THE CHALK MODELED MAP.
MAPS OF THE PAST AND PRESENT.
As it is impossible to adequately teach the surface features of a country with only a vague idea of its structure, and with no aids in the form of pictures, drawing or modelings by which these surface features may be illustrated, there arises the necessity for maps.
These, to be of any real service, must be a representation of the form and character of the area which is the subject of study, and must indicate the relation of part to part, parts to the whole, and the whole to parts.
As symbols and more than symbols, they must bring to the mind vivid pictures of the real country or continent, not as too commonly taught; “A mental picture of the map, so clear and consistent ... that he (the pupil) can read the answers to all questions concerning it, from his mental map, as easily as he could from the printed one, if it were before him.”
This is to limit and cramp the mind’s action, as the pupil sees only the map and its corresponding concept of map, its size, boundaries and patches of colored paper. It gives no idea of relation or correspondence between the map and the actual world of life, form and color.
Aim of Teacher. In using maps it should be the aim of teachers to create in the mind a complete, harmonious picture; the blending together of the several concepts of structure, climate, drainage, soil, vegetation, animal life, races of men, etc., corresponding to reality, or real life in the real world.