Read Ebook: Lessons in chalk modeling: The new method of map drawing by Heffron Ida Cassa

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INTRODUCTION.

FIFTEEN LESSONS IN CHALK MODELING.

REMARKS 52

Books of Reference 137

PREFACE

To this end, suggestions vital to the success of the would-be mapmaker will be found in the Introduction.

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.

Under the new light thrown upon the subject of geography, as presented by Colonel Parker, the impulse was first received which afterward bore fruit in the development of a new method of map drawing; a method which it was desired should be an adequate expression of the solidity and continuity of the continental land mass.

The necessity for such a map Colonel Parker had himself realized for years and had sought its delineation. With a desire to meet the pupil's needs in this respect, upon further study of structural geography the idea was conceived of drawing maps which would show mass without outline, and which would also represent relief.

This method of map drawing was called "Chalk Modeling," and from the first crude effort in this direction by the author, in the year 1891, at the Cook County Normal School, the "Chalk Modeled Map" passed through many stages of development until it reached its present form.

Thus to Colonel Parker himself is primarily due whatever of educational value has resulted from the invention of the author or development by others of what is called "The Chalk Modeled Map."

TO THE TEACHER IN GENERAL, AND TO THE MEMBERS OF THE C. C. N. S. ALUMNI ASSOCIATION IN PARTICULAR, IS THIS BOOK RESPECTFULLY DEDICATED BY

INTRODUCTION.

NECESSITY FOR THE STUDY OF STRUCTURAL GEOGRAPHY PREPARATORY TO THE DRAWING OF MAPS.

The fundamental object in the study of Geography, as we understand it, is to acquire mental images of the present appearance of the earth's surface; its structure, the rocky material of which it is composed, and the causes and effects of its changes, as a preparation for the home of organic life.

It is a study of the earth as a material basis for the evolution of man, and the development of civilization. It leads up to a search for the laws and workings of the creative forces--forces relating to our planet and to the sun, the central source of light and heat.

This study has a different meaning to different persons. To one it means the study of all that lies between the covers of a book, or memorizing other people's sayings. To another it means "Connected information regarding the condition of man's life on this planet"--again "Geography is a description of the earth's surface, or anything that affects or is affected by it." A more common definition is, "Geography is a description of the earth's surface and its inhabitants."

An ability to recognize in present environment that which leads to an understanding of geographical conditions in general, is much to be desired and is the aim of the teacher of the present day. Geologists tell us that the same processes are going on now that have ever been in operation, in the fitting of the earth for the habitation of man. That these changes are taking place is implied in the very fact that we are studying the earth's present appearance.

The study of the history of these changes, and of the nature of the earthy material as shown in rock and soil, and in vegetation, and of the influence of heat, light, air and moisture, means the study of all the natural sciences; not as special isolated studies, but bound together in one great whole. So closely are they related, merging into and impinging upon each other as they do, that there seems to be no place or line of separation between them.

The larger part of the surface of the earth is covered with water, and the action of this mighty agent, under the influence of that great dynamic force and life-giving energy, heat, opens an immense field for investigation.

These combined influences constitute the study of the environment of all organic life; and knowing these in a given case, we get an approximate idea of the stage of development. The development of man, the highest type of organic life, depends largely upon structural, climatic, vegetable and animal environment.

To know these is to understand his habits of life, his reasons for choice of homes, and to judge of his probable advancement in civilization.

The powerful influence which the physical features of the earth's surface have exerted in shaping the current of historical events, can hardly be realized, until thoughtful investigation of the subject has been made. The knowledge of geographical conditions, as climate, mountains, valleys, rivers and seas, with vegetable and animal life gives us the theatre of action for events in history.

As the mere existence of mountain range, desert, sea or river, may be essentially the influence which has led to the growth or downfall of empires, it is clearly seen that a sound knowledge of structural geography is absolutely necessary for all intelligent study of history; no general relation of important occurrences can be traced without it.

This study of his immediate environment is essential to the forming of mental images of areas and surface forms outside and beyond his sense grasp and to a comprehension of the structure and surface contour of the world at large: such mental images being fundamentally a necessity to the delineation of adequate structural maps of the whole or any part of the earth's surface.

NECESSITY FOR FIELD LESSONS AND IMPORTANCE OF FORMING, IN CONNECTION WITH THEM, A HABIT OF MODELING, PAINTING AND DRAWING.

The study of geography, which in the past consisted mainly in the memorizing of meaningless names with little or no exercise of the reasoning faculties, or opportunities for making generalizations through acts of comparison and inference, has been superseded by instruction of a more rational order.

