of hay and grain, farmyards and barns, herds of milk cows. But the forest surrounds it; and huge piles of stones stand at the edges of many fields. Pioneers worked very hard to clear the trees and stones from the land. The pioneer farm settlers came to most of the North Country after the year 1900. Yet the farms are still in the midst of wilderness.

Farming in the North Country Much of the land is hard to use for farming. Trees grow close together in the forest. A pioneer would have to dig out hundreds of stumps just to make a small field. Countless stones lie among the trees. Many are bigger than a man's head; some would be too big to fit into the trunk of an automobile. A pioneer would have to push 53

There are two reasons why the pioneers cleared these scattered places in the wilderness. Some districts have better land. They have less swamp, fewer stones, or more fertile soil. They are better places to raise crops and animals. Other places are close to large towns or cities. For instance, Ribbing, Virginia, and Duluth lie within the North Country. People there need milk. Settlers had a special reason to clear nearby land for dairy farms.

There are few new farmers today, but the old farms keep growing bigger. The farmers keep herds of milk cows, like other farmers in the North Country. But they also grow cash crops, like the farmers to the west in the Red River Valley. They have big fields of wheat, barley, flax, and oats. They grow clover seed to sell to farmers far away. This land between the Red River Valley and Lake of the Woods is a special part of the northern frontier. The map in Figure 14 tells why. It is a flat plain, like the Red River Valley. There are no lakes, no rocky ridges, no stony hillsides. Nature covered it with a thick forest; and there are many shallow bogs. Yet, if the bogs can be avoided, the land is good enough to clear. There is a way to avoid the bogs. Stay on the wide, flat sandy ridges. The sandy ridges are only a few feet higher than the bogs, but they are never flooded. Most of the pioneer farmers have cleared the sandy ridges.

Today's frontier One farming district in the North Country is still growing larger. That is the land between the Red River Valley and Lake of the Woods. There farmers use big tractors to push down the aspen woods and tear the roots out of the ground. There are newly cleared fields, with long rows of burning stumps and dead trees. That is the place where the northern frontier has moved most. People have settled hundreds of new farms since 1900.

HAUNTED HOUSES

happened in those houses, as far as we know. But there are stories to tell about them.

There are many stories about haunted houses. Those are houses in which nobody has lived for a long time. The doors hang loose on their squeaky hinges. Spiders live in dark corners and spin webs over a few dusty tables and chairs. People say that mysterious things have happened there. Chances are nothing mysterious really has happened; but the stories are fun to hear. There are empty houses in the Minnesota countryside. Nothing mysterious has

In the North Country Take an empty house in one of the little farming districts of the North Country. The house is small. Nearby are a couple of tiny sheds and a small barn. The buildings might be built of logs. Grass grows in the dirt wagon tracks that lead from the road. 54

Figure 46. Pioneer farmers in the North Country worked very hard to clear away trees and stones but the land was hard to farm. Life was difficult and some finally gave up and left.

firewood and a rusty axe lie on the floor beside the stove. On the wall is a faded calendar for the year 1932. That is the last year anyone lived on this farm. A pioneer settled this land about the year 1910. Farmers had settled all the main Dairy Region, the prairie, and the Red River Valley by that time. But there was still empty land in the North Country. The pioneer took a little of the empty land. He cut away the forest and pushed aside the stones. He built a cabin for his family. The pioneer began to raise hay, vege-

Grass grows as tall as your shoulders in the clearing behind the house. Forest surrounds the clearing. Younger trees grow in the clearing at the edge of the forest. Nearest the forest scattered trees are ten or fifteen years old. Still farther into the clearing a few very small trees are beginning to grow. The forest is growing slowly into the clearing. Some day the forest will cover the whole clearing. The clearing will be lost in the forest and forgotten. Inside the house a rusty little iron stove stands in the corner of one room. A pile of 55

tables, pasture, and milk cows. He worked hard to cut wood for the long winter. Blueberries from the wilderness provided fruit. There were fish, wild ducks, geese, and deer in the nearby lakes and woods. In some ways, pioneering was about the same as it had always been. It was hard, and often it was fun. But pioneering in the North Country was very different in some ways, too. There were some hardships that had not faced earlier pioneers in other parts of Minnesota. The land in the north was stony and infertile. So crops were hard to raise. America seemed to have all the farms it needed. Farms covered all of the best land in the country. Scientists were learning to grow more and more crops on less and less land. There was plenty of food. So it was hard to sell the products from the new farm. The pioneer finally had to give up and leave. The faded calendar tells when he left. Sights around the clearing show that no one else has lived there. The farm is now part of a state forest. It is becoming wilderness again. Our country still seems to have all the farms it needs. But we need more wilderness for forests and vacation playgrounds.

one has torn down the barn and sheds. A rusty, old-fashioned windmill creaks in the breeze. No one has lived on the farm for twenty years. Some houses have been empty longer, others not so long. There must be a story about this empty house, too. Why should it be empty? The land here is used for crops and animals. Fields spread from the edge of the empty barnyard. There are other fine farms on the horizon. There is no nearby forest wilderness. One day, years ago, the man who lived on this farm decided to sell it. He was too old to work hard any longer. He bought a house in the nearby town. His neighbor had a powerful tractor and big machines for planting and harvesting. The neighbor could use more land than he owned. So he bought this man's farm and added it to his own. The neighbor already had a house and barn and sheds. He wanted only the land. Now he had an extra house that he didn't need; and this old empty house was it. The farm that belonged to this house has vanished. And the neighboring farm has grown bigger. Modern machines are the reason for this empty house. Farmers today can care for much more land than they could care for years ago. Years ago the farmers had to care for horses. Today they have tractors. They had to do by hand many tasks that machines do today—milk cows, load hay and grain into wagons, spread fertilizer, and much more. Besides, the machines are costly. Farmers need more land to earn the money to

In the main farming regions Empty farm houses stand in other parts of Minnesota, too. It is easy to see one in the Dairy Region, the Corn Belt, or the Red River Valley. Perhaps the house is sixty years old. No paint remains on its boards. Vines have grown wild over half the house and several nearby trees. Some-

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pay for them. They buy farms from neighbors; and the neighbors move to town. Some farms disappear; and those that remain grow larger. Fewer and fewer farmers

live in the main farming regions. This means that fewer farmers grow more and more food. They do it with modern machines and knowledge.

FARMS MAKE US STRONG

Many thousands of farms are part of Minnesota's heritage. People long ago cleared and drained the farmlands. And they learned what crops and animals were best to raise. Farmers today add to Minnesota's heritage. They build new buildings. They create bigger farms to use more and bigger machines. Today's farmers save the soil by fertilizing and stopping erosion. They keep trying new crops and animals. In the future, Minnesota will have an even greater heritage of fine farms. Minnesota farms grow food for many millions of American people. They supply oils for America's paint and plastics and

many other products. They can change quickly to supply crops America suddenly needs. There are reasons why Minnesota farms can grow so much and change crops so quickly. The farmers have a heritage of good land, and they work hard. They have modern machines and more and more knowledge about farming. Without a great heritage, work, machines, and knowledge, there would be no fine farms. Without those, Minnesota farms would be poorer. Then America would have less to eat. None of us would be quite so strong. And our country would not be quite so strong, either!

5 Treasures in the North Country Smooth land and rich soil are not the only treasures nature placed in Minnesota. There are others. There is a treasure of wood in the forests. The rocks hold a treasure of iron. The lakes and wilderness are a treasure of natural beauty. The farmland is mostly in southern and western Minnesota. But the other treasures are mostly in the North Country.

The pioneer farm settlers who came to Minnesota were looking for smooth land and rich soil. Those were treasures to anyone who wanted to build a fine farm. The early settlers found those treasures in Minnesota. But there was little for farm settlers in the North Country. So only a few pioneer farmers settled there, and even fewer stayed. 57

THE GREAT FOREST

The first white men in the North Country found a needle-leaf forest. Tall pines and pointed-top spruce and fir trees covered the land. The needle-leaf forest grows today in a few places. Beautiful pines still stand among the Border Lakes, in the Superior National Forest. They also grow in other state and national lands in the North Country. Tall pines grow today where men have saved the forest from early times. But today most of the North Country's forest is different. It is not like the forest the explorers and fur traders knew. Now there are few trees with needle leaves and pointed tops. Instead there are rustling aspen and birch. Even the needle-leaf trees today are different. Suppose the early travelers came back along the canoe trails today. They would wonder what changed the forest. Many people could tell them. For it is one of the most famous stories of Minnesota.

brush. There were only the sounds of nature— the wind and rain, the birds and animals, the streams. Those were quiet times in the great forest. They were the times of the Indians and the French and the English. Later there were even more quiet times. The North Country became part of the United States. The English traders left. Many of the Indians left with them. Americans paid little attention to the North Country. Most of them used the Mississippi River to come to Minnesota. They traded with Indians in the prairies. They built pioneer farms in the Big Woods and pushed westward into the prairie. There was almost no one in the great needle-leaf forest. The tall pines grew as they had grown for many hundreds of years. Signs of change

In the 1840's there were signs of change. The great forest would not be quiet much longer. Early pioneers were working in the southern edge of the forest. Those pioneers were not farmers. They were woodsmen. The woodsmen cut the pine trees with big handsaws and axes. They chopped the branches and twigs from the trunks. The trunks were huge logs, ready to be sawed into boards. The woodsmen made roads of ice. They loaded the logs on big sleds. Horses or oxen dragged the sleds to the nearest river. When summer came, the men floated the logs down the rivers to distant cities. When all of the big trees were cut, the woodsmen left. They went to another part of the forest to cut more trees. They left

When few people lived in the forest Long ago only the Indians lived in the North Country. They cut a few trees to build their fires and canoes and wigwams. But there were few villages; and those were near the streams. Later the fur traders lived and worked here, too. They had to cut more trees to build their cabins and little forts. But there were only a few hundred fur traders spread through the vast North Country. They lived and traveled in the same places as the Indians. They followed the rivers and big lakes. Inland the great forest was usually empty. Men seldom rustled the twigs and 58

a wasteland of stumps, brush, and small trees. The land was not really cleared. It could not be used for farms because of the stumps and brush. Yet, no forest remained, either. People called the land cut-over. More and more woodsmen came to Minnesota in the 1850's and 1860's. They came up the Mississippi River, from places farther east. They found two rivers that flowed from the great forest into the Mississippi. One is the wide, swift St. Croix (pronounced "St. Croy"); the other is the Rum. The woodsmen followed the St. Croix and the Rum northward into the pine forest. As they worked, hundreds of thousands of pine logs began to flow down the two streams. And the cut-over lands grew much larger.

Sleds and logs could move easily. All through the winter saws sang and axes rang in the icy woods. Now and then lumberjacks shouted a warning. A moment later there was a great roar as a giant pine fell to the ground. There was the crackle of brush when horses or oxen dragged the huge logs to the edge of the frozen river. Later there was the chuff of steam engines. For the woodsmen built many railroads to haul logs from the forest to the Mississippi and Lake Superior. Paul Bun/an stories At meal times the sound of the dinner horn echoed through the forest. Inside the big log dining hall the lumberjacks told stories and laughed and joked together. They made up many stories about Paul Bunyan. Paul was the greatest lumberjack of all. He was a giant. Nobody ever weighed him or measured his height. But the things he did show how big he was. For instance, he needed a supply of water; so he just scooped a hole in the ground and made Lake Superior! Paul had a blue ox, named "Babe." Babe was so big that forty-one axe handles would just reach from one of his eyes to the other! Babe was heavy. His hoofs sank into the ground when he walked through the forest. Babe's huge tracks in the earth made Minnesota's lakes! One day Paul sounded his dinner horn and blew down hundreds of tall pine trees! That was quite a waste of fine trees. Paul Bunyan was a wasteful giant. But he was a lumberjack who could finish a big task in a short" time!

"Lumberlacks" and "timber cruisers" Soon the quiet times ended everywhere in the great pine forest. Thousands of men were working in the woods. There were the men who cut the trees and got them out of the woods. They were called "lumberjacks." There were scouts who looked for more pine to cut. They were called "timber cruisers." They went far ahead of the lumberjack crews, deep into the wilderness. By the 1870's a giant timber industry had grown in the needle-leaf forest. Minnesota was soon supplying more of America's timber than any other state! The lumbering years were noisy times in the forest. Men cut the trees during the winter. For it was easier to work then. Ground and water were frozen. Deep snow covered the brush and stumps and stones. 59

Rivers of logs in the spring

When spring came, the woods grew a little quieter. Many lumberjacks left. Some went to the Twin Cities. Some went to work on the bonanza wheat farms. But the rivers grew noisier in spring. Millions of logs were piled along their banks. Those were all the logs the woodsmen had cut during the winter. After the break-up, the rivers were swift and deep. The woodsmen tumbled the logs into the foaming water. For a few weeks whole rivers of logs flowed southward from

the forest. The water rushed and roared among the logs. Sometimes the logs jammed a narrow place in the stream. Then the woodsmen blasted the log jam to loosen it. With a roar the logs moved again toward the south. The forest disappears

Late in summer there was sometimes the most terrible noise of all. There was a crackling like a thousand guns, a roar like a fleet of jet planes. The noise came from one of the great fires.

Figure 47. In the spring whole rivers of logs flowed southward from the forest. In 1905 at Stillwater, the wide St. Croix River was filled with big pine logs.

The fires began in the dry needles and twigs of the forest. Or they started in the cut-over waste — among branches, chips, sawdust, and dead stumps. The fires spread to the forest that remained. They burned thousands of trees. They sometimes spread many miles and even burned whole towns. Famous fires destroyed Hinckley, Baudette, Cloquet, Chisholm, and Virginia. Like today's forest fires, they started because someone was careless. They helped to destroy the great forest. When winter snow came again, thousands of men were back in the woods. Year after year they pushed farther north. They cut over the valleys of the Rum and St. Croix. They moved north up the Mississippi—around the shores of Leech Lake and Cass Lake. They spread into the Arrowhead region, the Border Lakes, along Rainy Lake, and around the Big Bog. By the year 1920 the great forest was gone. Most of the logs had been floated away to be made into lumber. The rest of the forest had been burned and wasted. Only a few of the beautiful, tall pine trees remained. They grew in little patches the woodsmen had missed. Some were on islands or narrow points in the big lakes. Others grew in out-of-the-way valleys. Many of the old pine trees are saved today in state parks and national forests. People gave a new name to the North Country. They called it the "cut-over" region. It kept that name for many years. You can guess who used the lumber from the great forest. Think what was happening in southern Minnesota in those days—the 1870's to about 1900. Pioneers were settling west of the Mississippi. They

Figure 48. By 1940 most of the needle-leaf forest had been cut. Compare this map with the one in Figure 19.

were moving into the treeless prairie. They were building farms and cities, railways and wagons. They needed more wood than ever before. Yet they were in treeless prairie country. The great forest of northern Minnesota supplied the wood they needed. Other pioneers were heading west across Iowa at the same time. In a few years Minnesota timber built great cities and thousands of farms on the prairies. Minnesota's lumber industry was like Paul Bunyan. It was a giant. It was wasteful. But it finished a big task in a short time. The new forest

When the lumber men left, the North Country was quiet again. Wagon trails 61

disappeared beneath weeds and young bushes and trees. Logging railroads disappeared from the map. Men tore up the rails and hauled them away to the junk yards in Duluth. The embankments and cuts, where the tracks ran, remained. You can still see a few in the woods today. Pioneer farmers followed the woodsmen. They cleared away stumps and stones and brush. But there were many great hardships. Few farmers came; and many left again. Wise leaders began to buy some of the wasteland. They created state and national forests. Like most of the cut-over region, those lands lay empty and unused. The new quiet years were just what the cut-over lands needed. Tiny young trees began to grow among the stumps and brush. Soon there were young aspen trees, birches, and at last tiny pines, spruces, and firs. Slowly nature was bringing the great forest back to life. Workers on the state

Figure 49. Fir, aspen, and birch grow in the North Country near International Falls. Men and machines take the wood and it is made into paper.

and national lands helped. They planted thousands of young pines. By the 1940's a new forest covered much of the North Country. Slowly men have returned to work in the new forest. They cut most of the trees to make paper. Today's trees are not tall and straight as the pines long ago. Today's logs are short. Many are too thin, too crooked, or too knotty to make good lumber. But they make good paper. The smaller trees have other uses, too. They make small boards for boxes. And they supply Christmas trees for millions of people. Tree forming The workers in the forest today have many machines. They use power saws, giant tractors, and big trucks. They can cut the forest faster than anyone has ever cut it before. Still they are not going to destroy the forest again. For they are planting trees, too. There are huge fields of tiny young pine, fir, and spruce trees. There are men to plant the trees in the forest, and men to watch for fires. There is new knowledge, too. Men know what trees grow fastest, how to save the trees from disease, and much more. Woodsmen can grow trees faster than ever before. Today trees can be grown like the crops on a farm. They can be cut as fast as they grow big enough. And new trees can be planted as fast as the old ones are cut. People call this "tree farming." Of course, trees grow more slowly than other farm crops. A tree takes thirty years to grow big enough to harvest. So it takes a vast farm to have a crop of trees ready to cut every year.

farms grow, there will always be wood to cut. Some men hope to have many more tree farms some day. That is their plan. If we follow the plan, the great forest can cover the North Country forever.

There are some tree farms in the North Country now. Some belong to the paper makers. Some are in state and national forests. Others belong to farmers. The tree farms have changed cut-over wastelands into beautiful forests. Where the tree

THE IRON RANGES

its high, humpy hills. From a distance it looks like a giant — a hundred miles long — asleep under a wrinkled blanket of earth. At least that's what the Indians imagined. They named the range Mesabi — a Chippewa word for "giant buried in the hills."

The bedrock of the earth lies bare and uncovered in many places in the North Country. In some places bare, hard rock forms the lake shores. Elsewhere bare rock hills stand above the tree tops. The map calls part of the Arrowhead a land of lakes and rocky ridges. Hard rock is scarcely covered by the soil in a few other parts of the Arrowhead region. Some of the rocks are precious. They are called deposits of iron ore. The iron ore is richly colored. It is red or purple or reddish brown. It is very heavy, too. For iron is heavy, and the ore contains much iron. Men use the iron to make steel. And a great many things are made from steel — automobiles, refrigerators, furnaces, nails, tanks, furniture, and much more. Discovering the three ranges The iron ore of the North Country is in three main places. It lies buried beneath three long, wide lines of hills and rocky ridges. The lines of hills are called ranges. You can see the three iron ranges on the map in Figure 50. The biggest range is a hundred miles long! It stretches between Hibbing and Virginia. And it reaches far to the northeast and southwest. Green forest covers

Figure 50. This map shows the different lands of the North Country.

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A man from the East named Charlemagne Tower started the first mine. It began in 1884 at the top of a rocky ridge on the Vermilion Range. The first miners' village spread across a little plain at the bottom of the ridge. It is named for Tower; and it still appears on the map of the iron ranges. Other mines soon opened at Ely. Those mines were also on the Vermilion Range. The map tells why the first mines were in the Vermilion. It lies in the land of rocky ridges. The red rock stood out where early travelers could see it. The Mesabi slept a little longer. At last seven famous brothers, named Merritt, found the signs of iron. They had searched many years on the forested hillsides. They found the first tiny trace of rich ore in a fresh wagon rut. It happened in 1890. A great mine soon opened there; and the village of Mountain Iron is nearby now. After the first discovery, others began to search, too. Quickly men found traces of iron ore that started other mines and miners' villages — Biwabik, Eveleth, Hibbing. In ten years the Mesabi was the greatest iron-mining district in America. The Cuyuna mines were opened in the year 1911. The miners there were soon digging as much ore as the miners on the Vermilion Range. But few people noticed it; for the Mesabi had grown so large and so famous. The map tells why men found the Mesabi later, the Cuyuna still later. Those ranges lie in the Hill-and-Lake Region. There were no bare, rocky ridges and lake shores. The iron ore lay beneath humpy hills of dirt and stones. The farther west,

There are two other giants — not quite so big. One is the Vermilion Range. It runs northeast and southwest through Ely. The other lies near Brainerd. People call it the Cuyuna Range. The Indians knew of red earth along the iron ranges. The early white travelers heard their stories. But the French and English cared nothing for the ore. Their steelmakers were thousands of miles away, across the Atlantic. Besides, the travelers were fur traders and explorers. Indians and French and English came and left the Arrowhead. But the stories of the red earth remained. Americans heard the stories and told them again. In the 1860's two scientists came to study the ranges. A little later timber cruisers noticed the red earth as they scouted the pine forest. Americans were becoming interested in the ore. For their country was growing very rapidly. They needed a vast amount of iron and steel. American steelmakers had only small, scattered supplies of iron ore. The giants had been asleep for many hundreds of years. At last Americans were beginning to poke around their blankets of earth. Uncovering flie iron ore Soon the rush began. Men decided it was time to begin digging the ore and shipping it to steel factories in the eastern United States. They dug mines deep into the ground and brought out the ore. They built railroads from the ranges to the shore of Lake Superior. They built giant docks along the lake. There they dumped the ore from trains to big ships. And the ships carried it to the East. 64

dust and dirt — and perhaps danger deep in the ground. The work takes strength and skill. But the miners have a good reason to go down there. The Vermilion ore is some of the richest in the world. America's steelmakers need it. So the miners dig deeper and deeper to get it.

the deeper it lay. The Cuyuna is farthest west. It was deepest.

The deep shaft mines Today the Minnesota iron mines are the greatest in the world. They supply half of the ore for our country. People come from far and near to visit the mines. First there are the deep mines — called shaft mines. They are on the Vermilion Range. The oldest mine in Minnesota — the famous Soudan mine at Tower — is one. A tall derrick stands high on the rocky ridge. Beneath it is a hole, called the shaft. The shaft opening is scarcely as big as a garage door. But it goes straight down for almost half a mile! The powerful derrick raises and lowers a big steel car in the shaft. The car comes up again and again. Each time it dumps a load of hard, purple-red ore. The ore is in chunks — some as small as your thumb, others as large as your head. Miners ride the car into the deep, dark shaft. They go down and down. They pass doorways, where tunnels lead away from the shaft. At last they reach the tunnel where they are going to work. The tunnel ends in a solid wall of iron ore. There the miners chip and drill and dig the hard rock with powerful tools and machines. Little cars haul the ore to the shaft, and the derrick raises it to the top. The deep mine is like another world. It is always cool. It is always dark except for strings of lights along the tunnels and lights on the miners' caps. There is no winter and summer; no night and day. The noise of the powerful machines roars and echoes through the tunnels. There is red

The open-pit mines There are other mines called open pits. The open-pit mines lie along the Mesabi and Cuyuna ranges. Many are very large. A big one might be more than a mile across and as deep as the valleys of southeast Minnesota. The big open pits are the widest, deepest holes men have ever dug! Giant machines have helped to make the open pits. Some of the world's biggest power shovels do the digging. First they dig the loose dirt and the useless rock away from the ore. Then they dig the red ore, itself. They load the ore and waste rock and dirt into some of the biggest trucks in the world. The trucks haul everything out of the mine. The dirt and waste rock go to huge piles beside the pit. The ore goes into railway cars. It moves toward Lake Superior in some of the longest, heaviest trains in the world. Today's giants in the earth are the machines. There are only about ten thousand miners. But they dig enough iron for more than half the people in our whole country! They do it with the help of the giant machines. Two iron-ore deposits are especially big. One is at Hibbing and Chisholm, the other at Virginia and Eveleth. Miners have dug 65

Figure 51. The derrick of this shaft mine at Chisholm is used to hoist the iron ore to the surface. Iron is also found in the big open-pit mine. Beyond the open pit are a few dairy farms and a vast forest wilderness.

especially big open pits to get all the ore at those places. The pit at Hibbing is the largest in the world. The mines spread right to the edges of the towns. But there is still more ore, so the miners keep digging. They have moved houses and dug away streets and yards. They have even moved the whole town of old Hibbing. But there is still more ore. Nobody knows where the digging will finally stop. It takes thousands of miners to run the

huge open pits near Hibbing and Virginia. That is why those are the two biggest towns on the iron ranges. About nine tenths of Minnesota iron ore comes from the Mesabi Range. The map and the sights along the range tell why. The Mesabi is bigger than the other two ranges. It has the biggest ore deposits, as well as many more small ones. And the ore is not buried so deeply. Nearly all of the mines are big open pits, where thereis room for giant machines to work. 66

TACONITE ADDS TO THE ORE SUPPLY

rich enough for the needs of the steelmakers. So the miners skipped the taconite and mined only the rich ore. There is a huge amount of taconite in the iron ranges. It is much greater than the amount of rich ore. If taconite could be used, Minnesota would have enough iron ore to last a hundred years or more. The task was to find a way to use taconite. That was what the scientists and mining leaders hoped to do. Leader among the scientists was Professor E. W. Davis. He worked patiently for many years in his laboratory at the University of Minnesota. He and other men built machines to make rich ore from the taconite. Machines crushed the taconite. Other machines sorted iron-rich bits of rock from the crushed taconite. Still other machines rolled the crushed ore into little balls called pellets. The scientists changed the machines many times. They tried many different ways to do the job. At last they found a way that would work.

There are many signs that America is using up Minnesota's iron ore. The shaft mines go deeper and deeper to find more ore on the Vermilion Range. Many open pits on the Mesabi Range are no longer used. All of their ore has been mined and shipped away. Water fills the bottoms of the empty pits. Weeds and young trees cover the nearby piles of waste rock. There is empty land where miners and machines and villages used to be. When the ore was used up, people moved away to another mine. Most people used to think the empty mines and villages were signs of the future. "America is using Minnesota ore so fast that it surely will not last another fifty years," many people said. Someday all the ore would be used up. Then all the mines would have to close, and the people would have to leave the iron ranges. The ranges would be as quiet and empty as they were long ago. What is faconite? A few scientists and mining leaders had other ideas. They thought there was plenty of iron ore in Minnesota. They thought it would last as long as America needs steel. Here is why they thought so. Miners were not digging all the ironrich rock. They were digging only the richest. Ore from the Mesabi is almost one-half pure iron. Vermilion ore is even richer; Cuyuna ore is not quite so rich. But these men knew there were vast deposits of poorer iron ore. The miners called it taconite. Pure iron makes up about one fourth of the taconite rock. That was not

New mines, mills, and towns

Then the mining leaders stepped in. They decided that the time had come to use taconite. In 1952 they went to work. Giant tractors and shovels opened new taconite mines. Hundreds of workers began to build huge mills to make rich ore from the taconite. The mills were copied from the machines in Professor Davis' laboratory. But they were many times larger than his machines. Men began to build new railroads from

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the mines to Lake Superior. They began to build whole new towns. It was like the early iron-mining times all over again. Today taconite rock comes from the new mines. Trains haul it to the new mills. From it the giant mills make rich ore. The rich ore comes out in grayish-black pellets about the size of marbles. The pellets look much different from the rocky chunks of ordinary ore. And they are more than six-tenths pure iron! New towns stand beside taconite mines and mills on the Mesabi Range. They are called Babbitt and Hoyt Lakes. Another new town spreads across a rocky valley, near a giant new mill on Lake Superior. The taconite mill is named for Professor

E. W. Davis; and the new town is named Silver Bay. Plans for the future

Taconite adds to the vast supply of rich ore from Minnesota mines. As the rich ore is used up, miners can dig more taconite. People are saying that Minnesota can supply America's iron ore for a very long time. Men are thinking of new ways to use more of the poor iron ore. No one thinks of the time when all the mines will be closed and everyone will have gone. Instead people think of new mines and new towns, thanks to the men who learned to use taconite.

Figure 52. This giant new taconite mill stands near the east end of the Mesabi Range. It is at the new town of Hoyt Lakes. The forest wilderness stretches northward to the Border Lakes and beyond.

Taconite is not the only reason for plans for the future. Other scientists have discovered new ways to search for ore. Men no longer have to find it by chance, as the Merritt brothers did in 1890. There are new instruments to help find the deeply buried ore. There is new knowledge about the way nature formed ore in the earth. So men today know much more about the ores of Minnesota. They know that the Mesabi runs far to the southwest of Grand Rapids, deep beneath the ground. Someday more mines may open there. People also know that the ore in the Arrowhead region is not all iron. There is another ore called nickel. It is precious, too. For nickel is mixed with iron to make special steel. The steel is used to make

Figure 53. A long train of iron ore moves down to Lake Superior. This train is nearing Silver Bay. The track cuts through a forest of aspen, fir, and spruce trees.

Figure 54. A ship sails to the E. W. Davis taconite mill beside Lake Superior at Silver Bay. Huge piles of taconite pellets stand beside the mill. Rocky ridges of the Arrowhead region rise on the horizon.

There are many plans for the future along the iron ranges. There are plans for new mines, new mills, and new houses. Minnesota's ore supply will last a very long time, thanks to modern knowledge.

some of the wire in light bulbs, the tough sides of army tanks, and many other things. Arrowhead nickel ore is not rich. But some people think mills can change it into rich ore, just as they change the taconite.

A FAMOUS VACATIONLAND

it was a beautiful forest wilderness with no roads. Few people knew or cared about it. Then the lumbermen came and cut over the forest. It seemed as though the wilderness might be ruined forever. When the lumbermen finished, there were railroads into the North Country. But the forest was gone! Finally the forest grew again; and men built new highways from the farms and cities farther south. Then there were both forest wilderness and highways. At last the North Country could welcome vacationers. There are good reasons why so many people visit northern Minnesota. Many come in summer. They swim in clear waters, fish in the lakes and swift streams, paddle canoes along the Canadian border, or camp in the wilderness. Many just want to drive many miles along quiet, tree-lined roads, close to the wilderness. Thousands of summer visitors follow the beautiful cool north shore of Lake Superior. Other visitors come in the fall to hunt ducks, geese, or deer. Still others come in winter, when deep, clean snow covers the land. They ski and toboggan on the steep ridges. People in the North Country welcome the visitors. They provide many places for

Each year hundreds of thousands of people visit the North Country. They come from many parts of the United States. They come to rest or to play. For northern Minnesota is a famous vacationland. The North Country had to wait a long time to become a vacationland. At first

Figure 55. A visitor fishes for trout in a clear, swift stream in the Arrowhead region. It is early in spring. Water from melted snow fills the stream. Leaves have not yet appeared on the white-barked birch trees.

