30 181 Oak Street UNCLASSIFIE HOW TO USE Desk and Wall Outline Maps How to Use Desk and Wall Outline Maps Contents Pages Use in American History . 2-12 Use in European History .13-17 Use in Geography .18-30 Recommended Assortments.. 31 List of Maps. 32 Introductory The use of Desk Outline Maps has constantly increased during the last two decades, but many teachers are still unfamiliar with the methods of using these maps effectively with pupils. Wall Outline Maps are much less generally used and the way to use them successfully is not well understood. There is doubtless much value in having pupils make their own maps, and this should be done to some extent. It is generally con¬ ceded, however, that the time spent in the repetition of such work can be utilized to better advantage by placing important facts on outlines already prepared. While much of what is stated in this booklet may be old to some, we believe that it will prove of value, especially to the younger teachers. Chicago, 1924. Another booklet, “Hozv to Use Blackboard Outline Maps” will be sent free on request to those interested. A. J. NYSTROM & CO. Geographical Publishers 2249-2253 Calumet Ave. CHICAGO USE OF DESK OUTLINE MAPS IN AMERICAN HISTORY EARLY WORLD EXPLORERS. The above map is marked to show the supposed position of Cathay and India at the time of Columbus, together with certain other features. The Desk Outline Map is shown in black, while the pupil’s work is shown in red. On the opposite page is shown a map of the World on Mer¬ cator’s Projection, showing voyages of Davis, Frobisher, Cartier, Drake, Magellan, etc. The illustrations are greatly reduced from the original. The Johnston Series of Desk Outline Maps, which have been used as a base, are made in two sizes, Series D, 8x10inches, and Series DD, 10p2xl5 inches. These sizes conveniently fit into the standard loose leaf -note book covers now on the market. The DD size is so arranged that by simply folding it once it fits into the loose leaf covers. The DD size is recommended because of the larger scale, which permits of doing more accurate work. It is suggested that pupils be asked to use both the Mollweide and Mercator Projections in order to bring out the properties of each. 2 USE OF DESK OUTLINE MAPS IN AMERICAN HISTORY No attempts should be made to show many things on one map, as this tends to confusion, and the cost of the maps is almost negligible. Interleaved with the maps the pupils should be required to tell the story of each map. Suggestive questions, such as the fol¬ lowing, which apply to the first map, may be given for this purpose: Would Columbus have started out on his voyage had he known how far away Cipango or Japan really was? Why was it necessary for him to sail first into the latitude of Cipango? Did he know of the existence of the Northeast Trade Wind Belt? At what point in the voyage of Vespucius (1501) did he deter¬ mine that South America was a continent? What influence has the Line of Demarcation (1494) on the languages spoken today in South America? How did the capture of Constantinople by the Turks in 1453 affect the commerce of Genoa? 3 USE OF DESK OUTLINE MAPS IN AMERICAN HISTORY Above will be found an outline map of North America with material in red put on by the pupils to show Spanish explorations. Another map of North America should be used to show routes of French explorations—Champlain, La Salle, Nicolet, Hennepin, Marquette, Joliet, and Du Lhut. The two expeditions of Henry Hudson can well be included on this map. If it is desired to do more intensive work on this subject, the Johnston Desk Outline Map of the Great Lakes Region can be used, the large scale making this especially desirable. It is illus¬ trated with another subject on page 9. 4 NO.DD172 NEW ENGLAND STATES COPVftlOHT 1*14. , On a map of the New England States, the pupils should show the position of Mason and Gorges Grant, Duke of York’s Grant, Plymouth Grant, Rhode Island Grant, etc. This map can also be used to show location of important inci¬ dents in the Revolutionary War. If it is desired to do more intensive work with this region, maps of the state of Massachusetts (including Rhode Island and most of Connecticut), the state of New York (including Connecti¬ cut), and even of the city of Boston can be had in the Johnston Series of Desk Outline Maps. 5 USE OF DESK OUTLINE MAPS IN AMERICAN HISTORY These different grants should be put into the map in separate colors by pupils. Here they are all indicated in red to avoid ex¬ pense in printing. On another map should be indicated Penn’s Grant of 1681, Con¬ necticut’s Grant of 1662, and the Duke of York’s Grant of 1664. This map will also be found useful in showing the various routes of