study tests, ability tests, and attainment tests. While the psychological and the mathematical attitudes are so divergent as they now are, this is a practicable way of getting both attitudes in function. Perhaps a standard grading system might be worked out thus. We always have a higher regard for the ideas of a man with whom we have worked than we have from just hearing him recite our weaknesses. Let us get together. Instead of chafing under the findings of the school surveyors, it will be much more progressive for us to help set up more adequate standards, and then after weaknesses have revealed themselves let us be broad-minded enough to bestir ourselves to remove them.

A CLOSING REMINDER.

Just one more reminder in closing. Nearly every educational writer and general educational authority who has recently tried to give us suggestions for constructive improvement has urged that we introduce the formula, the graph, and logarithms in the first year high school course in mathematics. None of us is even attempting to do this, nor has any good reason for not trying this as yet appeared. Why is this? Do actual teachers regard these suggestions for modernizing high school algebra as of no value? Has anyone tried out these suggestions? The recent texts are doing a little half, or quarter-hearted work with the graph. But the formula and logarithms are not seriously tried by anyone. Why is this? I close with the question, without even asking why not introduce the function idea earlier in algebra.

MEETING OF THE TEACHERS OF SECONDARY SCIENCE OF DISTRICT I, VIRGINIA.

This meeting was held with the Science Club of the State Normal School for Women, on Friday, March 15, during the Educational Conference which met at the Normal, the 14th, 15th, and 16th. A round table discussion, conducted by Miss Flora Bryson, Head of the Science Department of Radford State Normal School, created considerable interest. The topic, "First- and Second-Year Science in the High School," was discussed from the standpoint of the tendency to substitute agriculture and domestic economy for physical geography and the biological sciences. An encouraging feature of the meeting was the presence of superintendents and college men who exchanged views unreservedly.

Miss Bryson read a paper before the patriotic session on Saturday, urging better science teaching in the high school in order to give "more of the ninety-five per cent a chance," and thus increase the number of men and women from whom the nation is to draw her scientists for research.

FLORA BRYSON.

MAKING WALL MAPS OF LIMITED AREAS.
ROBERT M. BROWN,

Normal School, Providence, R. I.

In teaching geography of the home locality, it is frequently necessary to have maps of areas of which map publishing houses cannot supply the needs because of the limited demands. Most town, county or state maps which are available are not issued primarily for teaching purposes and the copies which are used are ordinarily constructed for close study not suited to classroom uses. Teachers must be depended upon to supply this lack and prospective teachers need some training in preparing for their classrooms or in translating to the blackboard the maps and charts necessary to the best presentation of the lesson. In a state as small as Rhode Island, it is possible to mount the topographic sheets of the United States Geological Survey covering the whole state on a single canvas and the resulting map is, from the point of view of size, convenient and satisfactory. As a wall map for class use, however, it falls far short of perfection. The outline of the state and the counties stand out in fair prominence but no other feature can be read with any degree of comfort or accuracy. The contour lines, which on some combinations of the topographic sheets are discernible across a room, on the Rhode Island map, because of the low relief, sink into insignificance. A few maps of Rhode Island are published, but there is no map which is fitted to be exhibited on the walls of a schoolroom for a class exercise in Rhode Island geography. This condition, with varying degrees of emphasis, is true of most parts of the United States.

The process of preparing on cardboard or blackboard a map suitable for the use of a class is outlined below. A Rhode Island map ready for enlarging is inserted as a sample. On this map the short dashes are town boundaries, the short and long dashes mark the county boundaries, and the dotted lines the 100 and 500 foot contour lines.

ENLARGING.

A. Select a map for enlargement which contains the features desired. If no such map exists, it may be necessary to reproduce one, as has been done in the case of the Rhode Island map with which this paper is illustrated. The outline with town and county boundaries may be taken from an atlas, and upon this as a base the contour lines may be inserted from the topographic sheets

of the Geological Survey or from any other authoritative source. The contour lines of the Rhode Island map are taken from the International Map of the World (1:1,000,000 Sheet K-19 U. S. G. S.), and the. Topographic Sheets for Rhode Island.