We have learned that to memorize names and locations of mountains, rivers and lakes, without seeing their relation to a whole, or to make only superficial observations of extended areas of land, results merely in indefinite mental impressions, leaving out the very basis of all concise and clearly defined geographical knowledge.

To the end that definite mental images may be acquired, field excursions under the direction of competent leaders are now advocated, and when entered upon with an intelligent purpose are held to be indispensable factors in the correct study of geography.

Under these conditions , the pupil who visits a lake is likely to have a more adequate mental image of old ocean, than one who has never seen a lake or other large body of water. One who has seen low hills with their out-cropping rock, and the action of small streams upon them, will have a better idea of what mountains and rivers may be.

In the new education the pupils are thus in the field lesson brought face to face with nature. Through these lessons the powers of the imagination are quickened and strengthened by the continual observation of surface forms, the true basis for all attempts to image the structure of the earth.

Inferences are made at every step of the way as to the history of the physical features observed, and the nature of the forces that have acted upon them to shape and distribute. Areas and forms of land are constantly being compared as to shape, size, width, length and height, and simple generalizations, formed from direct observations, are combined with other generalizations, to form those that are higher or more comprehensive. This is but a brief suggestion of the part the field lesson bears to education in general.

In the particular study of geography it must be borne in mind that no essential knowledge can be gained except through close observation of the earth's surface forms. As the true teacher of science in his classes in botany or zoology leads his pupils to an individual study of plants and animals, and also to a study of these in their surroundings, their social relations, so also the student of geography goes directly to nature for all fundamental knowledge pertaining to the subject.

Field lessons, though conducted mainly as contributing to the student's fund of knowledge, are also a source of pleasure, and may be made the foundation of a more healthful love for and delightful companionship with nature. They are not alone a mine of knowledge but also a perfect well-spring of inspiration.

In every stream, plain and valley, new beauties of form and color are continually presenting themselves. Varying tints of landscape vistas, drifting cloud masses, softly rounding hills, majestic mountain forms, the play of sunlight and shadow; all make subtle appeal. Entering into harmony with creation we are led into harmony with its source.

Everything combined, all the wealth of color, warmth of sunlight, song of birds, hum of insects and breath of growing things, conspire to the unfoldment of the being on all the planes of life's expression, for, the first and controlling impulse is toward expression; expression on the physical, mental and emotional planes--in fulfillment of the law of growth, for expression is a necessity to growth.

Geography is emphatically a study of form, the forms of the earth's surface features, each to be studied in relation to other and contrasting forms, as well as in relation to their environment.

Upon the pupils' return from the field, the forms and areas observed may be modeled in sand, sketched on paper, or chalk modeled on the blackboard. Maps may be drawn of the areas studied and sketches may be made in color of stretches of different soils and verdure, together with the atmospheric effects observed. Tints of sea, sky and cloud, color and shades of rock and foliage are all speaking in tones which the child may interpret and render intelligible to others, through the medium of brush and paints.

It is of great importance to his future growth that the student acquire the habit of freely expressing himself through the art modes of modeling, painting and drawing, since much of his mental power depends upon such expression; for by holding in mind, while in the act of expression, the images acquired through observation, more of the details of the object or scene as well as the generalities are recalled.

It may not be possible for all students to make a study of the whole of a river or brook basin, yet it may be done by sections--getting a general idea of the slope of the river bed, water-parting, slope and valley. The action of the forces of nature may also be seen in the changes now going on in the different sections--the cutting back of the stream at its source, its eroding power, its carrying power, and its building or leveling power.

If it is not possible to take the children to the field for nature study, they may find fruitful sources of study without.

Where did the dirt on the windows and sills come from, especially after some snow-storm? Tiny seeds in the corners where the winds have left them; insects in the spring;--where did they come from? Where were they all winter? These and many other hints might be given for such study.

In the lower grades of school, much of the geography work should be the direct lesson in the field followed by lessons in school. The higher grades, also, should continue the frequent field excursions which are begun in the lower.

Visits may be made to the hills, groves, lakes and ponds of the vicinity, and upon returning to the school-room, these and surrounding areas may be modeled in sand or clay, painted in water-color or drawn on the blackboard.

Brook basins may be studied as presenting many if not all of the features of the river basins. Maps may also be made of these areas, as well as detailed drawings of special features.

As has been said, the pupil should model and draw continually, in connection with or after every lesson in the field. It is the very best method by which to attain mental growth, and should of course, be the genuine expression of his own mental images gained through observation. He should model and draw all surface features or areas seen in his excursions. He may model, in sand, putty or clay, maps of the areas of the school-yard, farms or parks in the vicinity; or chalk model them, then indicate upon them the boundaries of any sub-divisions they may have, such as fields, clumps of trees, houses or other buildings.

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.

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.

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