Washington, Cornwallis, Howe, Burgoyne, St. Leger, etc., during the Revolutionary period. The map is also on a sufficiently large scale to show the cam¬ paigns in the east during the Civil War. 6 USE OF DESK OUTLINE MAPS IN AMERICAN HISTORY On a map of Eastern United States indicate with crayon or water color western state claims after the Revolutionary War. Devise some method of showing over¬ lapping claims. On another map of Eastern United States should be placed English settlements in 1760. (See Channing’s History of the United States, Volume 2.) Locate the chief moun¬ tain ranges. Indicate with a cross French posts and with two short parallel lines French portages. On another map of Eastern United States draw a line indicating the position of the Fall Line. Indicate a few of the chief routes of travel in the westward movement from 1775 to 1800. Locate the chief mountain ranges. Locate the Cum¬ berland Gap. Indicate some of the prairie areas. On another map of Eastern United States reproduce a census map showing location of population in 1790. Indicate with a star location of center of population. Locate also chief mountain ranges. On a North America map fill in with distinct colors the terri¬ tory claimed by England, France and Spain in 1689. The over¬ lapping claims can be put in with bars. On another map of North America do the same for 1713. On still another map do the same for 1763. On still another map fill in the claims of the English, French and United States in 1783. On still another map of North America the leading Indian tribes should be inserted. The four leading groups, namely, the Algonquin, Sioux, Iroquois, and Muskhogee, can be put in dis¬ tinctive colors with crayons or water colors. Map No. 5 does not show state boundaries, but another map of North America, No. 5a, is available, which does show state boundaries, and this should be used for certain subjects. The paper used for the Johnston Series of Desk Maps is a good ledger stock carefully selected to take inks, crayons or water colors. 7 USE OF DESK OUTLINE MAPS IN AMERICAN HISTORY No DO 173 Above is shown a map of the Southern States showing some of the land campaigns of the War of 1812. From some good text-book on geology note the position of the Selma Chalk or ‘Totten limestone” as it is locally called. Trace this roughly on one of these maps. On another map mark off the areas having more slave than free population in 1850. (See “The Cotton Kingdom” or old census reports.) Account for the re¬ semblances and differences in these two maps. This map can also be used to advantage to show war routes in the Revolutionary and Civil Wars. On a map of the World on Mollweide’s Projection (see page 2) indicate the extent of Napoleon’s conquest in Europe in 1812. Show Spain and Portugal’s possessions in America. Indicate the position of sixteen naval battles in the War of 1812. Show in green American victories and in red British victories. On another map of the World, indicate the position of the original members of the Holy Alliance—Russia, Prussia and Austria—and show the divisions of South America at the time of the Monroe Doctrine (1823). 8 USE OF DESK OUTLINE MAPS IN AMERICAN HISTORY Above is shown a map of the Great Lakes Region indicating conditions at the time of the War of 1812. This map should also be used in showing the development of the Northwest Territory at the different stages. On a map of United States indicate the extent of settlement in 1800, following United States census map. Mark out Pike’s route in 1805, also the route of Lewis and Clark. Indicate the extent of the natural boundaries of the Louisiana Purchase of 1803. Locate chief mountain ranges. On another map of the United States indicate the location of population in 1810. Mark out Missouri Territory showing the treaty line with England of 1818 and the treaty line with Spain of 1819. On another map of the United States indicate the position of the free and slave states at the time of the Missouri Compromise (1820), also the territories open and closed to slavery. 9 USE OF DESK OUTLINE MAPS IN AMERICAN HISTORY On a map of North America indicate the routes of Gen. Scott and Taylor in the Mexican War. Also indicate Kearny’s route to the Pacific in 1846, and Fremont’s route in western United States. Indicate the territory in dispute between the United States and Mexico, also the extent of the Mexican cession. On a map of Eastern United States indicate canals and rail¬ roads built before 1850. On a map of the United States, show the successive steps in the territorial growth of the United States from 1783 to 1855. On another map of the United States indicate the free and slave states in 1850, also territories open and closed to slavery. Indi¬ cate the routes of the Oregon Trail, the