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Figure 56. A winter visitor skis to the edge of a long, steep hill on the North Shore. Birch, spruce, and fir trees cover the hillsides. Icy Lake Superior sparkles on the horizon.

growing rapidly. There are more and more Americans taking vacation trips. And northern Minnesota is a beautiful, cool, famous place to go. So every year there must be more places for visitors. People build more cabins and hotels and stores and camps. They also build more roads and put up more signs. The growing number of visitors is changing the North Country. Some people think that these changes show what the future will be like. They fear that highways will be lined by rows of buildings and big signs instead of trees. The wilderness will disappear from the roadsides. That could happen in many parts of the big North Country.

the visitors to eat, sleep, and play. Cabins line the lake shores and highways. Lodges sprawl over wooded hilltops or points of land in the lakes. There are boat docks, campgrounds, restaurants. There are stores to supply the visitors with everything they need — food, drink, gifts, gasoline, fish bait, and much more. There are smooth roads; so the visitors can hurry to their favorite lake or campground. There are big signs beside the roads. They welcome the visitors and tell them where to go and what to do. The North Country welcomes more thousands of visitors every year. There are good reasons why more people come. The number of people in the United States is 71

Minnesota wants to welcome everyone who comes to see the beauty of the North Country. But the beauty is not just for visitors who come now. It must be saved for visitors in the future. Northern Minnesota must keep the beauty of its wilderness. Yet it must also have plenty of cabins, lodges,

camps, and stores for visitors. People must plan how much land to save for the forest. They must plan where the forest will be, and how to protect it. To have both wilderness and vacationers there must be a plan for the future. Then visitors can enjoy the beauty of the North Country forever!

A STOREHOUSE OF TREASURES

can be spoiled. People have also learned how to keep the treasures of the North Country. They can cut the trees only as fast as they grow. They can be careful of fires in the forest. They can use new knowledge and new machines to make more ore. They can make the natural beauty last forever. To make the treasures last will take care, knowledge, and planning.

It is easy to see that the North Country is a very important part of Minnesota. There is not much farmland. But there are other great treasures. There are treasures of iron ore, timber, and natural beauty. Minnesota people have learned that the treasures of the North Country can be lost. The timber can all be cut and burned. The ore can all be mined. The natural beauty

6 Going to Town in the Main Farming Regions Roads and telephone lines and electric power lines pass every farmhouse in Minnesota's main farming regions. The roads and wires lead to a nearby village. Any farmer follows the road to the neighboring village almost every day. It is a short trip

in his car or truck. He drives a few miles —past a dozen neighboring farms, across a valley or around a lake, past a tiny corner schoolhouse. After five or ten minutes the trees and buildings of the village rise above the fields ahead of him.

THE FARM-TRADE VILLAGE

A farm family has many reasons to go to the village. Think of the many supplies the family needs and the many products it has to sell. Perhaps the farmer's wife needs

a sack of flour or a box of laundry soap or some thread. There are stores in the village to supply her. Maybe the farmer needs a new shovel. 72

homes are not much farther away. In a way the farm roads are like the village streets. They join the business district with the homes of the people it serves. The business district serves village families and farm families alike. There is a name for a town with that kind of business district. It is called a farm-trade village.

There is a store to sell him one. Or he might have broken a part in one of his machines. There is probably a machine shop in the village to make a new part or repair the old one. Perhaps the farmer has some hogs or a load of grain to sell. There is a livestock buyer in the village. He can tell the farmer how much money the animals are worth, buy them, and ship them to a distant meatpacking plant. There is a grain buyer, too. His office is in a tall, boxlike building called the grain elevator. He has a huge scale to weigh the farmer's load of grain. He can tell the farmer how much the grain is worth, buy it, and ship it to a faraway city. Every weekday buses bring boys and girls from the farms to a school in the village. On Sundays the farm families drive to village churches. There is a name for the part of the village with the stores, machine shop, grain elevator, and other buildings for work and trade. It is called the business district. People who run the business district live in the village. They live along a few quiet, shady streets close to the business district. Neat lawns and carefully kept gardens of flowers and vegetables surround their houses. The streets of the villages are some of the prettiest in all the world. Some places have only a few dozen houses; some have as many as four or five hundred. The number depends upon how many farm families the village serves. The more neighboring farm families there are, the larger the village must be to serve their needs. The homes of the village families are very near the business district. But the farm

The pioneer villages Minnesota's farm-trade villages are old. They began when farming began. Pioneers settled them just as other pioneers settled the farms. The village pioneers were storekeepers, carpenters, blacksmiths, teachers, and preachers. They came to Minnesota from the same places and along the same routes as the pioneer farmers. They saw nature's land; and they knew the Indians. They helped to drive the Indians from the land and change the wilderness. The village pioneers were as important and busy as the farm pioneers. Any road map of Minnesota shows hundreds of farm-trade villages. Their names tell much about the pioneers who settled them. Names such as Blooming Prairie, Maple Grove, and Pine City tell of the wilderness the pioneers found. Names like Grey Eagle and Good Thunder tell of Indian chiefs they knew. Many names tell of waterfalls and rapids. Those are the places where pioneers built mills to grind the farmers' grain. There are Cannon Falls, Zumbro Falls, Pelican Rapids, and nearly a dozen more. Many more names tell of the places the pioneers came from. For instance, Albany and Troy are named for cities in the state of New York. Orono is named for a town 73

in Maine, Springfield for a city in Massachusetts. Hamburg, Stockholm, and Oslo are named for great cities in Europe. The

pioneers in Minnesota gave their farmtrade villages many interesting and beautiful names.

THE FARM-TRADE TOWN

neighboring villages. It has a bigger business district. It has many streets and at least a thousand houses. There are many new houses on the edge of the town. Their paint is bright. There are few trees growing around them. The land is nearly treeless because it was farmland only a few years ago. Now it is covered with homes. The town is growing.

A smooth, paved highway leads from every farm-trade village to a larger place. People call it a town. It is not so many miles away. It is easy to reach it in half an hour on the highway. Highways lead to the town from every direction. People follow the highways from a thousand farms and a dozen neighboring smaller villages. The town is larger and busier than the

Figure 57. Worthington is a busy farm-trade town in southwestern Minnesota. It has many stores, homes, schools, and churches. Rich farmlands surround the town.

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Serving farms and villages

Many people from the town follow the highways into the countryside. Crews of men go out to repair the telephone and power lines and the roads. Trucks deliver oil, gasoline, cement, lumber, and other supplies to farms and small towns. Trucks come from a bakery in the town. They supply fresh bread and cakes to grocery stores in the smaller villages. Other trucks come from a wholesale grocery store. The wholesale storekeeper buys whole truckloads or railway carloads of groceries, candy, and tobacco from faraway factories. He keeps them in his big store, which he calls a warehouse. Then he supplies many grocery stores in the town and the smaller villages. The wholesaler runs a store for storekeepers. Other people follow the roads from the town, too. Doctors go out to the farms and smaller towns. Special doctors go to farms to care for the animals. Every farmer's hogs, cattle, or poultry are very important to him. His whole living may depend upon keeping a herd or flock healthy. Farm animals must have "shots," medicine, and even operations! So there must be doctors for both people and farm animals in the towns. It is easy to see why the town has grown bigger than its neighboring villages. The town serves many more people in many more ways.

Farm families have many reasons to go to the town. A family may need a new automobile. There are four or five car dealers in the town; and there are all kinds of cars from which to choose. Perhaps a farmer needs a special part for one of his machines. He can find the part at a big store in the town. Or a man may decide to sell his farm. He has to have some exact records about the farm. The records must prove that the farm is his to sell. They must also show exactly what land the farm covers. Those records are kept in a building in the town. It is called the courthouse. Perhaps the farmer needs a lawyer to help him understand the records. There are lawyers in the town, too. When the farmer receives money for his farm, he can keep the money safely in a bank in the town. Perhaps a farmer runs short of hay for his cattle. He wants to buy some. Somewhere he wants to find another farmer who 'has a little extra hay to sell. The town newspaper can help him. People for miles around read it. It prints a notice for the farmer; and the notice is certain to find someone who has the hay he needs. The town serves many farmers in many different ways. People from smaller villages often go to the town, too. It has more stores and shops and more goods from which to choose. Perhaps someone in a small village is very ill. There is a hospital in the town. Maybe a party of people want to see a movie. The town has two or three from which to choose. The town serves many people from neighboring smaller villages.

How the towns grew The town has not always looked as it does today. In pioneer days it was small. Wooden buildings stood beside the main street. The sidewalks were made of boards; and the streets were dirt. People were build75

ing Minnesota rapidly. But much remained to be done. Farmers came to the little town in horsedrawn wagons. They churned up clouds of dust on the streets in dry weather. Their wagons sank into soft mud when the weather was wet. It was hard for farmers to go to the pioneer town. The trip took a whole day. People did not go very often. Instead, they usually went to the village nearest their homes. Slowly there were many changes. The biggest change came when automobiles were invented. People made many good roads for the automobiles. The trip to the town no longer took a day. It could be done quickly. At the same time, farmers began to get many more machines and new ideas about farming. They needed many more repairs and parts for machines. They needed many more goods from stores in the town. Farmers came to the town from farther and farther away. They came more often and bought more than ever before. Men started new stores, opened new offices, and built new homes; and the town grew. People began to come from the neighboring villages. Then the town grew still more. Today the town is the largest place for miles around. People still call it a farmtrade town. For it serves a thousand farms and a dozen smaller villages. There are many farm-trade towns like the one about which you have just read. The map in Figure 58 shows fifty of them. It shows each town whose population is more than three thousand. That means more than three thousand people live at each place.

Figure 58. This map shows towns in the main farming regions.

Some towns are much larger. The largest is Rochester. Its population is near forty thousand! The map also shows the region of the giant Twin Cities — Minneapolis and St. Paul. The Twin Cities region is different. Most of the people who trade in the business districts there are city people. The Twin Cities region has few farms. The fifty towns serve most of Minnesota's farms and villages. Some of the towns lie close to the edges of Minnesota. They serve farms and villages in neighboring states. Some stand across the river from Wisconsin. Seven are just north of the boundary with Iowa. Three stand on the western boundary of Minnesota. Each of those three has a big "twin" town across the Red River in North 76

But some of the towns are even more important. They serve all of Minnesota or all of America. The towns serve Minnesota or America in different ways. In some towns there are factories whose products are used in faraway places. In other towns the people help to run busy railroads. They build and repair railway cars, and they help to carry goods and people to many parts of the United States. The people of still other towns run no railroads or few factories. They make little goods. Instead, they provide services to other people. They run hospitals or offices, hotels or cabins. And they serve people from many parts of America.

Dakota. The names of the North Dakota towns are well-known to many Minnesotans — Fargo, Grand Forks, and Wahpeton. They are shown on the map, too. Three others stand at the very edge of the main farming region. They are Bemidji, Park Rapids, and Brainerd. They serve many people who live in the nearby North Country. The fifty farm-trade towns are important places. They are the homes of one eighth of all of Minnesota's people. Serving Minnesota and America All of the towns were once very small. They grew larger because they began to serve many farms and neighboring villages.

FACTORIES FOR MINNESOTA RAW MATERIALS

cows are in the Dairy Region. There are factories to handle the milk in every part of the state, too. But the map in Figure 59 shows that most of the big ones are in the Dairy Region. Most of the factories are called creameries. They pasteurize the milk — heat it quickly — to make it perfectly pure. They have big machines to cool it and put it into bottles and cartons. They have big machines to separate the cream from the milk and other machines to churn the cream into butter. Many have machines to make the milk into ice cream or cheese. There are machines to put the butter, cheese, and ice cream into packages. Still other factories are called drying plants. They have large machines to take the water out of the milk and change it to

There are Minnesota factories that make meat from hogs, paper from logs, and oil from flax seeds. The hogs, logs, and flax seeds are not very useful to most people. Few people could do much with a hog or a log or a pile of seeds. But those things are useful to the factories. They are called raw materials for the factories. The meat, paper, and oil are called the products. People can buy the products in stores; and everyone knows what to do with them. Many factories in Minnesota use raw materials from the nearby land. Milk from the dairy farms Many factories handle milk. Almost two billion quarts of milk come from Minnesota farms each year. There are milk cows in every part of the state. But most of the 77

with butter, cheese, or milk for distant cities. It takes much more than milk and cows and farms to make Minnesota a great dairy state. It also takes trucks and trains, creameries, big machines, oil and coal, and many hundreds of workers. For the milk is raw material. People in villages and towns make it into many products and ship it to all of America. Animals from pastures and farmyards Other factories handle cattle, hogs, sheep, chickens, and turkeys. They are called packing plants. They are also big and busy places. Big trucks bring the animals from thousands of farms to pens at

Figure 59. Creameries and milk-drying plants have helped many towns to grow — especially in the Dairy Region.

dry powder, and machines to put the powder into cans and cartons. A big creamery or drying plant is a busy place. It is one of the biggest buildings in town. Its tall smokestack is one of the highest places in town. Trains bring carloads of oil or coal to the plant. The oil or coal is burned to heat water. There is always plenty of hot water and steam to clean the machines and pipes and tanks that handle the milk. There is often extra steam pouring from pipes in the roof or the walls. The automobiles of a hundred workers are parked next to the big creamery. Big tank trucks bring milk from a thousand farms. Men load trucks or railway cars

Figure 60. Meat-packing plants have helped many towns to grow — especially in the southern part of the state.

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Only a few plants handle hogs, cattle, and sheep. But those plants are very large. They have thousands of workers. And they take all of the meat animals from a hundred thousand farms. They are supplied from farms all over Minnesota and neighboring parts of Iowa and South Dakota. Those giant packing plants are on the east side of Minnesota. They can get animals easier there because most farmers ship their animals toward the east. For most of America's people, cities, and grocery stores are east of Minnesota. The most famous meat-packing town is Austin. The picture in Figure 61 shows its

each factory. Many workers kill the animals, cut them, and clean them. Machines cook the meat, or freeze it, and put it into cans or packages. Trucks and trains haul it to cities in every part of our country. The map in Figure 60 shows Minnesota's main meat-packing plants and towns. Almost all are in the Corn Belt and warmer southern part of the Dairy Region. For those are the main corn-growing regions. Farmers there have the most corn for animal feed; and they grow the most animals for meat. The map shows that the main corn region is also the main meat-packing region.

Figure 61. Many people work at the great meat-packing plant at Austin. The Cedar River winds behind the plant. Neighborhoods of new houses on the edge of the town show that Austin is growing.

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giant packing plant. Many years ago there was no big packing plant at Austin. Austin was a small town; and a few of its people worked in a- sausage factory in a small wooden building. The factory owner was named George Hormel. He started his business just before the year 1900. At the same time the great change was taking place on Minnesota farms. Thousands of farmers had begun to grow less wheat and more hogs and cattle. Mr. Hormel bought hogs at his sausage plant. He encouraged nearby farmers to raise more hogs. As Minnesota farmers raised more hogs, the plant grew larger. It became the biggest in Minnesota and one of the finest in America. Its many products became famous all over the country. Its scientists helped farmers to raise better hogs. Its workers were well paid. They built many good houses. They helped to pay for fine schools and streets and parks. They made Austin a large and fine town. The meat-packing plants have helped a dozen Minnesota towns to grow. They also help to make Minnesota farm animals useful to all America.

green peas and yellow kernels of corn. Machines wash the vegetables, cook them, and put them into cans, or put them into packages and freeze them. Hundreds of people work in the factories. They run the machines or stack the cans and packages in big warehouses. Trains and trucks haul the food from the warehouses. It goes to cities and towns in every part of our country. The map in Figure 64 shows where other large factories use cash crops. Four big factories make sugar from Red River Valley sugar beets. The three largest and newest plants are in Red River Valley towns. Their big buildings sprawl on the edges of East Grand Forks, Crookston, and Moorhead. After the harvest big shovels pile up long hills of sugar beets beside each factory. The hills are higher than houses and reach almost as far as you can see. Slowly the beets are hauled into the factory. Big machines cut them to pieces and wash them with hot water to remove the sugar. The water and sugar pass through many pipes and tanks. The factory needs men, machines, plenty of pure water, and a large amount of coal to heat the water. At last the product is pure, white sugar. Machines put it into bags; and trains and trucks carry it to many parts of America. Other big mills use soybeans and flax for their raw materials. They press oil from the beans and flax seeds. The soybean oil is used to make paint, plastics, margarine, and countless other products. The oil from flax seeds is called linseed oil. It is used to make paint. Flax straw is the raw material for three big mills at Montevideo, Windom, and Wi-

Cash crops from rich fields Animals are not the only raw materials from Minnesota farms. There are cash crops, too. There are many factories that can and freeze vegetables. The big ones appear on the map in Figure 36. They are busy places during the harvest season. Dozens of trucks bring peas and sweet corn from farms for miles around. Big machines unload the trucks. Other machines separate the fresh 80

Figure 62. When the sweet corn and peas are ripe, the canning factories are busy day and night. Hundreds of people and many giant machines can corn in this factory. The building stands on the edge of the town of Glencoe.

Figure 63. Red River Valley sugar beets are brought to the sugar factory on the edge of Moorhead. At harvest time huge piles of sugar beets rise behind the factory, beside the railway tracks.

nona. Their big machines separate a part of the flax straw called tow. Trains haul the tow to factories in the eastern United States. It is the raw material for America's cigarette paper. New farm crops help to make new industries. There was a big change when Minnesota farms began to grow vast crops of soybeans, flax, sweet corn, and peas. Those crops were new raw materials for many products. So men soon built new factories to use the new raw materials.

est flour-milling state. Flour from Minnesota mills is known all over the world. The map in Figure 65 shows that many towns help to grind Minnesota's flour. But only one large mill stands in the wheatgrowing region today. All of Minnesota's wheat today grows on the flat plain of the northwest. Most of the wheat fields are in the Red River Valley. The others are on the sandy ridges of the North Country — between the Red River Valley and the Rainy River. Yet most of the towns that make flour are in the southeast. They are in the first farming region of the state. The mills have been running many years. Part of every mill is an old, wooden or stone building. Perhaps it was built in the 1870's or 1880's. Newer parts have been added to the old. The newest is a row of

Heritage of flour miffs Wheat growing has shrunk while other cash crops have become more important. Still wheat is the raw material for Minnesota's most famous industry — the flour mills. Minnesota is America's second larg82

to the eastern United States and to Europe. It soon became famous. People would pay more for Minnesota flour than for any other kind. Many people said it was the world's finest. The Minnesota mills earned much money for their flour. Some of the money was used to build homes, stores, banks, and schools in the towns of the southeast. The mills helped towns to grow in southeastern Minnesota. Some of the earliest mills were built beside swift, small streams. The pioneers built dams at many narrow or rocky places. A steady supply of water lay in the lake behind each dam. Water almost always turn-

Figure 64. Factories that use cash crops have helped some towns to grow.

towering concrete silos at one end of the mill. There are some large mills that the map does not show. For they no longer make flour. They are used to store feed for farm animals. Or they are empty and quiet. The mills were first built to grind the wheat from pioneer Minnesota farms. That was in the 1850's, 1860's, or 1870's. Minnesota was quickly becoming the greatest wheat-growing state in America. Minnesota wheat was the hardest and richest that had yet been grown in our country. Among the village and town pioneers there were expert flour millers. They came from the northeastern United States or from Europe. They made the good Minnesota wheat into good flour. They shipped it

Figure 65. Flour mills helped some towns to grow long ago. Most of Minnesota's large flour mills are in the first farming region.

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Figure 66. The old mill at Hastings still stands beside the waterfall on the Vermilion River. Pioneer settlers built the mill of stone from the valley.

Figure 67. Additions have been made to the old Hastings mill. The new sections are made of brick, concrete, and steel. A big mill stands where pioneers built a small one.

supply flour to Europe and eastern America. That made it harder to sell Minnesota flour in those places. There was a big change in America's eating habits. An American today eats much more meat and fruit and vegetables than an American years ago. And he eats less bread. America has grown very rapidly. But the need for bread and flour has grown more slowly. The great changes left Minnesota flour mills with less wheat and fewer customers. Yet much remained unchanged in the towns. The mills were still there. Many of the millers kept making flour. They bought grain from farther west. They found new places to sell their flour in fast-growing cities nearer Minnesota. Homes, schools, banks, and stores remained in the towns. Most important, of course, the people remained, too. The towns had people with ideas for new industries and new services. They had people with many skills. Many old mills are still noisy, busy, dusty places. They still help to feed America. But the mills are also great monuments. They help people today to remember the pioneer millers and wheat farmers. Those pioneers helped many towns to grow in southeastern Minnesota.

bled swiftly from the lake to the stream below the dam. The swift water turned a big wheel; and the wheel ran the machinery to grind the grain. There were famous mills along the Cannon River at Faribault, Northfield, and Cannon Falls. There were mills along the Zumbro and the Root. Another arose beside the falls of the little Vermilion River at Hastings. Other early mills used steam engines to run their machines. The first ones grew beside the Mississippi at Red Wing, Wabasha, Winona, and Lake City. Those were good places. Wagon roads led westward to the prairie. Railroads soon followed the wagon roads. Farmers could ship their wheat from the west. And steamboats could carry away the flour to the east. Changes in flour milling

Soon men built flour mills farther west. The wheat lands were spreading quickly westward across the prairie. But few of the mills in the prairie towns had a chance to grow large. For there were some great changes after the year 1900. The changes stopped the growth of Minnesota flour mills. There was a great change in Minnesota farms — the change from wheat to corn, hogs, and cattle. The Dakotas and Montana became great wheat states. They are far west of the old milling towns. There was also a great change in flour milling in the eastern United States. Men built giant new mills at a city named Buffalo, in the state of New York. Big ships hauled western wheat through the Great Lakes to Buffalo. Buffalo mills began to

Natural resources

Many raw materials are gifts of nature. They do not have to be grown on farms or made in mills. They lie in nature's land and streams; or they grow in nature's forests or grasslands. They are useful; yet no one has to create them. They are already created by nature. Such materials have a special name. They are called natural re85

sources. They are "natural" because nature created them. They are called "resources" because they are useful to people. Some towns in the farming regions have busy factories that use nearby natural resources. Two of the factories are at Red Wing. There men with big machines dig hard rock and soft clay from the edges of the deep Mississippi Valley. One factory uses the clay. Machines mix and dampen the soft clay and mold it into large, hollow pieces. Then it is baked many hours in big, hot ovens. The product is hard, red tile for building sewers. Another factory uses the hard rock. It is crushed, melted, and then heated in a big, white-hot furnace. As the melted rock cools *• again, a machine blows it to make tiny, thin threads. The millions of thin threads of rock fall together like piles of hair or wool. The product is called rock wool. Builders use it in the walls of houses to keep the warmth inside in winter. Still another factory makes brick and tile at the town of Springfield. It uses a nearby resource of clay.

kato and Kasota stone. They can cut it into smooth-sided, square-cornered blocks of many sizes. They can polish it beautifully. The cut and polished stone has been shipped to many parts of America. Men have used it in the walls of many fine and famous buildings. The most famous stone is called granite. It is a very hard, reddish-colored rock. It shows through the soil at several places within the farming regions. It forms the bluffs and rapids of the Mississippi near St. Cloud. The Minnesota River cuts through it at Ortonville, Granite Falls, and Redwood Falls. There are famous quarries near St. Cloud and smaller ones near the other towns. Factories nearby cut and polish the stone. St. Cloud today supplies stone monuments to all the central part of the United States. Beautiful blocks of St. Cloud granite are in the walls of great buildings in many cities. In pioneer days men used small blocks of the granite to pave streets. Some remain today in the streets of St. Paul and Minneapolis. Steamboats carried loads of the blocks down the Mississippi. They were used in ports all the way to the Gulf of Mexico.-

Famous stone quarries Mankato industries also use stone. It comes from the rocky edges of the deep Minnesota River Valley. Some is crushed into little chips. Workmen use the chips for terrazzo floors in schools and offices and hospitals. Some is also used to make rock wool. The most famous stone comes from the ground in huge pieces. People call it Mankato stone or Kasota stone. Kasota is a small quarrying village a few miles north of Mankato. Men use powerful tools to work the Man-

Wctferpower and paper The power of a swift stream is also a natural resource. It can turn powerful machines to make electricity. Minnesota's greatest stream is the Mississippi. It is a great power resource where it rushes over falls or rapids. There are falls or rapids in the Mississippi at three important farm-trade towns. 86

Two are at Brainerd and Little Falls. A third is just north of St. Cloud, at a village called Sartell. Men have built large dams at those places. The dams hold back the river and raise it to make high powerful waterfalls. The water power makes electricity; and the electricity helps to run paper factories. The paper factories use logs from Can-

ada and Minnesota's North Country. Powerful machines grind the logs and make them into coarse, paperlike stuff called pulp. Other big machines make the pulp into paper. The product is used for newspapers, books, magazines, and labels for cans and bottles. People in many parts of America use paper from Brainerd, Little Falls, and Sartell.

SKILLS AND IDEAS

Many factories in the farm-trade towns get their raw materials in faraway places. They use iron and steel from Illinois or Pennsylvania. They get lumber from Washington or Oregon, coal and clay from West Virginia. The map of the United States shows that these places are not very near Minnesota/The factories ship their products to faraway places, too. They go to all parts of America. Some are even sold in other countries of the world. Visitors sometimes wonder why such factories are in Minnesota at all. Why aren't they close to the places that supply their raw materials? Or why aren't they close to the crowded eastern part of America? That is where most factory products are used. The stories of the factories explain why they are here—in the towns of Minnesota's farming regions.

A factory at Winona made chains for pioneer farmers and woodsmen. Another made metal pails. Pioneers for many miles around used the pails to carry milk and water. There were no pipes or tanks in pioneer homes. People had to carry all the water they needed from wells or springs into their houses. One of Winona's most famous pioneers made a product called liniment. People rubbed it on their bodies to relieve aches and pains. It was good for tired horses as well as tired men! The liniment from Winona became famous all over America. Hundreds of men traveled through the countryside to sell it. A Red Wing factory was called a pottery. It made crocks and jugs. They were molded from the clay that men dig near Red Wing; and they were baked in big ovens until they were hard and smooth. Pioneers used the crocks and jugs to carry water, to keep fruit and vegetables, or for cooking. Stillwater and the towns along the Mississippi had lumber and woodworking factories. They used the big pine logs that floated down the rivers from the northern

Heritage from pioneers Some of the factories were started by pioneer town settlers. For instance, a factory at Albert Lea made old-fashioned wood-burning stoves. Thousands of those stoves heated pioneer farmhouses in Minnesota and neighboring states. 87

many parts of the United States use chains from Winona to keep from getting stuck in the snow or mud. The pail factory supplies milk pails to thousands of dairy farmers; and it makes cans for gasoline and oil. Winona's pioneer liniment industry fills a tall, modern building. Thousands of men travel through many countries to sell its products. But the products have changed. There are spices and flavorings for today's housewives, and medicines for the valuable animals on modern farms. The Red Wing pottery changed, too. As times changed, farm families no longer needed crocks and jugs. Still Red Wing had a big pottery and hundreds of skilled workers. The men who ran the factory decided to make dishes and vases instead of crocks. But the clay at Red Wing was not pure enough to make good dishes. The factory had to buy clay far away and haul it to Red Wing. That was done, and it is still done. Today pottery from Red Wing is known in all the United States and many other countries. The raw material has changed and the product has changed. But the pottery and its hundreds of skilled workers are still at Red Wing. The woodworking factories changed, also. Woodsmen cut the pine forest from the North Country. There was no more pine lumber from Minnesota. And there was no longer any need for simple woodwork for pioneer houses. Yet the factories and many skilled woodworkers remained. The factories today bring lumber from faraway Washington and Oregon. Their skilled workers make it into fine windows, doors, and cabinets for today's houses.

Figure 68. Fine windows are made in a factory in Bayport, where there are many skilled woodworkers. The windows are used in fine houses in every part of America.

forest. They made the materials for thousands of pioneer houses on the prairies. They cut boards for the walls and floors and roofs. They made frames for the doors and windows. Factory workers helped the farmers to settle Minnesota! How ffie pioneer factories changed Pioneer farms and towns changed; and so did the pioneer factories. The stove works at Albert Lea makes heaters and ventilating fans for today's farmhouses, camp stoves and iceboxes for today's travelers. The products have changed; but the factory and skilled metalworkers remained in Albert Lea. The chain factory makes tire chains for cars, trucks, and tractors. Motorists in 88

The largest plant is at Bayport, just south of Stillwater. It sprawls beside the St. Croix River, where giant log rafts once floated from the North Country. Hundreds of workers at the factory make windows. They use lumber from the Far West and glass from Ohio. Their products go into fine houses in every part of America. Much has changed at Bayport. But the village has more skilled woodworkers and a bigger factory than ever before. New ideas Still other factories have grown because of ideas. For instance, a man at Owatonna had an idea for making special jewelry for school classes and school events. Today school rings and medals all over America come from Owatonna. Other men at Owatonna had ideas for special tools and farm machines. Their products are used in Minnesota's farming regions and nearby states. The raw materials for Owatonna's factories come from faraway places. The products are shipped to faraway places. But people in Owatonna have the skill and ideas to run the factories. Men in other Minnesota towns had new ideas when gasoline engines were invented. A man in Red Wing began to build engines for small ships on the Mississippi. People thought his engines were good. He had to build a factory to make many more of them. Today engines from Red Wing drive many launches and cabin cruisers on America's rivers, lakes, and ocean coasts. Another man at Fairmont thought of a different use for gasoline engines. He tried putting one on a railway handcar. A handcar was a little, four-wheeled car that track

repairmen used to travel along the railway lines. The car had no engine. The workers made it go by pumping a handle up and down. But the new idea at Fairmont changed all that. Soon a new factory at Fairmont made the first motor-driven work-cars for American railroads. Today hundreds of men there make many different models. Workcars from Fairmont scoot along railway tracks all over our country. To make these products, steel and skill and ideas are needed. The steel comes from faraway places. But men in Red Wing and Fairmont have the ideas; and workers there have the skill. A man in Faribault had an idea for making small trucks with very small wheels. Each of the trucks was small enough for one person to push. And they were very low; so men could load and unload them easily. The little trucks from Faribault turned out to be just what many people Figure 69. Railway work-cars are made in a plant at Fairmont. The work-cars travel along railway tracks all over our country.

