GB55 .A56 ,^ ^^'\ o o " o .^i^ ^ rk C» >^ ~ VL^jnUnNiS^^ vIk* ^^-» ^V e.^ .liANCASTERIAN GEOGRAPHY, DESIGNED FOR THE USE OF SCHOOLS, COBTDtrCTEW ON THE LANCASTERIANi OR MONITORIAL SYSTEiyi: ^ ■ OF INSTRUCTION; t ACCOMPANIED BY A HYDRO-GEOGRAPHIC MAP, WHICH AT ONE VIEW EXHIBITS THE SEVERAL DIVISIONS OE LAND AND WATER, Bequired to be understood by the terms used in explairi^ ing the natural positions, or situations of places. BY CHARLES C. ANDREWS, Lancasterian Teacher, New-Yorkt ' One may survey the whole earth, and all the seas that surround It^ in the mind ; just as they are presented to the eye CICERO VWWX-VWWVWXtVVV New- York , ^ ^ . PRINTED BY SAMUEL WOOdN^ SONS, NO, 261, PEARL-STRKJST' 1820. £»^ SOUTHERN DISTRICT OF NEW- YORK, si BE IT REMEMBERED, That on the twenty -second day of March, j«o~c«.<:>,j jjj ^YiQ forty-fourth year of the Independence of the $ L. S. j United States of America, Charles C. Andrews, of the f<>..<>»^}said District, hath deposited in this office, the title of a book, the right whereof he claims as author and proprietor, in the iTords follow ing, to wit : " Lancasterian Geography, designed for the use of schools, cod- ducted on the Laneasterian, or Monitorial system of instruction ; ac- companied by a Hydro-Geographic Map, which exhibits the several divisions of land and water, required to be understood by the terms used in explaining the natural positions, or situations of places. 'By Charles C. Andrews, Laneasterian teacher, New- York." *' One may survey the whole earth and all the seas that surround it, in the mind ; jus t as they are presented to the eye. '* Cicero. In conformity to the Act of the Congress of the United States, en- titled, "An Act for the encouragement of Learning, by securing the copies of Maps, Charts, and Books to the authors and proprietors of such copies, during the time therein mentioned," And also to an Act, entitled*' An Act, supplementary to an Actj entitled an Act ibr the encouragement of Learning, by securing the copies of Maps» Charts, and Rooks to the authors and proprietors of such copies, during the times therein mentioned, and extending the benefits there- of to the arts of designing, engraving, and etching historical and mher pri«te.'» G. L THOMPSON^ ClDTk of the Southern Di»trict of New-York. /x ^ ip ^ PREFACE, Although the advantages resulting from the adoptiou ©f the Lancasterian, or Monitorial system of instruction in this country, have already been great, yet it is pre- sumed, that still greater may reasonably be expected, by applying that system to some other branches besides reading, writing, and arithmetic, if iatrodueed and prosecHted with prudence and discretion. The introduction of Geography, as it is herein pro- posed, into a school conducted on the Lancasterian sys- tem, may, at first view, appear to some inconsistent with the original design of that plan; the object of which, was to impart in the most effectual and economical man- ner, elementary instruction to the poor. To the accom- plishment of this important object, it has been, and it still is believed to be admirably adapted Elementary instruction 's all that is designed by the following pages It will doubtle*!S be admitted howev- er, that Geography is at least one of the most useful branches of school learning ; and that it forms one of the principal items in the various courses of study in all ^*ur respectable seminaries., Wkaiever, therefore, tcnd^s SO to simplify this subject as to accommodate the eapa-r city and opportunities of that portion of our youth, who have but little time to spend at school, will, it 19 believed, receive the approbation of those who take pleasure in promoting useful knowledge. Again, if an acquaintance with this subject, as a science, is found to be indespensable in the higher circles of life, surely that benevolence and philanthropy which are hqippily so characteristic of the present day, will prompt us to bestow a small gleam of that light which shines with refulgence upon the wealthy and the wise, on those who are destined to occupy the humbler stations in society. It may not be improper here to remark, that