. 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. uch as we can realize. It follows from this, that we can expect little good from anysystem of map-drawing in which tracing dim outlines occupies anyconsiderable part, if, at the same time, much original work benot done on such maps. The pupils should often be required toproduce maps without the aid of either outHne or constructionlines. Even the production of what some one has sneeringlycalled nondescripts wi
. 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. uch as we can realize. It follows from this, that we can expect little good from anysystem of map-drawing in which tracing dim outlines occupies anyconsiderable part, if, at the same time, much original work benot done on such maps. The pupils should often be required toproduce maps without the aid of either outHne or constructionlines. Even the production of what some one has sneeringlycalled nondescripts will go far to show to the teacher whatactual concepts the children have of the form of the continentwhich they have been studying. The early sketch-maps may be, probably will be, in theirhonest hardness of outline, far less pretty than those of morepretentious ignorance; but while those who have never learnedthe alphabet of the true art of map-making can make no prog-ress, those who base their work upon a sound foundation will Chalk Modeling, 145 find that every sketch-map they make is an education of handand eye and brain. Let any teacher study the plan which he will himself adopt. Fig. 63. when tracing any outline, and then find whether he has by theprocess obtained any concept of the form of the whole. In ninecases out of ten it will be found that the effort to concentrate H^ Map Sketching, the mind upon the detail focuses the eye upon a very limitedportion of the outline, and prevents the retention of any con-cept of the entire form. ? Sketch the tree first as a whole, said a famous artist tohis pupils, * do not try to grow a trunk onto the branches. Howoften children are required to work at the leaves and branches ofcontinents before studying and drawing the trunk-forms ! With young pupils, the power to imitate should mainly berelied upon in the work. If it be possible, send them all to theblackboard, and have them block in, with the flat side of thecrayon, the mass of the
Size: 1430px × 1748px
Photo credit: © The Reading Room / Alamy / Afripics
License: Licensed
Model Released: No
Keywords: ., bookcentury1800, bookdecade1890, bookidmapmodelingi, bookyear1894