One large industry has built three factories. The first, near Hastings, makes the paint that glows on highway signs at night. Two others, at Hutchinson and Fairmont, make "Scotch" tape. Hundreds of people work at those factories. Their products serve all of America. Another large industry is building a new factory at Rochester. The new factory makes some of the greatest machines yet invented. They are machines to help men think! The machines are called electronic computers. Each one has thousands of delicate parts. When the factory at Rochester is finished, thousands of people will work there. They will be some of America's most skillful workers and scientists. They will live in Rochester and neighboring towns and villages. Their products will be used in many parts of the world.

needed. Today they are used in factories, warehouses, and garages all over America. Some men had ideas for new electrical products. So there are factories in Mankato that make electric motors, automatic switches to control the motors, and other goods to help men use electricity. A factory at Waseca makes radios. Other men had ideas when they saw many thousands of visitors come to fish and hunt in Minnesota. They began to make many kinds of equipment for hunters and fishermen — boats, bait, hooks, decoys, for instance. Today large factories at Little Falls and Waseca make boats or other fishing and hunting supplies. Many people in those towns run the factories. Many important factories have started and grown in the farm-trade towns. The factories started there because men with ideas lived there. The factories grew in those towns because the men with the ideas wanted to stay there. Ideas have built many busy factories in the farm-trade towns.

Factories in the farm-trade towns Factories have helped many towns to grow in Minnesota's farming regions. Thousands of townspeople work in the factories. They make dozens of different products — butter, paper, motors, meat, computers. The list of products is long and full of interesting surprises. The products are used by people in many places. Through their factories, these Minnesota towns serve many parts of the world. Some of the factories are built to use nearby raw materials or resources. Many use the products of Minnesota farms — milk, meat animals, cash crops. Others use stone from nearby quarries or power from rapids on the Mississippi. Factories also use the ideas and skills of

The new large industries Now some people in other parts of America are getting ideas about Minnesota's farm-trade towns. Those people are leaders of large industries. They have decided that some Minnesota towns are good places for new factories. The townspeople have skills and ideas to help run the new factories. The towns have comfortable homes and good schools and stores for workers' families. Nearby are hills and woodlands, with room to build more homes. And not so far away are Minnesota's beautiful lakes and wilderness vacation lands.

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farming region. So they had the earliest factories. Many of their factories have had the longest time to grow. The southeastern towns are also nearest the eastern United States. That is important, too. Suppose a Minnesota factory wants to sell its products. Stores must sell the products; and people must buy them. Most of America's stores and people are east of Minnesota. Or suppose the leaders of a large industry decide to build a branch factory in Minnesota. Chances are they will come from the east. For most of America's large industries are east of Minnesota. It might help a town to be on the eastern side of the state. The map shows that it has helped in the past. But there will always be changes. Many people think that factories will spread westward. Towns in every part of the farming region hope to have more factories. Many have set aside land for them. A few have helped to provide factory buildings for men with new ideas. Many people are telling leaders of giant industries about their towns. People in those towns have hopes and plans for the future.

nearby people. Some of those factories have grown very large and important. Farm products, natural resources, and people have helped the factories to grow. Factories in the towns have changed through the years. It is easy to see why. Minnesota farm products have changed since pioneer times. The eating habits of America's people have changed. Men have invented many new machines. There have been many new ideas. The factories will keep changing in future years, too. For Minnesota farmers will change their products. Scientists will find new and better crops. Other scientists will find new ways to use resources. There will always be new inventions and ideas. There will always be changes. Towns in the southeastern part of the farming region have the most factories. That is why they are larger and closer together on the map in Figure 58. Every town serves more than nearby farms and villages. It also serves people faraway. There are good reasons for southeastern towns to have the most factories. Those towns are Minnesota's oldest. That is important. They grew with the pioneer

TOWNS THAT SERVE RAILROADS

Once or twice each day a freight train pulls into the town and stops. The train leaves one or two cars and takes away one or two others. Trains bring goods from faraway places. They take away farm products or factory goods. A few towns serve the railroads. They are called railroad centers. The railroad

A railroad serves every town. A shiny main track runs through town. Sidetracks twist among nearby buildings. The sidetracks serve lumber yards, oil tanks, grain elevators, and factories. A few freight cars stand here and there on the sidetracks. Perhaps men are busy loading one car, unloading another. 91

Hundreds of people in the railroad centers switch the cars and run the trains. The towns that serve the railroads stand at special places. The map in Figure 70 shows where they are. One is Albert Lea. Many railroad lines cross at Albert Lea. Two shiny main lines come from the Twin Cities and pass southward through Iowa. Other lines reach in every direction across rich farmlands. Long trains pass northward through Albert Lea with hundreds of products from the south and east. For instance, they carry factory goods from Illinois and the east, fertilizer from Florida, coffee from countries far to the south. Trains going south carry farm and factory products from Minnesota, the Dakotas, and Canada. Willmar is another busy railway crossroads. Trains go from there to meet the great ships on Lake Superior at Duluth. They go to Minneapolis, St. Paul, and cities to the east. They go west to the Pacific and southwest across rich prairie farmlands. Long trains through Willmar carry cars that are crossing the whole United States. They might carry lumber from Oregon to New York, apples from Washington to Pennsylvania, electric motors from Massachusetts to Idaho, or frozen orange juice from Florida to North Dakota. Railroad men at Willmar drive the trains and switch the cars. They help move goods to people all over our country. St. Cloud is a crossroads much as Willmar. Lines come from the Pacific coast, Duluth, the Twin Cities, and the southwest. But there is something extra at St. Cloud. There is a big shop, where men build and repair freight cars.

Figure 70. A few towns grew where busy railway lines join one another.

tracks are much busier there. Two or three shiny main tracks and dozens of sidetracks run all the way through each town. Long lines of freight cars stand side by side. Little engines switch the cars from one track to another. Crews of railroad men disconnect cars in one train, connect them again in new trains. Fast trains a mile long roll into the depots. Their crews get off. New crews take over. And the trains roar away again. At night red and green signal lights twinkle above the shiny rails. Bright floodlights help the train crews to see the cars and tracks. For the work of switching and running the trains goes on night and day. 92

Figure 71. Railway boxcars are built in a shop at Brainerd. The cars help to move goods all over America.

Other shiny, busy lines meet at Brainerd and Staples. Those also join Duluth and the Twin Cities with the Pacific. Train crews at Staples help to move products between many parts of America. Hundreds of people work in a giant shop at Brainerd. They build freight cars to carry many products more smoothly and quickly. Today more than two thousand men work for the railroads in these five towns. Railroad lines helped the towns to grow. And the towns help people all over America to get the products they need.

STORES, SCHOOLS, AND HOSPITALS FOR VISITORS

A few towns are especially busy in summer. They are trade centers for the lake regions. Some of Minnesota's finest grocery stores, drug stores, and sporting-goods shops stand along their main streets. A visitor in winter might wonder about the large stores. But a summer visitor would understand. For the main streets bustle with vacationers. Thousands come from Minnesota. They come from every part of the main farming region of the state. Many come from the giant Twin Cities. Thousands more come from other states. Some come to the lakes from the drier states to the west—North Dakota, South Dakota. Others come from hotter states farther south — Iowa, Nebraska, Kansas, Texas. Still others come from hot, crowded Chicago — a great city in Illinois and one of the biggest cities in the world.

The map in Figure 72 shows the towns in the farming region that serve the lake districts. There are Willmar, Alexandria, Fergus Falls, and Detroit Lakes. Farmlands surround those towns. Fields and pastures are scattered among the lakes. There are Bemidji, Park Rapids, and Brainerd. They stand at the edge of the North Country. Fewer farms and more forests cover the lands nearby. Many thousands of visitors buy supplies in the stores in those towns. Trucks carry supplies from the towns to hundreds of lodges, camps, or stores beside nearby lakes. Colleges and schools

Other towns are quiet in summer. But they become especially busy in the fall, when school opens. For they are towns with special schools and colleges. The schools and colleges appear on the map in 93

ated other colleges at Winona, Mankato, St. Cloud, Moorhead, and Bemidji. Those were started to train teachers for Minnesota's pioneer schools. Schools and colleges in the farm-trade towns serve thousands of students today. The students come from all over Minnesota and other states and countries. The school and college buildings stand among fine lawns and trees. Their towers rise above the beautiful countryside around the towns — above the deep valleys of the Mississippi, Minnesota, and Cannon rivers; on the hills west of St. Cloud; beside the big lake at Bemidji; above the rich prairie farmlands at Crookston, Morris, and Waseca. The buildings and beautiful grounds are Figure 72. Some towns serve thousands of visitors at nearby lakes..This map shows the main lake districts of the whole state.

Figure 73. Most of them are in the farmtrade towns. Crookston, Morris, and Waseca have special schools for farm students. The students come from distant parts of the farming regions. They study special knowledge about Minnesota farming along with regular high school courses. Boys and girls from many parts of the United States come to famous schools at Faribault. A pioneer church bishop opened the schools about one hundred years ago. Church leaders started many of the colleges, too — at Northfield, St. Peter, Mankato, Winona, Moorhead, and west of St. Cloud. Leaders of the state of Minnesota cre-

Figure 73. Colleges and special high schools help to make some towns important.

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Figure 74. The buildings and grounds of Carleton College are at the edge of the town of Northfield.

monuments. They are monuments to the pioneers of Minnesota. Pioneers opened schools and colleges when they started Minnesota's farms and towns. They wanted their children to study. They wanted knowledge to spread and grow in Minnesota. They believed that farms, industries, or offices could not grow without knowledge. The schools and colleges have helped the towns to grow. More important, their students have helped Minnesota and America to grow.

Rochester. They are the largest, most famous doctors' office in the world. They serve people from every state and country. The giant office is called the Mayo Clinic. More than a thousand doctors work there together — teaching and learning from one another, studying, and examining many thousands of patients. The doctors sometimes discover new medical knowledge. Medical books and magazines in many countries tell the stories of their discoveries. Doctors from many countries come to Rochester to study. Patients from many states and countries come for examinations or operations. The patients are all sorts of people — farmers and

The world's largest doctors' office

The tallest tower and biggest buildings in any of the towns rise above the trees at 95

storekeepers, leaders of giant industries, princes and kings from far away. Much of Rochester works to serve the clinic. There are huge hospitals and hundreds of nurses. There are some of the biggest hotels in Minnesota. There are fine stores and shops, motels, and a busy airport to serve the visitors. No other town in Minnesota or the world looks quite like Rochester. Rochester has changed even more than other towns. The city began at a crossing of wagon roads when southeast Minnesota was on the frontier. It grew to be a small, busy trade center. It served the pioneer

wheat farms of the Zumbro Valley. There were stores and a courthouse, banks, and offices in wooden buildings. One of the offices belonged to a pioneer doctor named William Mayo. His two sons, William and Charles, grew up in Rochester and became doctors there. In the summer of 1883 a terrible wind storm ruined the town. Many people were injured or killed. Everyone agreed that Rochester should have a hospital. One was built, and Doctors William and Charles Mayo directed it. They had the idea for a clinic, where many doctors would combine their knowledge and work together.

Figure 75. Main offices of the Mayo Clinic tower above a busy street in Rochester. Large hotels stand nearby. Big hospitals are in other parts of the city.

schools and stores and hospitals to serve them. The factory's scientists would find good company at Rochester. For more than a thousand medical scientists already lived there. There was room for the new industry to grow. For Rochester stood among open farmlands and beautiful hills along the Zumbro. People from nearby farms and villages could become skilled workers in the factory. There were many places where the new factory might have been built. But there was none quite like Rochester. So the factory was opened there. Now Rochester is growing and changing faster than ever before.

The doctors became famous for the work they performed. The clinic grew far larger than anyone had dreamed. The Mayos built Rochester's tall office buildings for the clinic. And the first hospital has become one of the largest in America. Rochester keeps changing. The new electronic-computer factory brought the latest big changes. The leaders of a huge industry in the state of New York decided to build the factory. They wanted to put it somewhere in the north-central United States. The leaders chose Rochester for good reasons. Many hundreds of scientists and engineers and skilled workers would run the factory. The town already had fine

TOWNS AND VILLAGES ARE IMPORTANT TO EVERYONE

Hundreds of thousands of Minnesotans live in farm-trade towns and villages. They are very important people. They supply Minnesota farmers with goods and machines from every part of America. They help to supply Minnesota farm products to every part of America and other countries. Besides, they serve the United States and the world in other ways. They run famous schools and colleges, factories, offices, hospitals, and vacation resorts. The towns and villages remind people today of another part of Minnesota's heritage. They remind us that all pioneers were not farmers. There were the town pioneers, too. They were preachers and teachers, storekeepers, millers, carpenters, mechanics, and doctors. They had many ideas and skills. They built great industries

and began to serve other people in many ways. They all helped the towns and villages to grow. The town and village pioneers helped to build Minnesota. The people who built the towns had many hopes and plans for the future. They laid out long, wide streets where no towns had ever been. They built schools to help knowledge spread and grow. They invented new machines and planned new stores and industries. Thanks to those plans, the towns are clean, busy places today. The towns keep changing. People in the towns today have plans, too. They are creating new streets and schools and parks and industries. They hope to keep their towns clean and busy in the future. People in the towns are still building Minnesota. 97

7

Trade and Industry in the North Country

Roads through the North Country lead to many villages and towns, too. The roads pass through miles of woods and brushcovered land. Now and then a lake shows through the trees. Its blue water stretches back into the forest. A few cabins stand

close to the shore. Here and there a narrow lane turns from the road and disappears among the trees. Signs point to camps and lakes hidden in the forest. Other narrow lanes lead to scattered clearings, pastures, and farmhouses.

A VILLAGE IN THE NORTH

At last the road reaches the nearest village. The main street of the village is very wide. It looks as though it might have been made for Paul Bunyan! Low buildings are scattered along the edges of the main street. There are stores to sell groceries, hardware, and supplies for fishing, hunting, and boating. There are filling stations and garages. There are several eating places. People stop there for cold drinks on warm summer days. And they stop for steaming hot coffee on icy winter days. There might be a small sawmill or a wooden-box factory. Perhaps a railway line runs through the village. If there is .a railway, a string of cars stands on the tracks. The cars are half filled with logs. The logs have come from the surrounding forest. They are raw material for making paper. People call them pulp wood. When the cars are loaded, they will move to a paper mill somewhere in Minnesota. The village shows few signs of farm trade. There might be a creamery. For most of the farmers in the North Country

are dairy farmers. There is not likely to be a grain elevator. Only one part of the North Country has many grain farmers. That is the land along the sandy ridges, between the Red River Valley and Lake of the Woods. Now and then a truck or an automobile speeds into the village. Perhaps it has come from nearby farms. It might be a big tank of milk for the village creamery. Or it might be a load of sheep or calves — headed for Duluth or the Twin Cities. It might be a farmer coming into the village to work. Perhaps he works in a garage or the sawmill or the box factory. Maybe he joins a crew of men to cut timber and haul it from the forest. Many of the nearby farmers work only part of the time on their farms. They also work in the villages and towns, in the forest and the mines. They are called "parttime" farmers. But many other people follow the roads to the village. In summer there are people who come in from the lakes for supplies. 98

flat cars. Trains stopped there to unload mail and supplies for the lumber camps. Lumberjacks arrived there in the fall. They came there again to take the train south in the spring. Other villages began when iron mining began. They grew along the railways leading to the mines. They were places to load the ore on trains to Lake Superior. They provided homes and stores for the miners. Still other villages are almost new. They began when taconite became important. Villages in the North Country have many ages. They began for some important reasons. But farm trade was seldom one of the reasons.

Some are vacationers. They are visiting the North Country for a short time. Others are the people who own the lakeside cabins and camps. In the fall there are hunters. They come from many parts of Minnesota and neighboring states. In winter many trucks haul pulp wood from the forest.- The village serves people who live and work nearby. It also serves many visitors to the North Country. Most of the villages in the North Country began in the lumbering days. They were clusters of rough wooden buildings, each around a railway station. They were places where men loaded logs on long strings of

BUSY TOWNS IN THE NORTH COUNTRY

A few of the villages of the North Country have grown to be large towns. Those towns appear on the maps on these pages. The population of each one is more than three thousand. Main highways lead to the towns. Each town serves the villages and the land for miles around. In many ways each town looks like Minnesota's big farm-trade centers. Many stores, offices, and churches look the same. There are newspapers, a big high school, perhaps a courthouse. But these are not farm-trade towns. There are few signs of farmers. Few stores sell farm machinery, seed, or fertilizer. No town has grown large because it serves a thousand rich farms. Each town has grown large for other reasons. The treasures of the North Country have helped the towns to grow. The treasures

are timber, iron ore, rushing streams, and natural beauty. There are many signs of those treasures in the North Country towns. Gateways to the wilderness The towns of the North Country are close to nature's land. Many people spend their vacations in the wilderness of the North Country. So the towns serve hundreds of thousands of visitors. Three towns are especially important for vacation visitors. They are Grand Rapids, International Falls, and Ely. The map in Figure 76 shows some good reasons for their importance. Grand Rapids is close to the vast Chippewa National Forest. The town is a busy gateway to the forest. Broad, busy highways run south and southeast. They lead to Duluth, the Twin Cities, and places far beyond. Many other roads lead north

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Figure 76. Some towns are gateways between the south and the beautiful North Country. Others are gateways to special parts of the North Country.

and northwest into the forest. They pass through tall groves of pine trees. They reach camps and lodges and cabins beside sparkling lakes. Thousands of visitors come from the south into the Chippewa Forest every summer. Many of the visitors pass through Grand Rapids. Hundreds of people in the town work to serve the visitors. Some run big stores, filled with groceries, drugs, fishing and boating supplies. Others run many places where the visitors get meals and lodging. International Falls and Ely are busy gateways, too. They serve the vast Border Lakes Region and the Superior National Forest. Busy highways lead south from

both towns. But the roads that lead eastward from both towns are different. They are quiet; and they do not go very far. They wind among rocky hills and lakes; and they soon end in the forest. For much of the Superior National Forest has no roads. People call it the "roadless area." Vacationers leave their autos at camps near the ends of the roads. Then they travel into the forest by canoe. They travel much as the Indians and fur traders traveled long ago. They follow the Border Lakes and the rocky portages. Some of the visitors travel for days, deep into the wilderness. Many people at Ely and International Falls serve thousands of visitors to the Border Lakes. They furnish canoes, tents, motors, maps, fishing tackle, and many other supplies. They run big motorboats for travelers and fishermen. They fly small planes to reach lonely lakes and islands far to the north. They fly seaplanes. For the Border Lakes Region is more water than land! Other people serve as guides in the wilderness. Places in the towns also serve the vacationers — stores, hotels, restaurants, garages, and many others. Three other gateway towns stand at the very edge of the North Country. They are Brainerd, Park Rapids, and Bemidji. Those towns serve many farmers. They have some busy industries. But they are also gateways to the North Country. The beauty of the wilderness attracts many visitors. The visitors need to be served in many ways. Many people must work to serve them. Hundreds of those people live and work in the towns of the North Country. 100

Towns beside waterfalls Powerful waterfalls have helped three towns to grow in the North Country. They are on the three biggest rivers. One is at International Falls. It is the waterfall of the Rainy River. The river flows westward through the Border Lakes to International Falls. The Border Lakes Region is high and rocky. Then the river flows west from International Falls across the great flat plain. The plain is lower. The river tumbles from the Border Lakes Region to the flat plain at International Falls. Another big waterfall is on the Mississippi. It is at Grand Rapids. There the big river crosses the western end of the Mesabi Range. The greatest falls are on the St. Louis River. They begin at the town of Cloquet. From there the river runs swiftly for ten miles. It rushes over many rocky rapids and falls. At last it comes to rest at the bottom of a deep valley at the west edge of Duluth. Then it winds slowly to Lake Superior. The rushing streams are used to make electric power. The swift water runs through large buildings beside the falls. There it turns big machines that make the electricity. Men have built big dams at the falls. Broad lakes flood the valley behind each darn. The lakes store extra water. They collect some extra water when the snow melts in spring. They collect more after rainstorms. The extra water is important. It helps the streams to remain full and swift when the weather is dry. The dams make the powerful waterfalls useful even in times of little rain.

Figure 77. There are many factories that use timber from the forest. They have helped some Minnesota towns to grow.

The paper mills Big industries stand beside the dams and falls. They use the power and the clear water. They have taken the place of big sawmills which stood beside the falls in lumbering times. There are giant paper mills at International Falls. Trucks and trains bring millions of pulp-wood logs from the North Country forests. Big cranes unload the logs and stack them in rows. The rows are high as houses and reach almost to the horizon. The mills make the logs into wood pulp. That takes plenty of power and clear water. Then the mills turn the pulp into useful products. They make thousands of huge rolls and sheets of paper. They make thou-

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Figure 78. Paper is made from pulp wood logs in the mills on the Rainy River at International Falls. Minnesota is on the right side of the river and Fort Frances, Canada, is on the left. In the distance are parts of Rainy Lake and the great forest wilderness.

sands of big sheets of wallboard. The paper is used for magazines, books, newspapers, and labels for cans and bottles. People use the wallboard to help make their houses strong and warm. Trains and trucks carry the products to every part of America. The giant mills at International Falls have close neighbors. Another big mill stands just across the Rainy River, in Canada. It uses pulp-wood logs from the vast Canadian forest. It supplies extra wood pulp to the mills at International Falls. The mill has helped a town to grow on the Canadian side of the river. The map tells the town's name. It is Fort Frances.

The great falls of the Rainy River serve people in two countries. Canadians and Americans live and work side by side at Fort Frances and International Falls. Other big paper and wallboard mills stand at Cloquet. They are on the St. Louis River. Nearby another Cloquet factory makes matches. The match factory uses chemicals from faraway places; but it uses wood from the forests of the North Country. Still another paper mill stands beside the Mississippi at Grand Rapids. Thousands of people work in the industries beside the three big waterfalls. The industries have helped three towns to grow 102

— Cloquet, Grand Rapids, and International Falls. They use two of the great treasures of the North Country — water, and wood from the new forest. Towns near the mines Great iron mines have helped still other towns to grow. Hundreds of men work in the deep shaft mines of the Vermilion Range. Thousands work in the vast open pits of the Mesabi. Hundreds more work in the open pits of the Cuyuna Range. Men run the shovels that dig the ore. But there are many other jobs, too. There are scientists who look for more and more ore. There are men who care for thousands of trucks and machines, men who care for the buildings at the mines, and people who keep records. The people who run the mines need thousands of homes. They need many schools, churches, and much more. So they have helped some towns to grow large and busy. The largest towns are on the Mesabi Range. They are Hibbing and Virginia. Each has a smaller town as a close neighbor. Chisholm is close to Hibbing. Eveleth is next to Virginia. Those towns show many signs of iron. Red dust blows from the mines on dry, windy days. Deep open pits come right to some edges of the towns. They are the largest iron mines in the world! Big machinery stores and repair shops stand along the highways through each town.They are like those in the farm-trade towns. But they do not sell and repair farm machinery. They handle mining machinery. Lookout towers for visitors stand at the edges of the big mines. Visitors often

Figure 79. The rich iron ranges have helped many North Country towns to grow.

crowd the lookouts on summer days. There are many sights to be seen. The huge open pits stretch into the distance. Large, dusty, steel towers and sheds rise at one end of each mine. Some are places where the iron ore is made richer. Machines separate some of the worthless dirt from the ore. Others are places where machines load the ore into long trains. The trains haul it to Lake Superior. The map shows still other towns that have grown because of iron mines. Ely stands near the largest mines on the Vermilion Range. Ely is a busy gateway to the Border Lakes Region. But it is also a busy mining town. Crosby and its twin town, Ironton, stand near the open pits of the Cuyuna Range.

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Grand Rapids has no mines. But the mines are not far away. Old mines on the Mesabi Range lie a short way east of Grand Rapids. Now new Mesabi mines lie to the southwest. Someday there may be many more to the west. For men know that the Mesabi runs far to the southwest of Grand Rapids, deep under ground. Grand Rapids is a busy gateway to the Chippewa Forest. It is a busy paper-milling town. It has many homes, stores, churches, and good schools. Those are reasons why many miners have chosen to live there. They have helped Grand Rapids to grow even more. Perhaps still other places will soon have

more than three thousand people. There are Babbitt and Hoyt Lakes, for instance. They are near the east end of the Mesabi Range. They are all new. The new taconite mines and mills have made them grow. And they have grown fast. The iron-range towns serve the people who run the great mines. Those towns depend upon the North Country's greatest treasure. The first towns began in the 1880's and 1890's. Since then they have shipped a million long trainloads of ore! Yet much more treasure remains in the earth. And much new ore can be discovered, thanks to modern knowledge. The mines and towns may still grow.

TOWNS BESIDE LAKE SUPERIOR

Shiny, busy railway tracks lead from the iron-range towns to Lake Superior. Powerful locomotives pull long trains of ore from the range towns. They roll through forests and across swift streams. They pass lakes and swamps and rocky ridges. At last they come down to the edge of the great lake. Towns have grown where the railroads reach the lake shore. The new taconite ports

One railroad reaches the lake at the town of Silver Bay. Silver Bay is a new town. It stands in a wide valley between rocky ridges. In 1950 the valley was still a forest wilderness. Today new streets wind across the valley. Hundreds of brightly colored new houses follow the winding streets. Wide lawns surround the homes. The streets lead to new stores and shops, schools and churches.

A giant factory stands at the edge of the town, beside the lake. It is a new taconite mill. It lies between rocky hills and the lake shore. A new railroad runs along the hillside next to the mill. Long trains stop beside the mill and dump taconite ore. Great machines move the ore through the plant. They crush the ore. Then they separate the iron-rich rock from the waste rock. At last they make the iron-rich rock into grayish-black taconite pellets. The pellets are piled high beside the mill. Loading machines pour the pellets into waiting ships. Some of the ships bring coal to a big power station. The power station supplies electricity to the mill and the town. Big machines unload the coal while the ships wait. Men have made a place for the ships to wait. For one thing, they have built a long dock. The dock is wide and flat on top. 104

Figure 80. Silver Bay is a clean, new town in the midst of wilderness. It is only a few steps to aspen forest and rocky ridges.

It stretches hundreds of feet along the water's edge. It has plenty of room for the piles of pellets and the loading machines. It rises out of deep water. The big ships can come right up against it. Men have also built breakwaters. Those are long, narrow strips of man-made land. They reach out from the lake shore. The breakwaters at Silver Bay are piles of rock, dumped into the lake. They partly surround a stretch of water next to the shore. The water they surround is called the harbor. Sometimes strong winds stir up big waves on Lake Superior. But the breakwaters keep the big waves out of the harbor. The water there remains smooth. The big ships remain still in the smooth water. The big machines keep loading them. There is a name for a harbor with docks, where ships load and unload. It is a port. Silver Bay is a new taconite port on the North Shore.

The ships that come to Silver Bay are very large. They are as long as a city block, as high as a five-story building. They carry a big load. It takes all the ore from six or eight trains to make enough pellets to fill one ship. The ships go a long way. They sail through the Great Lakes to Ohio and Indiana. Mills there melt the pellets and make them into steel. The steel is used all over America. So the new port helps to give America more steel. It took many hundreds of people to build the harbor and mill on the rocky North Shore. It took many hundreds more to build the railroad. Today it takes hundreds to run the mill and the railroad. No wonder a town has grown at Silver Bay! Another new taconite port lies northeast of Silver Bay. It is named Taconite Harbor. Its railroad comes from Hoyt Lakes. The railroad brings taconite pellets from a big mill there. Ships load the pellets at Taconite Harbor. Taconite Harbor remains a small village. For it has no great mill — only a dock. Two Harbors Another railroad reaches Lake Superior at Two Harbors. The map in Figure 79 also shows the town that has grown there. Two Harbors is different from Silver Bay in many ways. Most buildings and houses at Two Harbors are not new. Many are darkened from coal smoke. The railroad to the port is very busy. There are many tracks beside the harbor. A long ore train reaches the port almost every hour in summer. The ore cars come from the great open pits on the Mesabi. And they come from

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the mines on the Vermilion Range. They come from Minnesota's biggest, oldest, and richest mines. Little of the ore they bring is taconite. Most of it is dark red and rich. The harbor is different, too. Nature made it. It is called a bay. That is the word for a natural harbor. The lake shore curves inland between two long, rocky points. The points of land reach far into the lake. They protect the bay from storms. Early settlers gave an interesting name to the bay at Two Harbors. They named it Agate Bay. Agate is a reddish, streaked rock. It helps to form many rocky ridges of the Arrowhead region. And it makes millions of pebbles along the shores of Lake

Superior. Agate Bay is the largest natural harbor on the North Shore. Big docks reach into the bay. They are nearly two thousand feet long, and about one hundred feet high. Engines push long strings of ore cars on the docks. Big ships wait down below, beside the docks. A few men pull the right levers; and the ore is dumped from the cars. With a roar it slides into the ships. Whole trains can be dumped in a few minutes. Whole ships can be loaded in a few hours! The loaded ships steam away toward the east. They carry the ore through the Great Lakes to distant ports. The ports are far away in Illinois, Indiana, and Ohio.

Figure 81. A big ship loads iron ore at Two Harbors. The ship can hold all the ore from five hundred railway cars. These cars have come from mines in the Mesabi and Vermilion ranges.

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Another dock is smaller and lower. It has machines to handle coal. Ore ships bring the coal when they return from Ohio. Ships use some of the coal. Big steam railroad engines use some. Trains haul the rest inland. There it helps run the mines, make electricity, and heat buildings in winter. A train tells the story of Two Harbors. The train stands beside the railway station — close to the shore of Agate Bay. It is an old-fashioned train. It looks tiny beside

today's giant engines and heavy cars. But it was a very important train in its time. For it carried the first iron ore shipped from the Soudan Mine in 1884. It carried the ore to Two Harbors. The first iron-ore railroad in Minnesota joined the Vermilion Range with Two Harbors. Two Harbors is Minnesota's oldest and largest iron port. Silver Bay and Taconite Harbor are the newest and smallest. No wonder they look so different!