Santa Fe Trail, the Over¬ land Route to California. On another map of the United States show the arrangement of the territory open and closed to slavery after the passage of. the Kansas-Nebraska Bill (1834). Indicate the so-called under¬ ground railroads from slave territory to Canada. On another map of the United States show what states voted for the following parties in 1860: Southern Democratic, Northern Democratic, Constitutional Union, and Republican. On another map of the United States show by distinct colors the free states that were loyal to the Union, also slave states that were loyal to the Union; indicate the first group of seceding states and the second group of seceding states. Also show position of Ft. Sumter. On a map of the Southern States indicate in blue the routes of McClellan and Grant. Also show Sherman’s march to the sea and some of the operations of the west in blue. Indicate in red Lee’s northern invasion and Bragg’s invasion into Kentucky. Show the position of Appamattox. On a map of the United States show by distinct colors or sym¬ bols the different methods of emancipation of slaves, application of Emancipation Proclamation (1863), emancipation by state action, emancipation by 13th amendment only. 10 USE OF DESK OUTLINE MAPS IN AMERICAN HISTORY On another map of the United States indicate by separate colors the states voting the Republican ticket and those voting the Democratic ticket in 1896. Indicate in the legend or in the margin the electoral vote and the popular vote. On another map of the United States indicate in separate col¬ ors the states voting the Republican ticket and those voting the Democratic ticket in 1908. Indicate in the legend the electoral and popular vote. On another map of the United States indicate in separate col¬ ors the states voting the Democratic ticket, those voting the Progressive ticket, and those voting the Republican ticket in 1912. Indicate also the electoral and popular vote. On a map of Eastern United States, indicate the position of centers of population in each census year from 1790 to 1910. On a map of the Mississippi Valley (see page 25), color in yel¬ low the original prairie areas, and show how these influenced the spread of population. On another map of the Mississippi Valley, mark off the route of Black Hawk in the Black Hawk War. Also show some of the homes of Daniel Boone. On another map of the Mississippi Valley, show the location of the Lincoln-Douglas debates and the location of Kansas border warfare. On a map of Western United States, mark off the one railroad in 1870, also show distribution of population at this date. On another map of Western United States, show the railroads in 1910, and also show the distribution of population for this date. From these maps note the rapid development of the west. On another map of Western United States, locate the irrigation projects of the National Reclamation Service. What percentage of the arid land of the United States do you think can be reclaimed by irrigation? The data for the material in this and in the preceding pages can all be obtained from the Sanford American History Maps published by A. J. Nystrom & Co., or it can be gathered from any of the standard text-books on history. 11 USE OF WALL OUTLINE MAPS IN AMERICAN HISTORY Where money is not available for the purchase of a series of American History Maps, it is possible for the teacher—and in this the pupils may aid—to make a set of American History maps out of a carefully selected list of Wall Outline Maps. We do not recommend this, inasmuch as the Sanford American History Maps are now sold at such a reasonable price as to make this extra bur¬ den on the part of the teacher unnecessary. Special topics by pupils. In high school and college classes it is frequently desirable to have a pupil work out intensively some one phase or period of American History. The charts now avail¬ able will not show all of the material that should be presented in such an intensive study. In all cases the Wall Outline Maps should be used to illustrate such points as cannot be otherwise brought out in the class discussion. Sometimes it is desirable to have a map grow before the class. Additional features may be added from day to day during the reci¬ tation. For this purpose either Wall Outline Maps or Blackboard Outline Maps can be used. See page 32 for list of Wall Outline Maps, 12 USE OF DESK OUTLINE MAPS IN ANCIENT HISTORY Above is shown a map of the Roman World showing its growth at various periods. The data is taken from Kampen’s large map of the Roman Empire. On another of these maps mark off the routes followed in the first, second, and third Crusades; also show the growth of Moham¬ medanism. This map will prove especially useful in illustrating many of the movements of Mediaeval and Modern European History. On a map of Athens or of Rome the pupil may be asked to locate the chief physical features, such as hills, and to name them. On another map the pupil may be asked to put numbers at each of the buildings and other symbols shown on the map and on the opposite page an explanation should be made as to just what each number on the map represents. 