there are indeed but few, if any situations in which we may be placed, in which so much knowledge of the subjectr of Geography as this litUe work is intended to convey, may be considered superfluous. The writer would here merely observe, that he has made an attempt, which, though an humble one, will,, he trusts, promote the cause of liberality to the poor, and hopes it will meet with the approbation and cn» couragement of all such as feel interested in the im- provement of the rising generation ; and especially of those, who are more immediately engaged in imparting instruction to the numerous youth, who are advancing so successfully iu the acquirement of useful learning, in the various large and respectable schools, conducted op. the Monitorial system, throughout the United State« PLAN. A GEOGRAPHY-CLASS may be formed of such boys (or girls) as have distinguished themselves 10 their previous studies ; and it should be coa- sidered as an indulgence to allow them occasion- ally to pursue a study, which is rather above the common level of the school. This class, as those in other branches, may con- sist of several divisions, if the number require it* Ten is the number most suitable for a class, or a division of a class. The class being selected, the master superin- tends them until some boy among them becomes qualified to act as monitor ; then the boy is pro- moted to that office with some degree of ceremo- ny by the master. The principal object of this class is to learn (what in the opinion of the writer, every person that can read and write, ought to know) the meaning of the several geographical terms ; and »f the next class, to learn how to apply those terms to the map of the world, and the ditlierent I sections of it. The writer, in the course of his experience, ha§ found it most useful, first, to give the pupil a general knowledge of the subject, and then, to ^ descend to maps of particular countries. Indeed as soon as he has passed through the three classes herein proposed, he may be considered qualified to acquire an intimate knowledge of the map of his own, and other countries, without any further assistance from his preceptor. As the map accompanying this, exhibits the first principles of the subject in a clear, and to youth, a pleasing manner, it is presumed, that it is unnecessary to say any thing further than merer \ iy to describe the map. Description of the Map, ILLUSTRATIVE OF THE Geographical Terms, A piece of planfc of about two feet long, and one foot eight inches wide, is prepared by clamping the two ends t© prevent it from warping ; this being done, an ideal map^ is delineated with a pencil, showing Continents, Islands, Peninsulas, Isthmuses, Capes, &c. &c. Then, all the parts for the * A map of any knoivn place would be prefera- ble, were it not for the diflficulty of finding a place that would present all the required parts at one view. The map of Europe i« generally chosen as an elemen- tary map ; but the writer conceives that even that || not the best for Ms present purpose. 8 water must be hollowed out^ so as to admil water, which will then exhibit, in a very striking and natural manner, an Ocean, Sea, Lake, Gulf, Bay, Strait, River, Harbour, &c. The plank should be about two inch- es thick, and the hollow about one inch deep. On one part of the shore, a ledge of rocks extends a short distance, represent- ing a very dangerous place for ships to pass, and in the immediate vicinity of which, a Light House is situated. On the main land, and near the source of a large river, a range of mountains is rep- resented. Near the entrance of a harbour, a sand-bar or a sunken rock, may be indi- cated by a small cork Buoy, so fixed as to swim on the surface, when the map is filled with water. One of the Islands is used as a plug, by which the water is drained off. At the entrance of the strait, a fort is pla- ced, with a flag flying. All these give a very general view of things as they are. 9 The Equinoctial line is represented as pass- ing through the centre from east to west, and a Meridian line, from north to south, with the letters E. W. and N. S. at their