Map Showing Its Relation to the Brook and River.
Imaginary Areas. Let the pupil also sketch on the blackboard, imaginary scenes and typical features of other areas and countries under the same or contrasting climatic and other conditions; always questioning, as he draws his mental picture—if of a river, for instance—what is the cause of its rapidity, what its probable depth and effect on the soil, why it cuts here or builds there, and why the slopes back of it are terraced as they are.
If he represents islands, he should ask himself the question why they are rocky or alluvial; i.e., what their origin; and never represent in any expression that which is contradictory and so untrue to nature.
Landscapes typical of the different zones of temperature, showing characteristic structure, vegetation, homes, habits and occupations of inhabitants may be drawn.
Maps, also, of these areas and those adjoining, may be chalk modeled. As the mind becomes stored with separate images acquired through actual observation of areas of the earth’s surface, gradually, by the combining and blending of these, a new mental image, a comprehensive picture is formed, corresponding in the main to the general features of the whole earth, with its uplifted masses and lower plains, its natural divisions of continents, seas and oceans, its atmospheric and climatic conditions.
If the habit has been formed of chalk modeling imaginary areas, as well as those within the sense grasp, it will be a comparatively easy matter to chalk model a map of the whole continent. On this the student may mark the boundaries of all political divisions as he studies them, and locate the important cities and places of interest.
Practical Suggestions. Before we leave the subject of field lessons, some practical suggestions in regard to them are here offered.
Actual observations may be made on the action and effects of rivers, underground water, rain, wind, heat and frost.
The effects of glacial action, and the eruptive forces of nature may also be seen in places.