. 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. r and pupil talktogether as the modeling progresses, the child forming a mentalpicture as the slope or hill is molded by his hands. Thus therelief form comes into its true relation as a symbol, and the childsees the slope, hill, range, or chain. He outlines the continent,makes mountains here and valleys there; now he sees high cliffs,and sandy beaches, harbors and mouths of rivers. He shows thelines of waterc
. 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. r and pupil talktogether as the modeling progresses, the child forming a mentalpicture as the slope or hill is molded by his hands. Thus therelief form comes into its true relation as a symbol, and the childsees the slope, hill, range, or chain. He outlines the continent,makes mountains here and valleys there; now he sees high cliffs,and sandy beaches, harbors and mouths of rivers. He shows thelines of watercourses, marks the places of swamps and deserts,forest glades, and all the varied panorama that one would beholdwhile making the actual journey. To him—t/ie continent-builder—the living world-mass rises up in miniature. What he has seenof streams and lands, of roads and cities, forms the basic for picturing to himself the distant places. Having first become acquainted with nature as it exists underdifferent conditions of surface, climate, and culture, the childknows the thing to be symbolized; the symbol then has value, andnot till then. Map Modeling in Geography. 17. Fig. 5. ULtnnnn K* The Fields. 1. The children are gathered around the large molding-boardor sand-table. 2. A quantity of sand sufficient to cover an oblong space nearthe centre is placed on the table. 3. Some of the children are allowed to make it look like [re-present] the meadow. They will smooth it out flat, and perhapssuggest the placing of a fence around it. i8 Map Modeling in Geography, 4. Let them build a fence around it, using sticks, shoe-pegs,pebbles, or other available material. Let them divide it into smaller fields, marking them to denotethe various kinds,—the corn-lands, meadows, and may be represented by paper forms or kindergarten ^ w
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Keywords: ., bookcentury1800, bookdecade1890, bookidmapmodelingi, bookyear1894