respective extremities. North Latitude^ is printed m the side above, or north of the Equator ; and South Latitude, below it. East Longitude, is printed on the right, or east side of the meridian line, and West Longitude^ on the left^ or west side of it. FIRST CLASS. When all is ready, (the map being filled with water,) the class is assembled around it, and the firj^t boy is asked the question Q. What is a Continent ? A. A Continent is a great extent of land, comprehending several regions or countriesj without an entire separation of its parts by water, as is represented by this — moving fcis finger all over that part of the map which j-epresents a continent. 10 a* What is an Island ? 2d boy, A. An Island is a smaller tract of land, which is entirely surrounded with water, as is represented by this — pointing to the Island, and then moving his finger in the water all round it. Q. What is a Peninsula ? 3d boy, A. A Peninsula is a tract of land encompassed by wafer, except at one nar- row part, by which it is joined to the neigh- bouring continent — as is represented by thia —pointing to that part which represents the Peninsula — And when speaking of the water, he puts his finger into that part of it, which he is describing as nearly surround- ing the land. Q. What is an Isthmus ? . 4th bo}^, A. An Isthmus is a neck, or narrow part of land, which joins a peninsula to the continent^ — as is represented by this — pointing to that part which represents the Isthmus, and moving his finger to show how it connects the two bodies of land. 11 Q,. What is a Promontory ? 5tfa boy, A. A Promontory is a high part of land which projects ioto the sea, and is commonly called a Cape, when it appears like a mountain, but when the extremity has a little elevation, it is termed a Point ; as ar^ represented by these — pointing to that part which is seen to project as a Cape and calling it a Cape or Promontory ; and then to that part which projects as a point and calling it so. Q. How is water divided ? 6th boy, A. Water is divided into Oceans, Seas, Lakes, Gulfs, Bays, Straits, Channels, Roads, Rivers, Creeks, &c. Pointing with his finger into the water, to each part which represents the respective terms he is re- peating. Q. What is an Ocean ? 7th boy, A. An Ocean is a large collec- tion of water without any separation of its parts by land — as is represented by this — holding his finger in that part of the water ]^ ^hich represents an Ocean, during the lim^ he is speaking of it. Q. WhatisaSea? 8th boy, A. A Sea is a smaller collectiou of water which communicates with the O- cean, and is confined by land — as is repre- sented by this — putting his finger into that part of the water which represents a Sea. Q. What is a Lake ? 9th boy, A. A Lake is a large collectioc of water, entirely surrounded by land — as is represented by this— putting his finger into that part which represents a Lake. Q. What is a Gulf? 10th boy, Ae A Gulf or Bay, is part of the Ocean running up into the land, and sur- rounded by it, except at one part, where it communicates with the Ocean, as is repre* sented by this — moving his finger in that part of the water which represents a Gulf. Q. What is a Strait ? (This question is to be answered by the First boy, as each has already taken a part. 13 and they are all now ready for a sec0nd question.) 1st boy, A. A Strait is a part of the Ocean restrained between two shores, and is the passage of water which joins a Gulf and Sea to each other, or to the Ocean, and is represented by this — showing with his fin- ger the connection of the waters, and how the Strait is formed by the land. Q. What is a Channel ? 2d boy, A. A Channel is a narrow Sea, confined between an Island and a Continent, or between two Islands, as is represented by this — moving his finger in that part which represents a Channel. Q. What is a Road ? 