13 USE OF DESK OUTLINE MAPS IN ANCIENT HISTOR On this page are shown two reductions of the Johnston Series of Desk Outline Maps and one marked in red to illustrate the work put on by the pupil. Lack of space prohibits a more complete treatment of the phases of Ancient History that can be well illus¬ trated by the use of these maps, but the teacher will readily appre¬ ciate the value of these outline maps and will generally understand how to use them. 14 USE OF DESK OUTLINE MAPS IN ANCIENT HISTORY Above is shown a map of Mediterranean Lands marked with pupils’ work to show Barbarian Invasions. This particular map, because of the large scale, should be used for such topics as the Carthaginian Wars, Hannibal’s Routes, Ancient Egypt, etc. The map of Spain and Portugal can be used where greater de¬ tail covering this area is desired. No. 84, the map of Continental Greece, because of the larger scale, should be used whenever the subject falls within that area, while No. 50, illustrated on the opposite page, should be used when Crete, Macedonia or the Aegean Islands are involved. For English History the Johnston Series maps of the British Isles and of England and Wales should be used constantly. The British Isles map is illustrated in connection with a geography topic on page 22. 15 USE OF DESK OUTLINE MAPS IN EUROPEAN HISTORY English History are under consideration. On the opposite page is shown a map of Europe marked to show conditions at the time of Louis XIV. The map of Europe will, of course, be used to illustrate conditions at many other periods in European History. The list of Classical Desk Maps on the opposite page will sug¬ gest an inexpensive way of providing source material for pupils on certain subjects. 16 USE OF DESK OUTLINE MAPS IN EUROPEAN HISTORY List of W. & A. K. Johnston Classical Desk Maps The maps are clearly and accurately engraved and are beautifully litho¬ graphed in colors. They embody the results of most recent investigations. Number SIZE OF MAPS, 12x15 CAl CA2 CA3 CA4 CA5 CA6 CA7 CAS CA9 CAlO CAll CA12 CA13 CA14 CA15 CA16 CA17 CA18 CA19 CA20 CA21 CA22 CA23 Plan of Rome and Illustrations of Classical Sites. Ancient Known World. Map of the outer Geography of the Odyssey. The World (to the Time of Alexander the Great—The World of Homer—of Hecataeus—of Herodotus—of Democritus— of Erasosthenes and Strabo and Ptolemy). Spain. Gaul. Britain (The Britain of Strabo, Ptolemy, etc.) Germania, Vindelicia, Rhaetia and Noricum. Pannonia, Dacia, Illyricum, Moesia, Macedonia and Thracia. Upper Italy and Corsica. Lower Italy, Sicily and Sardinia (Campania—Syracuse and Rome). Roman Empire (Eastern Empire—Western Empire). Greece (Athens—Marathon—Thermopyle, etc.). Peloponnesus, Attica, Boeotia, Phocis, Aetolia, and Acarnania. Greece, time of Peloponnesian Wars and Philip II. (Man- tinea, Leuctra, Plataea). Asia Minor (The Bosporus, Troy, Ionia, etc.). Syria and Palestine (Jerusalem and Vicinity). Armenia, Mesopotamia, Babylonia, Assyria (and Xenophon’s Route). Kingdom of Alexander the Great (Granicus, Issus and Arbela). Persia and India (and India of Ptolemy). Egypt, Arabia, and Ethiopia (and Lower Egypt). Africa (Carthage, Alexandria, Numidia and Africa proper). Europe, showing the general direction of the barbarian in¬ roads during the decline and fall of the Roman Empire. 17 USE OF DESK OUTLINE MAPS IN GEOGRAPHY Above is shown an outline map of the United States with the mountains put in in red by the pupils. The names of the moun¬ tain ranges may well be added. In putting in mountains, the sym¬ bol here adopted is one that is in general use and is easily made by the pupils. No attempt should be made to use the more elaborate symbols sometimes used, which when poorly done resemble cater¬ pillar tracks more than mountains. In making mountains care should be taken to not have them cross the rivers. In the study of each continent or section, the chief mountain ranges should be inserted in a Desk Outline Map. In the Johnston Series of Desk Outline Maps the mountains were purposely omitted so as to give an opportunity for this exer¬ cise by the pupils. In many of the subjects for which these maps are used the presence of mountain symbols would tend to crowd the map. 18 USE OF DESK OUTLINE MAPS IN GEOGRAPHY Desk Outline Maps should be used from the first work in