IMPORTANCE OF LEARNING TO INTERPRET PICTURES AS AN AID TO IMAGING THE CONTINENT.
The ability to image the continent or any part of it, from the reading of pictures, is of great importance. It is an inexpressible aid to the imagination in the study of areas that lie outside of the sense grasp. Good pictures should be chosen: pictures showing several different views of the same section of a country; pictures that are a truthful representation of both detail and generalities. (Many wood cuts are as good as photographs for this purpose. Great care, however, should be taken that they are faithful transcripts.)
After a close study of them, questions may be asked the pupil as to climate, structure, nature of rock and soil; whether it may be supposed to be an arid or fertile region; whether the river basins are young or old; what agents were most active in shaping its features, and what its probable destiny: or the pupil may be led to give his own inferences as to conditions, without direct questioning.
In this way contrasting sections of country may be studied and compared, thus making the mental picture more vivid and complete.
MAP OF ABYSSINIAN HIGHLAND.
(Drawn from information gained through interpretation of pictures and written description.)
It is understood that these mental images gained from such study of pictures, have as a basis, images acquired from actual observation of the earth’s surface. From this mental picture, supplemented by images gained by oral and written descriptions, maps may be chalk modeled which will contain all the essential features of structure.
Young River Basin.
Valuable information for the making of maps has been gained in this way; indeed, adequate maps cannot be made without this means of acquiring the necessary knowledge, which the delineator has not been able to gain through travel and personal investigation.
Through this study or reading of pictures a natural interest is aroused in the mind of the pupil to see located on the map (that is, to see in relation to the whole) countries and places of special interest; such as natural wonders of structure, and remarkable instances of man’s skill and power in overcoming obstacles and improving his environment.
Especially will this be the case if the teacher accompanies the descriptions with rapid illustrations on the blackboard.
Tepee or Wigwam of the Sioux Indians.
Necessity for skill in drawing on the part of the teacher, becomes very evident as the desirability of frequent illustrations is felt, and the fact is also realized that by it untold influence for good is exerted over the mind of the pupil. It is an aid to correct mental picturing, which the teacher cannot afford to omit.
Coast of Alaska.
(Showing its drowned valleys caused by the gradual sinking of the land, also glaciers, Alaskan hut and totem pole.)
Special features are more readily understood when drawn in detail: as mountain peaks, stern or forbidding in outline, or lofty and grand in their mantles of snow and rivers of ice (Mt. Blanc); valleys with wooded slopes and streams of water; lakes, waterfalls (Niagara Falls); glaciers and icebergs, with typical scenes of Arctic regions, including inhabitants with their homes (Muir Glaciers), (Alaskan huts and totem-poles); deserts and oases, with typical trees and surrounding objects (palm trees, pyramids, camels); Indian homes and environment; dykes of Holland, Suez Canal, St. Gothard Tunnel, Great Wall of China, etc.
THE CHALK MODELED MAP.