CONTENTS.
| PART I. Introduction. | ||
| 1. | Necessity for the Study of Structural Geography as Preparatory to the Drawing of Maps | [9] |
| 2. | Necessity for Field Lessons and Importance of Forming, in Connection with Them, the Habit of Modeling and Drawing | [13] |
| 3. | Importance of Learning to Interpret Pictures as an Aid to Imaging the Continent | [27] |
| 4. | Maps—of the Past and Present. The Chalk Modeled Map | [34] |
| PART II. Fifteen Lessons in Chalk Modeling. | ||
| Remarks | [52] | |
| I. | Representation of Surfaces with Hints on the Delineation of Distances. Land Sloping from the Observer. Light and Shade | [54] |
| II. | Land Sloping toward the Observer. Quality of Line. Relations and Proportions | [59] |
| III. | High and Low Water-partings, with Map Showing Divide | [63] |
| IV. | Meeting of Land and Water. Lakes. Springs. Islands. High and Low Tide | [66] |
| V. | Sketches Illustrative of Wind and Water Erosion | [69] |
| VI. | Scenes Typical of the Different Zones | [76] |
| VII. | River Basins. Coasts | [82] |
| VIII. | Suggestions on the Use of the Chalk Modeled Map of North America in Fourth and Fifth Grades | [87] |
| IX. | Map of North America | [96] |
| X. | Natural Features of Interest in North America | [104] |
| XI. | Map of Mexico, with Suggestions for Teachers of Fifth and Sixth Grades | [108] |
| XII. | Map of Section of the United States of America for Use in Preparatory Lessons on the Civil War | [117] |
| XIII. | Map of South America | [123] |
| XIV. | Map of Eurasia, with Sections in Detail | [127] |
| XV. | Maps of Africa and Australia. Summary of Instructions | [132] |
| Books of Reference | [137] | |
PREFACE.
In preparing the following lessons, in answer to the demand of the public school teacher for such assistance, the aim has been to present them in such a manner that both teacher and pupil may, through the understanding and acceptance of the steps involved, become expert in the development and delineation of original maps showing surface structure in relief.
To this end, suggestions vital to the success of the would-be mapmaker will be found in the Introduction.
In Part II. it is aimed to show that, with a clear mental image of surface forms and areas, the expression of the same will be a simple and easy matter, and a valuable preparation for the mapping of large areas or continents.
For the illustrations a medium has been used, which, in many respects, closely resembles in its results on paper the texture of chalk on the blackboard.
The author desires to acknowledge her indebtedness to Francis W. Parker, the head of the Chicago Institute, late Principal of the Chicago City Normal School, for help derived from the study of his works, and for the rare educational privilege enjoyed while working as a member of his Faculty. Especially were the discussions under his leadership, at the ever-to-be-remembered weekly meetings, a continual source of inspiration.