MAP DRAWING. 
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The object of Map drawing in school is frequently lost 
sight of or it is misunderstood, 
As Geography is studied theoretically by means of descr1p- 
tion and pictorial illnstration, and as the latter rather than 
lhe former enables pupils to perceive more vividly, and to 
grasp more inteliigently, ideas of form, distance and posi- 
tion, Map sketching should be encournged chiefly for the 
purpose of qualifying pupils to pieture their thoughts, either 
for the satisfaction of the teacher, or for the benefit of 
others, It should be merely a tost of the pupils’ knowledge 
of general configuration and relative. situation, and ought 
bo be‘ performed with comparative rapidity, even in com 
nection with the first map from which a class is taught. 
General Directions for Map Sketching.— 
Solect for initiatory exercises the ground, section, township 
or county in which the school is situated, not only because 
the boundary lines of these are, as a rule, straight, but 
because the pupils’ practical kuowledge of the district will 
materially increase their interest in the work. 
Let the teacher point out the direction of the boundary 
lines, mountains or ridges, and rivers ; the general propor- 
tions of the whole, and anything that may be peculiar in 
configuration, Taking, for simplicity’s sake, the county of 
Dundas, ho may notice that it is almost square ; that it 
contains four townships, each almost square; that the lines 
do not run dne N, and S. or E. and W. ; and that an 
irregular line is formed by the shore of the R. St. Law- 
rence. It would probably be well also for the teacher to 
skeich a few of the more easily outlined townships in his 
neighborhood, or some of the most regularly formed counties 
in the province, fo impress upon the minds of the pupils the 
nocessity for correct proportion and direction of outline. ı 
After repeated copying on the slates by the pupils, either 
[rom the book or the wall-map, at school or at home, or in 
both places, the final test in class should be performed 
wholly from memory, and with rapidity, Tor this purpose 
the exercise may be pleasantly and profitably varied by 
Bketching alternately on slate, blackboard or paper. When 
it is thought advisable by the teacher, to introduce the use 
of paper, sheots of uniform size ghould be provided, so that 
they may be stitched for preservation ; or, what is better 
still, blank books may be employed, 
When sketching school-section or township maps avoid 
the intersection of lines where roads meet, The accom- 
panying diagram of Nepean Township and a portion of 
Gloucester, will illustrate this with regard both to the 
country roads, and to the streets in the city of Ottawa, 
Ridges and elevations may be shown by means of a 
series of nraee" ° “ X X, and rivers by an irregular Wavy 
line: Ca I: Mark vwil- 
lages *, towns (©), and cities X]. 
Tho foregoing, with the addition of a few names, is all 
Yhat ia required for test lesson purposes. Speed, neatness 
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ınd proportion are attainable without any attempt at 
absolute aceuracy, . 
Map Drawing proper, or Cartography, which 
requires much nicety of touch, and the exercise of consider 
able taste, is valuable, in addition to its memory aid, as & 
means of training the pupil to habits of close observation 
and to the skilful management of materials. 
These materials should consist of good, smooth, white 
paper, either in sheets of uniform size, or in book-form ; & 
moderately hard lead-pencil ; @ twelve-inch, graduated, flat 
:uler ; a small, square cornered ruler, three or four inches 
‚Ong on each side ; a hottle of the best black ink, or a piece 
of India ink ; cakes of red, yellow and blue color, and a few 
hair pencils. A pair of compasses, although not indispensa 
ble, will be found useful. 
The first consideration in the copying of any map will— 
a8 A matter of course be—size, Upon this depend the 
limensions of the border which should now be drawn. Ifit 
be determined to draw upon a different scale from the 
model, great care must be exercised in the diminution or 
;nerease of the border, so {hat the length and breadth may 
vemain proportionate,* "Test the correetness öf the oor- 
ners by applying to each your right.angled ruier. 
Always leave a margin not less than iwo inches wide 
outside of the border lines. 
* Notice that by doubling or halving the length of your border 
lines, you resnoctively increase or diminish the size four times.