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Read Ebook: Home Geography for Primary Grades by Long C C
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Ebook has 540 lines and 19117 words, and 11 pages
Hills and vales the east wind visits, Brings them chilly, driving rain; Shivering cattle homeward hurry, Onward through the darkening lane.
Heat the south wind kindly gives us; Reddens apples, gilds the pear, Gives the grape a richer purple, Scatters plenty everywhere.
Flowers sweet the west wind offers, Peeping forth from vines and trees; Brings the butterflies so brilliant, And the busy, humming bees.
Each wind brings his own best treasure To our land from year to year; Blessings many without measure E'er attend the winds' career.
Lillian Cox.
"Whichever way the wind doth blow. Some heart is glad to have it so; And blow it east or blow it west, The wind that blows, that wind is best."
What was the direction of the wind during the last snow-storm? Why is the north wind cold? Why is the south wind warm?
HOW TO TELL DISTANCE.
With these measures you can tell how long your slate or your desk is, or how long and wide the schoolroom is.
Think of some object that is a mile from our schoolhouse. How long would it take you to walk that distance?
ORAL EXERCISES.
How many inches long is your slate? How long is your desk? How many feet long is your room? How wide is it? What is the distance around the room? How many feet wide is each window? Each door? How many yards wide is the nearest street or road?
About what is the height of the schoolroom? Of the schoolhouse? Of the tallest tree near by? Of the nearest church spire?
About how long is the longest street in the town where you live? Do you know how many blocks or squares make a mile? Name the nearest river or creek. Give its direction from the school. In what direction does the water run? Give the direction and distance of the nearest church. What must you know to go to any place?
NOTE.--Have pupils estimate distances by the eye, then verify by actual measurement. Continue the exercises until the work becomes quite accurate. Correct ideas of distance are necessary in order to understand how large the world is, and how far apart places are on its surface.
PICTURES AND PLANS.
You all know what a picture is. But do you know what a plan is?
A little boy wanted to show his cousin, who lived some miles away; the shape and size of his house, and how the rooms were arranged. How could he do this?
On a large sheet of white paper, he placed lines of blocks in the form of his house. Then, with a lead pencil, he drew a line on the paper along the sides of the blocks. He next took up the blocks, and there, on the paper, was a plan of his house.
Here is a picture of a schoolroom. We see desks, the teacher's table, a chair, a clock, globe, and two maps, in the picture. The picture shows these objects as they would appear if we stood at the door behind the teacher's table and looked in.
This is a plan of the schoolroom, a picture of which is shown above. You see, the plan and picture are quite different.
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.
WRITTEN EXERCISE.
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?
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 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.
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.
GOD MADE THEM ALL.
All things bright and beautiful, All creatures great and small, All things wise and wonderful, The good God made them all.
Each little flower that opens, Each little bird that sings, He made their glowing colors, He made their tiny wings.
The purple-headed mountain, The river running by, The morning and the sunset, The twinkling stars on high;
The tall trees in the greenwood, The pleasant summer sun, The ripe fruits in the garden-- He made them every one.
He gave us eyes to see them, And lips that we might tell How great is God Almighty, Who hath made all things well.
PLAINS.
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?
Find a picture of a palm tree, and try to draw it.
Why do travelers use camels to cross the desert? Why do they not use horses? If you can not find answers to these questions in your books at home, ask your teacher about them.
You have seen a small whirlwind in the street. The leaves flew round and round, the dust whirled along in clouds. Trees are sometimes torn from the ground, and houses overturned, by a strong wind.
Now think of a wind-storm in the desert. A loud, rustling noise is heard. Great clouds of fine sand are lifted into the air--clouds which darken the sun! Travelers must at once jump from their camels, cover themselves with their cloaks, and lie flat on the ground.
The poor beasts will close their eyes and nostrils, and kneel with their backs to the wind until the storm has passed over.
Thankful will the travelers be if none of them are buried in the sand.
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