Lessons in chalk modeling: The new method of map drawing

by Ida Cassa Heffron

MAP OF SECTION OF THE UNITED STATES, FOR USE IN PREPARATORY LESSONS ON THE CIVIL WAR.

The section under consideration lies east of the Mississippi, and south of the Ohio and Potomac Rivers.

The motive for its study is to trace the influence of physical environment upon the character and motives of the inhabitants.

The following plan for the lesson is suggested:

1. Description of Country. (a) character; (b) altitude; (c) vegetation; (d) productions.

2. Division into Belts. (a) mountainous; (b) hilly or plateaus; (c) lowlands.

3. Interests of the People in these Sections to be Subserved. (a) Protection of homes; (b) railroads; (c) factories and cattle; (d) open navigation; (e) non-interruption of labor.

4. Plans of Attack by the Enemy. (a) To gain a stronghold in the mountains; (b) destroy railroads; (c) obstruct rivers; (d) capture cattle; (e) devastate the fields.

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Locate on the map of the United States the special section of country to be studied, and chalk model in detail large map of the same. (See [Fig. 79].) From this map, together with typical pictures of scenery, i.e., mountains, rivers, valleys, vegetation, industries, etc., the pupil may imagine the general character of the land. What will be his mental picture? (A rolling country, broken into hills and valleys, with mountains more or less rounded and generally clothed with vegetation.) Passing downwards from the heights, the surface becomes more gently undulating and finally stretches away in long level fields.

The pupil may imagine what might be seen from a great height south of the whole section. Immediately below is the sea. Florida at the right, low and green, widens into the mainland in front. The sandy gulf shores broken by many rivers and blending into light greens, darken and turn into browns in the mountains. Lines of grays and purples in the distance indicate the farther mountain ranges. The gentle western slope, and the more abrupt eastern one are clothed with rich foliage, through which gleam the waters of many rivers.

What is the trend of the mountain ranges? (From northeast to southwest. Three nearly parallel ranges are seen with long valleys between.) Which is the most important one? What is the whole mountain system called? (The Appalachian System.) Give the names by which the principal ridges are known. Where is the greatest height? (In North Carolina—Mt. Mitchell, 6,710 feet high. From this point the mountains lower gradually to the north, being in Pennsylvania from about 1,000 feet to 1,500 feet in height. To the south they drop more rapidly, through Georgia and Alabama.)

Are there any natural divisions in the eastern slope? (The mountains, piedmont, and tide-water regions. The piedmont or old plateau region is hilly, while the tide-water region, having been built by the rivers, is low and near the coast often swampy and unhealthy. The rivers are numerous, forming low islands at their mouths.) What are the divisions of the western slope? (Mountains, plateaus and valley country. The plateaus are long arms of high land stretching out from the mountains, under the names of the Cumberland and Tennessee. Rivers have cut into the plateaus which gradually widen into the Ohio and Mississippi.) What is the nature of the soil? (Rich, low and level, adapted to the raising of cotton. Near the Mississippi the land is often swampy and covered with a dense rank growth of vegetation. The strong current of the river often changes the course of its channel, thus forming the numerous bayous or long narrow lakes found in Arkansas, Louisiana and Mississippi.)

What is the vegetation of the mountain regions? (Wooded with pine, oak and other mountain trees.) What would be the chief products of this region? How could the lumber be gotten out of the country? (Tell of mines.) (Slightly wooded and richly turfed would describe the middle section.) What would be the chief occupations of the people? (Farming and stock-raising. In the low valley country the products are tobacco, sugar, rice and cotton.)

At the time of the Civil War, what were the chief interests of the mountain people? (In consequence of their industries they had comparatively slight interest in the questions of slavery.)

Their knowledge of passes, cross-roads, sites for forts, etc., would make them invaluable aids to either party. Of what value might the possession of any special point be to either side during the war? (It might be used as a fort or arsenal. To the opposing side it might prove an entering wedge by which other points might be gained and so divide the people.)

What would be the interest of the miners? (They would favor peace for the sake of uninterrupted labor. If by war their work should be stopped their families would be reduced to starvation.)

Near the mines would be found railroads. What would be the policy of the South in regard to them? (To protect them for their own use.) That of the North? (Destruction or possession.) What would be the farmer’s interest? (The protection of stock and farm products.)

In the lowland section the protection of railroads would be one interest. What other interests would be endangered by war? (Vast fields of cotton and other southern products would be subject to trampling or burning; fences, houses and other buildings likely to be destroyed. The desertion of slaves would leave fields uncultivated, want in the houses and homes unprotected.)

If crops could be raised and gathered, what of their disposal? (The market would be smaller, their delivery uncertain. Blockaded rivers and deserted railroads are obstacles to commerce.)

What points would be desirable to gain against the South? (a) (A foothold in the mountains and control of the railroads leading thereto; (b) Possession of boats to be used on the Mississippi in closing ports and the holding of them; (c) Occupation of a line of points on the Tennessee or the Cumberland River, and so push the northern line farther down; (d) Possession of seaports along the Atlantic coast.)

What could be planned for the opposite side? (a) (To gain possession of Washington; (b) To fortify the northern boundary of the Confederacy; (c) To protect the Mississippi River and the coast.) Read extracts from war letters of Grant, McClellan and others to show the relation of the plans of the generals to the geography of the country.