_P._--It would cost more, because it is longer than the others. _T._--It is really 138 miles longer than the next shortest. Which of the reasons we have mentioned would make them want to keep as far from the border as they could? _P._--The military reason. _T._--Which country, Canada or Britain, would be the most interested in the military considerations? _P._--Britain, because Canada depended on her for protection. _T._--Is there any other reason, one connected with the cost? Where would the money come from? _P._--Britain would likely have to supply a good part of it. _T._--Why? _P._--Because there were not very many people here then. _T._--Yes, we have to borrow a good deal of money for such purposes even yet. The British Government was to supply the money for the railway, and would want to have something to say as to where it was to be built. The pupils could now be asked to discover from the map the chief places on the line of the railway. Have them written on the board. The teacher would add some information about the length of the line (1,450 miles), and the total cost ($80,000,000). He might also refer to the fact that the fear of war that caused that route to be followed was not realized, that the Intercolonial did good service in bringing the provinces closer together, and that other railways have since been built on the two rejected routes, namely, the Canadian Pacific Railway and the Grand Trunk Pacific. The facts of the lesson should then be gone over again, following the black-board outline that has been made as the lesson proceeds. BLACK-BOARD OUTLINE 1. Provision in the British North America Act for the building of the road 2. Reasons for building the road (_a_) Military (_b_) Commercial 3. Selection of the route (_a_) Routes that were possible (_b_) Reasons for the final choice 4. Facts about the road (_a_) Principal places on the road (_b_) Branches of the road (_c_) Length and cost 5. Value of the road to the new Dominion The class may be asked afterwards to draw a map showing the route and the chief commercial centres served by the railway. INDUSTRIAL REVOLUTION IN ENGLAND, 1760-1800. NOTE.--This lesson should be preceded by an information lesson on the making of cotton goods--the material, how and where the raw material is grown, how it is harvested, the difference between spinning and weaving, the meaning of warp and woof.