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.