3d boy, A. A Road is a place upon any Coast, where there is good anchorage, and where the vessels are sheltered from the wind, as is represented by this — keeping his finger all the lime in that part of the water which he is describing. Q. What is a River ? - 14 4th boy, A. A River is a considerable currentof water, having its source in Springs, &c. Some proceed from mountainous re- gions, and others from low swampy grounds ; ' — showing with his iSnger those parts about which he is speaking. Q. What is a Creek ? Y 5th boy, A. A Creek is a small inlef, and is always less than a bay or a gulf — pointing to that part which represents a Creek. Q. Have not these divisions of land and water some resemblance to each other ? 6th boy, A. Yes : A Continent is similar in extent to an Ocean ; an Island encompas- sed by water, resembles a Lake, encompass- ed by land; a Peninsula of land, is like a Gulf, or inland sea ; an Isthmus, by whiqji^^ two bodies of land are joined, resembles a Strait, which unites two bodies of water ; and a Promontory or Cape of land, is like a Bay or creek of the sea. This must be done with expedition, the boy showing every part as he repeats iU 15 ^. What is a Light-House, and what ii its use? 7th boy, A. A Light-House is a high building, on the (op of which, lights are hung to guide ships passing near the coast ; as is represented by this — pointing to the Light- House. Q. What is the use of a Buoy ? 8th boy, A. A Buoy is used as a mark to Pilots and Mariners, to warn them of dangerous pUces in the sea ; >ach a? sunk* en rocks, ehoah, &c — pointing to the dan- gerous sunken rock near the buoy. Q. What does this represent ? (pointing to the fort near the strait.) 9th boy, A. That represents a fortifica- tion, which is intended to guard the en- trance of the Strait. The above examples it is presumed, are sufficiently illustrative of (he terms used in elementary geography. A pupil remains in this class until he can explain the whole with care and despatch, which, from the 16 pleasure and interest it is calculated to ex. cite, will be found in general, to require much less time, than at first view, may be imagined. Let it be observed that the same regulations will apply in this class, as are pursued in a spelling draught — viz. after the first boy has given a correct answer to the first question, the second boy repeats it af- ter him, before he (the second boy) has the second question put to him. If he cannot repeat it, then the next is required to do it ; if he succeed, he takes precedence of the second ; but if he miss, it is given to the fourth, and so on, till all have tried, and if all fail to answer, the first boy again repeat* it, and then all they who may have missed, must repeat it in succession. The same rule is observed with every question In the first class. When a pupil has acquired a thorough knowledge of all the terms comprehended in the exercises of the first class, he is reward- ed and promoted to the 17 SECOND CLASS. The exercises of the second class con- sist in applying the terms, explained in the first, to the map of the world. This class of consequence, must be furnished with a large map of the world, in addition to the map used in the first class. The former should be so suspended, that every part of it may be within the reach of each pupil. The business of this class is conducted in the following manner. The class is assembled in front of the Hy- drorGeographic Map, it being previously filled with water, as in the exercises of the first class. (The map of the world being fully in view.) Then the first boy, after de- scribing what a Continent is^ as in the first, is required in addition to show the va- rious Continents on the map of the world, with their respective boundaries. 2* 18 The second boy pursues the same course respecting the Islands, &c. as the foUowing lessons will show. Q. Which are the Continents on the map of the world ? (First he explains what a Continent is and then says, "as North and South Ameri- ca, Europe, Asia, and Africa.") 