THE GREAT PORT

Minnesota's biggest and busiest port stands at the western end of Lake Superior. The port is Duluth; and Duluth is a big city. Its population is more than one hundred thousand. In all Minnesota only the Twin Cities are bigger. Many people call it the "shoestring" city; for it is very long and narrow on the map. The southwest tip of Duluth is a district called Fond du Lac. Those are French words. They mean "end of the lake." French explorers and traders used the name long ago. The St. Louis River rushes to Fond du Lac from the west. The river pours from the deep valley below Cloquet. Then it grows wide and slow. It winds quietly from Fond du Lac to Lake Superior. Duluth stretches northeastward from Fond du Lac. At first the city follows a low, rolling plain. The winding river lies at the southeast edge of the plain. High, rocky, ridges rise to the northwest. The city is pinched between the river and the rocky ridges. Slowly the river grows wider

and the plain grows narrower. At last the river becomes a broad bay. A wide finger of land reaches into the bay. It is more than a mile long. People call it Rice's Point. East of Rice's Point the bay grows still wider. Then another finger of land reaches southward. It is low, narrow, sandy, and more than six miles long. Its name is Minnesota Point. Minnesota Point is the end of the bay. The mighty lake spreads eastward beyond the horizon. But the city runs still farther. It follows rocky bluffs and hillsides along the North Shore. The city reaches more than twenty miles northeastward from Fond du Lac to the North Shore. A smaller city lies across the bay. Its name is Superior. The state of Wisconsin lies across the bay, too. Superior is a city in Wisconsin. Three bridges join the two cities. And a huge new one is soon to be built. Duluth and Superior together surround the wide bay. People often call them the "Twin Ports." The bay is frozen and quiet from December to April. But summer is a busy 107

North Country. And they carry it to places far to the west — in the Dakotas and Montana. Duluth is a busy center of wholesale trade. The warehouse buildings are old. Perhaps they were built fifty or sixty years ago. They show that Duluth has been a busy wholesale center for a long time. Not far away are docks where ships unload new automobiles and other factory goods — steel beams, big steel pipes, and machines, for instance. The cars come from factories in Michigan. The other goods come from Ohio, Indiana, and Illinois. Trucks and trains carry the products to many places in Minnesota and the Dakotas. Hundreds of people work on Rice's Point. Many work for the railroads. Big, smoky repair shops and dozens of tracks spread across the point of land. Engines switch long lines of cars. Duluth is a busy railroad center, too. Lines lead to the Twin Cities, far to the south and east, and far to the west of Minnesota. Every fall many trainloads of grain reach Rice's Point. They come from farmlands far to the west and southwest—in Minnesota, the Dakotas, and Montana. The grain goes into giant elevators that tower above the harbor. There it is stored until ships come for it. Then the grain is poured into big ships. They carry it a thousand miles southeast to distant flour mills. There are also railway cars with big loads of rusty iron and steel. That comes from Minnesota and the Dakotas, too. There are wrecked cars and trucks, old water pipes, jagged old cans and leaky tubs, jumbles of rusty wire. Men call it all

Figure 82. Duluth and Superior stretch along the North Shore and their great harbor. They are served by many railroads. They have plenty of room to grow.

time. Hundreds of ships come and go on Lake Superior. Most of them serve the Twin Ports. The shores of the bay

The edge of the wide bay is a busy place. Duluth's business district stands at one corner of the bay — where Minnesota Point begins. Large stores and banks and dozens of small shops follow the main streets. A few tall office buildings tower above the others. There are many hotels, theaters, and eating places. A big courthouse stands on the hillside. Railway stations crowd nearer the bay. Thousands of people work in Duluth's business district. Large warehouses stand nearby. They are at the edge of the harbor, on the beginning of Minnesota Point. Many more people work there. Trains and trucks bring factory goods to the warehouses. Other trains and trucks deliver the goods. They take it to towns and villages all over the 108

scrap. Big machines crush the scrap and press it into bundles. Cranes load it on ships. The ships carry it away to steel furnaces far across the Great Lakes. The furnaces melt it and make it into new steel. All of the scrap was once new and shiny. The new and shiny products came from factories in many parts of America. Perhaps they were made from Minnesota iron ore. People in Minnesota and the Dakotas bought the products. They used them, wore them out, and threw them away. The products became scrap; and someone shipped them to Duluth. Now they are headed for the steel furnaces again. They

will help to make new steel for new products. Perhaps some of the shiny new products will come back to Minnesota and the Dakotas. Scrap is important. It is easy to see why. It helps to supply the great furnaces that make America's steel. It is like taconite in one way. It helps to make Minnesota's treasure of iron ore last longer. Ore docks and industries Southwest of Rice's Point Duluth's rolling plain grows a little wider. There giant ore and coal docks reach into the bay. They are much like the docks at Two Harbors.

Figure 83. Duluth's business district lies at the foot of high, rocky ridges. Big, old warehouses stand near the harbor. Minnesota Point separates the harbor from Lake Superior. Huge grain elevators stand on Rice's Point, at the right edge of the picture.

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Figure 84. Many people work in the steel mill at Duluth. Great piles of coal and iron ore are ready for the furnaces which stand behind the puff of white smoke. Giant machines in the long buildings make steel posts and wire.

The ore docks handle hundreds of long trains from the Mesabi Range. Farther southwest the plain grows still wider. There a steel mill stands beside the river. Great hills of iron ore and coal stand near the mill. The coal comes from the nearby docks. Trains bring the ore from the iron ranges. Giant furnaces rise as high as ten-story buildings. The coal is used to heat the furnaces. They melt the iron ore and change it into molten iron and waste rock. The iron is so hot it runs like water. Men drain it

from the furnace and pour it into molds. It quickly cools and hardens. Then big machines move the iron to other furnaces. They melt it again, make it more nearly pure. When it cools it is stronger; and people call it steel. Still other machines turn the steel into nails and wire. The products serve builders and farmers in Minnesota and neighboring states. About three thousand men work in the steel mill. Its big furnaces spout giant clouds of steam. Its tall chimneys pour black smoke across the valley. It looks 110

very different from any other factory in Minnesota. Dozens of other industries stand near the bay. There are factories that make parts for telephones, refrigerators, tools, and cranes for docks and ships. These factories depend upon the skill of Duluth workers. They serve many parts of America. Besides there are creameries, bakeries, and packing plants that serve the North Country. A big mill makes cement for Minnesota and the Dakotas. The Wisconsin side of the bay is busy, too. There are even bigger and busier ore docks. They handle still more ore from the Mesabi. And they receive all of the ore from the Cuyuna Range. Superior also has big coal docks, towering grain elevators, and railway lines. And there are many giant tanks in Superior where ships unload oil and gasoline. The ships bring the oil and gasoline from ports far across the Great Lakes. It is stored in the tanks. Then trucks and trains take it to many parts of Minnesota and the Dakotas.

Much more of Duluth lies beyond the edge of the bay. There are homes for thousands of families. Big apartment buildings stand high above the business district. Houses follow hilly streets, among big trees, along the North Shore. And they follow dozens of streets that reach from the bay toward the rocky hills. Of course, many other buildings stand among the houses and apartments. There are hospitals and many churches, schools, colleges, neighborhood stores, and offices. All help to make Duluth a good place to live. There is also much empty land. Early settlers at Duluth stretched the borders very far. The city's population has not grown as fast as they hoped it would. Much land remains empty. Duluth has room to grow.

Beyond the bay Busy, shiny, railway lines lead inland from the bay. They twist up the rocky hillsides. At the top some of the lines branch into many tracks. The wide stretches of track are called railway yards. Long lines of freight cars stand side by side in the yards. Crews of men and engines sort the cars. They pull some down to the docks and industries of Duluth and Superior. They hook others into long trains. The trains disappear toward the north, south, and west. They go to the iron ranges, to other parts of Minnesota, to places far away in the United States and Canada. The great railway yards are at places called Carlton and Proctor. The oldest yards are at Carlton. Men built a railroad through there in the year

Big, but room to grow It is easy to see that this is a big, busy port. It is one of the largest in the world. Many ships enter and leave the harbor on a summer day — at least one or two every hour! They take grain and ore and scrap to ports far to the southeast. They return with coal, oil, gasoline, and other goods. Hundreds of people in the Twin Ports work on the ships. Hundreds more help to load and unload the ships. Those people help to join Duluth with ports all around the Great Lakes. 111

Figure 85. Long lines of ore cars may be seen in the railroad yards at Proctor. The ore in the cars is red. Red dust from the ore covers the cars and the tracks. Trainmen sort and switch the cars so that they reach the right ship at Duluth.

1870. It came from St. Paul. It was the first railroad to reach the western shore of Lake Superior. The next year—1871 — pioneers built a line west from Carlton. It was called the Northern Pacific. It reached the Red River Valley that year. And it soon joined Duluth with the vast western plains and mountains. Many others followed. But the pioneer railroads through Carlton were first. They first made Duluth a great port. Something much newer stands near one of the railways. It is on the hilltops, south of Carlton, at a place called Wrenshall. There are tall towers of pipes and valves. Flame, smoke, and clouds of steam pour

from the towers. Many huge storage tanks stand nearby. This is an oil refinery. It makes gasoline for cars and trucks, fuel oil for furnaces. The raw material for the refinery is called crude oil. Crude oil comes from deep in the earth. Pumps lift it from the wells. It is black and thick and dirty. The refinery heats it and rids it of the dirt and waste. It changes the crude oil into pure products that people can use. Making the oil pure is called refining it. That is why people call the industry at Wrenshall a refinery. It is hard to see how the crude oil comes to Wrenshall. For it comes from far away through a big pipe. And the pipe is buried 112

It was time for a great port to grow at Duluth and Superior. Ships took wheat, flour, and lumber to the east. Later iron ore was added. The ships returned with coal and factory goods. Then great warehouses arose beside the bay. They took factory goods off the ships from the east. And they sent it west on the new railroads. Duluth served a vast area. It became a great center of wholesale trade. More big changes came in the early 1900's. Trains began to carry most factory goods across the United States. People decided that the ships were too slow. Ships remained important on the Great Lakes. But they carried mostly coal, iron ore, grain, and oil — things that can be dumped or pumped and hauled in huge loads. Most ships that carried packages and factory goods disappeared from the lakes. The trains that crossed America missed Duluth. They passed through the Twin Cities and places farther south. So Duluth's wholesale trade stopped growing. Duluth stopped growing, too. Now times may be changing again. Duluth is still the center of trade for the North Country. There are reasons for the North Country to become more important. There is wood for bigger paper mills. There is taconite for more mines. There is natural beauty for more vacation visitors. There is also a chance that ships will bring some trade back to Duluth. For men are building more great canals. The new canals follow the ancient canoe route along the St. Lawrence River. People call the new canals the St. Lawrence Seaway. There are old canals joining the Great Lakes with the Atlantic Ocean, but they

in the ground. The buried pipe is called a pipeline. The pipeline that passes through Wrenshall is one of the longest in the world. It begins in the western plains of Canada — a thousand miles northwest of Duluth. It ends in eastern Canada — about six hundred miles southeast of Duluth. It carries crude oil from western to eastern Canada. And it crosses northern Minnesota. Where the pipeline passes near the west end of Lake Superior, people have built the Wrenshall refinery. The refinery uses some of the oil from neighboring Canada. And it serves Minnesota. The pipeline was built in 1952. It is new; and so is the refinery. The railroads changed Duluth in the past. Now the pipeline has helped to change it a little more. Duluth1s heritage The wide bay at the end of the lake has been important for a long time. The first white man found it in the year 1679. He was a French explorer. His name was Duluth. Many fur traders followed in their canoes. The French settled at Fond du Lac. It remained a famous trading post for many years. The British came after the French. Finally, there were the Americans early in the 1800's. The Americans soon had many new ideas that changed the bay. The first big change came in the year 1855. That year a new canal joined Lake Superior with Lake Huron. It was called the Soo Canal. For the first time large ships could come into Lake Superior from the east. Then other Americans built the first railroads in the 1870's.

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are not very deep. The seaway will bring big ocean ships from the Atlantic into the Great Lakes. Some will come to the Twin Ports. Perhaps they will bring goods from many parts of the world.

Perhaps Duluth will grow as a seaport for Minnesota and its neighboring states. People in Duluth will try to make that happen. They plan to build new docks and new warehouses in the future.

8 The Twin Cities gether like the pieces of a puzzle. Hundreds of streets cross the borders. For people driving along the streets, it is often hard to know where one town ends and another begins. There is a word for towns that cluster around the edges of large cities. The towns are called suburbs. There is also a word for a large city and all of its suburbs. The word is metropolis. The Twin Cities and their suburbs, together, make a great metropolis. The Twin Cities metropolis is a giant workshop. More than two hundred fifty thousand people go to work there each day. They run the biggest offices and factories in Minnesota. They run the biggest stores, schools, theaters, and newspapers. They put up new buildings and wreck old ones. They do just about every kind of work anyone ever thought of—thousands of important, different kinds of jobs. The map in Figure 87 shows the parts of the metropolis where most people work. They are the districts of offices and stores and the districts of factories and warehouses. The pictures on the next few pages take you to those districts.

One region is the busiest, most crowded in all Minnesota. That is the region of the Twin Cities. You can find it on the map in Figure 58. It lies on both sides of the Mississippi River, close to the eastern border of the state. The region is not very large. But it is growing larger every year; and it is very important. Roads and streets crisscross the land everywhere. Many thousands of houses spread over hills and flat plains. Huge factories and warehouses stand beside hundreds of railway tracks. Tall buildings tower into the air. Cars, trucks, and buses fill busy streets. More than one third of all Minnesota's people live and work in the Twin Cities region! Minneapolis and St. Paul are the giant cities of the region. They stand side by side along the Mississippi. For many years people all over America have called them the "Twin Cities." But there are many smaller towns in the region, too. The names of some appear on the map in Figure 86. The smaller towns lie all around the borders of Minneapolis and St. Paul. The borders of the smaller towns fit to114

Figure 86. This map shows the cities and suburbs of the Twin Cities region.

THE DOWNTOWN DISTRICTS

Figures 88 and 89 show the parts of the metropolis with many tall buildings. People call those parts "downtown." There are two downtown districts — one in Minneapolis and one in St. Paul. Both rise beside the Mississippi River. The great river comes to Minneapolis from the northwest in a beautiful valley.

It winds among low hills and sandy, flat plains. The river changes where it passes downtown Minneapolis. First, it divides into two branches around a low island. Then it plunges and foams over mighty waterfalls. Men have named the island Nicollet, for the French explorer who came to Fort 115

Snelling in 1836. The river is narrow at Nicollet Island. There men built the first bridge across it. Another French explorer named the mighty waterfalls. The explorer was Hennepin; and he discovered the falls in 1680. He gave them a beautiful name — the Falls of St. Anthony. Below the Falls of St. Anthony the river runs through a narrow, deep, rock-walled valley. The flat plain stands high above

the stream. It is hard to get down from the plain to the water's edge. The river valley changes again at downtown St. Paul. First, a little stream enters from the north. It is called Trout Creek. Railroad tracks hide the creek today. But its wide valley slopes gently from the high plain down to the river's edge. Trout Creek made an easy route to the river for pioneer trains. Today's trains still use it.

Figure 87. The main roads and railroads and the districts where most people work in the Twin Cities region are shown in this map.

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Figure 88. Thousands of people work and shop in the large tall buildings of downtown Minneapolis. Their cars fill dozens of parking lots. There are older and lower buildings near the Mississippi River. Big flour mills stand beside the waterfalls.

Then the Mississippi Valley grows very wide below downtown St. Paul. The river becomes broad and deep and quiet. It winds southward among big marshes and low, wooded islands. The high, rocky walls of the valley stand far apart. Below downtown St. Paul the river made a fine highway to the south for pioneer steamboats. The two downtown districts have grown at special places on the Mississippi. Downtown Minneapolis has grown beside the Falls of St. Anthony. Downtown St. Paul stands where Trout Creek made an easy route to the water's edge, and the mighty

river grows wide and deep on its way southward. Work in the offices Thousands of people work in offices downtown. Many of the offices are in a few tall "skyscrapers." They are twenty or thirty stories high. Others are in smaller buildings. Imagine a trip through a towering downtown building. There are dozens of offices. People in one may sell plane tickets. Men and women come there to buy tickets from the Twin Cities to many places — New 117

Figure 89. Beyond the big buildings of downtown St. Paul lie many railway tracks. The tracks spread out where Trout Creek Valley joins the Mississippi.

York, Florida, California, Canada, Europe. Some people in the office sell the tickets. Others keep records of everything sold. Elsewhere in the building there may be the office of a railroad. Men in that office try to get stores and factories to ship goods on their trains. Those men are called salesmen. Other people in the same office keep records of the goods that are shipped. Another office belongs to a giant paper company. The paper factory is far away in the North Country. But hundreds of people work in the office in the Twin Cities. Some men sell paper to customers all over America. Perhaps they telephone their customers in faraway places. Or maybe they

leave the office for a few days and take a trip to visit their customers. Those men are the salesmen. But there are others. There are men who run the company. And there are hundreds of people who keep records of all the paper that is made and sold. Still other offices serve people in a thousand different ways. There are offices for nearby and faraway factories — factories that make machinery, food, cement, radios, drugs, clothing, and everything else that people need. There are offices for hundreds of grain elevators in Minnesota and the Dakotas. Men in those offices buy and sell the region's wheat, oats, barley, 118

flax, and soybeans. There are big insurance offices. They help people save money for times of misfortune — injuries, car wrecks, fires, terrible storms, or death. There are offices to help people find jobs, make plans for buildings, provide pictures and slogans for advertisements, and sell houses. Big buildings are filled with offices of doctors and dentists. There are giant office buildings for banks and the telephone company and the electric power company. One person could spend many years visiting the different offices downtown. Even then he would not understand all of the different kinds of work people do there. Yet some sights are the same in every office. There are men and women who run the office. There are salesmen and customers. And there are people who keep the records. Often there is a big map on the wall. The map shows the region the office serves. People in the office call it their "territory." Many of the offices serve the same territory. It covers Minnesota and the Dakotas, the eastern part of Montana, and the northwestern part of Wisconsin. That is a vast land. People in the offices call it the trade territory of the Twin Cities. Many downtown offices serve people all over the vast trade territory. Some of the offices serve people all over America.

dome rises high above the city. It has offices and meeting rooms for the leaders of Minnesota. There are also offices foi people who keep millions of records aboul Minnesota's people — records of their automobiles, their land, their industries, and much more. Another fine building has offices for the people who run Minnesota's state parks and forests. Still another has offices for the people who plan and care for Minnesota's highways. The biggest, busiest, and most important state offices are in St. Paul. For St. Paul is the capital of Minnesota. Stores and workshops

Many other people downtown serve the vast trade territory. For instance, there are hundreds of stores. The stores are every size. They have every kind of product for sale. Some are large enough to hold a whole town. Those are called department stores. They sell everything that people need in their homes — furniture, appliances, hardware, books, soap, perfume, clothing, and thousands of other items. There are medium-sized stores and tiny shops. There are many interesting sights in the store windows. Some stores have goods that are sold in few other places in America. There might be goods from a faraway country in Europe — beautiful tables and chairs or dishes, for instance. There might be strange fruit or nuts from a distant wilderness. Thousands of people shop in the downtown stores every day. The people come from every part of the metropolis. Some come from towns far away — from places all over the Twin Cities trade territory.

State office buildings

Some office buildings belong to all of the people of Minnesota. They face a beautiful new park high on the edge of downtown St. Paul. The oldest and largest of the buildings is called the capitol. Its golden 119

Figure 90. The Minnesota State Capitol is on the edge of downtown St. Paul. The building faces a beautiful park with many beautifu! rose bushes. Before winter sets in, gardeners cover the rose bushes to protect them from the very

Giant warehouses stand on the edges of the downtown districts. They are some of America's biggest wholesale stores. They supply smaller stores in every part of the Twin Cities trade territory. Some serve places even farther away. The warehouses are filled with many products. The products come from all America. They come from many other parts of the world, too. The biggest warehouses are filled with hardware, machinery, paper, and groceries. There are twenty cities in our country with more people than the Twin Cities. But only eight have more wholesale trade.

cold weather. The big capital building with all its offices and meeting rooms reminds people that Minnesota is a great and busy state. The gardeners remind them that Minnesota is a farnorthern state.

The Twin Cities is one of America's busiest wholesale centers. Many factories and workshops hide in the midst of the stores and offices and warehouses. For instance, there are dozens of printing plants. The largest print newspapers, books, and magazines. They make more than half a million newspapers every day. They make books and magazines about religion, sports, business, farming, and many other subjects. People in every part of the Twin Cities trade territory read the newspapers. People all over America read the books and magazines. Other factories make clothing and fur120

niture, radios, and hearing aids. Workshops make jewelry, eye glasses, tents, gloves, greeting cards, and hundreds of other products. The factories and workshops— like the stores and warehouses — serve people in a vast area. Hundreds of people downtown work so thousands more may play. They run the theaters and restaurants, radio stations, and television stations. They provide the chance to see famous actors and actresses, plays and movies, to hear every kind of music. There are famous eating places. Many cook and serve the kind of food all Americans love. Some serve food as it is eaten in other countries of the world. There is much to see and do downtown.

Thousands of visitors

Every day thousands of visitors come to the downtown districts from faraway places. They come from towns in the Dakotas and Montana, from Chicago, from great cities farther east, from California and Canada. The visitors come for many reasons. Some come to sell goods to the giant stores, warehouses, and offices. Others come to buy. Still others come for help from famous doctors or lawyers, or just to visit the great metropolis. Besides, there are meetings, called conventions. For instance, one day there might be a meeting of men who run creameries all over Minnesota. Another time postoffice workers might come from every part

Figure 91. The downtown districts are busy winter and summer, day and night.

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the oldest buildings in the downtown districts. Men built them seventy or eighty years ago. Some old buildings are large. Those have always been used as warehouses. They were built there long ago because they were close to the railroad. Men have hauled goods to and from the warehouses for many years. But much has changed. In pioneer times the haulers used horse-drawn wagons. The wagons moved slowly; and they were small — no bigger than a modern automobile. Today the haulers use trucks that are huge, powerful, and fast. The huge trucks crowd through narrow, old streets. And they squeeze against the doors of the old buildings for loading and unloading. The big, modern trucks were not built to serve such warehouses as these. Many of the very old buildings — especially in Minneapolis — are much smaller. They were used for stores and offices long ago, when the downtown districts were first growing big. They are too small for today's big department stores. They are too old for today's fine, modern shops. They are too old for modern hotels or offices. They are too small for warehouses. So they are not used by most of the people who work downtown. Instead, they are used by the people who live downtown. The small, old buildings have a population of five or ten thousand people. The people live upstairs in the old buildings. There are hundreds of rooms crowded with beds and old furniture. Downstairs there are small stores that sell whiskey and wine, food and clothing. People who live in the old buildings work in many places. Some help to care

of America. Or bankers might come from the whole Twin Cities trade territory. Some of the conventions are small — only a few hundred people. Others bring many thousands. The downtown districts are crossroads for people from all over America. Many hundreds of people work downtown to serve the visitors from far away. They run big hotels, where the visitors can live while they are in the Twin Cities. They run the bus depots and the railway stations. They drive buses and taxicabs to the Twin Cities airport. They run big garages, where visitors can park their automobiles. They help thousands of people who come in trains, buses, planes and autos. Where the trains come in The big railway stations stand on the edge of each downtown district, close to the Mississippi. Many colorful streamlined trains arrive and leave each day. They carry thousands of Twin Cities visitors. And they carry Minnesotans to other parts of America. There are also long trains of mail and express cars. They carry thousands of bags of mail, thousands of boxes and packages of goods. Close to the stations are the great post offices. There hundreds of men sort the mail. They put it on the right trains for faraway places. Or they send it to the right parts of the Twin Cities. The biggest railway station is in St. Paul. It is one of the largest mail stations in the United States. All of the big stations remind us that the Twin Cities are a great, busy crossroads. Some very old buildings stand near the railway stations. Others stand near the tracks that lead to the stations. They are 122

homes, new offices, and parking space for thousands of cars. The change will not be quick or easy. For the old buildings cover a large area. They are the homes of many people, or they are used by warehouses The change will take much work and a plan for the future. People in both downtown districts have the plans; and they have begun the giant task. People have learned that a city is something like the great forest of the North Country. If we use the forest but do not care for it, it becomes a worthless waste. If we plant new trees to replace the old ones, the forest can remain beautiful and useful forever. It is the same with cities. After many years, some buildings have little value or beauty. If we keep replacing the oldest buildings with new ones, the city can remain beautiful forever. People first learned that lesson in the old districts, close to the railway stations.

for the railroad tracks through the vast Twin Cities trade territory. They go away to work for weeks at a time. Others work nearby. For instance they help to take care of the great buildings downtown. Or they help to clear away snow in winter. Still others do not work at all. Many are too old. A few of the men in the old buildings first came to Minnesota long ago. Perhaps they were lumberjacks. Some might remember when the giant pine forests covered the North Country. Others might have worked on pioneer bonanza wheat farms in the Dakotas and Montana. Still others have never worked at all.

Changing the old districts People in the Twin Cities have plans to change these districts near the railway stations. They want to tear down the very old buildings. They hope to create parks,

ALONG THE BUSY RAILWAY TRACKS

Dozens of shiny, busy railway tracks cut through the metropolis. The widest, busiest band of tracks joins downtown St. Paul and downtown Minneapolis. Others reach out like fingers from the downtown districts — south and east and north from St. Paul; south and west and north from Minneapolis. The lines of tracks are exciting places. Dozens of long freight trains roll in from every direction and every part of America. Big, powerful locomotives and busy little switch engines work day and night. There is the rumble of thousands of trucks, the

smoke of busy factories, the pounding and the hum of many machines. Most of the industries of the metropolis lie along the railway lines.

The milling district

The most famous industries stand beside St. Anthony Falls. They are the biggest flour mills in Minnesota. There are many big buildings. The tall mills stand like huge boxes beside the rushing river. Inside the mills rumbling machines grind the wheat. They make fine flour for bread and cake, and coarse feed for farm animals. 123

Giant concrete grain elevators stand next to the mills. They are used for storing wheat. Dozens of railway cars stand beside the mills and elevators. They bring wheat from western Minnesota, the Dakotas, and Montana. And they carry flour and feed to neighboring states. Old stone-walled ditches take water from the river above the falls. They lead the water into the big mills. There it runs machines that make electricity. The electricity helps to run the mills. Heavy wires, strung on big steel towers, bring still more electric power. They come from giant power stations in other parts of the metropolis. The cars of hundreds of workers are parked near the mills. The riverside at St.

Anthony Falls is a busy place. People call it the "milling district." A close look at the milling district shows many signs of change. Some of the mills were built more than eighty years ago. Pioneer workers built their walls out of stone from the bluffs beside the Mississippi. Bigger mills, not quite so old, stand right beside the oldest ones. Then there are giant concrete grain elevators nearby. They are still newer — perhaps they were built thirtyfive or forty years ago. It is easy to see that the mills began beside St. Anthony Falls in pioneer times. They grew through the years to be very large. There are also signs that the mills are not as big or busy as they used to be. One

Figure 92. In pioneer days the milling district began beside St. Anthony Falls.

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is empty and silent. Another is used as a warehouse. Close to the river, grass grows over the broken walls of other old mills. They burned and crumbled long ago; and no one rebuilt them. The milling district is a busy place today. But it was once much busier. How the milling industry grew The story of the milling district began long ago. Soldiers from old Fort Snelling built the first mill beside the falls in the year 1822. It was a sawmill to cut lumber. The next year they built a mill to grind wheat. When the pioneer settlers came, many more mills appeared around the great falls. The pioneers built some large sawmills. The sawmills handled millions of logs that floated down the Mississippi from the North Country. But the sawmills disappeared when the forest was cut. The pioneers also built some big grain mills. They quickly made Minneapolis the most important milling center for Minnesota's wheat. Many of America's best millers came to work at the Minneapolis mills. Minneapolis millers brought the finest machinery from other parts of the world. They tried new machinery, too. Their flour grew better and better. By the 1880's the milling district was famous. People all over America and Europe used its flour. Men enlarged the oldest mills and built new ones. The milling industry built big offices in downtown Minneapolis. It brought great wealth to the city. It helped great banks to grow. It gave many people in Minneapolis a chance to learn to run a giant industry. Minneapolis

had become the greatest milling center in the world! After 1900 times changed again. Wheat farming disappeared from much of Minnesota. Great ships carried more and more western wheat from Duluth and Superior through the Great Lakes. The wheat supplied giant new mills in the state of New York. Meanwhile, farmers had learned to grow good wheat in Kansas, Oklahoma, and Texas. They could supply new mills nearby. The changes helped great milling centers to grow in other parts of America. At last the other centers became the greatest. But the leaders of the milling industry remained at Minneapolis. They built huge mills at the new centers. They thought of new products — feeds for farm animals, breakfast foods, cake mixes. They built new buildings in Minneapolis — laboratories where scientists experimented with still more new products; offices for hundreds of workers. The mills grew elsewhere ; but the offices and laboratories kept growing in Minneapolis. Minneapolis is no longer the flour milling center of America. But it is still the greatest office center of America's flour milling industry! The center of the metropolis The busiest railroad tracks join the two downtown districts. They lead eastward from St. Anthony Falls. Trains wind across the foaming river below the great falls. Then they roll along smooth, shiny rails for ten miles to Trout Creek and downtown St. Paul. They slip between thousands of freight cars and many rumbling engines. They run beneath a dozen busy bridges.