On the map to be enlarged draw squares completely covering the section desired, as in the figure. The size of the squares must be determined by the detail of the map. In general, one centimeter or one-half inch squares may be the rule.

B. Select a sheet of heavy white paper for the map. The commercial size (281⁄2 by 221⁄2 inches) makes a map of suitable clearness if the map is devoted to a single feature. On this paper make the same number of squares as on the smaller map (eight by seven in the Rhode Island illustration), each square in this case being as many times larger than those of the original map as the size of the paper permits. Three inch squares on the Rhode Island map to be constructed would take 21 inches in width and 24 in length, leaving an ample margin.

Do not make the lines of the squares on the cardboard prominent; the lightest line possible will avoid the necessity of erasing and the sizing of the paper will not be marred. The squares should be made carefully: squares mixed with rectangles will distort the map.

C. When this has been prepared, draw on the enlarged network, square by square, the map as it appears on the smaller network. This may be done free hand without any loss in effectiveness or accuracy. Locate by the same process such political boundaries as are desired, rivers, lakes, cities, islands and any other feature.

OUTLINING.

D. Draw the boundary line of the area following the pencil mark which indicates it, with a red crayon (madder lake) for land boundaries and blue (ult. blue) for river and coast lines. The difference between the political boundaries of the state and the political boundaries of town or county may be indicated by the width of the line or by continuous and dotted lines. Draw a margin (black) around the area mapped so as to center the figure and finally cut the cardboard so that the edges may be properly located with reference to the marginal lines. This will give an outline map of classroom size on which may be charted such geographic features as form the subject of the lessons.

CHARTING.

E. Maps displaying climatic data, natural resources, transportation lines, location of industries and density of population are valuable in teaching. A uniformity of condition in any one of these lines which exists over the whole area need not be charted. Thus, if the annual rainfall does not vary in any appreciable amount within the limits of the mapped area, a rainfall map will not be worth while. The Census Bureau of the United States has issued state maps showing densities of population by counties but in many cases, as in Rhode Island, no lesson can be drawn from them, while a density of population map by towns displays definite and clear responses to topography and transportation routes. Conventional signs for all of these features are given in most geography textbooks. The contour lines may be omitted from these maps as confusing detail.

TOPOGRAPHY.

F. The topographic wall map of any small area which is taught as a unit in the geography class is an invaluable aid.

It is sometimes argued that the construction of these maps by the teacher adds another task to her already busy day. The time wasted in teaching lessons on the topography of Rhode Island, for instance, without a proper map is much more than sufficient to construct all the Rhode Island maps necessary for use in the grade schools.

In making a topographic map, the contour lines are necessary. Proceed with the coloring for topography. Use green (medium green) for heights up to 500 feet. In areas of low relief, as in Rhode Island, two shades of green may be used and the 100 or 200 foot contour line, as is convenient, may separate them. For heights between 500 and 1,000 feet use brown (a light application of burnt sienna); between 1,000 and 2,000 feet, brown (a heavy application of burnt sienna); between 2,000 and 5,000 feet, dark brown (a light application of burnt umber); between 5,000 and 10,000 feet, dark brown (a heavy application of burnt umber); and above 10,000 feet, magenta. For water bodies use blue (ult. blue).

Begin all shades with light strokes. It is easier to darken the shade than to reduce it. Apply all colors with a horizontal stroke. This will give a uniformity to the effect and avoid scratchiness. Do not cross boundary lines in coloring and do not run into boundary lines, as the colors will mix.

G.

LEGEND.

The legend of the map may now be added. A small rectangle within the marginal boundary lines may be used for this purpose. A scale should be inserted under the caption. This may be taken from the original map by enlarging it according to the square method to the corresponding size of the wall map. The explanation of the colors or of the information charted may be made according to the methods employed by any good map as the topographic sheets of the United States Geological Survey. Direction symbols, either an arrow or parallels and meridians, should be added.

In making wall maps, it will be found upon trial that the best results in the grades are gained from maps which display a single feature. No general rule, however, can be made as the states differ in kind and amount of detail. In Rhode Island it is possible to place upon the topographic map the town boundaries, the city centers and the railroads without causing confusion. Another map is needed to show density of population. The productions of the state cannot, because of their variety and range, be easily charted on a single sheet.