geography through the grades, high school, college and university. The treatment here proceeds from the simple to the more complex. On a map of the World on Mollweide’s Projection, illustrated on page 2, find an island. From your geography book find the name of the island and put this name on the outline map. Find another island. Write its name also. Do this until you have found at least five islands. Have these islands all the same shape? What one thing is common to all these islands? Find a peninsula and from your geography find its name. Do this to three other peninsulas. Are they all the same shape? What point have they in common? Now find several capes, gulfs, lakes, rivers, and continents. On a Desk Outline Map of North America trace the outline of the continent. Trace also the few rivers shown. In tracing a river always begin at its source and go down the stream, bearing down a little harder on the pencil as you approach the mouth. This can be done for each of the continents and will help the pupils fix the general shape of the continent in mind. This can also be done for countries and for states. Work of this kind is frequently done with the text-books in the hands of the pupils either by using carbon paper or onion skin paper. This subjects the text-book to much hard usage and shortens the life of the books. The small additional cost of Desk Outline Maps is therefore offset by the saving in the wear of the text-books. When using geographical readers or telling stories in which there is a movement from place to place, the pupils should be asked to follow with a pencil on a Desk Outline Map the story as it progresses from one place to another. This can be very well done with imaginary journeys to the homes of different kinds of people. In considering a poem, such as “Evangeline,” in which the scene changes, it is well to have the pupil indicate the movement on a Desk Outline Map. 19 USE OF DESK OUTLINE MAPS IN GEOGRAPHY On the map above the student’s work is shown in red. In actual practice, of course, different shades of blue are recommended. Some prefer a dark yellow for the area having less than ten inches of rainfall and a light yellow for the area between the ten and the twenty-inch isohyets, and the balance in blues. Rainfall maps of each of the continents should be made by each pupil when that continent is under consideration. These should be saved in a loose-leaf note book cover* and comparisons made with maps previously drawn of other continents. Natural Vegetation maps of each of the continents should also be drawn and preserved in the same manner. Comparisons between the Vegetation and the Rainfall maps should always be made. The general similarity should be noted. What elements besides rainfall are important in determining the kind of vegetation? Which ones are responsible for the various differences between the two maps? Generalized products maps of each continent should also be made—separate maps for vegetable, animal, and mineral products. The first two of these especially should be studied in connection with the rainfall and vegetation maps. *The “Nyco” Ring Cover is an excellent though inexpensive cover to use. 20 USE OF DESK OUTLINE MAPS IN GEOGRAPHY Different shades of brown are generally used to show popula¬ tion densities. Compare the above map with the one on the opposite page. What similarity? What differences? What elements have hindered settlement in the northern part where the rainfall is abundant? In what direction will the population be likely to move? Compare the population map with the mineral map. Have minerals influenced notably the population densities in Australia? Answers to above questions will differ widely for each conti¬ nent, and even for sections of the same continent. Each question, therefore, requires thought on the part of the student. The data for the topics discussed on this and the preceding page can be obtained from various school geographies, from Bar¬ tholomew’s Economic Atlas, or from The Atlas Geographies by W. & A. K. Johnston. The Oxford Rainfall Series of Wall Maps and the Oxford Vegetation Wall Maps are excellent aids in class discussion. If lack of funds makes it impossible to get these maps, the teacher or pupils can color up some Wall Outline Maps and use these for the class recitation. 