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The tracks pass through two very important districts of the Twin Cities. One district lies just east of St. Anthony Falls. People call it "Southeast Minneapolis." The other lies in the western part of St. Paul. It lies half way between the two downtown districts. So people call it the "Midway." Southeast Minneapolis and the Midway are busy and interesting places. They lie at the center of the Twin Cities metropolis. The University of Minnesota

The most famous place in the center of the metropolis is the University of Minnesota. The University has many buildings. They crowd among broad lawns and trees and shrubs. The grounds and buildings are called the University campus. The University really has two campuses. One is in Southeast Minneapolis. It reaches southward from the railway lines to the high bluffs along the Mississippi. The other is close to the west edge of St. Paul. It spreads across a hillside north of the busy railway lines of the Midway district. The two campuses are close together. The University of Minnesota is very large. It is one of the largest schools in all America. Almost twenty-five thousand students come to its classes on a school day! And thousands more come to classes in the evening. Many thousands walk from houses and big buildings near each campus. They are young men and women whose parents live far away. Perhaps their homes are in distant parts of Minnesota. Perhaps they come from another state or even from another country. They have come to the Twin Cities

to live while they attend the University. They live in rooms near the campus. Thousands of students come from their homes in the Twin Cities. They pour out of big, red city buses; or they arrive in thousands of automobiles. The students study some subjects that everybody has heard of — English, art, mathematics, sciences, music, history, and geography. But they study many other subjects, too. They learn to be doctors, teachers, lawyers, actors, newspaper writers, or engineers, for instance. There are classes studying the languages of people who live in many different countries of the world. There are students learning to grow new and better farm crops, to make maps, and to play football. The list is very long. The students work in hundreds of classrooms. They learn from many hundreds of teachers. They study in a huge library. It has about two million books and hundreds of thousands of magazines, maps, and pamphlets. People at the University are teaching and reading and learning every kind of knowledge in the world! But that is not all. People at the University are also making new knowledge. They are discovering facts and inventing ideas that no one has had before! Men and women work in their offices, in the library, and in rooms called laboratories. The people work with books in their offices and the library. They work with microscopes and test tubes and other tools in the laboratories. They read and think. They ask questions and try to get the answers. They try in many ways to be sure that their answers are right. 126

Figure 93. Southeast Minneapolis is a busy and interesting place. The Mississippi flows in a deep valley below St. Anthony Falls. The University of Minnesota is located there. Beyond the University giant grain elevators stand among many railroad tracks.

There are the laboratories where Professor E. W. Davis and his fellow workers found a way to use taconite. There are fields where, men have discovered how to grow new and better farm crops. There are scientists creating new knowledge about atoms, rocks, animals, about the minds and bodies of people, about almost everything anyone has seen or thought of. Scientists at the University receive much help. They read and study the work of other scientists. The others live and work in many different parts of the world. But

their knowledge and ideas help people at the University. The scientists at the University help others, too. Their new knowledge often helps the people of Minnesota's farms, towns, and cities. But it travels much farther. Other scientists all over the world read about it. For instance, a scientist in Japan or Germany, an engineer in Russia, a doctor in England or Australia — any of those might know of the University of Minnesota. For it is one of the great universities of the world! 127

Busy industries

Next to the University, giant grain elevators and mills rise above Southeast Minneapolis. They are newer than those beside the Falls of St. Anthony. When they were built, all the land around the falls was used. Yet there was still more grain to be stored and milled. There are giant elevators for wheat, oats, barley, flax, and soybeans. There are giant mills to grind flour and animal feed. There are mills to make oil from the flax and soybeans. The mills supply their products to all America and the world. Factories and giant warehouses lie close to the grain elevators. And hundreds more sprawl along the tracks in the Midway district of St. Paul. The warehouses collect goods from factories in every part of America. They supply farms and towns of the vast Twin Cities trade territory. They store steel, lumber, tractors, groceries, paint, hardware — everything people use. The factories serve Minnesota and places much farther away. Some make products especially for the Twin Cities trade territory— tanks and pumps for farms, cans for vegetable canneries, paper cartons for frozen food, butter, and cheese. Other factories make goods used all over America — parts for car and tractor motors, printing presses, and hundreds of other products. There is the world's biggest factory to print colored playing cards and calendars. There is an industry that makes parts for guided missiles and rockets. It makes machines that help men to think — machines called computers. The factory started here because some scientists and engineers who

invented a computer came to live in the Twin Cities. The factory has grown because the computer was a good one. Many people wanted many more like it. The men who invented it live in the Twin Cities. Minnesota is their home. So their factory grew in St. Paul, where it began. That is true of many other busy industries in the Midway. Great crossroads

Southeast Minneapolis and the Midway are one of the world's busiest crossroads. Trains and trucks must serve the factories, mills, and warehouses. Besides, railways from many parts of America join there. Thousands of men run the trains and drive the trucks. Men repair freight cars, locomotives, huge tractors and semitrailers. Men have to keep records of the freight cars and trucks — where they come from, where they go, what they carry. Four or five thousand freight cars might roll through the Midway on a busy day. And it is one of the biggest, busiest trucking districts in America. But there is still more. Many stores and offices stand in the Midway district, too. For this is the center of the metropolis. Stores and offices here are close to both downtown districts. They serve people in both giant cities. Each day many thousands of people come to work in Southeast Minneapolis and the Midway. There are men in overalls. They drive the trucks and run the trains and the factory machines. There are men and women who run the stores and the offices. There are the students, teachers, and scientists at the University. There are 128

Figure 94. The Midway is an important district in the Twin Cities. It lies half way between the two downtown districts. The Midway is a big busy trucking district. Trucks and semitrailers, railroad tracks, storage yards, and warehouses stretch for many blocks.

hundreds more to serve the workers — people who run restaurants and filling stations, for instance. The work goes on into the night. Then the smoke from the factories settles near the ground. The smell of flax-seed oil and soybean oil mixes with the night air. Lights burn brightly in some factories and University laboratories. Men switch the trains and load the trucks under giant floodlights. It is fun to watch the words on the cars and trucks. Many names of faraway places flash past the bright lights. Signs on the

trucks mention Detroit, Chicago, Seattle, Omaha. Signs on the railway cars have the names of faraway lines — "Canadian Pacific," "Texas and Pacific," "Florida East Coast," "Western Maryland," "Maine Central." Those names belong to many corners of the map of America. They tell the exciting story of the Midway and Southeast Minneapolis. The Midway and Southeast Minneapolis trade with faraway places. They trade goods, knowledge, and ideas. They are one of America's busiest railway and truck 129

crossroads. They have some of America's great industries, warehouses, and a great university. Minnesotans who work there are close to all the world!

few men control dozens of signals and switches. The tracks are important; but so is the river. There are big, flat boats called barges on the river. Each one is bigger than a school gym. The barges carry freight on the river below the Twin Cities. They are pushed by powerful little tugboats. Many barges are tied up at the river's edge below downtown St. Paul. For that is the main river port of the Twin Cities. Men use huge power shovels to unload some of the barges. They take out black coal that has come from Illinois. Or they unload white, dusty fertilizer from the dis-

The Lower River Many tracks follow the Mississippi below downtown St. Paul. Every day dozens of trains head southward on those tracks. Some trains cross the river on a low bridge and run along the west shore. Others pass the mouth of Trout Creek and follow the east shore. The trains slip between long lines of freight cars. They pass lonely little signal towers among the tracks. There a

Figure 95. Many railroad tracks follow the Mississippi below downtown St. Paul. The area of the Lower River is important for its vast railroad yards. Long lines of freight cars carry goods to and from the Twin Cities.

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Figure 96. Many barges carry freight on the river below the Twin Cities. The Lower River is important for its harbor. Barges tie up at the St. Paul dock. They bring coal, oil, and steel to the Twin Cities.

tant state of Tennessee. The shovels load the coal into trucks and trains. And the trucks and trains carry it to many parts of Minnesota. The coal has many uses. It goes into furnaces that heat buildings. It helps to run factory machines and make electric power. It heats water and makes steam for creameries. The fertilizer helps to enrich the soil on thousands of farms. Big pumps unload other barges. They suck fuel oil and gasoline through pipes into storage tanks. The fuel oil and gaso-

line come from refineries in Illinois. The oil heats thousands of Minnesota homes and schools and churches, stores and offices. The gasoline helps to run a million cars, trucks, and buses. Other products move down the river on the barges. There is sticky molasses from Minnesota's big beet-sugar factories. There are grain and soybeans from farms to the west. And there are many bargeloads of scrap steel from the junk yards of southern Minnesota. Tugboats push the barges out of sight down the river. They are headed 131

for cities in Illinois and Missouri; or back to Tennessee for more fertilizer; or down to faraway Louisiana, where the Mississippi meets the sea. The Mississippi below downtown St. Paul is an interesting and important place. It is a main gateway between the Twin Cities and the rest of America. It is served by trains and barges. They join Minnesota with places far to the south and east. People have a special name for this part of the metropolis, too. They call it the "Lower River." But the Lower River is more than a gateway. It is the home of some large and important industries. One is just across the bridge from downtown St. Paul. It turns out big derricks and cranes and shovels. They help men to build, dig, and to lift heavy loads all over America. The stockyards

The greatest industries stand beside the river at the old suburb of South St. Paul. There rows and rows of livestock pens spread over a vast area. The pens cover as much ground as a big Minnesota farm. They are called the "stockyards." Early every weekday morning hundreds of trucks drive into the stockyards. Trucks come from farms and villages in every part of Minnesota. They also come from northern Iowa and western Wisconsin. They unload thousands of squealing hogs, lowing cattle, and sheep. On a busy day the trucks might bring ten thousand hogs, five thousand cattle and calves, two thousand sheep! South St. Paul is a great market place for farm animals. It is one of the greatest in America. Dozens of experts look over

the animals and decide how much money they are worth. Then the experts buy the animals. The animals are sent to the big meat-packing plants of southeastern Minnesota. Two giant packing plants stand beside the stockyards, and thousands of workers there turn the animals into hides and meat. They fill long trains with their products. And the trains carry the products to other cities. The buildings tell the story of the packing plants. Some look old. They might have been built about fifty years ago. The big packing plants opened about the year 1900. It is easy to guess why. That was the time of the great change on Minnesota farms. That was the time Minnesota farmers began to grow vast numbers of hogs and cattle. Other buildings look newer. They show that the packing plants have kept growing. That is easy to understand, too. Corn grows farther and farther north in Minnesota, thanks to hybrids. So Minnesota farmers grow more and more fat hogs and cattle. That helps the stockyards and packing plants to grow, too. The oif refineries

Still farther down the river are the oil refineries. They are like the one near Duluth — just a little bigger. Their tangle of pipes and towers rise high into the sky. Their big storage tanks stand in rows on the nearby flat land. The Lower River refineries are like the one near Duluth in another way. They get their crude oil from far away. A pipeline brings most of it a thousand miles from the 132

Figure 97. Trucks and trains bring hogs and cattle to South St. Paul. They come from every part of Minnesota and also from Iowa and Wisconsin. The animals are brought to the stockyards and meat-packing plants.

western plains of Canada. The rest comes from the western plains of the United States. A pipeline sucks it to the Mississippi River in the state of Missouri. Big barges bring it from there up the river to the Twin Cities. Another big plant — with pipes, towers, tanks, smoke, and steam — stands near one of the refineries. It uses waste material from the refinery. And it makes fertilizer for farmers' soils. It is called a "chemical" plant.

The refineries and the chemical plant are new. For much of the oil of the western plains is a new resource. Men have discovered much of it since 1940. The refineries and the chemical plant have grown fast. Minnesota and the Twin Cities need a vast amount of oil, gasoline, and other chemicals. Many people think the plants will keep growing. For there is much more oil for them to use. Scientists know that a great wealth of oil lies beneath the western plains. 133

Wilderness on the Lower River All the Lower River district is not tracks and industries. There are many blocks of stores, garages, and offices beside the stockyards. And there are long stretches of open land. Not far north of the stockyards, among grass and trees, a stone marks the place of a Sioux Indian village. The village was there scarcely more than one hundred years ago. Across the river is a place where Sioux and Chippewa Indians battled in 1842. They fought in a beautiful, rocky valley beside a swift little stream. Today people call the stream Battle Creek. The valley of Battle Creek is still a beautiful, shady woodland. But the noise of picnicking city families fills the valley on summer evenings. And the rumble of switching freight trains comes from the nearby railway lines. Wide swamps and marshes spread across the middle of the valley. Thousands of wild ducks stop there on their way north in the spring and south in the fall. The birds find bits of wilderness that men seldom see. Yet they are close to busy railways, passing barges, great industries. They are even close to the crowded stores and towering offices of downtown St. Paul. Below the big refineries the river leaves the metropolis. It winds southward in its broad valley. It disappears toward the old towns, old farms, and wooded valleys of southeast Minnesota. The Lower River is one of the most beautiful and busy parts of the metropolis. It is a mixture of rumbling trains, chugging tugboats and barges, big industries, and wilderness.

St. Paul's East Side

Industries along the Lower River use a vast supply of raw materials. They depend upon more and more raw materials to grow. They need a vast supply of meat animals from Minnesota's farms. They need more and more oil from the western plains. The big industries east of downtown St. Paul are different. They bring raw materials from many parts of America. They do not use such a vast supply of raw materials. They depend more upon new ideas. They began with new ideas, and they have grown because of new ideas. The industries east of downtown St. Paul sprawl along another busy line of railway tracks. The tracks turn eastward from Trout Creek. They run through the part of St. Paul called the "East Side." And they disappear toward Wisconsin and northeast Minnesota. One of the big factories makes refrigerators. It depends upon steel and rubber and other raw materials from far away. But most of all it depends upon skilled workers from St. Paul. And it depends upon ideas for better refrigerators. Another huge industry is called a brewery. It makes beer. It depends upon barley from the farming regions. And it depends upon pure cold water from the rocks deep beneath St. Paul. But most of all the big brewery depends upon ideas — the ideas of St. Paul people for selling beer in many parts of the United States. New kinds of paper tape The largest industry on the East Side makes "Scotch" tape and many other famous products. The industry began in a

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small building in Duluth. Its leaders soon moved it to St. Paul. There it was a new small industry forty years ago. The men who ran the young industry had some new knowledge. They had found a better way to make the sand stick to the paper in sandpaper. Their way was the best yet known. Factories and workers all over America began to use the sandpaper from St. Paul. The industry grew. It began to make new products. The products were called adhesives. Those are materials that make things stick together. Workers in the new industry learned more and more about adhesives. They began to make new kinds of paper tape. The tapes would stick to steel and stone and glass and many other ma-

terials. People all over the world began to use the tape from St. Paul. The new industry grew still faster. Its leaders saw the importance of new ideas. They began to hire people just to try new ideas and think of new products. The industry became famous for its ideas as well as its goods. Today it makes many famous products. It is one of Minnesota's largest industries. It is one of America's fastestgrowing industries. Thousands of men and women work in its giant plant on St. Paul's East Side. The industry has other factories at Hutchinson, Hastings, and Fairmont. And there are still more factories making these famous products in other parts of America and in countries across the oceans.

Figure 98. St. Paul's East Side has a huge factory. It makes tape and other products which are used in many countries of the world.

There are mills to press oil from flax seed. Huge grain elevators tower above the tracks. Mills and elevators grew here when there was no more room around St. Anthony Falls. But hundreds of other Minneapolis industries depend upon ideas. A few of the industries are very large. The largest has thousands of workers and many different plants. It makes "automatic controls" to help men run machines. Its earliest idea came long ago. That was an idea for a control to run home furnaces. A person simply had to set the control and wind an old-fashioned clock that was attached to it. Then the control would turn the furnace on or off at the right time. People all over America liked the new controls from Minneapolis. So the industry grew. Workers in the industry had new ideas for other kinds of controls. Today the industry is one of America's biggest. It makes controls for jet planes, missiles, and satellites. It even builds controls to run whole factories and stores automatically! Its products are famous in many countries of the world. Other big factories have grown because of other ideas and skills. Machines and skilled workers in two big factories knit famous clothing. There are factories that make electric motors, powerful tractors, snowplows, furnaces, tools, world-famous lawn mowers, and furniture. Skilled workers shape beautiful sheets of steel to cover the walls of modern skyscrapers. Buildings in distant parts of America are covered with steel shaped in Minneapolis. Other skilled workers make giant ma-

North and south of St. Anthony Falls

Over in Minneapolis there are still more busy railway lines. Most of the tracks run north or south from St. Anthony Falls. Industries and warehouses stand beside the tracks. They stretch for three miles south from downtown Minneapolis. And they reach even farther north. There they sprawl over the flat, sandy plain beside the river above the falls. People call that part of Minneapolis the "Upper River" and "Northeast Minneapolis." Some of the industries depend upon grain from Minnesota, the Dakotas, and Montana. There are flour and feed mills.

Figure 99. Minneapolis has a big electrical controls factory. Skilled workers check the size of tiny parts for special radios. The workers wear caps and coats to help keep dust from the products.

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There are more than factories north and south of downtown Minneapolis. Dozens of warehouses sprawl beside the tracks. There are still more offices connected with factories. There are huge shops to build and repair railway cars. A giant electric power station rises beside the river. There are many blocks of small stores and eating places. They serve the thousands of workers and the people who live in the neighborhood. Now it is easy to see where most Twin Cities people work. They work in the downtown districts and along the busy railway lines. They serve every part of Minnesota, the vast Twin Cities trade territory, many other parts of the United States and the world. The Twin Cities metropolis is a giant workshop.

chines to build roads and crush rock. Men use the machines in faraway parts of the world! There are hundreds of smaller industries that also depend upon ideas. Some are just beginning. Perhaps a man has a new idea for a plastic toy, a game, a floor-polishing machine, a better electronic computer, a new kind of popcorn — every kind of product people need to live, work, and play. If the idea is a good one, the industry is likely to grow. Hundreds of factories stand for hundreds of ideas. The small factories often stand for new ideas. The big factories stand for older and very important ideas. The industries keep changing. New ideas grow older and more important. Small factories grow larger.

HOMES IN THE TWIN CITIES

Old and new, large and small Homes in the Twin Cities are many different ages. People have been building houses in Minneapolis and St. Paul for more than one hundred years. The oldest houses are mostly gone. But there are districts where the houses are sixty or seventy or eighty years old. There are other districts where most of the houses are thirty or forty years old. In still other districts most houses are quite new. The houses are many different sizes, too. Some people built large homes, many built small homes. The pictures on the next few pages will show some of the many kinds of homes that can be seen today in the giant cities of Minnesota.

The metropolis is more than a workshop. It is also a region of thousands of homes. Nearly nine hundred thousand people live in St. Paul and Minneapolis. More than three hundred thousand live in the suburbs. There are hundreds of thousands of families, and more thousands of single men and women. Many people live in rooms and apartments, close together in large buildings. Others live in separate houses; but they have many close neighbors. The apartment buildings and houses have their own parts of the cities. They are mostly away from the downtown districts and away from the railway lines. The homes follow hundreds of tree-lined streets. They stretch block after block, mile after mile. 137

The oldest houses

The oldest houses surround the downtown districts. Workmen built the old houses long ago — in the 1880's or 1890's or early 1900's. Most are made of wood; many stand on foundations of stone. The stone came from the nearby bluffs along the Mississippi. The boards were cut from pine trees that grew in the North Country. The old houses were once new. It is hard to believe that when you see them today. When the old houses were new, the Twin Cities were much different than they are today. For one thing, both cities were much smaller. Today the cities reach many miles beyond the old districts. The old districts are close to the center of each city. Yet they were once on the edges of the cities.

There was another great difference. There were no automobiles in those days. Many people walked wherever they went. Many others rode in "horsecars." Those were big wagons with roofs and doors and windows. They looked something like buses. But they were pulled by horses, and they ran on tracks in the middle of the streets. Only a few wealthy people had their own horses and carriages. Industries were different, too. Many Minneapolis flour mills were new. The city was the world's greatest flourmilling center. The great railroads to the west were only twenty or thirty years old. They were still carrying pioneer settlers to empty parts of the western plains. Great warehouses and new industries were grow-

Figure 100. Some of the oldest houses in Minneapolis were built near the downtown district. Some were very large. These often had a building in the rear for horses and carriages. Servants often lived in rooms upstairs.

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ing to serve the vast new trade territory. The old houses have seen many changes in the Twin Cities. Some of the old houses are very large. They have many rooms, huge doorways and stairways, towers and turrets that reach up among the trees. Behind the houses there are old barns. Horses and carriages were once kept on the ground floor of the barn. Servants often lived in rooms upstairs. Wealthy people lived in the big homes. Many were the leaders of pioneer railroads and industries. Some of the big, old homes stand on bluffs high above the downtown districts. The pioneer business leaders could watch the growing cities from the windows of their homes.

Thousands of old homes are smaller. Each one is no bigger than a schoolroom, two stories high, and narrow. They are close together. They run many blocks along tree-lined streets. They were the homes of workers. People who lived there worked in the stores and factories and warehouses. They ran the trains and the horsecars. They worked on new buildings and streets. Many of these workers were newcomers from the eastern United States or from Europe. They were proud of their houses and kept them carefully. Grass and flower beds surrounded the houses. Many families cared for vegetable gardens in their backyards. Most of the old houses have changed very much. Today the big ones are often

Figure 101. Many of the oldest houses in Minneapolis are small. They are in crowded districts of the city. Cars are parked in the street for there are few garages. Workers who built the houses long ago had no cars so they built no garages.

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divided into apartments. Each house is the home of several families. The small houses are often divided, too. Two or three families or a half-dozen roomers live where one family lived long ago. Grass and gardens have changed to bare, trampled dirt in many places. Some houses are dirty and in need of paint. If the old houses could talk, they might say that their part of the metropolis is not as pleasant as it once was. Signs of change

There are many signs that the older districts have changed. Large apartment buildings rise here and there along busy streets where old houses once stood. Most of the apartment buildings are two or three stories high. Most are built of brick. There might be eight or ten or a dozen apartment homes in each building. The apartment buildings are many different ages. Some are forty or fifty years old. Others are much newer. The apartment buildings among the old houses tell a story. Men have been tearing down the old houses. They have been replacing the old houses with bigger, newer buildings. But the change has been very slow. The work has gone on for forty or fifty years. Yet many of the old houses remain. Some people think that the change has been too slow. Many old houses become more and more run down. Meanwhile the metropolis keeps growing. There are always thousands of newcomers to the Twin Cities. Many could use homes near the downtown districts. The old houses are not good enough or big enough.

Cities all over America have the same problem. For the number of American people has been growing very rapidly. All the growth is in the cities. America seems to have all the farms it needs. There are empty houses here and there in the countryside. But there are no empty houses in the great cities. Even the oldest houses are crowded. Leaders have thought about this problem. Some have been leaders of America's cities. Others have been leaders of our whole country. The leaders have decided to replace the old houses faster. They have decided to build many new apartments near the downtown districts. Now there are signs of much faster change in the old districts. Crews of workers with heavy machinery have moved in. They have destroyed many blocks of old, run-down houses. They have cleared the land. There are plans for the newly cleared land. Men will build new apartments on much of it. There will be big, clean buildings with homes for many families. There will be broad, green lawns and flower gardens. The nearby downtown districts will spread over some of the land, too. There will be new stores and hotels and offices. A new part of the city will arise where some of the oldest houses have stood. Houses of the 7920's

Farther from the downtown districts the houses are different. They were built in the 1920's. These houses spread over block after block, mile after mile. Some are one story, some two story. They are built of 140

Figure 102. Old buildings are wrecked and cleared away to make room for new buildings. One new part of the city will arise where some of the oldest buildings near the capital have stood.

wood or bricks; many are covered with stucco. They are clean and well kept. Carefully tended lawns, trees, and shrubs surround them. Some of the houses of the 1920's are big and far apart. They stand among broad lawns and beautiful trees. They were built by the leaders of the Twin'Cities' growing stores and industries thirty or forty years ago. The big homes stand on some of the most beautiful land in the cities. Some follow the shores of beautiful lakes. They are in the southwest part of Minneapolis or the north part of St. Paul. Others follow

the winding valley of Minnehaha Creek near the south edge of Minneapolis. Still others stand near the bluffs along the Mississippi, in both Minneapolis and St. Paul. Many thousands of the houses built in the 1920's are smaller and close together. They were built for people who worked in the growing downtown offices and stores. Many of the smaller houses had no garage at first. People added garages later, in the back yards. There was a good reason. When these houses were first built, automobiles were still something rather new. Many people did not own one. Those people rode to and from down141

Figure 103. Many big houses built in the 1920's face a beautiful lake in south Minneapolis.

Figure 104. Many blocks of houses built in the 1920's are small and close together.

town on "streetcars." They were something like big buses. But they ran on tracks in the middle of the streets — like old horsecars. And they had electric motors. Wires, strung above the tracks, supplied the electricity. The streetcars carried most people wherever they wanted to go in the great cities. So the houses were near streetcar lines. The houses crowded close together wherever the lines ran. There is a reason why so many houses were built in the 1920's. They tell a story about the United States at that time. People believed that our country was going to grow faster and faster. And they believed the growth was going to go on forever. So they built as much as they could as fast as they could. Factories poured out products. Men built blocks and blocks of new stores, factories, and warehouses. They built miles of new streets out into the open countryside. For they wanted to make room for still more new houses. Almost everyone was prosperous and busy. People had a name for that time. They called it a boom. Blocks and blocks of houses stand for the boom of the 1920's. Few houses, then thousands of new houses

Few houses stand for the years from 1930 to 1945. There are two big reasons. And they are another story about all of America. In the 1930's people changed their minds about our country's future. Many people became afraid. They decided the country was through growing. They quit building

new houses and stores and factories. Factories turned out fewer products. People bought less. Many people had little work and little money. There was a name for those years, too. People called them the depression. In 1941 America joined in a great war. So did most other countries in the world. People called it the World War because so many countries were fighting. The war ended the depression. All at once there was very much to be done. Everyone had plenty of work and plenty of money. But there were still few houses built. For everyone was making goods for fighting — guns and bullets and shells, tanks, and ships and planes, and much more. House building had to wait. In 1945 the war was over. Our country's population had been growing since 1930. Now it was growing very fast. Yet there had been few new houses built for many years. It was time to build thousands of houses and build them fast. A new boom began. Now there are thousands of new houses. They stand still farther from downtown than the houses of the 1920's. They are wooden and brightly painted. They have big windows. They stand a little farther apart than the houses of the 1920's. And most have garages. Like the houses of the 1920's, they stretch block after block, mile after mile. They stand for the great boom that came after the end of the great war. They stand for a time when our country has grown more than ever before. They stand for a time when every family owns a car. Most people use cars to go downtown. 143

Buses have taken the place of streetcars. Cars and buses can go just about anywhere. So the blocks of new houses have grown in every direction. They have grown far from the old streetcar lines. They have spread far from downtown. The new houses reach out to the edges of Minneapolis and St. Paul. And they spread far into the suburbs.

There friendly people serve their neighbors in many ways. There are storekeepers. They sell groceries, drugs, and hardware. There is a filling-station owner, perhaps a garage mechanic. There is a neighborhood doctor and a neighborhood dentist. Corner stores and offices have grown wherever houses have spread. There are also dozens of schools and libraries and churches scattered through the cities. There are several colleges, too. The schools, libraries, and churches have many ages. Some are old. They stand among the old houses. Others were built along with the houses of the 1920's. Still others are sparkling new. They stand among the new houses. New or old, all are

More than houses

It takes more than just houses to make a good place to live. So there are many more buildings scattered among the blocks and blocks of homes. For instance, there are the buildings clustered around the busiest street corners.

Figure 105. Parks and playgrounds are a part of the heritage of the Twin Cities. People of northwest St. Paul have built fine homes surrounding this beautiful park.

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that parks give the great crowded cities "breathing space." The parks are part of the Twin Cities' heritage. Long ago the cities were small. It was not so far to the open country. But a few wise leaders saw the need for parks. They saw that someday the cities would grow very large. Hundreds of thousands of people would live close together. They would need breathing space. Those leaders made plans for the future. They helped the cities to buy land for parks. The cities got bits of swampland where no houses had been built. They bought farmland on the edges of the cities. They got wild, rocky strips of woodland along the bluffs of the Mississippi. The cities kept growing. Houses surrounded many of the park lands. And they spread much farther. Today thousands of people use the parks. The parks help to make the Twin Cities a good place to live. It is important to remember one especially big reason why the parks exist. Some people years ago had plans for the future.

there for the same reason. People want places to study and learn, to read, and to worship. Schools, libraries, and churches are next to houses in importance. That was true when the old houses were built. It was still true when the new houses were built. It has been true in America for a very long time. Learning, reading, and worship are very important parts of our heritage. Parks and playgrounds cover parts of many districts. Those are important, too. Most city houses are close together. Their yards are small. Most city people live far from the open countryside. The playgrounds provide room to run, room to play ball without breaking windows. The parks provide room for picnics and hikes. They provide a place to see the sky, to hear the birds and the breeze in the trees. Many of the parks have special attractions. Some have lakes for swimming or boating. Some have golf courses. There are beautiful flower gardens. St. Paul's Como Park has a big zoo. Some people say

THE SUBURBS

They have created new towns and villages. Those towns and villages are the suburbs. The map shows that the suburbs are only partly grown. Some are nearly covered with buildings and streets. In others much of the land is still empty. Perhaps the land is used for farm fields and pastures. Or maybe it isn't used at all. But the empty land is rapidly becoming filled. For people keep laying out more new streets. And they keep building more new houses.

By 1945 older houses already filled much of St. Paul; and they filled nearly all of Minneapolis. Thousands of new houses had to be built. Yet there was not enough room left in the two big cities. So the new houses spread far beyond the city boundaries. They spread many miles into nearby farmlands. More than three hundred thousand people live in the new houses. Those people have drawn new boundaries on the map. 145

Figure 106. New houses are being built on the edge of the suburbs. Newcomers are settling on land where city people have never lived before. One notices a patch of built-up city and a patch of open land.

