The citizen. [volume] (Berea, Ky.) 1899-1958, 1912-10-10


question of proportion which is
most important one turnout Geogra-
ply. Ask the class what you shall j
take for a rod on your map. Shall
II be a foot, or half foot? II the |
school yard is small you can take |
foot, while IL larger a shorter lengt |
must be taken. But be sure that the
children understand that all over
the map a foot on the board means a
rod on the ground. This is one Of
the first points in the use of the
map symbol.
Surprising that the front line Is
five rods and the map scale II foot
to the rod, your front line will be 21s
feet long. Now comes the question OF
the direction of the side lines. Here
again get the children to decide as
well as possible from the memory
they have of the grounds what the
angle should be. Or you may take
four pieces Of paper or better, tab
let backs, and go to the corners and
get the angle of each by laying the
paper on the ground and marking the
direction of each line. Use the same
scale for length Of the other lines as
was used for the front, and you have
your outline, Boundary lines.
This will be as much as can be
:. done at one recitation, perhaps more,
IL you go out to get the directions of
the side lines. Have each child for
the next lesson bring TO class
copy of the outline carefully drawn on
the brown paper. Have rules for them
to use but suggest the scale that they
use, probably 1 inch to the rod, or
perhaps inches will be a good size.
In case foot rulers are not to be had
get one of the larger boys to bring
square or ruler and make them.
Pieces Of lath or other thin boards
may be used, or in case these are
not at hand straight sticks from
the woods, X inch thru, may take
their place. The work will be good
training for the larger boys while
giving the others a supply of rulers.
For the next lesson begin the filling
in of the map First place the house,
and see 20 1t that 1t is in the right
, place, is the proper shape, and of the
, right proportion to the rest of the
! map, l. e. made TO scale. Follow this
: with the paths, the well, if there be
J. one, marble grounds, swings, trees,
| stumps, rocks and in fact any famil-
) lar feature of the grounds.
/ II may take a number of days 10
do all of this, but what have you
: done when it is finished? You have
!, established in the mind of the child
S the idea as to what a map is. All
4 know that the crooked line is not a
4 path, that a certain space between
!. four lines is not the marble grounds
S and that a round dot in one corner
$ is not the persimmon tree. but these
= there to represent, because the chill.
8 dren are perfectly familiar with the
: THING.
y And this very point is where Geog
Q raphy is meaningless to too many
r grown up people. The map has nc
/, clear meaning because they hay,
y never been carefully trained to thinl
& in map symbols. For that reason
: Brazil is a spot of a certain colo
: on the map called South America
not a great land full of wonderful
I forms OF plant and animal life. will
5. people scattered over 1t who are liv
e ing, working, struggling. longing, jus
r, as we are.
Il Do you think this is a grea
= amount OF work? Well, 1t may be, b.
? you can leave off the effort of get
Is ting the children to name the state
s. that bound Kentucky, give their cap
10 itals say the names OF certain river
d and mountains, and many other use
'e less things which you may be DOM
o at the wrong time and in the wronI
W way, and do something that will hav
lie meaning to the child.
TX When the map of the schoc
It grounds has been carefully worke
c. out by teacher and class you ma
&c well have each child make map O
II the home, taking in barn, garden, oil
n. chard. etc, for they will then be abb
d. to do the work for themselves.
is In this as in many other things, re
he member our motto, Il can If | WILL