To repeat what has been said in substance again and again, in the course of these lessons (it cannot be too often brought to mind), if you know your subject, i.e., have the knowledge, and desire to give it to others you will be able to do so; more or less crudely it may be, but one learns to do, only by doing.
Should you be in doubt as to the direction of line to use, analyze the gestures you would naturally make in an oral expression of the same subject, and see just what direction you wish to represent.
Do not misunderstand in regard to the representations of elevations on the map. These are not drawn to represent actual shape, any more than actual size or height; they merely indicate location.
The horizontal distances of the map should never be compared with the altitudes, but compare altitudes with altitudes, and horizontal distance with horizontal distance. Lead the pupil also to continually compare the altitudes given, with those within his sense grasp; e.g., Mt. Chimborazo is about 20,500 feet in height. What is the height of the highest building, hill or mountain the pupil has ever seen? How many such elevations placed one above another would equal the height of Chimborazo? By such comparison the pupil will be in no danger of getting a wrong idea of the altitude from the study of the maps. Horizontal distances may be compared in the same way. A given distance of thousands of miles may be compared with a shorter distance within the experience of the pupil.
MAP OF SOUTH AMERICA
Remember this method of drawing or chalk modeling is designed chiefly to suggest to the mind the main characteristic features of the continent.
To those who have read Lessons VIII. and IX. it is scarcely necessary to illustrate the four stages in the map of South America or other continents.
Notice that the land lowers towards the north in Peru and Bolivia and also from the Guiana highlands. Get the effect by reducing the size of the hills and mountains as they recede, and by making them less definite.
80