قراءة كتاب Home Geography for Primary Grades
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The picture shows the objects as we see them before us. The plan shows where the objects are, and their direction from one another.
Now let us see if we can make a plan of the same schoolroom on the blackboard.
The first thing is to measure the sides of the room. We will suppose the two long sides are each forty feet long, and the two short sides each thirty feet long. Now we will draw four straight lines on the board for the four sides. Of course, the lines must be much shorter than the sides themselves, else our plan will be too large.
Make one inch in the plan stand for one foot in the room. So the lines for the long sides will each be forty inches long, and the lines for the short sides thirty inches long.
The next thing is to make spaces in the sides for the door and the windows, and oblongs for the desks. But we must remember that an inch in our plan stands for a foot in the object itself, and therefore we must allow as many inches for the width of doors and windows, and for the length and width of the desks, as there are feet in the objects themselves. Thus, if the door is three feet wide, we must make it three inches wide in our plan.
And lastly, we will draw a circle for the globe, and an oblong and square for the teacher's table and chair, that shall show just where and just how long these objects are.
We have now a plan of the schoolroom. Let us put N. to show the north side of the room, S. to show the south side, E. to show the east side, and W. to show the west side. We can now tell the direction of one thing from another in our plan.
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PICTURE OF SCHOOL GROUNDS.
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Write the answers to the following questions, in full sentences:
What is the name of your school? On what street or road is it? Which side of the street? Between what streets? In which direction does the building face?
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PLAN OF SCHOOL GROUNDS.
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How many rooms has the building? In what part of the building is your room? How large is it? How many doors and windows? How many seats?
In what direction is the school from your home? How far is it? How long does it take you to walk to school?
EXERCISES IN DRAWING PLANS.
Draw a plan of the schoolroom on your slates. It cannot be drawn on your slates as large as it was drawn on the board. So let one inch stand for ten feet, instead of for one foot; that is, use a scale of one inch for every ten feet. Your plan will not be as large as mine, but it will show the position of everything as correctly.
Draw a plan of the top of the teacher's table, showing two books and an inkstand upon it. First, measure the sides. Then decide to what scale you will draw your plan.
Now draw a plan of the schoolhouse and grounds. You must measure not only the house, but the width and length of the yard. The plan must show the size, shape, and place of everything upon the grounds. (While drawing a plan of this kind, it is better to let the pupils face the north. The top of the plan should be the north side of the grounds.)
Draw a plan of your own room at home, showing the table, bed, chairs, and other objects in it.
ORAL EXERCISE.
If the shape of a room is shown on the blackboard, what have we drawn? Is a plan the same as a picture? What is the use of a plan? Mention some things of which plans can be drawn.
NOTE.--It is wrong to teach that the top of a map or plan is always north; as often as not, the bottom is north, in plans especially.
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The floor of our schoolroom is level. The playground is almost, if not quite, level. As you look away from the school, is the land nearly level? Did you ever see a broad extent of nearly level land?
Let us imagine that we are out on a piece of nearly level land, many, many times larger than our playground. Such a broad, nearly level stretch of land is called a plain.
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SUCH A BROAD LEVEL STRETCH OF LAND IS CALLED A PLAIN.
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If this plain were covered with rich green grass and beautiful flowers, we should call it a prairie. In the summer it is a vast sea of waving grass. On the prairie we might find herds of wild horses and cattle, which feed upon the rich grass. If it were late in the summer, when the grass is dry and crisp, it might catch fire, and we might then see a grand sight--a prairie on fire.
We now come to another plain, miles and miles long, miles and miles wide. No rain falls here, and