1st boy, A. America, originally called the New World, is divided into Norlh and South America ; the whole is bounded on the North by unknown land and water, on the South by the great South Sea, on the East, by the Atlantic Ocean, which sepa- rates it from Europe and Africa, and on the West by the Pacific Ocean, which sepa- rates it from Asia. Europe is bounded on the North by the Frozen Ocean, on the South by the Mediterranean Sea, which divides it from Africa, on the East by Asia, and on the west by the Atlantic Ocean- Asia is bounded on the North by the Fro- 19 2511 Ocean, on the South by the Indian O- cean, on the East by the Pacific Ocean, and on the Weat by Europe and Africa, Africa is bounded on the north by the Mediterranean Sea, and Strait of Gibraltar, which divides it from Europe, on the South by the Southern Ocean, on the East by the Isthmus of Suez, the Red Sea, and the In- dian Ocean, and on the West by the Atlan*- tic Ocean, which separates it from America. Q. Which are the principal Islands in the western hemisphere ? (The pupil after describing on the H. G. map the part relating to this and every other question, says, as naming the places on the map of the world. 2d boy, A. Newfoundland, nearLabador; Long-Island, in New-York ; Cuba, St. Do- mingo, Jamaica, PortoRico, &c. in the West Indies ; New Zealand, New Caledonia, &c. in the South Pacific Ocean. There is also a vast number of other Isl- 20 ands of Kmaller size, which are nevertheleae of great importance ; such as the Azores, Cape Verd, Bahamas and Caribbee Isles, m the Atlantic Ocean ; and the Pacific Ocean contains the vast groups, called the Sand- which, GallipagoSj Friendly, Society Isles, Marquesas, &c, Q. Which are the principal Islands in the eastern hemisphere ? 3d boy, A. The Island of Great Britain, (containing Eagland and Scotland,) and Ire- land. England is separated from France by the straits of Dover, and from Ireland by St, George's channel. Iceland near East Greenland, Spitsbergen and Nova Zembla, in the Arctic Ocean, Majorca, Sardinia, Cor- sica, Sicily, and Candia in the Mediterra- nean Sea ; Cyprus in the Levant ; Mada- gascar near Africa, in the Indian Ocean ; Ceylon, near Hindoostan ; Sumatra, Java, Borneo, New Guinea, &c. between New Holland and China, and New Holland, 21 which is the largest Island in the knowM world. The pupil points to every Island as he names it. Q,. Which are the principal Peninsulas in the world ? 4th boy, A. Florida, Yucatan, California, and Alaska in America ; Spain, Italy, Jut- land, Morea and Crimea, &c. in Europe ; Hindoostan, Malacca, Corea, Kamschatka, &c. in Asia ; Africa presents no Peninsula of consequence, Q. Which are the principal Isthmuses on the map of the world ? 5th boy, A. The Isthmus of Darien, which connects North and South America, and the Isthmus of Suez, which unites Ara- bia and Turkey in Asia. Q. Which are the principal Capes ? 6th boy, A. Cape Farewell in West Greenland, Cape Malabar, Cape Ann, and Cape Cod, in the s'tate of Massachusetts;. 22 Cape May and Cape Henlopen, at the en- trance of Delaware Bay ; Cape Charles and Cape Henry at the entrance of Chesapeak Bay ; Cape Hatteras, Cape Look-out, and Cape Fear, in North Carohna ; Cape St. Roque, inBrasil; and Cape Horn at the southern extremity of South America : all these are in the Western Hemisphere. Cape North in Norway ; Cape Finisterre in Spain ; Cape St. Vincent in Portugal ; Cape of Good Hope at the southern ex- tremity of Africa ; and Cape Verd at the western extremity of Africa; are in the Eastern Hemisphere. Q. Which are the several Oceans on the map of (he world ? rth boy, A. The North Atlantic, South Atlantic, North Pacific, and South Pacific Oceans, comprehending those vast bodies of water, which separate the great eastern and western continents. The Arctic Ocean 23 lies north of the Arctic Circle, and the South- ern Ocean lies south of the Antarctic Circle. Q. Which are the principal Seas ? €th boy, A, The Caribbean Sea near the Gulf of Mexico, in the Western Hemis- phere. The North Sea, Baltic Sea, Med- iterranean Sea, Black Sea, Sea of Azof, Red Sea, Arabian Sea, Chinese Sea, Sea of Ja- pan, Sea of Okotsk, White Sea, Yellow Sea &c. in the Eastern Hemisphere. Q. Which are the principal Lakes ? 