As fast as older suburbs are filled, people create new ones. The new ones are still farther from Minneapolis and St. Paul. The metropolis keeps growing. It keeps adding new suburbs and spreading over more land. The edges of the suburbs are the frontiers of the metropolis. There newcomers are building homes. They are settling on land where city people have never lived before. At first the newcomers live beside raw, dirt streets. They often hear the roar of a bulldozer or the rumble of a concrete truck. There is the pounding of hammers and the buzzing of saws. For workmen are building new houses all around. There are open ditches and piles of pipe, where children aren't supposed to climb. Then at last, the pipes are buried, and the ditches are covered. Lawns and tiny 146

trees surround the houses. The streets are paved. The machines and the workmen move on to build other parts of the suburbs. The new settlers are proud. Their job has been big. It has taken work and waiting and much money and planning. But they have created a new part of the metropolis. The map in Figure 86 shows where the suburbs have grown most. It shows the boundaries of Minneapolis and St. Paul. It shows where houses and streets have spread beyond the boundaries. And it shows where the spread has been greatest. On the map the metropolis has five great, crooked "fingers." Growth to the northwest

One finger points northwest. It begins on the north edges of Minneapolis and the

The new homes and streets have surrounded some old towns and villages. For instance, take the big suburb of St. Louis Park. It is next to the west edge of Minneapolis. Most of St. Louis Park was built between 1945 and now. People built more than one hundred miles of streets. They built more than ten thousand houses. They just about filled St. Louis Park with buildings and streets. Yet everything there is not so new. At the center of town there are a few blocks of old houses. They stand among big, old shade trees. Nearby are a few old store buildings. Pioneers started a village there more than one hundred years ago. Their village was a long way from Minneapolis in those days, and it was surrounded by woods and farmland. Today the old buildings stand close to a huge school and a busy superhighway. The school and highway serve thousands of people in the suburbs. The metropolis has grown all around. Just west of St. Louis Park the metropolis has surrounded another old town. The town is named Hopkins. Old houses stand at the center of the suburb. Old store buildings stand along the main street. Nearby is a big farm-machinery factory. The factory began more than sixty years ago. Newer buildings have grown around the oldest ones. Hopkins has been a center of farm trade and industry for many years. Now it is a suburb, too. Between Hopkins and Lake Minnetonka much open land remains. Green woods and pastures cover the steep hillsides. A few herds of fine cows graze in the pastures. A few fields of vegetables spread across flat,

Midway district. New buildings and new streets spread over beautiful, rolling land north of the Midway. And they spread over the flat, sandy plain beside the Mississippi. They reach to the edges of two older towns named Anoka and Osseo. Many sights show that the two towns are old farm-trade centers. Old store buildings and churches stand near the center of each town. Anoka has an old courthouse, too. Nearby houses are large and old. Wide lawns and tall, old trees surround the houses. Anoka began even before the nearby pioneer farms. The town was important in early lumbering days. For it stands where the Rum River pours into the Mississippi. The Rum begins about sixty miles north of Anoka. In pioneer times that was in the great pine forest. Pioneer lumbermen floated thousands of pine logs down the crooked little river. Sawmills at Anoka used water power from the Rum River. They cut boards to build early farms and towns. Anoka has been an important town for more than a hundred years. Today the growing Twin Cities metropolis is reaching around it. Growth to the west

The longest finger points toward the west. It begins at the west edge of Minneapolis. It has many miles of streets and many thousands of homes. It includes many suburbs. The west suburbs reach across a flat, sandy plain along Minnehaha Creek. They spread over wooded hills, around dozens of small lakes and ponds. And they follow the twisting shores of Lake Minnetonka. 147

Figure 107. The Twin Cities and their suburbs, together, make a great metropolis. The metropolis is growing toward the west. A busy new highway leads westward from Minneapolis to Lake Minnetonka. Big new warehouses stand beside the highway. New homes are all around.

low land. Scattered orchards and raspberry patches grow on gentle slopes. Farms here have supplied milk, vegetables, and fruit to the great city for a hundred years. Some still do so. But there are many signs of change. Stores, drive-ins, and new schools have appeared along the main roads. Many farmers have quit their fields. They drive to the city to work. Or they live by selling their land for new houses. Hundreds of new houses are scattered on the hillsides. Lawns and streets are taking the place of woods

and fields and pastures. The metropolis is covering the land between Hopkins and Lake Minnetonka. Farther west the metropolis surrounds the big lake, itself. Old towns and villages are scattered along the lake. Their old houses cluster near the wooded, hilly shore. Hundreds of newer houses have filled the remaining shore line. Hundreds more follow streets and winding roads inland. On a summer day sailboats and motorboats dart on the water. At night thousands of lights twinkle around the shore. 148

The story of Lake Minnefonkct The houses of the Minnetonka suburbs are many ages. Men built the oldest ones more than eighty years ago. The newest are just being built. The houses tell part of the story of Minnetonka. It has been a popular suburb for a long time. In the early days there were no automobiles and fine highways. Then people used streetcars and trains to reach the lake. But there is much more to the story of Minnetonka. The beautiful lake was an important place long before it became a suburb. Hotels stood at many places along the shores. They were big, rambling, oldfashioned places. They were built of wood, with high ceilings and long porches. They began to appear in the 1860's. And they disappeared after the 1890's. The hotels served thousands of summer visitors. Many of the visitors came from Minnesota and neighboring states. But others came from far away — southern and eastern states, even countries in Europe! The visitors went sight-seeing on the lake. There were big steamboats to carry them. The largest steamboat could carry more than three thousand people! The visitors enjoyed themselves in other ways. They fished in the lake. They hiked or hunted in the Big Woods. And they enjoyed famous meals at the hotels — eggs and chickens, milk, cream, and butter, vegetables and juicy fruit from nearby farms. The hotels finally disappeared because so much was changing. Other parts of America became more famous. They began to attract the visitors. There were the beautiful mountains of the Far West. Or the

warm, sunny beaches of the Far South. Meanwhile, Minnetonka gradually became a suburb. But it was once a world-famous summer vacation playground. Minnetonka was more famous than the North Country is today. The story goes back even farther. Before people built the hotels, pioneer farmers lived around the lake. They settled there in the 1850's and 1860's. They built a few scattered log cabins in the Big Woods. They cleared some of the trees. They created fields and pastures on the stony hillsides. They planted a few orchards beside the lake. The pioneers saw the Sioux Indians leave the woods in the 1850's. Slowly they began to build bigger, better houses. They began to serve the growing city, the hotels, and the visitors. The Minnetonka suburbs have a long heritage. Other fingers of the metropolis A wide finger of the metropolis points southward from Minneapolis. There thousands of new houses spread over a flat, sandy plain, around a few small lakes, across filled-in swamps. The houses reach to the edge of the wide, deep Minnesota River Valley. Two south suburbs are very large. Their names are Richfield and Bloomington. Before the 1940's their land was mostly fields and pastures. Their farms supplied milk and many truckloads of vegetables to the city. Today they are two of the biggest towns in Minnesota. Two more great fingers reach out from St. Paul. One follows the Mississippi River south of the city. That part of the metrop149

oils has an "upstairs" and a "downstairs." The downstairs lies in the bottom of the valley. It follows the railway lines and flat land beside the wide river. The upstairs spreads over rolling, high land above the valley. The other finger points northeast from St. Paul. There more thousands of homes are scattered across low hills, around lakes and marshes. And they spread around a large, beautiful lake named White Bear. Pioneer settlers found the lake long ago.

A few towns and villages grew along the twisting, wooded shores. The towns and villages around White Bear Lake became suburbs after 1900. Trains and streetcars joined the lake with downtown St. Paul. Today a wide, busy highway leads to St. Paul. Many new houses have filled the remaining shore. Hundreds of houses follow new streets nearby. The metropolis has surrounded White Bear Lake as it has surrounded Minnetonka.

Figure 108. The metropolis has surrounded both White Bear Lake and Lake Minnetonka. Fine houses stand among beautiful trees along the shores. Thousands of city people have boats on the big lakes. This is a part of White Bear Lake.

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Open spaces between the fingers Large open spaces lie between the great fingers of growth. Some of the open spaces are close to the edges of Minneapolis and St. Paul. Yet fields, woods, and pastures still cover most of the land. The farmlands surround old country stores, quiet churchyards, and broad golf courses. There are reasons why the open spaces remain. Some are too far from the main highways. Some are on steep, hilly land. Some are far from the big, popular lakes. But there will be many more changes. There will be new highways through the open spaces. The steep, hilly land is beautiful land. Modern machines make it easier to build houses there. The open spaces that remain may become popular. Perhaps they will not be open much longer. Perhaps the metropolis will cover them next. More than homes When the population grows, people must build more than new homes. There must be new stores, schools, and churches. There must be new warehouses and offices and airports. The suburbs have those, too. There are many new churches. There are dozens of big, modern schools. Almost one eighth of all Minnesota's school children live in the suburbs. There are hundreds of new stores. Many stand together in groups called "shopping centers." Vast parking spaces surround the shopping centers. They serve hundreds of cars each day. For nearly everyone drives; almost no one walks in the suburbs. The biggest shopping center is world famous. It stands on the edge of the metropolis, between the west and south fin-

gers. It serves a vast part of the suburbs. It has two large stores, dozens of shops, even an indoor "park" with tables, trees, and fountains — all under one roof! There are new factories and warehouses, too. They follow the railway lines through the suburbs — along the Upper River and the Lower River, north of the Midway, through the west suburbs. Other big buildings rise beside superhighways through the suburbs. For instance, big offices sprawl along a main highway west of Minneapolis. A giant laboratory stands east of St. Paul. The busy main airport

Then there is the main airport for the metropolis. There was little open space left in Minneapolis or St. Paul by the time airplanes became popular. So the main airport has grown in the suburbs, too. The airport lies just east of Richfield. It is near the spot where the Minnesota River joins the Mississippi. That is a famous place. Old Fort Snelling stands there, high on the edge of the deep valley. The fort looks down on two old houses across the valley. They lie low on the bank of the Minnesota River. They were the homes of two pioneer American traders. The men were named Sibley and Faribault. Their names are still famous. Sibley was one of the leaders of Minnesota when it first became a state. Now planes from the airport roar over the old houses. The planes roar over the river, where travelers once paddled Indian canoes. The nearby airport spreads west of the fort, where Indian trails led westward to the prairie. Today the airport is a huge, busy place.

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Planes fly from there to every part of our country, to Canada, Alaska, and to the faraway continent of Asia. In 1957 they carried nearly two million people to and from the Twin Cities! The big airliners need runways more than a mile long. There must be many big buildings, too. One building is called the terminal. There people can buy tickets and

get on or off the planes. There are huge hangars where planes are kept and repaired. There are offices for the people who run the airlines. Several thousand people work at the airport. It covers more land than many Minnesota towns. It is a sort of suburb in itself. Big as it is, the airport will soon grow much bigger. Leaders have many plans for

Figure 109. From more than a mile in the air one can see the main airport of the metropolis. It covers as much land as four or five farms. The runways are wider than the widest streets. Many big buildings stand beside the airfield. Even bigger buildings and runways will be built for jet airliners. The airfield was once open prairie just west of Fort Snelling.

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the future. There will be bigger runways, a beautiful new terminal, giant new hangars, and new offices. For the number of air travelers grows much larger each year. New planes are larger, too. And the change is very fast. The leaders who run the airport need many plans for the future.

rapidly. They will be crowded in the future. Then they will need "breathing space," just like the older parts of the metropolis today. Some day the suburbs will need some big parks. Leaders today are buying some of the empty land that remains. The parks they create will be part of the heritage of people who live here in the future. It is easy to see that the suburbs are a big, important part of the metropolis. They are changing and growing. They are the frontier. People there must have many plans for the future.

Plans for new parks There are other important plans for the future, too. They are plans for big, new parks. So far there are few big parks in the suburbs. But the suburbs are filling

THE RUSH OF TRAFFIC

The metropolis has many parts. There are the downtown districts. They have towering office buildings, many hundreds of stores and shops, many small industries, many warehouses, hotels, eating places — every kind of business people know of. There are the districts along the railway lines. They have hundreds of mills and factories, more warehouses, and more offices. There are the homes. They spread block after block, mile after mile — to the edges of the suburbs. Each part of the metropolis is in a different place. And people made each part for a different reason. Nearly everyone has to journey from one part of the metropolis to another every day. There are many reasons for the journeys. Half a million people go to work. Most of them go to two parts of the metropolis— downtown or the districts along the railway lines. At the end of the day they return to their homes in other parts of the metropolis.

Hundreds of thousands go to buy things they need. They journey to the stores downtown. Or they go to the big shopping centers. Thousands more go to sell things others need. For instance, there are salesmen from the big warehouses. They sell goods to stores. Every day they visit dozens of storekeepers all over the metropolis. Thousands of trucks haul goods from one part of the city to another. They haul goods from the warehouses to stores. They haul other goods between warehouses and railway stations or between different factories. They deliver goods from stores to homes. On summer evenings thousands go to the big parks. On a summer weekend a hundred thousand people leave the metropolis. They follow the highways that lead to the lakes and the North Country. No one is lonely on the main streets and roads of the Twin Cities. Thousands of people are always nearby. They are hurry153

ing along in an endless stream of cars, trucks, and buses. They are rushing from one part of the metropolis to another. Or they are rushing out into the country. Or they are rushing back into the city. Perhaps they are going to work or sell or buy or play. Perhaps they are going home. But they make an endless rush of traffic.

Parts of the downtown districts were built long ago. They were built to serve the metropolis when it was smaller. They were built when most people came downtown on streetcars. People walked among the stores and offices. And they had no cars to park. Now downtown needs more parking space.

The traffic troubles The rush of traffic has caused some troubles. Many main streets and roads are very crowded. Sometimes they are so jammed with cars and trucks that there is little room to move. The crowded streets are too narrow or too crooked. Many are in older parts of the cities. They were built long ago. Perhaps they were built when there were only a few automobiles, and most people rode streetcars. Perhaps they are even older. Perhaps they were built for slow-moving carriages and wagons and horsecars. The old streets and roads are not good enough for today's great rush of traffic. There is another trouble. There is not enough room for the automobiles that come to the downtown districts. Many downtown streets are narrow; and buildings crowd most of the land.

The new freeways

Today there are plans for great changes. People are going to build some new main streets and roads. They will be wide superhighways. They will be called freeways. They will have broad, beautiful borders of grass and trees. They will slice through many blocks of homes, stores, and factory districts. They will pass busy crossroads on bridges or in tunnels. There are plans for new offices and other buildings around the edges of downtown. There are plans for new buildings and big open spaces for parking cars. Today's great rush of traffic is changing the Twin Cities. New cities are growing out of the old. Building the new freeways and changing the downtowns is a giant task. It will take many years, much work, and much money. But everyone will be proud of what is done.

GATEWAY TO THE WORLD

The Twin Cities metropolis is a small part of Minnesota's land. But it is crowded with thousands of different sights. There are busy street corners and patches of wilderness. There are factories and skyscrapers, quiet churches, and beautiful lakes. The metropolis is an interesting and

very important part of Minnesota. Here are the main reasons why. The Twin Cities region is a giant workshop. Its industries serve a vast trade territory. Many also serve our whole country and other parts of the world. Many industries stand for the different resources of the 154

Twin Cities trade territory. Many industries stand for the inventions and ideas of Minnesotans. All stand for the work of thousands of people. The Twin Cities and its suburbs are home for more than one third of all the people in Minnesota. Their houses stand for many people who have helped to build Minnesota. Vast stretches of houses stand for great events in the story of America. They tell the story of the great booms, the great depression, a great war. The metropolis keeps growing. More and more of Minnesota's people live there. Perhaps you are reading this book in a village or town in some other part of Minnesota. Perhaps you have never seen the Twin Cities metropolis. Yet there is a fair chance that you will live there when you grow up. Then you can help to make it a better place. The cities have places of beauty. There are many fine parks and playgrounds. They are a heritage from early leaders and builders of the cities. Bits of beautiful wilderness remain in the midst of the cities. They lie along the Mississippi River. More wilderness remains around the edges of the

suburbs. Today's leaders hope to save the beauty of the remaining wilderness. There is more beauty in famous museums and churches. The Twin Cities are a center of learning. They have one of the world's great universities. There are more than half a dozen colleges. There are many other special schools. They teach art, music, and law, how to run machines, computers, controls — and many other subjects. Most of all, the metropolis is a gateway between Minnesota and the world. It is the main gateway. Planes, trains, and trucks go in every direction. Barges head down the Mississippi. All carry goods or people. The people carry knowledge and ideas. The sights of the Twin Cities prove one thing most of all; Minnesota is a busy, important part of the wide world. Many of the cities' buildings and beauty are a heritage from the past. They are gifts of people who have built Minnesota. The Twin Cities are as old as Minnesota. They have been a gateway to the world since they began. And they probably always will be. The Twin Cities have a great heritage. They also have plans for the future.

9 Routes to America and the World People in Minnesota trade with other people all over the world. Minnesota sends out iron ore, timber, stone, farm products, and factory goods. It brings in many kinds

of factory goods, oil, coal, and much more, Thousands of people work to carry the trade. They run long freight trains and big trucks. They sail great ships on Lake 155

Superior and big barges on the Mississippi River. Many visitors come to Minnesota. They come to vacation playgrounds, to conventions in the great cities. Or they come to visit the big offices and factories — to buy or sell goods. Those are a few reasons why people visit Minnesota. Minnesotans visit many other places, too. And they go for the same reasons. Planes, trains, buses, and millions of cars carry the travelers to and from Minnesota. There is one big reason for all of this trade and travel. Many places are very different from Minnesota. Some places have very different weather or very different land. Other places grow different crops.

Still other places have different resources or different factories. Minnesota needs the products of those different places. And they need the products of Minnesota. Many people live in places without lakes or without vast forests. They travel far to see the natural beauty of Minnesota. But there are other kinds of natural beauty, too. Minnesota people travel far to see those. The trade and travel follow many routes. Highways, railways, and airways lead in every direction. A busy waterway leads southeastward through the Great Lakes. Another leads southward down the Mississippi River. Those routes lead to many places which are different from Minnesota.

ROUTES TO THE WEST

the horizon. Big machines help to care for the land, plant the seeds, and harvest the grain. Some of the machines come from factories in the Twin Cities and Hopkins. Many others come from warehouses in Minnesota. At harvest time the farmers begin to ship the wheat eastward. There are hundreds of trainloads every year. Most of the grain goes to Minnesota. It goes to mills in the Twin Cities and southern Minnesota. Or it goes to the giant elevators in the Twin Cities and Duluth. Some of the land is too dry for any crop. It is grassy and treeless. Big herds of cattle roam over the plains and munch the grass. But the grass is short and patchy because the weather is so dry. It takes a vast amount of land to grow enough grass for the cattle.

Roads, railways, and airlines run westward. Some cross North Dakota or South Dakota, Montana, and Idaho. They go on across Oregon and Washington to the Pacific Ocean. Other routes pass through Canada to the Pacific. Wheat, ranches, and wide-open spaces

The routes to the west cross the great, dry plains. The dry country begins in the Dakotas. It stretches westward into Montana. It receives only about half as much rain as Minnesota. Farm fields are too dry for corn, soybeans, or vegetables. The crop that grows best is wheat. Wheat is the crop that most farmers grow. They run some of the biggest wheat farms in the world. Vast fields stretch to 156

Figure 110. The railroad station at Breckenridge is on one busy route that joins Minnesota and the West.

Figure 111. Wheat fields cover much of the great, dry plains of North Dakota, South Dakota, and Montana. In a few places machines are drilling new oil wells on the treeless plains.

Some of the cattle come to southern Minnesota. The farmers there feed them corn; and they grow fat and heavy. From there they ride to the stockyards. And finally they go to the meat-packing centers — the Twin Cities, Austin, Albert Lea. Minnesota people go out to the western plains in the fall, too. And they are joined by thousands of other visitors from Wisconsin, Illinois, and nearby states. Most of the visitors come from large towns and cities. They hunt pheasants in the vast wheat fields. They look for deer and antelope on the ranch lands. The visitors like to hunt. But many come for another reason. They like to be in the wide-open spaces of the western plains.

The herds are big. But the land they need is much bigger. The cattle are almost lost in the wide-open spaces. There is a name for the big piece of land where each herd roams. It is called a ranch. The man who owns it is a rancher. He is likely to have some cowboys who help to care for the herd. Every fall the cowboys round up the herd. They load many of the cattle on trucks and trains; and the cattle ride eastward. 157

Figure 112. Big herds of cattle graze where the western land is too dry for any crop. Grass and sagebrush grow far apart on the dusty soil. Some of the cattle are shipped to Minnesota farms to be fattened and then shipped to the stockyards in South St. Paul.

Wafer power from the Missouri

plains. There are not so many people. The big dams make more electricity than people on the plains can use right now. Huge power lines carry some of the electricity eastward to Minnesota. It helps to light farms and towns in the western part of the state.

There are some great treasures in the dry western plains. One is a great river. It is called the Missouri. It is wide and swift and muddy. It flows from high mountains across Montana, the Dakotas, and southeast from there. It finally joins the Mississippi in the state of Missouri. Men have built giant dams across the Missouri River in the western plains. They have made big lakes behind the dams. Where the water spills over the dams, its power is used to make electricity. Towns and houses are far apart on the

Layers of shiny black coal

There are greater treasures than the power of the big Missouri River. One is coal. Layers of coal appear along the sides of valleys in western North Dakota. It is shiny, black rock. The layers show only 158

in the valleys. Elsewhere they are buried. But they spread for many miles beneath the plains. In a few places men mine the coal. They use big power shovels to uncover it and dig it. Most of it is burned to run machines that make electric power. Trains carry some of the coal eastward into Minnesota. It helps to make electricity for farms and towns in the west and south. North Dakota coal is not as good as coal in some other parts of the United States. So it is not used as much. But a vast treasure of coal remains beneath the North Dakota plains. Someday it might be used much more.

western North Dakota. Others are in Montana. Still more lie just to the north, in Canada. Those oil districts are important to Minnesota. A great pipeline carries Canadian oil to refineries near Duluth and the Twin Cities. A refinery in North Dakota helps to supply oil and gasoline to western Minnesota. The wells supply oil to other parts of America and Canada, too. And they will be more important in the future. For much more oil lies beneath the plains. High mountains Great mountains stand on the routes to the west, too. They rise to the west of the dry plains. They are different from any land in Minnesota. The mountains are huge. A single mountain might be five or ten miles wide at the bottom! Its pointed peak might be ten times as high as the highest rocky ridge on the North Shore. Forests of pine and fir trees cover the mountainsides. They supply fine lumber to Minnesota and the rest of America. But the high peaks are rocky and bare. There is much cold and snowy weather in the high mountains. Winter is long. Deep snowdrifts almost cover the treetops. Summer is short and cool. A little snow remains all summer in shady places on the highest mountainsides. A treasure of water comes from the mountainsides. It trickles from the melting snow and drips from the trees after a summer rain. It runs into swift, clear streams. The streams flow through deep, rocky valleys — five or ten times as deep as the valleys of southeastern Minnesota! The natural beauty of the mountains is

Oil wells and pipelines A treasure of crude oil lies beneath the plains, too. It is like the crude oil that comes to Minnesota refineries — black, thick, and dirty. People need it to make gasoline, grease, and oil for machinery, and oil to burn. Without oil, motors could not run and many buildings would be cold in winter. The crude oil fills the spaces between tiny grains in the rock. It lies in layers of rock thousands of feet down in the ground. Giant machines bore holes and push pipes down to the rock that holds the oil. The deep holes are called oil wells. Tall steel towers hold the machines that bore the deep wells. People call the towers derricks. The picture in Figure 111 shows one of the derricks. They rise above the treeless plains wherever men are boring new oil wells. There are oil wells on the plains in many places west of Minnesota. Some are in

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famous. People come from every part of America to see the peaks and the deep valleys, the beautiful forests and the clear, swift streams. There are great national forests and national parks. They are very large areas of nature's land. They belong to all of the people of the United States. Two of the most famous national parks are named Glacier and Yellowstone. Thousands of summer visitors to Glacier and Yellowstone follow the routes west from Minnesota. Many Minnesota people work in the national parks each summer. They help to run hotels and restaurants, cabins, and campgrounds. Irrigated valleys Very wide valleys lie among the great mountains. A few of the great valleys are

on the routes west from Minnesota. They are in Montana, Idaho, and Washington. The valleys are beautiful places. They nestle among the high mountains. Their soil is rich and their land level. Their summers are warm and sunny. There is only one trouble. It seldom rains. The land is dry and dusty. But there is a way to get water on the dusty land. Clear, cold streams tumble from the high mountains. Men have dug ditches from the streams to their farm fields. The ditches lead water to thirsty crops. There is a special word for watering crops that way. It is irrigation. Farmers in many western valleys use irrigation to provide water for their fields. In some ways irrigation is better than rainfall. With irrigation the farmers can give

Figure 113. Rows of apple trees grow in beautiful irrigated valleys. They are located among the mountains in the state of Washington. Late in the summer many carloads of apples move eastward through Minnesota.

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their crops water whenever it is needed. Irrigation helps them to grow some of the world's finest crops. Two famous crops come from the irrigated valleys west of Minnesota. They are potatoes and apples. The best-known potato valley is in Idaho. The great valleys of apple orchards are in the state of Washington. Every year trainloads of apples and potatoes roll eastward from the valleys. Hundreds of cars pass through great railway yards of Minnesota — Willmar, Staples, the Twin Cities. The crops move to cities in the eastern United States. And Minnesota workers help to move them!

away into the Pacific. The planes and ships go to some interesting places. Many planes and ships go to Alaska. That is the name for the big northwestern tip of North America. It is a huge land. It reaches fifteen hundred miles farther north than Minnesota. It is one of the United States; but it is mostly wilderness. There are few places for farm settlers. Thick forests face the Pacific in southern Alaska. They are some of the rainiest or snowiest places in all the world. There are broad stony valleys in the center of Alaska. They have some of the coldest winter weather in the world. There are towering mountains where the snow never melts. The north edge touches the frozen Arctic Ocean. But there are treasures in Alaska — water power, coal, oil, and other minerals. Alaska is a frontier. Minnesota people helped to clear Alaska's first farms. They are helping to build its towns. And they help to supply the goods that go to Alaska from Seattle. Other routes lead to places far across the Pacific. Planes from the Twin Cities fly to a cluster of warm, green islands in the middle of the great ocean. They are called the Hawaiian Islands. Planes and ships go all the way across the Pacific. They reach a continent called Asia. It is nearly half way around the world from Minnesota. Many sights and sounds in Asia would seem strange. People look different and dress differently than Americans. They eat different food. They speak different languages. They live in different hottses. They live very close together, in crowded cities and villages. Lands no big-

Across the Pacific

At last the routes to the west reach the Pacific Ocean. They stop at great port cities. One is on a wide, deep river that leads to the ocean. It is the city of Portland, in the state of Oregon. The largest port is on a great, deep bay. It is Seattle, in the state of Washington. Routes westward through Canada reach the Pacific, too. They come out at a Canadian port city called Vancouver. Railways, highways, and airways join the Pacific ports with Minnesota. And they also reach to many other parts of America and Canada. The routes westward do not end where they reach the Pacific coast. Many people and much goods keep going. Planes from the Twin Cities fly westward and northwestward across the Pacific. Trains from the east pull up beside big docks and warehouses. Ships take factory goods from the trains and warehouses; and they sail 161

ger than Minnesota have forty million people! Farms are often smaller than a schoolyard. The Asian farmers have no machines and few animals. Their crops are different. Yet Minnesota people are there, too.

Perhaps they work for the airline that joins the Twin Cities with Asia. Perhaps they are teachers. They might be soldiers; or they might be selling factory goods. Whatever they do, they stand for America in those faraway places.

TO THE NORTH

A few busy routes run northward into Canada. Several of the routes pass through the North Country. A famous highway follows the north shore of Lake Superior to Canada. Other highways lead from the Twin Cities and Duluth, through International Falls, to Canada. Those roads cut through many miles of forest wilderness. Not far north of the border, each route reaches a large, busy Canadian town. There are Twin Ports along the Canadian North Shore. They are something like Duluth and Superior. North of Lake of the Woods there is a busy town with big paper mills. It is something like International Falls. There are a few busy towns, but very few farms. North of the busy towns the roads end among the rocks, forest, and lakes. But the empty wilderness does not end. It spreads northward many hundreds of miles — to Hudson Bay and the Arctic Ocean. It covers all of northern North America. Minnesota's North Country is just a small part of a vast wilderness.

Main railways, highways, and airways to Winnipeg lead northward through the Red River Valley. Those routes leave the United States at a town called Pembina. Pembina stands beside the Red River. It is in the northeast corner of North Dakota; and it is next to the northwestern corner of Minnesota. About sixty miles north of Pembina the main routes reach Winnipeg. Winnipeg is a large Canadian city. It has tall buildings, huge railway yards, big warehouses, miles of streets and homes, dozens of schools and churches. It looks something like Minneapolis or St. Paul. The land to the west of Winnipeg is something like the land west of Minnesota. There are wide plains, big wheat fields, and cattle ranches. Coal and oil lie beneath the plains. Great mountains rise west of the plains. The Pacific Ocean spreads west of the mountains. Winnipeg is the busy gateway to Canada's West.

Friendly trade today and long ago Many travelers use the routes to Canada. During the summer people from many parts of the United States follow the highways into the Canadian wilderness. They go north to hunt, fish, camp, and canoe. Canadian people travel southward to visit

Big, busy Winnipeg The busiest routes to Canada lead to Winnipeg. A railway runs from Duluth through the North Country to Winnipeg. 162

Minnesota's cities and state parks. Many more people ride the trains and planes and buses to Winnipeg. Freight trains and trucks rumble across the Canadian border, too. They carry all kinds of American factory goods to the warehouses and stores of Winnipeg. Often they carry machinery to help make Canada's new highways, factories, oil wells, and mines. Or they haul Canadian wheat and paper to the United States. The busy routes to the north carry much friendly travel and trade between the United States and Canada. There have been famous routes to the north for a long time. More than one hundred years ago, before there were railroads, a famous trail led to Pembina and Winnipeg. People called it the Pembina Trail.

It began at St. Paul. It twisted northwestward, along the Mississippi, through the Park Region, to the Red River Valley. Then it followed the sand ridges and the Red River toward the north. There were only a few tiny Canadian settlements where Winnipeg spreads today. Pembina was a tiny fort and trading post. St. Paul was a small village. A wilderness of forest and prairie lay along the route. But each summer traders from the north made the long trip to St. Paul. They drove big, two-wheeled wooden carts, pulled by many oxen. They brought furs from the north. They returned with all kinds of supplies from St. Paul. The Pembina Trail was the first route to the north. Minnesota has long been a gateway between the United States and Canada.

