. An introduction to geography, ancient modern, and sacred, with an outline of ancient history . lled, Object Lessons, which are, as you know, veryinteresting, and very instructing. Under the object lessons, and opposite to the semicircles, roundwhich the classes are formed, are the black boards, which are foundso useful in teaching, and with which every school should be the front wall, as on the others, there are arranged in due order,maps, object lessons, and black boards ; and in the centre of it, oppo-site to the masters seat, is the clock, by which the school businessis regula
. An introduction to geography, ancient modern, and sacred, with an outline of ancient history . lled, Object Lessons, which are, as you know, veryinteresting, and very instructing. Under the object lessons, and opposite to the semicircles, roundwhich the classes are formed, are the black boards, which are foundso useful in teaching, and with which every school should be the front wall, as on the others, there are arranged in due order,maps, object lessons, and black boards ; and in the centre of it, oppo-site to the masters seat, is the clock, by which the school businessis regulated. Now, let us take another, and different view of the you were looking down from the ventilator, which is repre-sented by those circular marks in the centre of the ceiling, what partof the school-room ivould be under your eye 1 Of course, the groundor floor, and all theobjects on it, as the benches and seats. Exactly ;and if a drawing of the school were made, as it would appear fromthis, we would have a ground-plan or map of tlie school-room. INTRODUCTION TO Here is a ground-plan of the school-room; but it is on a muchsmaller scale than the interior view, which was made larger in orderthat the several objects in it might be more distinctly ground-plan is on a scale of twenty feet to an inch. Now, letus point out and measure the several objects represented in theground-plan or 7nap of the school-room. Now could you extend your map so as to take in the garden andgrounds adjoining the school-house 1 How could you map a pieceof ground a hundred yards square 1 If on a scale of an inch forevery ten yards, what should be the dimensions of your map 1 Nowlet us make a map of the ground about the school-house to this , we should make a square—of what dimensions ? The top orupper side we should call the ■ 1 The bot< om or lower side the 1 The right hand side the 1 And the left hand side the 1 Now let us put marks to rep
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Keywords: ., bookcentury1800, bookdecade1840, bookidintroduction, bookyear1848
