. Map modeling in geography : including the use of sand, clay putty, paper pulp, plaster of Paris, and other materials : also chalk modeling in its adaptation to purposes of illustration. <Uitf^f I: %. V^ / / 4--^*- •^ «»v. J/i \ S , e>ie.«?s;?) Fig. 66. Home Geography. 155 lejsjsonis ixi f ome cefeosmpi^ Fig. 67. Ursson K. The Spring in the Pasture. These lessons in Home Geography are taken from * Home,ReHef, and Life, a series of geographical studies copyrighted bythe author in 1892. They are here inserted in order to suggestlines of similar work to teachers who may use the p
. Map modeling in geography : including the use of sand, clay putty, paper pulp, plaster of Paris, and other materials : also chalk modeling in its adaptation to purposes of illustration. <Uitf^f I: %. V^ / / 4--^*- •^ «»v. J/i \ S , e>ie.«?s;?) Fig. 66. Home Geography. 155 lejsjsonis ixi f ome cefeosmpi^ Fig. 67. Ursson K. The Spring in the Pasture. These lessons in Home Geography are taken from * Home,ReHef, and Life, a series of geographical studies copyrighted bythe author in 1892. They are here inserted in order to suggestlines of similar work to teachers who may use the preceding les-sons in map modeHng. All work of this kind must have its ownlocal coloring, and can be useful in transcription only as it ismade the means whereby the teacher makes the brooks andmountains speak to the children. Guyot says that in teaching geography the child must first be 156 Home Geography. made acquainted with nature as it exists under conditions of sur-face, climate, and culture ; he must know the thing to be symbol-ized, before the symbol can have any definite value. Oral lessonson the home neighborhood must be given, that the children maybecome conscious that they possess knowledge acquired throughtheir own powers of observation, and may use these concepts,obtained from the geography of their o
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