21 USE OF DESK OUTLINE MAPS IN GEOGRAPHY Compare above map with a physical* map of the same area. How does it happen that the lowlands of Scotland have coal? What use is made of the coal of each of the six principal coal areas? Is the supply of British coal inexhaustible? Why is the coal of the New Castle District used in London, while that from the Birmingham District is not? *A list of Desk Physical Maps is given on page 32. These maps are on the whole better than the maps in the text-books, and their use will greatly prolong the life of the text. 22 Compare above map with the map on the opposite page. Why are they so similar? Would a population density map of 1750 look anything like the above map? What change in the population density will there be likely to take place if the coal should all be used up? How would the map differ? Why does Britain export coal? 23 USE OF DESK OUTLINE MAPS IN GEOGRAPHY Desk Outline Maps of most of the states are now available. While the home state is being studied, the pupils should be asked to learn the name and location of the counties, because these are used as the basis for the study of political and industrial conditions. As a test exercise, the pupils can be asked to fill in the names of the counties on one of the maps. Separate maps should be used for each important product. Location of important cities, important railroads, navigable rivers, public institutions, etc., will call for the use of additional maps. 24 Graph Showing Slaughtering Centers 1. Chicago .$326,000,000 2. Kansas City, Kans. 148,460,000 3. So. Omaha. 92,000,000 4. Indianapolis . 39,000,000 6. St. Louis . 26,600,000 6. Cincinnati . 19,320,000 The map shows the corn belt and the graph shows the relative impor¬ tance of the chief cities engaged in the slaughtering industry. Note that they are all within the corn belt. A comparison of the above should be made with No. Dlb after it has been filled in with different shades of blue by the pupil, and also with DPI, which is printed with physical coloring. See list on page 32 . 25 USE OF DESK OUTLINE MAPS IN PHYSICAL GEOGRAPHY No DD la In order to understand weather conditions within the United States, the proper interpretation of weather maps is necessary. Nothing will help pupils to understand weather maps so well as to make a few from data given by the teacher. For this purpose the double size No. DDla Map is strongly recommended. Until the Johnston Series appeared, only the regular 8x10 size map was available. Because of the frequent erasures neces¬ sary in this work, pencils are used and the thickness of the pencil lines tends to confusion where isobars come close together, as in a well developed storm. Teachers of physical geography will therefore welcome the double size map. Because of the appearance of many important cities this map will be found of value for other purposes, such as the location of principal railroads, etc. A special map of the United States showing a great many rivers, with lines dividing the drainage basins, can also be had. On this map the pupils should color the different drainage areas in distinct colors. The same map may be had with the isohyets marked, so that it is an easy matter to make a rainfall map of the United States. 26 USE OF DESK OUTLINE MAPS IN PHYSICAL GEOGRAPHY Besides the map shown above, the pupils should be asked to make a similar map showing the position of the wind belts in January. On another map of the World, draw annual isotherms for every twenty degrees. Why are the isotherms not parallel with the equator? Maps showing July and January isotherms should also be made. On a map of the World on Mollweide’s Projection, mark off the great deeps, giving the depth of the ocean at these points. On the same map mark off the equatorward limits of icebergs. On another map of the World mark off the areas where earth¬ quakes are frequent and locate in red the chief active volcanoes. On another map of the World mark off the magnetic meridians. On a map of the United States mark off isogonic lines for every five degrees. What is the magnetic declination of your place? 27 USE OF DESK OUTLINE MAPS IN COMMERCIAL GEOGRAPHY On the United States map called Weather Map, DDla draw the leading trunk lines of the United States; for example, New York Central and Pennsylvania lines from Chicago to New York; Illinois Central from Chicago to New Orleans; Southern from Baltimore to New Orleans; Southern Pacific from New Orleans to San Francisco; Union Pacific from San Francisco to Omaha; Great Northern and Northern Pacific from St. Paul to Seattle; the pupil’s choice of routes from Omaha and St. Paul to Chicago. On the Great Lakes Region map, mark off the land routes and also the land and water routes between the iron areas of the Lake Superior district and the chief iron manufacturing cities. On a map of Eastern United States, mark off the principal coal areas of the United States. In a distinctive symbol show where the anthracite coal is found. On a map of the Mississippi Valley, mark off the chief coal areas. On a map of the United States, mark off the chief petroleum producing areas. On a map of the United States, mark off the chief states pro¬ ducing