Third Grade. etc., occasionally naming each separately. Say— this is a lumber State, this a wheat State, cotton State, sugar, tobacco, rice, etc. Here is gold; there lead, iron, col, etc. Then pointing, review interrogatively-what State? its capital, rivers, moun taine! What productions here? What in this This," etc.* $87. Map Drawing. The first steps in map drawing should consist of a series of exercises similar to the following:t (1.) At a given signal let every member of the class draw on the blackboard or slate a continuous straight line, of any length, and in any direction; a second; a third; a fourth; a fifth. In the same manner, let five dotted lines be drawn. At successive signals, let all the pupils place ten points on the slate or blackboard, without any reference to each other. Now let all the pupils draw a straight line between any two of these points. This exercise should be continued, at successive signals, till all the points are connected. (2.) The second exercise consists in making the Reference.-§ 87. Calkins's Object Lessons. *S. W. Seton. The directions for map drawing here given, have been kindly furnished by Messrs. Willard Woodard, Principal of the Jones School, Chicago, and E. C. Delano, Teacher of the Normal Department of the Chicago High School. Though brief, they are sufficiently full and explicit to enable teachers to introduce a system-、 atic course of instruction in this important art,-an improvement greatly needed in nearly all the schools of the country. Map Drawing. pupils familiar with the smaller units of length, which may be done by the use of the common foot measure. Let the class, at a given signal, draw lines one foot in length, and teacher and pupils test the accuracy of the work by applying the standard. After successful trials, represent combinations of the standard in lines of two and three feet. Now let the pupils apply these units to space and objects in the room. Again, let the pupils draw lines one foot in length, and divide each line into two equal parts; each of these parts into two other equal parts; continuing the division till the line has been divided into inches. Having a clear idea of the above units, assume points at the distance of an inch, a foot, two feet, and a yard, and let them be connected first by continuous lines, and afterward by dotted lines. (3.) Let the pupils draw straight lines, of given lengths, in different directions, as vertical, horizontal, and oblique. These terms may be illustrated by reference to the walls and floor of the school-room. (4.) The class should be required to combine straight lines in the formation of triangles-right, acute, and obtuse angled,-quadrilaterals and other rectilinear figures. After the first figure is drawn, other similar figures may be inscribed or circumscribed at given distances. (5.) Draw curves and parallel curves of different degrees of curvature, and at different distances. (6.) Around a given point, as a center, at a distance of one inch, let a circumference be drawn. Third Grade. Around the same center, at the distance of two inches, a second circumference; at the distance of three inches, a third. In this manner let successive circumferences be drawn until the distance from the center to the last is twelve inches. The exercise may be varied by increasing or diminishing the dis tances. (7.) Let the above exercise be reversed. (8.) The division of straight lines into equal parts by the application of a given scale, which should be represented on the board by each pupil. (9.) The representation of the axes, poles, parallels, meridians, and zones of spheres of different diameters. (10.) Representation of familiar surfaces, with objects on them, as the school-room, play-grounds, and fields. (11.) Representation of mountains. All the foregoing exercises should be repeated till a high degree of accuracy and rapidity is secured. It is important that the first nine exercises should be performed simultaneously by all the members of the class. Select a county or State having regular outlines. Select a scale with some convenient unit of measure. After determining the position of the cardinal points, draw two dotted lines at right angles to each other, one representing the central meridian, the other the central parallel. Apply the scale to the meridian as Map Drawing. many times as the distance represented by it is contained in the distance between the north and south points of the country to be drawn. Through the points of division, draw dotted lines at right angles to the meridian, which will represent parallels or latitude. Apply, in like manner, to the central parallel, such part of the scale as a degree of longitude is of a degree of latitude. Through the points of division draw dotted lines at right angles to the parallel. These will represent meridians. Designate the parallels and meridians by numbers ex pressing the position of points or places through which they pass, learned from an atlas. The frame of the map being complete, represent by a dot the prominent points of the boundary, the latitude and longitude of which have been previously learned. Having fixed in the mind the nature. and direction of the bounding line, it should be drawn wholly from memory. The boundary completed, the most prominent natural features should be represented. The pupil now has before him a map of his own construction, in which he can not fail to be interested. See, also, § 80. § 88. In illustration of the foregoing principles we will proceed to draw a map of Europe, the most irregular and difficult of all the Grand Divisions. The pupils having been thoroughly drilled in the application of latitude and longitude, and the relative length of a degree of longitude in different latitudes, the following prominent points in the bounda Third Grade. ries of Europe should be written by the teacher on the blackboard and copied by the pupils into a blank book for preservation, to be committed to memory in lessons of five or ten each, according to the ability of the class. Commencing at The above points are deemed sufficiently accurate for practical purposes, not differing from the true position more than one half of a degree. |