TO THE SOUTH AND SOUTHWEST

Still other busy routes run south and southwest from Minnesota. They cross the state of Iowa. Many sights there are familiar. Thousands of Iowa farms look like thousands of farms in southwestern Minnesota. They are Corn Belt farms. For the Corn Belt farming region stretches far beyond southern Minnesota. The Corn Belt region spreads across Iowa, into the neighboring parts of Nebraska and Missouri. And it reaches eastward from Iowa all the way to Ohio. Nearly all of Iowa lies within the Corn Belt. It is the greatest farming state in our country. Iowa, even more than Minnesota, helps to feed America.

The southwestern plains

Railways, airways, and highways from Minnesota run far beyond Iowa. They go southwestward into Kansas, Oklahoma, and Texas. There they reach the great, dry western plains. Those are the same great plains that lie west of Minnesota, in the Dakotas and Montana. The dry western plains stretch across the United States, from North Dakota to Texas. The sights are much the same in the southwestern plains. But there is more of everything. There is more dry farmland. So there is more wheat. Kansas, Oklahoma, and Texas farmers grow one third of America's 163

wheat. They grow twice as much as the farmers of the Dakotas and Montana. They supply a great flour-milling center larger than Minneapolis. It is called Kansas City. They help supply wheat to Minnesota mills. And they send wheat to other parts of the country, too. There is more wide-open, treeless ranch land. Some of the biggest ranches in the world are in Texas. Ranchers of the southwestern plains supply cattle to many other parts of America. There is more oil, too. Some of the greatest oil-well districts in the world are in Kansas, Oklahoma, and Texas. They have been great for more than fifty years. Today they produce fifty times as much oil as the Dakotas and Montana. They supply half of the oil for the whole United States. There is more than oil. There is also natural gas. That is gas that is made in nature. It bubbles from oil wells; and it hisses from many deep wells even where there is no oil. Natural gas is valuable; for it burns with a hot, clean flame. Men use it to keep buildings warm and to run many machines. Most of America's natural gas comes from Kansas, Oklahoma, and Texas. Oil and natural gas are the greatest treasures of the southwestern plains. Long pipelines carry the oil and gas to every part of America. Important lines lead to Minnesota. Some bring gasoline made from crude oil that comes from the southwestern plains. Other pipelines bring natural gas. They serve towns in southern Minnesota and the Twin Cities. Soon they will reach northward to Duluth. Faraway places supply oil and gas to Minnesota.

Beyond the southwestern plains

Routes from Minnesota lead still farther southwest. Planes from the Twin Cities fly across Nevada and Arizona to California. A swift streamlined train from the Twin Cities crosses New Mexico and Arizona on its way to California. There are still different sights along those routes. Much of the land west of Texas and Oklahoma is called desert. That is a word for the driest parts of the world. Rain seldom falls in the desert. The sun shines almost every day. The land is dry and dusty. Much of the ground is bare. It is hard for plants to grow with so little water. There are only scattered clumps of tough grass, scattered shrubs, thorny trees, and cactus. There are few rivers, few farms, few towns and cities. Deserts stretch across much of New Mexico, Arizona, and southeastern California. They reach into the states to the north of New Mexico and Arizona, too. More rain falls near the Pacific Ocean in southern California. But, even there, the land is usually dry and dusty. Even the empty lands of the desert are important. They have some of America's most famous natural beauty. Many people from Minnesota visit the desert every year. Hundreds of thousands more come from every part of America. The visitors see the beauty of brightly colored rocks; bare, jagged mountains; and some of the world's deepest river valleys. A few places have more water. They are close to the Pacific in southern California; or they are along the banks of a few rivers that flow through the desert. Where there is water, the land is not empty. Farmers 164

use the water for irrigation. They grow rich crops in the bright, warm sunshine. There are fields of cotton and vegetables, groves of oranges and other sweet, juicy fruit. The cotton helps to supply clothing factories all over America. Some of it reaches the knitting mills of Minnesota. The fruit goes to many parts of America, too. Some finds its way to Minnesota markets. Cities and towns have grown where there is water. Some of the cities are growing very fast. Millions of American people have gone to the southwestern United States to live. They like the year-round warmth and sunshine. The great metropolis of the southwest is Los Angeles. It is a city in southern California. Los Angeles is growing very fast. Fifty years ago it was smaller than the Twin Cities. Today it has a greater population than Minnesota and the Dakotas put together! People from all over America have come to Los Angeles. They have built America's biggest suburbs. They have built hundreds of new factories, offices, stores, and schools. Many people have gone there from Minnesota. They have started new industries, built new buildings. The suburbs of Los Angeles are America's frontier. And many Minnesota people are helping to settle it. Down the Mississippi Other busy routes go south from Minnesota. A silver streamliner heads southward from the Twin Cities toward Missouri. Airways and highways run in the same direction. Barges move slowly southward on the Mississippi River. The river winds

past the states of Iowa, Illinois, and Missouri. At the southern tip of Illinois the Mississippi Valley suddenly grows very wide. Flat, low land stretches from the twisting river to the horizon. The river, itself, is a mile wide. People call that part of America the lower Mississippi Valley. It is one of the greatest river valleys in the world. The lower Mississippi River winds through tall forests, past rich fields and pastures. It never freezes; for it is too far south. Rain falls instead of snow in winter. Sometimes the winter rains last for many days. They fill the smaller streams that pour into the Mississippi. The mighty river rises and floods. It spills over its banks and spreads muddy water across its valley. The lower Mississippi Valley is the greatest in North America. It is the widest valley. It has the biggest river and the greatest floods. It has some of the richest farmland in America, too. At last the river reaches the Gulf of Mexico — a thousand miles from Minnesota. A big port city stands near the end of the river. It is New Orleans, in the state of Louisiana. The river's edge at New Orleans is a busy place. Many barges bring goods down the river. Some have come from Minnesota with grain or soybean oil. Trains bring factory goods from all over America. Big ships stand at the docks. Men fill the ships with the products that have come to New Orleans. Then they sail out of the deep, wide, muddy river. They go into the blue Gulf of Mexico; and they head southward. They go to Mexico and the little 165

Figure 114. Seven hundred miles south of Minnesota the growing season is long and hot. Crops grow there that will not grow in Minnesota. Cotton is one of those crops of the wide, flat lower Mississippi Valley. Many of the fields are plowed with machines from Minnesota factories. The cotton is harvested by machine.

countries at the south end of North America. People call that part of the continent Middle America. The ships also go to another continent, far to the south. It is called South America. To Middle and South America There are some strange sights and sounds in Middle and South America. There are countries where almost all of the people are farmers; and they have no machines and few tools. There are countries in which most of the people are Indians. There are few people who speak the English language.

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There is a vast region where winter never comes. The weather is always hot; and there are many rain showers. Much of the hot, rainy region is a forest wilderness. It is one of the greatest forests in the world. Trees grow as tall as ten-story buildings. The forest is filled with wild animals, birds, and snakes. But few people live there. Other hot lands have many farms and towns. But farmers grow crops that will not grow where there is a winter — coffee, chocolate, bananas. Ships carry those products to New Orleans. Trains take them from New Orleans to many parts of America. Some find their way to Minnesota.

There are familiar sights in South American countries, too. There are broad fields of grain and pastures, farm-trade towns, and great cities. And there are people and products from Minnesota. Tractors from Minneapolis are busy on some farms. People in the cities use "Scotch" tape from St. Paul. A factory on South America's west coast makes oil from whales. Big fishing ships bring the whales from the deep ocean west of South America. The oil is used in the

making of face cream, soft leather, and many other products. Minnesota people built the factory. Minnesota people run it. The leaders of the industry are in the Twin Cities. They know much about making oil from animals and plants. For they have made oil from flax seed and soybeans for many years. There are other Minnesotans in the southern countries. There are teachers and salesmen and scientists. People in Middle and South America know of Minnesota.

Figure 115. South American workers bring whales to a factory in Peru. The whale oil is shipped to other parts of the world. The factory belongs to a Minnesota company.

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TO THE SOUTHEAST AND THE EAST

The busiest highways, airways, and railways lead toward the southeast. Most of the routes lead to Chicago. Chicago is a great metropolis. It lies in the northeast corner of the state of Illinois. Its suburbs spread into Indiana and almost to the border of Wisconsin. Chicago and some of its Indiana suburbs lie beside the Great Lakes. They are at the south end of Lake Michigan. They are some of the busiest ports on the lakes. But Chicago is much more than a port. It is a giant center of trade. It serves many millions of people in a vast trade territory. Dozens of huge office buildings tower above its downtown district. It is the world's largest railroad center. Trains run from Chicago to every part of the United States and southern Canada. Chicago also has the world's busiest airport. The metropolis is a giant workshop. Its steel mills are about twenty times as large as the big mill at Duluth. It has some of the world's largest factories to make farm machinery, railway cars and locomotives, radios, books, and magazines. And it turns out thousands of other products. Chicago and its suburbs are home for about five million people. It is one of the largest cities in America. Nearly everyone in Chicago knows of Minnesota. Chicago's offices, warehouses, and factories serve Minnesota. Chicago uses the products of many Minnesota industries — electrical goods, machines, books, meat, flour, paper, for instance. Great Lakes ships carry Minnesota iron ore to Chicago's steel mills. Many thousands of Chicago people visit

Minnesota in summer. They leave the heat and noise of their giant city. They enjoy the beauty of Minnesota's lake districts and North Country. The Southeast

Many routes lead southeast from Chicago. They reach south of a great river called the Ohio. They lead to the states south of the Ohio River and east of the Mississippi. That part of our country has a special name. It is the Southeast. The Southeast is a green land most of the year. Its summers are long and hot and moist. There is a winter, too, but snow seldom falls. The winter weather is often cool and rainy; and much of the land is brown and muddy. There are some rich farms in beautiful, wide, green valleys. The farmers make good use of the long summers. They grow many special crops — cotton, peanuts, tobacco, vegetables, peaches, apples. Forests cover half the land. Many are tall and thick. For trees grow big and fast in the warm, moist Southeast. Factories make lumber and paper from the wood. Many products from the Southeast serve the people in the northern states. The cotton helps to provide warm clothing. Peanuts make delicious peanut butter. Southeastern fruit and vegetables help to supply northern grocery stores. The lumber is used to make much of America's furniture. Southern paper makes most of America's bags and cartons. Minnesota people use all of those products. Farthest southeast is the state called Florida. It lies more than a thousand miles 168

Figure 116. Downtown Chicago faces Lake Michigan. Chicago is one of the world's biggest, busiest cities. Chicago and Minnesota serve each other in many ways.

south of Minnesota. It is the warmest, sunniest land in all the Southeast. Even winter days are seldom chilly. There has never been a frost in southernmost Florida! Some Florida farmers make special use of the warm weather. They grow orange, grapefruit, and lemon trees. Their fruit reaches Minnesota and many other parts of our country. Like Minnesota milk, it helps millions of Americans to keep healthy. Florida is a great winter playground. Hundreds of thousands of visitors come from the north. They leave the snow and cold and busy trade and industries of the north. They rest and play in Florida's win-

ter sun. Thousands come from Minnesota. Many of the visitors return every winter. When they grow old, many people move to Florida to live. They build new homes and new suburbs around Florida's cities. Or they settle in towns beside the warm ocean. Some of those people come from Minnesota, too. People from Minnesota are helping to build Florida. The Eastern United States

The busiest routes in America lead eastward from Chicago. Ships follow the Great Lakes eastward. There are America's greatest highways, railways, and airways. Amer169

ica's "Main Street" runs from Illinois eastward to the Atlantic Ocean. It passes through Indiana, Ohio, southern Michigan, and Pennsylvania. It reaches the Atlantic Ocean between Maryland and Massachusetts. America's Main Street is one of the busiest parts of the whole world. People all over the world call it the Eastern United States. The Eastern United States is a small part of our country. It has only about one tenth of America's land. But almost half of America's people live there. There are many of the world's great cities. And there are many of the world's great industries. The East has nearly two thirds of all America's factory workers! Many of the industries make products from steel. The East is a good place to make steel. There are two reasons. For one thing, there is plenty of coal to melt iron ore. Miners in the East dig nine tenths of America's coal — most of it in the state of Pennsylvania. Also the East is a good place to get iron ore. Giant ships carry it from distant places. Some of the ships sail on the Atlantic Ocean. They bring ore from places across the sea. Many of the ships sail on the Great Lakes. They carry ore mostly from Minnesota. Minnesota iron serves many great industries of the Eastern United States. Minnesota serves the East in many other ways. It helps to supply food and factory goods to the great cities. The East serves Minnesota, too. Its vast industries supply Minnesota warehouses and stores. Its mines ship coal to the Lake Superior ports. But there is something even more important.

Minnesota has a great heritage from the East. The first white settlers reached the East before they reached Minnesota. They settled along the edge of the Atlantic Ocean. Some of the settlements were in Massachusetts and New York, Pennsylvania, Maryland, and Virginia. There were farms and towns in those places early in the 1600's. The land of Minnesota was still wilderness. No white men had even seen it. People in the eastern settlements started the United States in 1776. Then they made the new country grow westward. The early settlers in the East had some important knowledge and ideas. They knew how to build factories and run machines. They knew how to run stores and warehouses. They knew how to build roads, how to trade, and how to care for farm crops and animals. The settlers believed that everyone needed to attend school and church. They believed that everyone should work hard. Many of Minnesota's early settlers came from the East. They brought their knowledge and ideas with them. The knowledge and ideas helped to build Minnesota. Across the Atlantic Routes eastward do not end at the edge of North America. Planes and ships go eastward across the Atlantic Ocean. They leave great port cities in the Eastern United States. They go three thousand miles eastward to Europe — the continent on the other side of the Atlantic. The routes across the Atlantic reach many different countries. There are some large, crowded countries. They have about

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as much land as Minnesota — or perhaps more. But they have ten or twenty times as many people! Those countries are called Great Britain, France, Italy, and Germany. There are tiny, crowded countries called Belgium, the Netherlands, Switzerland, and Denmark. There are big countries with small populations. They have vast empty forest lands like Minnesota's North Country. Their names are Finland, Sweden, and Norway. A few routes lead still farther eastward into Europe. They reach more distant coun-

tries with names like Poland, Hungary, Yugoslavia. At last they reach the country on the eastern edge of Europe. It is called the Soviet Union; and it spreads over more land than any other country in the world. There are many strange sights and sounds in the countries of Europe. The languages are strange to most Americans today. The people of Great Britain speak the English language. But people in the other countries do not. There are many old buildings. Many houses, stores, and churches are three hun-

Figure 117. A Minnesota electrical controls industry has a branch factory in Europe. It is in the large city of Amsterdam in the country of the Netherlands. The flags of both the Netherlands and the United States fly over the building.

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dred years old. Some old castles and churches have stood a thousand years! The countries of Europe are very old. They are much older than Minnesota or the United States. Yet many other sights and sounds are familiar. The farms have familiar-looking barns and animals and crops. There are hogs and cows and chickens. Wheat, oats, barley, flax, potatoes, sugar beets, and hay grow in the fields. There are great factories. There is the hum of traffic in busy city streets. The churches look like many in Minnesota. People read books and newspapers, listen to the radio, or watch television. There are schools and colleges and great laboratories. There is a good reason why so many sights in Europe are familiar. Most American settlers came from Europe. At first they came mostly from Great Britain. A few came from France and other countries. Later they came from every country in Europe. Europe was already old when the settlers left for America. The settlers already had ideas about churches and schools, farms,

cities, and factories, and much more. They brought their ideas across the Atlantic to America. They helped to build America. They helped to settle and build Minnesota. That is why our farms and towns look something like the ones in Europe. Minnesota— like most of America — has a heritage from Europe. Today thousands of people travel back and forth across the Atlantic. Americans and Europeans trade all kinds of goods, knowledge, and ideas. People from Minnesota join in the trade. Minnesota stores sell many products made in Europe — cloth and toys, needles and sewing machines, clocks and watches. Thousands of Minnesota families drive automobiles built in Europe. Europeans use Minnesota flour, soybean oil, and linseed oil. They buy Minnesota electrical goods. Great industries of Minneapolis and St. Paul have branch factories in Europe. Europeans read books written in Minnesota. Minnesota college and university students use books and maps made in Europe. The sights of Europe and America grow more nearly alike, thanks to trade and travel across the Atlantic.

THE RICHES OF MINNESOTA

and skill and strength. They know how to work and build Minnesota, how to run fine farms and great industries. But all those are not enough. Minnesota needs oil and coal that it does not have. It needs many kinds of goods that its factories do not make. It needs fruit and vegetables that its farmers cannot grow. It needs

Minnesota is a rich part of the world. It has many important natural resources. There are rich soil, level land, warm summers, and plenty of moisture. There are iron ore and clay and stone. There are swift, powerful streams and great forests. Minnesota's people are even more important. They have knowledge and ideas 172

the knowledge and ideas of people in other places. The world has many riches; and Minnesota is only a small part of the world. Minnesota people can supply much that others need. Others can supply much that Minnesota needs. That is why there is so much trade between Minnesota and other places. That is why busy routes lead in every direction. Minnesota people trade their resources and their goods and knowledge with many other people. Others trade with Minnesota. The trade gives everyone riches of the world that he would not have otherwise. Minnesota people have freedom to trade

goods, knowledge, and ideas. That means no one tries to stop the trade. Minnesota is free to trade with every part of America. Minnesotans can trade with people in many other countries, too. If there were less freedom, there would be less trade. Minnesota people would have less goods and less knowledge. Then Minnesota would not be so rich. It is easy to see that Minnesota has three riches. One is its natural resources. A second is its people and the things they have built. A third is freedom. All three are a part of Minnesota's heritage. The greatest is freedom.

10 Rules and Leaders too. Otherwise no one would know whether the team won or lost, improved or failed. In some ways Minnesota's people are like a team. Running Minnesota's farms, towns, and mines is too much for one person. It takes hundreds of thousands of people. Each person does his part. But there must be rules and leaders and records. There is a word for the rules and the leaders and their work. The word is government.

Everyone has played on a team. People use teams to play games that are too big and hard for one person. Everyone on the team has a certain task to do; and all of the players on the team work together. Sometimes a team plays well; sometimes it fails. If it plays well, there are usually three reasons. First, every member does his part. Second, there are some rules. And third, there are some leaders working hard. Of course, someone has to keep records,

THE WORK OF GOVERNMENT

People need government for some big reasons. There are records to keep, for

one thing. For instance, think of a man who decides to sell his house. He has to 173

have some exact records about the house. The records must show that the house surely belongs to him. They must show exactly what land the house covers. They must show that he owns the land, when he bought it, and from whom he bought it. Records like those must be kept for all of the land and buildings in the state. Without such records, no one would know whose property is where. There are many other records to keep, too. There are records of babies born, people married, people who die, people who own automobiles, and much more. Keeping records is one of the big tasks of government. The task takes many people and places for them to work. There must also be some rules. For instance, there must be rules against damaging buildings or goods, stealing, and speeding in cars. There are many such rules to protect Minnesota's people and their property. All are rules that people must follow to live together in the state. The rules are called laws. All of Min-

nesota's men and women choose the leaders to make the laws. The leaders serve the people. They work hard making new laws, changing old ones. They need places to work and hold meetings. The leaders have many other tasks, too. Government has to build streets and roads to serve all the people. It must have the roads repaired in summer and clear of snow in winter. It must build schools. It must see that laws are obeyed. The leaders cannot do all that work. They must have help. So there are many government workers to help the leaders. The government workers serve all of the people, too. And they need offices and tools to do their work. Government needs money. For the leaders have to pay the government workers. They have to pay the people who build schools and roads and offices. All of the people have to pay their government to keep it going. There is a special word for the money people pay to government. The word is taxes.

MANY DIFFERENT GOVERNMENTS

trade town and every town in the North Country. The big cities and their suburbs also have governments. Those are called local governments. Each one has offices for its workers and a meeting place for its leaders. The building usually stands near the center of the community. People call it the "hall." The local government has many important jobs. It builds streets and lays sewers and water pipes. It provides policemen and firemen to protect the community. Its lead-

It is easy to see that any government needs a building. The building must have room for offices for government workers. And it must have a place for the leaders to meet and work. There are many government buildings in Minnesota. They are in many different towns and cities. And they serve many different parts of the state. Local government

There are governments for Minnesota's villages. A government serves every farm174

Figure 118. Minnesota has eighty-seven counties and each one has a county seat.

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ers make rules for the community. The leaders serve the people who live inside the borders of their village, town, or city. Other governments serve the farmlands between the towns and villages. Those are called county governments. The map in Figure 118 shows the counties of Minnesota. There are eighty-seven. The county governments provide roads to join farms, villages, and main trade centers. They have a sheriff. He sees that laws are obeyed in the countryside. They keep records about the land of the county. The county has offices and a meeting place for its leaders, too. The building is called the courthouse. The courthouse stands in a town called the county seat. And the county seat is usually the main trade center of the county. Most of the busy towns and cities mentioned in this book are county seats. State government

Minnesota has a government, too. It has many leaders and thousands of workers. The leaders meet at the huge state capitol building in St. Paul. There are hundreds of offices in the capitol building. And the state uses other big nearby office buildings, too. The state builds the main roads that join the county seats, main trade towns, and the big cities. It creates state parks and state forests. It builds roads to reach them. It pays workers to care for them. It builds schools and hospitals that serve the people of the whole state—tasks too big for local governments. The people of the whole state choose a man to be in charge of all of the offices. He is called the governor.

The leaders at the capitol serve all of Minnesota. They make laws for the whole state. There are two special groups of lawmakers. One group is called the senators. The other is called the representatives. The senators and representatives are chosen by people in every part of Minnesota. Each one comes from a special district of the state. And he stands for all the people in that district. The map in Figure 119 shows the districts. Most of the districts are counties or groups of counties. Each district is supposed to have about the same number of people. That is why some districts are very large and some are very small. The biggest districts are in the North Country. In that part of Minnesota a few people live on a vast amount of land. The smallest districts are in the Twin Cities. That is where a vast number of people crowd upon a little land. The state's lawmakers stand for many different kinds of communities. America's national government

Minnesota is one part of the United States. The whole country has a government, too. It is hundreds of times as big as the one in Minnesota! People call it the national government. The national government's main offices are in a great eastern city called Washington. Washington has some of the world's biggest office buildings. The national government has some of America's biggest tasks. It helps to build the great highways that cross the whole country. It creates national parks and national forests. It saves vast pieces of nature's land for everyone to enjoy. It runs 176

time Minnesota has had nine. The map in Figure 120 shows the nine districts. The districts have many different kinds of communities. Some are mostly farming districts. Some are in the North Country. Some are within the Twin Cities. The lawmakers in Washington serve every different kind of community in America. It is often very hard to make laws that please all of them. The United States and Minnesota are parts of the wide world. But there is no world government. Each country is supposed to be its own boss. The people and leaders of different countries have different ideas about government. Americans believe that people should

Figure 119. Senators and representatives in the state capital stand for these districts. The Twin Cities region is divided into many very small districts.

America's army, navy, and air force. It does many jobs that are too big for anyone else to try. The national government has lawmakers, too. Like the state lawmakers, they are divided into two groups — senators and representatives. They meet in a great building in Washington called the national capitol. They come from every state. Each state has two senators. Each senator stands for all of the people in his state. Each representative stands for the people in one district of his state. Each state has a different number of representatives. The number depends upon the population of the state. The states with the most people have the most representatives. For a long

Figure 120. One member of our country's Congress comes from each of these parts of Minnesota.

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choose their own leaders. They believe that the lawmakers must serve the people. They believe in freedom. So do the leaders in many other countries. But the leaders of still other countries disagree. In those coun-

tries the leaders choose themselves. Laws are different. There is no law and no police force for all the world. Perhaps there will be some day. For the world keeps changing.

MINNESOTA IS MANY PUZZLES

Everyone has put together a jigsaw puzzle. At first there is just a jumble of pieces. Slowly they fit together; and at last there is a picture. For someone who knows the picture in the first place, the puzzle is easy. He can guess where the pieces belong. He sees a familiar bit of a line or a familiar spot on each piece. It helps to know the picture. Imagine cutting up the maps of Minnesota to make puzzles. There would be many pieces. There are parts with different kinds of land, parts with different kinds of weather. There are the different farming regions. There are the eighty-seven different counties. Minnesota is many puzzles! The puzzles would be easy for some people. Some people would see familiar lines and spots on every piece. The lines would be the main rivers, roads, and railroads. The spots would be the towns or the lakes. The puzzles would be easy for people who know Minnesota. There are many reasons for the different pieces of the puzzles. Nature made some — the Hill-and-Lake Region, the flat plains, and others. Farmers and builders made some — the Corn Belt or the Twin Cities, for instance. Government leaders made

still others — the counties, the senators' districts, and many more. Men and nature have divided the state in many different ways. The map keeps changing. The puzzle pieces were not always the same as they are today. And they will be different in the future. For instance, they were much different before the white men came. In those days there were Sioux and Chippewa regions, forest and prairie hunting grounds. Later the pieces of the puzzle changed again. Farming regions changed after the pioneers settled the state. Counties have changed. Senators' and representatives' districts have changed as the state has grown. Men have changed the boundaries of cities and towns; for those places have grown, too. Minnesota has changed much in the past. It will change still more in the future. There are bigger maps, too. Minnesota is just one part of the map of the United States. It is a small part of the world map. Minnesota is only one piece of some much bigger puzzles. The pieces of those puzzles change, too. For Minnesota is just one part of our ever-changing country and the everchanging world.

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Facts about Minnesota There is much to be seen and much that is happening in Minnesota. There are people, jobs, land, water, forests, fields, towns, schools, rainfall, warmth. The list is endless. There are many events, too, for Minnesota keeps changing. At some time everyone asks questions about these sights and events. People want to know just exactly what is in Minnesota. They want to know exactly how much of it there is. They want to know what has happened and exactly when it happened. They want to know exactly what has changed and exactly how much it has changed. There is only one way to get the answers to such questions. That is to count and keep records. People have often counted much that is in the state. And they keep records of what they count. On these last few pages there are some lists of numbers and dates. The lists are called "tables." These tables are just a few examples of what people have measured, counted, and recorded in Minnesota. There are many more records like these. They contain more knowledge about Minnesota, America, and other parts of the world.

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Table 1. This shows how many people lived in each county in Minnesota in the years 1900 and 1950. For nine counties the table shows no number for the year 1900. Five of those counties were not yet created in 1900. Four others have been divided and made smaller. So they are really different counties than they were in 1900. The table shows that there were some big changes in fifty years. County Aitkin Anoka Becker Beltrami Benton Big Stone Blue Earth Brown Carlton Carver Cass Chippewa Chisago Clay Clearwater Cook Cottonwood Crow Wing Dakota Dodge

1900 6,743 11,313 14,375 9,912 8,731 32,263 19,787 10,017 17,544 7,777 12,499 13,248 17,942 810 12,069 14,250 21,733 13,340

Douglas Faribault Fillmore Freeborn Goodhue Grant Hennepin Houston Hubbard Isanti Itasca

17,964 22,055 28,238 21,838 31,137 8,935 228,340 15,400 6,578 11,675

Jackson Kanabec Kandiyohi Kittson Koochiching Lac Qui Parle Lake Lake of the Woods Le Sueur Lincoln

14,793 4,614 18,416 7,889

Lyon McLeod Mahnomen

14,289 4,654 20,234 8,966 14,591 19,595

1950 14,327 35,579 24,836 24,962 15,911 9,607 38,327 25,895 24,584 18,155 19,468 16,739 12,669 30,363 10,204 2,900 15,763 30,875 49,019 12,624 21,304 23,879 24,465 34517 32*118 9*542 676,'579 14,435 11,085 12,123 33,321 16 306 9'192 28*644 9'649 16*910 14'545 7|781

County Marshall Martin Meeker Mille Lacs Morrison Mower Murray Nicollet Nobles Norman Olmsted Otter Tail Pennington Pine Pipestone Polk Pope Ramsey

1900 15,698 16,936 17,753 8,066 22,891 22,335 11,911 14,774 14,932 23,119 45,375 11,546 9,264 35,429 12,577 170,554

Red Lake

Redwood Renville Rice Rock Roseau St. Louis

Watonwan Wilkin . Winona Wright Yellow Medicine

11,496 8,080 35,686 29,157 14,602

13,881 10,567 39,841 27,716 16,279

1,824,276

2,982,483

Swift

z.z,iyo 7,059

Total

180

6)g06

Todd Traverse Wabasha Wadena Waseca Washington

Sherburne sibley Stearns steele Stevens

22,253 oo ,00

16,125 25,655 18,966 15,165 25,832 42,277 14,801 20,929 22,435 12,909 48,228 51,320 12,965 18,223 14,003 35,900 12,862 355,332

17,261 22,127 23,693 23,954 26,080 36,235 9,668 11,278 6,994 14,505 82,932 206,062 15,147 16,486 7,281 10,661 16,862 15,816 44,464 70,681 16,524 21,155 8,721 11,106 13,503 15,837 22,214 25,420 7,573 8,053 18,924 16,878 7,921 12,806 14,760 14,957 27,808 34,544

Scott

4,955 19,088 10,150

1950

Table 2. This shows the number of people who lived on farms in the years 1900 and 1950. These numbers have not changed very much. County

1900

1950

Aitkin Anoka Becker Beltrami Benton Big Stone Blue Earth Brown Carlton Carver Cass Chippewa Chisago Clay Clearwater Cook Cottonwood Crow Wing Dakota Dodge Douglas Faribault Fillmore Freeborn Goodhue Grant Hennepin Houston Hubbard Isanti Itasca Jackson Kanabec Kandiyohi Kittson Koochiching Lac Qui Parle Lake Lake of the Woods Le Sueur Lincoln Lyon McLeod Mahnomen

5,024 7,421 10,396

8,541 5,635 11,908 7,798 6,811 4,053 12,050 8,800 8,109 8,659 7,930 6,729 6,705 8,469 6,160 205 8,031 6,767 8,619 7,355 9,537 10,924 12,179 12,479 11,766 5,241 12,114 7,079 5,159 6,729 9,234 9,551 6,331 10,775 4,778 4,118 8,311 1,009 2,666 8,143 6,205 8,214 9,981 3,796

7,048 5,685 17,893 10,827 5,544 12,159 6,693 8,814 9,420 11,783 810 8,855 6,726 11,778 9,293 13,506 13,075 19,742 15,637 18,879 6,974 19,171 12,203 5,036 10,938 10,864 3,829 13,774 6,670 10,942 1,376 13,229 7,561 8,938 13,207

County

1900

Marshall Martin Meeker Mille Lacs Morrison Mower Murray Nicollet Nobles Norman Olmsted Otter Tail Pennington Pine Pipestone Polk Pope Ramsey Red Lake Redwood Renville Rice Rock Roseau St. Louis Scott Sherburne sibley Stearns steele Stevens

13,080 11,886 13,953 5,280 15,447 13,543 9,446 9,029 10,020

Swift

Todd Traverse Wabasha Wadena Waseca Washington Watonwan Wilkin Winona Wri§ht Yellow Medicine Total

181

14,148 35,142 8,076 4,827 25,148 10,133 4,741 12,941 17,162 13,280 6,712 6,529 12,442 9,540 5,641 12,731 27,418 10,108 5,899 9 .831 17,076 5,264 10,554 5,093 9,653 12,958 7,285 6,263 13,166 22,027 11,045 890,252

1950 10,064 10,574 10,206 7,707 14,240 10,803 9,219 6,637 9,445 7,328 10,470 26,576 4,567 11,564 5,601 15,228 7,098 1,456 3,871 11,106 12,797 9,339 5,701 8,793 18,726 6,710 4,884 9,562 22,969 7,786 5,292 7,637 15,063 4,281 6,828 6,200 6,822 7,286 6,119 5,072 8,261 15,535 8,723 739,799

Table 3. This shows the size of each county, measured in square miles. It also shows the number of square miles of land in each county. Land is only a part of each county; the rest is water — lakes and swamps and marshes.