wheat. On the same map the chief areas producing rice may be shown. On another map of the United States, mark off the chief frur producing areas. On another map of the United States, mark off the gold, silver, lead, zinc, and copper areas. On separate maps of the World on Mollweide’s Projection, mark off the chief producing areas of the following: iron ore, coal, copper, gold, wool, cotton, linen, coffee, raw silk. On a map of the World on Mollweide’s Projection, mark off in pink the possessions of Great Britain. Do this also for all colony owning countries, using distinctive colors. On another map of the World, indicate chief trade routes of the World. Make the routes that you think important heavier, and those of less importance lighter. On another map of the World, place in each country its popu¬ lation in millions. On another map of the World, place in each country a figure showing the number of people per square mile. 28 USE OF WALL OUTLINE MAPS IN GEOGRAPHY One of the most effective ways to use Wall Outline Maps in the upper grammar grades, in the high school, normal school, and even in college, is to assign a special topic to each student and have each student prepare this topic very thoroughly. Have the school furnish him with the Wall Outline maps necessary for his work and then ask him to present the topic to the class. The class should take careful notes on what is being presented, and should be asked to fill in roughly on Desk Outline Maps what the student presents on the Wall Outline Maps. Suppose, for example, the student is given the topic “Iron.” On the Wall Outline Map of the World, he should indicate the iron producing areas of the World. On a separate map of Europe the iron producing areas of Europe should be more accurately indi¬ cated. On a separate map of the United States also the iron area should be plotted carefully. The routes followed by the raw iron on its way to the blast furnaces should be indicated on a United States map, also on a map of Europe. A separate map of the United States should show the location of the important blast furnaces and steel plants. A separate map of the United States should be made with squares or circles in the iron ore producing states, each propor¬ tional to the amount produced in a given year. Another map of the United States should indicate in.the same way the amount of pig iron produced. It will generally be found that one pupil cannot make all the maps desired on the important topics, but inasmuch as the pupils’ work can be saved from year to year, each successive class having these topics under consideration will add more maps to the col¬ lection. After the maps have been used for about ten years, new statistics will be available and the old maps can be destroyed. 29 USE OF WALL OUTLINE MAPS IN GEOGRAPHY, ETC. Each student should be made responsible for all the maps that he uses in presenting these topics whether the maps are made by himself or by his predecessors. He should be ready to give the source from which the data was taken, and this source should be carefully indicated on the map. Wall Outline Maps will be found very useful in other work besides geography; for example, in classes in agriculture, political economy, sociology, money and banking, etc. Wall Outline Maps enable a lecturer to present his facts in a graphic and interesting way. Frequently it is necessary to employ statistics in making an address, but these statistics are generally not retained by the listener unless they are presented in a graphic manner. Any subject that involves movement should have the movement indicated on a Wall Outline Map, and this should be followed with a pointer by the lecturer in making his address. Many lecturers use stereopticon lantern slides when a chart containing a number of Wall Outline Maps would be far better. With these, comparisons between one map and another can be much more readily made than with lantern slides. Exhibits The teachers of Music, Drawing, Manual Training, Domestic Science, Physical Training, etc., have frequent opportunities to show the result of their work to the public. This privilege is not often granted to teachers of History or Geography. By hang¬ ing the Wall Outline Maps that have been made by the pupils in a systematic way in the corridors and having the pupils’ note books containing the Desk Maps placed on tables, a popular ex¬ hibit can be arranged. Such a display will be highly profitable and will arouse a good deal of public interest in History and Geography. 