9th boy, A. This great Western Conti- nent presents the most grand and extensive Lakes in the world. The first in magni- tude is Lake Superior ; the second is Lake Huron ; and the third is Lake Michigan. These three with their connecting Straits, form an extent of water of about 500 miles in length, and 180, at its greatest breadth ; and may justly be termed a great inland Sea. And, besides these, there are others fi4 also of great extent and Importance, as Lake Erie, Lake Ontario, &c. Lakes Ladoga, Onega, and Baikal, in Rus- sia ; and Lakes Geneva, and Constance, ia Switzerland. The Caspian, and Aral, in Asia, though usually called Seas, are reallj Lakes* Q. Which are the principal Gulfs ? 10th boy, A. The Gulf of St. Lawrence, the Gulf of Florida, the Gulf of Mexico, and the Gulf of California, in North Ameri- ca ; Gulf of Darien, Guayaquil and Chenos, in South America ; the Gulfs of Bothnia^ Finland, Venice, Genoa, and Taranto in Europe ; The Gulfs of Persia, Siam, Ton- kin, and Onadar in Asia ; the Gulf of Guin- ea, in Africa ; and the Gulf of Carpentaria, in New- Holland* Q. Which are the principal Bays ? 1st boy, A. BaflSin's Bay, Hudson^s Bay, the Bay of Fundy, Massachusetts' Bay^ Delaware Bay, Chesapeak Bay and Bristol Bay in North America ; the Bay of Cam- 25 peachy, the Bay of Honduras, the Bay of Panama, the Bay of Buenaventura, and St. George's Bay in South America ; the Bay of Biscay in Europe, the Bay ofBengal in A#ia. Q. Which are the principal Straits ? 2il boy, A, The Sfrail of B^^lisle, which seperates Labradore from Newfoundland ; Bhering's Strait, which separates the North West coast of North America from Asia ; the Strait of Magellan, which separates Patagonia from Terra del Fuego ; Cook's Strait which separates the two large Islands of New Zealand; the Strait of Dover, which separates England from France : the Strait of Gibraltar, which separates Spain from Africa ; the Strait of Babelmandel, which divides Africa from Arabia ; the Strait of Sunda, which divides Sumatra from Java ; the Strait of Corea, which sepa- rates Corea from Japan ; and Bass' Strait which separates Van Dicmen's land from New Holland. 26 Q. Which are the principal Channels ? 3d boy, A. The British Channel be- tween England and France ; St. George'a Channel between England and Ireland ; Mozambique Channel between the Island of Madagascar and Africa ; and the Channel of Tartary, between Chinese Tartary and the Island of Jaghalien. Q. What are the names of the principal rivers in North America? 4th boy, A. The most extensive rivers in North America, are the Mississippi, Mis- souri and Ohio, belonging to the United States ; the St. Lawrence, in British Ameri- ca ; and the Rio Bravo, Rio Colorado, and Rio Grande, &c. in the Spanish dominions in North America* The United States have many other riv ers of great commercial importance ; such as the Connecticut, Hudson, Mohawk, Dela- ware, Susquehannah, Potomac, JameS; York, and Savannah rivers, &c. 27 Q,. What are the names of the principal Rivers in South America ? 5th boy, A. The Amazon is the largest river, not only in America, but in all the known world ; its length being v^stimated at 2,300 American miles. The Oronoco, Rio de la Plata, and Rio Grande, &c. are also very extensive rivers. Q. What are the names of the principal Rivers in Europe ? 6th boy, A. The largest and most exten- sive rivers in Europe, are the Volga, (of Wolga,) Don, Neiper, Niester, Danube, and the Rhine. The Volga, through a long space forms the boundary between Asia and Europe, and its comparative course is comr puled at about 1,700 miles. There are several other rivers in Europe, which, though comparatively small, are still of great commercial importance, such as (be Thames in England ; the Seine, Loire, Rhone, and Garonne in France ; the Dwina 28 in Russia ; the Ebro in Spain ; the Elbe in Germany, &c. Q. What are the names of the principal rivers in Asia? 7th boy, A, The moat extensive rivers in Asia are, the Euphrates and Tigris in Turkey in Asia ; the Obe, Tenesei, and Lena, in Russian Asia ; the Hoan-Ho, and the Kian-Ku, in China ; the Ganges in Hin- doostan ; the Amur, in Chinese Tartary ; and the Irrawady, in the Birman Empire. All these, except the Tigris, which is 800 miles long, have a comparative course of Diore than one thousand miles each* Q. What are the names of the principal rivers in Africa? 