Bradford reporter. [volume] (Towanda, Pa.) 1844-1884, 1861-10-24

/ The answer is elected in the same way as be-
! fore, and the place of the desk is accordingly
| marked on the map What shall put down
/ here? How maDy Of you can tell 7" All raise
| their hands. Addressing himselfto particu-
] lar pupil, he says, You may tell u.s." Ofthe
door, in like manner, be asks Where shall
it be placed Where shall put the south
west window? Where the northwest ?" &c.
| Next to map of the school-room, should
be map of the schooEhouse. There are few
| school-houses which contain no more than bare
| ly the schoolroom. Most of them contain an
entrance and clothes ROOM some a wood room;
and a few have one or more recitation rooms
All these should be marked off, on the map
first on the black board and then on the States
For whatever is worth preparing on the black
board, by the teacher and the pupils coDjoint-
ly, is usually worth copying by the pupils on
their states. Ia any event all maps, how much
soever the pupils have bad to do in assisting
the teacher TO prepare them, should be trans
ferred to their states.
If there is play ground regularly enclosed,
in connection with the schooI-hou-e, map of
this should come next. If not, the pupils may
be required TO make map of the road near
the school house, CT Of some open space or
III, y
they are all familiar Next to the map of
play ground, tnat of the road near the school
house is usually most interesting to children.
1t affords, ia general, a greater number of
impt rtant parts, such as here a tree, there
brook or a bridge there house, there a shed;
there well there barn there the begin
ming of another road, &c.
When the pupils OF any school can copy from
IL "A CF h, ,br1 Il A.
school house, aud the road, aud tell the points
of compass with relation to each map tho
teacher may require Of them to draw on their
states, without having any thing to do with the
black board,a map of their fathers house, or
garden, or the road near it. OF course, neither
be nor any one OF bis pupils may be able to
correct the errors of each, in all particulars
though it will usually happen that there will
be somebody Z tle school, who will De able
TO make the necessary corrections The exer-
else, in any event, Is one Of the most valuable
that can be gyeE.
From map of the road near the school
house, they may proceed TO map of the other
roads, not far distant especially if there is any
thing striking near or on the road; as church
factory tavern, prison, or store. With the aid
of the teacher who must, Of course, lead the
way on the black board, the pupils of a school
might be taught to make maps of most OF the
roads and streets throughout the region where
they were brought up, as we'll as most Of the
fields adjoining them. near the school house
and their respective Lones.
The next step III the natural progress Of
things is to a map Of the town. This is always
exceedingly Interesting to the young. For
though it cannot be rery large, on a single
black board, nor so large on the states as on
the black board, yet there will be room enough
in general, for the principal public roads n
town, with all the streams, large and small,
and the lakes, ponds, and mountains, if any
exist. This putting down the brooks and
ponds, with which many Of the pupils must be
more or less famlllsr, is not only exceedingly
interesting, bat it prepares the way for the
right preparation and understanding of other
maps.
From a map of the town the teacher will
proceed to draw map Of some three or four
or five adjoining towns, with their own town in
the centre. Further than this exercise it would,
| think, be premature, to require the pupils TO
90. He may indeed go on aud make a map
of the county, the state, &c; but not as a
lesson for the pupils, bat only to prepare the
way for the future
Before going so far as a map of the county
in which the pupil resides, there is another ex.
ercIse which may be commenced here, though
it cannot or at least ought not to be carried tc
any considerable extent, until the pupil is fair
ly indueted into the study of geography.
refer to the use Of dssected maps In pursu.
ance of the present plan, would first draw on
paper two outlines of the towns Immediately ad-
joining that in which the pupils aud teacher
were, including of course their own town aud
then cut them apart, precisely on the town
lines. These it should be the business of the
pupils to bring together again into their origi-
nal shape aud relative position.
At the same time, however map made by
the teacher on the black board will be desira-
bic for young pupils fnd it more difficult, at
first, 10 put a dssecied map together than we
may be aware ani will not be directed too
much, By the black board Afterward how
ever they may be require TO unite them pro-
periy iCiiaout the black board
They will not proceed far, in these various
processes, before they should be required, one
at time, to come 10 the black board and
draw maps on that, TO be corrected by the
class after they have finished. They should
begin with the most simple because although
they were able to do something more on their
own states, vet when called to stand before the
whole school, and with the recollection too,
that they may be criticised bv them, most
pupils will be at first, little embarrassed.
A dissected nap OF the whole county seems
to be the next thing 10 order unless the county
were remarkably large in which case | would
omit it, aud pass on 10 a dissected map of the
States of the Union. The towns, uIl-ss in
ones own county, and that county of very
moderate size, are such small divisions, that it
is hardly advisable to attempt to put together
in forms pf a yyhOla state eYcanr narha0z