30 SUGGESTED ASSORTMENTS Many teachers of history and geography prefer to make their own assortment of maps, but frequently teachers like to have the assortment selected for them. The following sets of twenty-five maps to a subject are suggested: These maps are made in two sizes: “DD,” 10^x15 inches, and “D,” 8xl0}4 inches. The DD Series is strongly recommended, as it enables pupils to do more accurate work. Set No. 1 AH. Ancient History 2 of No. 25—Italy 5 of No. 36—Mediterranean Lands 3 of No. 50—Greece 2 of No. 84—Continental Greece 2 of No. 86—Alexander’s Empire 1 of No. 87—Athens 7 of No. 90—Roman World 1 of No. 93—Gaul 2 of No. 94—Rome Set No. 1 MM. Mediaeval and Modern History 5 of No. 2—Europe 2 of No. 37—Spain and Portugal 2 of No. 25—Italy 4 of No. 90—Roman World 5 of No. 28—Central Europe 4 of No. 93—Gaul 3 of No. 36—Mediterranean Lands Set No. 1 US. United States History 6 of No. 1 —United States 1 of No. 172—New England 1 of No. lc—U. S. Drainage 2 of No. 173—Southern States 3 of No. 5 —North America 2 of No. 174—Central Atlantic 1 of No. 9 —World, Mercator 2 of No. 176—Mississippi Valley 1 of No. 99 —World, Mollweide 2 of No. 177—Western U. S. 3 of No. 171 —Eastern U. S. 1 of No. 178—Great Lakes Region Set No. 1 PG. Physical Geography 5 of No. 1 —United States 5 of No. la—U. S. Weather 1 of No. lb—U. S. Rainfall 1 of No. lc—U. S. Drainage 1 of No. 5—North America 2 of No. 9—World, Mercator 7 of No. 99—World, Mollweide 3 of No. 178—Great Lakes Region Set No. 1 CG. Commercial Geography 10 of No. 1—United States 1 of No. 173—Southern States 1 of No. 2—Europe 1 of No. 176—Mississippi Valley 10 of No. 99—World, Mollweide 1 of No. 177—Western U. S. 1 of No. 171—Eastern U. S. When ordering these maps from the publishers, specify the size of maps desired, whether “DD” or “D.” For instance, “Set No. 1 AH in DD size,” or “Set No. 1 MM in D size,” as the case may be. The “Nyco” Loose Leaf Note Book Cover is a very satisfactory and inex¬ pensive cover to use with the Johnston Scries of Desk Maps. 31 LIST OF JOHNSTON DESK MAPS SERIES DD. SERIES D. SERIES DP. SERIES DC. Size 10J^xl5 inches. Outlines only. No colors. Size 8 xlOj^ inches. Same as DD only smaller. Size 10 xl2 inches, but can be trimmed to 8xl0j^. Colored physically. No names. Size 12 xl5 inches. Can be trimmed to 10J^xl5. Colored politically. With names. DD Outlln D Outline MAP DP Physical DC Political DD Outline D Outline MAP DP Physical DC Political DD1 D1 United States DPI DCl Central America DP67 DDla Dla U. S. Weather Alps DP70 rib U. S. Rainfall Hemispheres DC78 DDlc Die U. S. Drainage Asia Minor DP82 DDld Did U. S. Contours DD84 D84 Continental Greece DD2 D2 Europe DP2 DC2 DD86 D86 Alexander’s Empire DD3 D3 Asia DP3 DC3 DD87 D87 Athens DD4 D4 Africa DP4 DC4 DD90 D90 Roman Empire DD5 D5 North America DP5 DC5 DD93 D93 Gaul DD6 D6 South America DP6 DC6 DD94 D94 Rome DD7 D7 Eastern Hemisphere DD99 D99 World, Mollweide DD8 D8 Western Hemisphere D105 California and Nevada DD9 D9 World, Mercator DC9 D106 Colorado DD10 DIO Australia DP10 DC10 DD112 D112 Illinois DDll Dll Canada DP11 DCll D113 Indiana DD12 D12 British Isles DP12 DC12 DD114 D114 Iowa DD13 D13 England and Wales DP13 DC13 D115 Kansas Scotland DP14 DC14 D116 Kentucky Ireland DP15 DC15 D118 Main India DP16 DC16 D120 Massachusetts Oceania DC21 D121 Michigan DD21 D21 Pacific Ocean DD122 D122 Minnesota DD24 D24 France DP24 DC24 D124 Missouri DD25 D25 Italy DC25 D126 Nebraska South Africa DP26 DC26 D129 New Jersey New Zealand DC27 D131 New York DD28 D28 Central Europe D133 No. Dakota Netherlands and Belgium DC29 D134 Ohio Sweden and Norway DC30 D135 Oklahoma West India Islands DC33 D136 Oregon Egypt DC34 D137 Pennsylvania DD36 D36 Mediterranean DP36 DC36 D140 So. Dakota DD37 D37 Spain and Portugal DP37 DC37 DD142 D142 Texas Germany DC38 D145 Virginia Southwest Germany DC39 DD146 D146 Washington Austria Hungary DC49 D147 West Virginia DD50 D50 Greece DC50 D148 Wisconsin Russia DC51 DD171 D171 Eastern United States Denmark DC52 DD172 D172 New England States Switzerland DC53 DD173 D173 Southern States Turkey DC54 DD174 D174 Central Atlantic States China and Japan DC55 DD176 D176 Mississippi Valley DD60 D60 Chicago DD177 D177 Western United States DD64 Boston DD178 D178 Great Lakes Region Southeast Europe DP66 D180 Vermont and New York D190 Cook and Du Page Co’s. LIST OF WALL OUTLINE MAPS No. MAP No. MAP WOl United States WO 5 North America W02 Europe WO 6 South America W03 Asia WO 9 World, Mercator W04 Africa tWODl United States by Counties (Double Size) WO (Wall Outline) Series. Size 38x32 inches. On best quality rope manila paper. Outlines only. WOD1, United States by Counties, size 64x38 inches. WO and WOD maps can also be had on white paper backed with durable muslin. tThis is a double size map, being 64 x 38 inches, and hence counts the same as two maps in figuring prices and quantity discounts. The eastern or the western half may be had separately at the price of one map. 32 7 ! Price 20 Cents