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.

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?

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.

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.

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.

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.

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).

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.

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.

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.

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,

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.

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.

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.

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.

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.

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.

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.

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.

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.

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.

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?

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.

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 .

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.

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?

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.

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.

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.

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.

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.

Outlln

Outline

MAP

Physical

Political

Outline

MAP

Physical

Political

DD1

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

Europe

DP2

DC2

DD86

D86

Alexander’s Empire

DD3

Asia

DP3

DC3

DD87

D87

Athens

DD4

Africa

DP4

DC4

DD90

D90

Roman Empire

DD5

North America

DP5

DC5

DD93

D93

Gaul

DD6

South America

DP6

DC6

DD94

D94

Rome

DD7

Eastern Hemisphere

DD99

D99

World, Mollweide

DD8

Western Hemisphere

D105

California and Nevada

DD9

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.

7 !

Price 20 Cents