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.

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.”

Acknowledgments are also due Miss Louise Barwick, for the zeal displayed in forwarding the development and delineation of the Maps of the Continents, and for valuable assistance rendered in the drawing of the same, as illustrations for this work.

I. C. H.

_Chicago, Ill._

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

THE AUTHOR.