County

Square miles

Aitkin Anoka Becker Beltrami Benton Big Stone Blue Earth Brown

1,989 443 1,429 3,055 407 522 753 618

Square miles of land 1,824 425 1,315 2,517 404 510 740 613

Carlton

874

86

Carver

374

358

Cass Chippewa Chisago Clay Clearwater Cook Cottonwood Crow Wing

2,380 585 444 1,052 1,030 1,548 645 1,143

°

2,053 582 419 1,050 1,005 1,403 640 999

Dakota

588

571

Dod e

435

435

e Douglas Faribault Fillmore Freeborn Goodhue Grant Hennepin Houston Hubbard Isanti Itasca Jackson Kanabec Kandiyohi Kittson Koochiching Lac Qui Parle Lake Lake of the Woods Le Sueur Lincoln Lvon McLeod Mahnomen

County

723 718 859 718 771 574 609 570 996 451 2,900 717 530 862 1,124 3,173 775 2,301 1,793 467 541 716

637 713 859 702 758 557 565 565 932 442 2,663 698 525 824 1,124 3,129 773 2,132 1,308 441 540 713

503 587

498 574

Square miles

Square miles of land

Marshall Martin Meeker Mille Lacs Morrison Mower Murray Nicollet

1,800 1,800 727 707 640 620 675 568 1,157 1,136 703 703 721 708 459 459

Nobles Norman Olmsted Otter Tail Pennington Pine Pipestone Polk Pope Ramsey Red Lake Redwood Renville Rice Rock Roseau St. Louis Scott Sherburne Sibley Stearns Steele Stevens Swift Todd Traverse Wabasha Wadena Waseca Washington Watonwan Wilkin Winona Wri h 8 t Yellow Medicine

719 885 656 2,213 622 1,427 464 2,028 718 171 432 874 982 511 485 1,677 6,711 364 447 590 1,394 427 573 748 980 581 535 541 425 419 437 752 632 716 758

Total

182

84,068

712 885 655 2,000 622 1,412 464 2,012 681 160 432 874 980 495 485 1,676 6,281 352 438 581 1,356 425 570 747 947 572 521 536 415 390 433 752 632 671 758 80,009

Table 4. This tells about the appearance of much of the land in each county. One column of numbers shows the square miles of plowed farmland. The other column of numbers is square miles of forest land. Some counties in the North Country have almost no plowed land. Other counties, in the southwest, have almost no wooded land.

County

Square miles of plowed farmland

Square miles of forest land

County

Aitkin Anoka Becker Beltrami Benton Big Stone Blue Earth Brown Carlton Carver Cass Chippewa Chisago Clay Clearwater Cook Cottonwood Crow Wing Dakota Dodge Douglas Faribault Fillmore Freeborn Goodhue Grant Hennepin Houston Hubbard Isanti Itasca Jackson Kanabec Kandiyohi Kittson Koochiching Lac Qui Parle Lake Lake of the Woods Le Sueur Lincoln Lyon

149 141 445 198 214 365 565 469 128 216 154 460 189 820 170 3 516 115 370 327 379 592 545 538 476 438 204 245 141 199 107 586 129 541 661 92 594 7 123 280 418 573

1,472 72 544 1,966 78 5 59 33 610 41 1,595 10 106 30 624 1,355 7 727 57 22 65 21 149 22 104 8 49 197 696 102 2,339 13 263 54 190 2,908 15 2,055 1,015 39 4 9

... , McLeod Mahnomen

,,. 361 188

19 226

1Q

Marshall Martin Meeker Mille Lacs... Morrison Mower Murray Nicollet Nobles Norman Olmsted Otter Tail Pennington Pine Pipestone Polk Pope Ramsey Red Lake Redwood Renville

Rice

Square miles of plowed farmland 1,106 611 414 153 400 574 554 316 584 691 421 1,047 392 232 366 1,444 444 25 292 722 800 329

Rock

373

Roseau St - Louis Scott Sherburne Sibley Stearns St eele Stevens

675

241

200 200 428 776 317 456

Square miles of forest land 355 7 27 268 383 21 6 31 4 64 75 382 98 873 2 172 23 11 83 24 26 33

3

584

5,406

41 91 31 148 13 5

Swift

547

18

Todd

407

257

Traverse

Wabasha

Wadena

484

309

5

101

184

220

wilkin

224 356

648

48 7

Winona Wright Yellow Medicine

316 376 599

181 82 17

Waseca

Washington Watonwan

Total

183

314

34,677

23

4

30,225

Table 5. This tells the ways in which people lived and worked in many Minnesota towns and cities in the year 1950. There are some big differences between towns. People who work in business districts

People who run trucks, buses, trains

People who work in schools, colleges, hospitals

People who work for government

People who work in mines or quarries

Place

Population

People who work in industries

Albert Lea Alexandria Austin Bayport Bemidji Benson Blue Earth Brainerd Breckenridge Cambridge

13,545 6,319 23,100 2,502 10,001 3,398 3,843 12,637 3,623 2,978

1,893 182 4,194 353 408 78 115 533 33 92

2,058 1,279 2,749 118 1,641 656 638 1,753 459 360

382 195 545 15 322 118 79 1,277 412 43

516 282 738 30 479 150 137 433 171 202

175 98 246 61 156 63 55 201 61 42

4 0 4 0 3 0 2 14 0 0

6,261 7,685 7,352 2,777 5,787

189 1,996 241 39 132

567 700 1,226 249 1,250

123 151 386 46 195

217 240 514 100 226

117 101 141 27 109

1,232 4 6 393 6

107,204 5,049 5,474 5,872 8,193

9,881 185 89 323 758

15,892 752 525 554 1,618

6,998 371 110 181 202

4,750 100 205 253 315

1,758 65 141 173 112

382 1 851 784 0

16,028 12,917 2,801 2,666 6,019 2,511 16,276 4,690 6,269 3,313

1,033 499 139 33 493 34 263 366 1,098 74

1,905 2,080 546 426 854 458 2,055 871 694 638

322 405 90 193 189 93 584 75 148 125

1,233 870 139 143 243 116 730 209 215 151

155 183 54 50 52 65 332 79 129 60

4 3 0 1 2 13 2,302 1 0 0

3,457 2,713 4,608 6,717 3,650

295 350 330 394 149

484 361 788 954 782

53 42 104 211 94

135 72 194 475 119

37 37 72 192 56

1 0 0 3 5

23,597

1,273

4,414

750

1,116

339

28

Chisholm Cloquet Crookston Crosby Detroit Lakes Duluth (and . Proctor) East Grand Forks. . . . Ely Eveleth Fairmont Faribault Fergus Falls Glencoe Glenwood Grand Rapids Granite Falls Ribbing Hutchinson International Falls. . . Jackson Lake City Le Sueur Litchfield Little Falls Luverne Mankato (and North Mankato) . . . .

184

People who

Place

Population

Marshall Minneapolis Montevideo Moorhead

5,923 521,718 5,459 14,870

Morris New Ulm Northfield Ortonville Owatonna Park Rapids Pipestone Red Wing Redwood Falls . . . . . . . Rochester St. Cloud (and Sauk Rapids) St. James St. Paul St. Peter Sauk Centre Shakopee Sleepy Eye Springfield Staples Stillwater Thief River Falls Tracy Two Harbors Virginia Wadena Waseca Willmar Windom Winona

3,811 9,348 7,487 2,577 10,191 3,027 5,269 10,645 3,813 29,885 31,820 3,861 311,349 7,754 3,140 3,185 3,278 2,574 2,782 7,674

work in industries 293

56,229 147 634

People who

work in business districts

1,212 98,091 1,195 2,740 748

People who run

trucks, buses, trains 132

People who

work in schools, colleges, hospitals 211

131

227 864

99 223

192 462 832 114 483 141 238 476 155

4,399

82 117 54 53 139 54 57 226 79 412

1 3 1 44 4 3 1 1 3 11

533 66

118 0 107 10 0 2 1 0 2 1

1,964

4,024

1,452

211

1,985

229

552

156

855

government

33,234

47,227

16,835

14,141

7,784

161 62 307 156 157 30 966

708 567 467 487 356 319

97 103 91 96 39 327 281

446 145 108 120 111 120 339

73 42 71 34 34 36 306

340 122 151 558 172 171 521 146

120 38 81 292 55 79 140 73 287

1,010 1,352

6,926 . 3,020 4,400 12,486 3,958 4,927 9,410 3,165 25,031

2,664

3,610

350 180 933 596 150 204 770 110 833

7,923 Worthington Twin Cities Metropolis 1,116,509

294

116,361

1,638 180,637

242

373

50,106

50,637

163 88 26 518 95 335 219 81

553 411

1,651 840 848

1,579

586

185

who

303 658

5,622

558

work in mines or quarries 7 136 0 3

116 809

1,820

for

10,085

1,580

943 464

People

27,931

1,007 1,530

1,501

who

work

23,965

125 196 115 63 247 74 171 303 71 732

79 738 171 41 970 124 161

People

1,256

110

21,515

0 3 1

1,202 0 3 0 0 14 2 344

Table 6. Here are some facts about Minnesota weather. This table shows a few records of the state's rainfall and temperature. Rain and snow are caught in pans, called "rain gauges." There are more than a hundred rain gauges in Minnesota. The water they collect comes from rain and melted snow, but people call all of it "rainfall." Each day men measure the water which has collected in the rain gauges. That way they tell how much it has rained or snowed. Thermometers measure temperature. People keep records of temperature, too. There are many more records like these for dozens of places in Minnesota. People make the measurements and keep the records day after day, year after year. The records show that some parts of the state receive much more rainfall than other parts. Some parts are warmer, some parts cooler.

Place

Inches of rainfall in 20 years

Albert Lea Brainerd . . . . Duluth Grand Marais . . . . International Falls Itasca Moorhead . . Twin Cities Wheaton . . . Willmar Winona Worthington

587 469 530 494 456 454 421 546 420 450 626 554

Most likely July temperature

Most likely January temperature

73° 69° 65° 59° 68° 67° 70° 73° 73° 72° 74° 72°

14° 8° 9° 14° 3° 3° 6° 13° 90 10° 16° 14°

Hottest temperature ever recorded

106° 106° 106° 100° 103° 105° 114° 108° 113° 107° 108° 110°

Coldest temperature ever recorded

-41° -42° 41° -34° -49° -51° -48° -34° -38° -38° -40° -37°

Table 7. Colleges have helped many towns and cities to grow. This is a list of some of Minnesota's colleges. The list also shows where the colleges are located and when they were started. College

Location

Date

University of Minnesota Hamline University St. John's University Winona State College Gustavus Adolphus College Carleton College Mankato State College St. Cloud State College Augsburg College St. Olaf College Macalester College College of St. Thomas Moorhead State College College of St. Teresa Duluth Branch, University of Minnesota College of St. Catherine St. Mary's College Concordia College Bemidji State College

Minneapolis St. Paul Collegeville (near St. Cloud) Winona St. Peter Northfield Mankato St. Cloud Minneapolis Northfield St. Paul St. Paul Moorhead Winona Duluth St. Paul Winona Moorhead Bemidji

1851 1854 1859 1860 1862 1867 1868 1869 1872 1874 1885 1885 1888 1895 1902 1905 1913 1917 1919

186

Table 8. Many sights in Minnesota today remind people of important events in the past. Here are the dates of a few of those events. 1. Radisson and Groselliers, French fur traders, are the first white men to see the land of Minnesota 1660 2. Father Louis Hennepin is the first white man to see St. Anthony Falls 1680 3. Men from England build a large fur trading post at Grand Portage 1783 4. American soldiers build Fort Snelling 1820 5. First steamboat comes up the Mississippi to Fort Snelling 1823 6. First churches and schools are opened for white settlers 1840's 7. A village appears at St. Paul 1841 8. A village begins to grow at St. Anthony Falls 1847 9. Steamboats begin regular service up the Mississippi to St. Paul 1847 10. Minnesota becomes a Territory and elects a governor 1848 11. First farms are settled in southeastern Minnesota 1848 12. Minnesota's first newspaper is printed at St. Paul 1849 13. Logging begins on the St. Croix and Rum rivers about 1850 14. Minnesota's first hospital opens in St. Paul 1853 15. People start the Minnesota Agricultural Society to help make more and better farms. . 1854 16. Oxcarts begin to carry goods between St. Paul and the Red River Valley 1857 17. Minnesota becomes a state 1858 18. A new railway between St. Paul and St. Anthony Falls is the first in the state 1862 19. Indians sell their last large part of the state to white men in northwestern Minnesota. . 1863 20. First train runs from the Twin Cities to Chicago 1866 21. First train runs from the Twin Cities to the Pacific 1883 22. Iron mining begins on the Vermilion Range 1884 23. Leaders create Minnesota's first state park at Lake Itasca 1891 24. Minnesota's leaders make the state's first law to protect forests from fire and waste.. . 1895 25. The first large electrical machinery industry begins in Twin Cities 1897 26. The first large meat-packing company opens at South St. Paul 1897 27. The first paper mill is completed at International Falls 1910 28. America's first bus line begins at Hibbing 1914 29. Leaders start the Minnesota state highway system 1920 30. Minnesota's first radio station begins to broadcast 1922 31. Minnesota's first airline begins flights to Chicago 1927 32. The state's first electrical computer industry begins in the Twin Cities 1946 33. Minnesota's first television station goes on the air 1948

187

Index Adhesives, 134-135 Agate Bay, 106 Airport, for Twin Cities, 151-153 Alaska, 3, 161 Albany, 73 Albert Lea, 33, 87, 88, 92 Animals cattle, 42 cows, 39 on farms, 34 hogs, 42 for meat, 42 for packing plants, 78-80 Anoka, 147 Arrowhead, 19, 53 Asia, 161 Atlantic Ocean, 4, 170 Austin, 79-80 Automatic controls, 136 Babbitt, 68 Barley, 35, 52 Battle Creek, 134 Baudette, 61 Bayport, 88, 89 Beltrami, Giacomo, 33 Bemidji, 94, 100 Big Bog, 23 Big Stone Lake, 22 Big Woods, 26, 33 map of, 24 Blooming Prairie, 73 Bloomington, 149 Bonanza farms, 51 Boom, 143 Border Lakes Region, 18, 19, 20 Brainerd, 87, 93, 100 Breakwaters, 105 Bunyan, Paul, 59 Canada, 4, 7, 9, 162-163 Canning, 80 map of factories, 44 Cannon Falls, 73 Cannon River, 21 Canoe country, 20

Capital, 119, 176 Carlton, 111, 112 Carver, Jonathan, 31 Cash Crop Region, 50-52 on map, 39 Cash crops in Dairy Region, 43-44 factories for, 80-82 in Red River Valley, 51, 52 Cass Lake, 33, 61 Cass, Lewis, 33 Cattle, 42, 156 Chicago, 168 Chickens, 37, 42, 78 Chippewa Indians, 28, 134 Chisholm, 61, 65, 103 Cloquet, 61, 101, 102, 103 Coal, 158-159 Colleges, 93-95, 186 Contour plowing, 41 Corn, 35 in Dairy Region, 42 hybrid, 42-43 increase in growth of, 43, 49-50 sweet, 80, 81,82 Corn Belt, 46-50, 79, 163 on map, 39 See also Corn Coulees, 21 Counties area of, 182 farmland and forest land in, 183 government of, 176 map of, 175 population of, 180 County seat, 176 Cows, 39 Creameries, 77-78 Crookston, 80, 94 Crosby, 103 Cut-over land, 59, 61, 62 Cuyuna Range, 64, 65, 103 on map, 103 Dairy Region, 39-46, 79 on map, 39, 40, 42 188

Davis, E. W., 67 Depression, 143 Desert, 164 Drainage, 50 Drought, 11, 28 Drying Plants, 77-78 Duluth future of, 113-114 history of, 113-114 location of, 107 map of, 108 trade and industry in, 108-111 Duluth, Daniel, 31, 113 East Grand Forks, 80 Electric power, 86-87, 101, 158 Ely, 99, 100, 103 English explorers, 29-30, 31 Europe, 170-172 Eveleth, 65, 103 Explorers, 30—31 American, 31-33 English, 29-30, 31 French, 29-30, 31 Factories adhesives, 134-135 automatic controls, 136 brewing, 134 canning and freezing, 44, 80 changes in, 88 chemical, 133 early kinds of, 87-88 flax tow, 80-81 flour mills, 82-85, 123-125 linseed oil, 80 milk products, 77-78 new types of, 89-91 oil refineries, 112, 132-133 packing plants, 78-80, 132 paper, 86-87, 101-103 pottery, 88 stone-cutting, 86 sugar, 80 tow, 80-81 See also Industries

Fairmont, 89, 90, 135 Faribault, 89, 94 Faribault, Jean, 151 Farms area of plowed farmland, 183 in Cash Crop Region, 50-52 cash crops of, 80-82 in Corn Belt, 46-50 in Dairy Region, 39-46 life and work on, 34-57 in North Country, 53-54 maps of farmland, 39, 45 population on, 181 reasons for smaller number of, 5457 trade of, with village and town, 7277 for trees, 62-63 Fertilizer, 36 Flax, 35, 52, 80-82 Florida, 169 Flour mills, 82-85, 123-125 Fond duLac, 107, 113 Forests area of, 183 Big Woods, 26 broad-leaf, 23, 24, 26 cut-over, 59, 61, 62 fires in, 60-61 location of national, 14 location of state, 14 lumbering in, 58-62 maps of, 24, 61 needle-leaf, 23, 24 in North Country, 58-63 tree farming, 62-63 Fort Frances, Canada, 102 Fort Snelling, 32, 151 Freeways, 154 Freezing plants, 44, 80 French explorers, 29-30, 31 Frontier, 45, 53, 146 Fur traders, 31

Gas, 164 Geography, 5 Glaciers, 11 Good Thunder, 73 Government kinds of, 174-178 meaning of, 173 work of, 173-174 Governor, 176 Grain crops, 35, 36

storage of, 128 Grand Portage, 31 Grand Rapids, 99-100, 101, 102, 103, 104 Granite, 86 Great Lakes, 16, 113-114 Grey Eagle, 73 Gumbo, 23 Hamburg, 74 Hastings, 84, 135 Hennepin, Father Louis, 31, 116 Hibbing, 54, 65-66, 103 Hill-and-Lake Region, 15-18 Hinckley, 61 History, 6 events of, 187 Hogs, 42 Hopkins, 147 Horizon, 3 Hormel, George, 80 Houses empty farmhouses, 54-57 in Twin Cities, 137-144 Hoyt Lakes, 68 Hudson Bay, 7 Hutchinson, 90, 135

Ice Age, 10-11 Indians Chippewa, 28-29 first in Minnesota, 28 Sioux, 28-29 Indian Summer, 10 Industries electric power, 86-87, 101, 158 farming, 34-57, 181 grain storage, 128 printing, 120 trading, 72-77, 156-173 transportation, 91-92, 128, 130132 tourist, 70-72, 93 See also Factories Inspiration Peak, 26 International Falls, 99, 100, 101, 102, 103 Iowa, 163 Iron ore location of three ranges of, 63-64 map of ranges, 103 mining of, 64-70 ports, 105 taconite, 67-68 towns, 103-104

189

Ironton, 103 Irrigation, 160-161 Itasca, Lake, 16 Kasota stone, 86 Knobs, 15 Lakes Big Stone, 22 Border, 18-19 Cass, 61 cause of, 15 Itasca, 16 Leech, 61 Minnetonka, 149 Pepin, 20 Rainy, 18, 20 Red, 23 regions of, 15-20 Shetek, 22 Superior, 13 Traverse, 22, 23 Leech Lake, 61 Le Sueur, Pierre, 31 Linseed oil, 80 Little Falls, 87, 90 Long, Stephen, 33 Los Angeles, 165 Lumbering early, 58-60 lumberjacks, 59 Paul Bunyan, 59 recent developments in, 61-63 timber cruisers, 59 tree farming, 62—63 Lumberjacks, 59 Mankato, 86, 94 Maple Grove, 73 Marshes, 15, 23, 44 Mayo, Charles, 96 Mayo, William, 96 Mayo Clinic, 95-97 Meat packing, 78 in Austin, 79-80 in St. Paul, 132 Merritt Brothers, 64 Mesabi Range, 63, 64, 65, 66, 67, 68, 69, 103 on map, 103 Metropolis, 114 Middle America, 166 Milk products, 77-78 Mining areas of, 63-64

deep shaft, 65 future plans for, 68-70 map of area, 103 open pit, 65—66 taconite, 67-68 towns, 103-104 Minneapolis Northeast, 136 milling in, 123-125, 128 Southeast, 126-129 University of Minnesota, 126-127 Upper River, 136 See also Twin Cities Minnesota capital of, 119 becomes a state, 33 becomes a territory, 33 dates of historical events in, 187 Indian meaning of, 14 motto of, 7 Minnesota Point, 107 Minnesota River, 22, 23, 151 Minnetonka, Lake, 148-149 Missionaries, 31 Mississippi River beginning of, 16 trade on, 130-132, 165-166 at the Twin Cities, 115-117, 130 valley of, 20, 21, 165-166 Missouri River, 158 Montevideo, 80 Moorhead, 80, 82, 94 Morris, 94 Mountains, 159-160 Natural resources, 85, 86—87 Nature's land, 14, 33-34 Nickel, 69-70 Nicollet, Joseph, 33, 115 Nicollet Island, 115-116 North America, 4 North Country farming in, 53-56 forest in, 58-63 on map, 39, 63 iron ore, 63-70 towns in, 98-99 vacationland, 70-72 villages in, 98-99 weather in, 53 North Shore, 13, 18, 19, 20 Northfield, 94 Northwest Passage, 30 Oats, 35, 52

Oil refineries, 112, 132-133 sources of, 113, 159, 164 Orono, 73 Oslo, 74 Osseo, 147 Owatonna, 89 Pacific Ocean, 4, 161 Packing plants, 78-80, 132 Paper, 86-87, 101-103 Park Rapids, 100 Park Region, 26-27 map of, 24 Parks state and national land, 14, 160 in Twin Cities, 145, 153 Peas, 80, 81,82 Peat, 23 Pelican Rapids, 73 Pembina, North Dakota, 162 Pembina Trail, 163 Pepin, Lake, 20 Pike, Zebulon, 33 Pine City, 73 Pioneers, 33, 38, 53 in Corn Belt, 48-49 in Dairy Region, 44-46 in North Country, 55-56 in villages, 73-74 Pipestone National Monument, 22, 27,28 Plains flat, 22-23 on map, 15 rolling, 20-22 Plateaus, 15 Population of state and counties, 180 of towns and cities, 184-185 Portages, 20 Potatoes, 35, 36, 52 Pottery, 88 Prairie, 23-24 map of, 24 at Pipestone, 27-28 wet, 49, 50 Printing, 120 Proctor, 111 Quarries, 86 Radisson, Pierre, 31 Railroads centers of, 91-93 190

in the North Country, 111-112 in the Twin Cities, 122, 123, 125126 Rainy Lake, 18,20 Rainy River, 101, 102 Raw materials defined, 77 factories for, 77-85 Red Lake, 23 Red River, 16, 23 Red River Valley crops in, 52, 82 farms in, 50-52 Indians in, 28 soil of, 23 trade route, 162 Red Wing, 86, 87, 88, 89 Regions, 14-15, 38-39 Border Lakes, 18 Cash Crop, 50-52 Corn Belt, 46-50, 79, 163 Dairy, 39-46 flat plain, 22-23 great rolling plain, 22 Hill-and-Lake, 15-18, 34 lakes and rocky ridges, 18-20 North Country, 53-54, 57-72 maps of, 15, 39 rolling plains and deep valleys, 20-21 Representatives, 176, 177 Rice's Point, 107, 108 Richfield, 149 Rivers Cannon, 21 cause of, 16 Crow Wing, 16 Minnesota, 22, 23, 151 Mississippi, 16, 20, 21, 115-117, 130-132, 165-166 Otter Tail, 16 Rainy, 101, 102 Red, 16, 23, 50-52, 162 Root, 21 Rum, 59, 147 St. Croix, 26, 59 St. Louis, 16, 101, 107 Rochester, 76, 90, 95-97 Root River, 21 Rum River, 59,147 St. Anthony Falls, 116, 123, 124 St. Cloud, 86, 92, 94 St. Croix River, 26, 59, 147 St. Lawrence River, 16, 30, 31, 113

St. Lawrence Seaway, 113-114 St. Louis Park, 147 St. Louis River, 16, 101, 107 St. Paul capital, 119 East Side, 134 Lower River, 130-131 railroads, 122 stockyards, 132 See also Twin Cities St. Peter, 94, 186 Sand Dunes State Forest, 16 Sandy ridges, 23, 54 Sartell, 87 Scenic State Park, 24-25 Schools colleges, 186 kinds and location of, 93-95 University of Minnesota, 126-127 "Scotch" tape, 134 Senators, 176, 177 Shelter belts, 48 Shetek, Lake, 22 Shopping centers, 151 Sibley, Henry Hastings, 151 Silage, 36 Silver Bay, 68, 104-105, 107 Sioux Indians, 28-29, 134 Sod, 28 Soil erosion, 40-41 Soo Canal, 113 Soudan mine, 65 South America, 166-167 Soybeans, 35, 36, 43, 80 Springfield, 74, 86 Staples, 93 Stillwater, 87, 89 Stockyards, 132 Suburbs, 114 Sugar beets, 36, 52, 80, 82 Superior, Lake, 13, 18, 19, 20, 104, 105, 107, 113 Superior, Wisconsin, 107, 113 map of, 108 Superior National Forest, 20 Swamps, 15, 23 Taconite denned, 67 mills, 67-68 mining of, 67-68 ports, 104-105 See also Iron ore Taconite Harbor, 105, 107

Thompson, David, 31 Threshing, 36 Timber cruisers, 59 Tourists, 70-72, 93 Tow,80-81 Tower, 64, 65 Tower, Charlemagne, 64 Towns and factories, 90-91 farm-trade, 74-77 importance of, 97 in North Country, 99-112 number and location of, 76-77 pioneer, 75 population of, 184-185 railroad, 91-93 serve visitors, 93, 94 services of, 77 Trade to north, 162-163 in pioneer days, 31 routes and products of, 156-173 to south and southwest, 163-167 to southeast and east, 168-172 to west, 156-162 See also Factories, Industries Traffic, 153-154 Transportation, 91-92, 128, 130132 Traverse, Lake, 22, 23 Tree farming, 62 Tributaries, 20 Trout Creek, 116, 117 Troy, 73 Turkeys, 37, 42, 78 Twin Cities description of, 114 downtown, 115-123 homes in, 137-145 Lower River, 130-132 map of, 115, 116 Midway, 126, 128-129 milling, 123-125 offices, 117-119 parks, 145, 153 population of, 185 railroads, 122-123 stores and workshops, 119-121 suburbs, 145-153 trade territory, 119, 120 traffic, 153-154 Upper River, 136 See also Minneapolis, St. Paul Two Harbors, 105-106 191

United States, 3 eastern, 169 government of, 176-178 growth of, 32 south and southwestern, 163-167 southeastern, 168 western, 156-162 University of Minnesota, 126-127 Valley of Cannon River, 21 of Minnesota River, 22, 23, 151 of Mississippi River, 20, 21, 165166 of Red River, 23, 28, 50-52, 82, 162 of Root River, 21 of Zumbro River, 21 Vegetables, 43-44, 80 Vermilion Range, 64, 65 on map, 103 Villages farm-trade, 72-73 in North Country, 98-99 importance of, 97 pioneer, 73-74 Virginia, 54, 61, 65-66, 103 Waseca, 90, 94 Waterpower, 86-87, 101, 158 Watershed, 16 Weather the "break-up," 10 maps, 8, 11, 42 rainfall, 186 spring, 13 summer, 7-9, 10, 13 temperature, 186 winter, 7 Wheat, 35 in Dairy Region, 45-46 importance of, 82 products, 52 in Red River Valley, 51 in the West and Southwest, 156, 163-164 White Bear Lake, 150 Willmar, 92 Windom, 80 Winnipeg, Canada, 162, 163 Winona, 80-81, 87, 88, 94 Wrenshall, 112 Zumbro Falls, 73 Zumbro River, 21

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