8th boy, A. The principal rivers in Af- rica arc, the Nile, Niger, Gir, Senegal, Gambia, Zara, and the Sierra-Leone. The course of the Nile is computed to be 2,000 English miles. Q,. Which are the principal mountains in North America f 29 9th boy, A. The most celebrated mounts ains in North America are, the Apalachian, which pass through the territory of the Uni- ted States, from south west, to north east. This chain, according to the best maps, ap- pears to extend 900 miles, a length unrivalled by any European mountains, except the Norwegian Alps. The different ridges which compose thi? immense range, have different names in the different States. The Allegany, which is the principal ridge, is descriptively called the Back-Bone of the United States. There are also the Stony Mountains, of great extent, lying in the north western part of the country. Q. Which are the principal Mountains in South America ? 10th, boy, A. The Andes are the most lofty mountains in the Western Hemisphere. Their extent is also prodigious, stretching in one line through a space of not less than 4,600 miles. Chimboraco, the highest of 3* 30 these mountains, is computed to be 21, 470 feet above Ihe level of the sea ; which is about 5000 feet, or one quarter higher than Mont Blanc, which is the highest in Eu- rope. Q. Which are the principal Mountains in Europe ? 1st boy, A, The principal mountains in Europe, are the Alps, which separate Italy from Switzerland and France, and are the most celebrated in this quarter of the world. Mont Blanc, the highest of these mount- ains, is estimated at 15,662 feet above the level of the sea. The Pyrenees, which separate France from Spain ; the Carpathian, which bound Hungary on the north and east; the Kolen mountains, which extend between Norway and Sweden ; and the Uralian mountains which separate Europe from Asia. Q. Which are the principal Mountain? in Asia ? 31 2d boy, A. Caiica'^us between the Black and Caspian Seas, Ararat, a part of Mount Caucasus, Taurus, a chain of mountains which runs from Natolia to India ; the East and West Gants in Hindoostan, and Dhaw- alageir in Napaul, lately ascertained to be the hi'^rhest mountain yet known, measuring 27,677 feet in height. Chimbora9o, the highest of the Andes measuring 21,470 feet, and Mont Blanc, the highest in Europe, 15,662 feet. Q. Which are the principal mountains in Africa ? 3d boy, A. The Atlas mountains are the most noted, extending from Morocco to Egypt, the mountains of the Moon, Sierra* Leone, or Lion's Mountains, &c. Q, Where are the principal Volcanoes, or Burning Mountains ? 4th boy, A. The most formidable Volca- no yet known, is Mount Etna in Sicily, this mountain is 63 miles in circumference at ib^ base, and 10,954 feet in height. :i2 History informs us of several terrible e- ruptions of this mountain ; the most dread- ful of these took place in the year 1763, when it was attended with an earthquake* which overturned the town of Catania, and buried 18,000 persons in its ruins. Vesuvius is another celebrated Volcano, It is situated in I*aly, six miles east of~Na- ples. This mountain is about 3,700 feet in height ; and, as well as Etna, sometimes e- mits great streams of lava, with violent ex- plosions, and all the other attendants of a mo?t formidable volcano. Mount Hecla in Iceland is also a Volca- no, which sometimes throws out sulphureous torrents, to the great terror of the inhabi- tants. The water in its neighbourhood is so heated by it, that the inhabitants boil theic provisions in it. Q. Point out some of the mountains men- tioned in the Scriptures. 5th boy, A. Mount Sinai in Arabia Pe- traea — a peninsula formed by the two arras 33 of the Red Sea, Here the Law (or Te» Commands) was given to Moses. Mount Lebanon, which lies in the south of Syria — from this mountain, it is said that Solomon procured the vast quantity of cedar, used in building the Temple. And Mount Ara- rat which lies towards the east of Armenia, is that on which Noah's ark rested after the great deluge. Thus it will be observed that all the terms (of importance,) used and explained in the first class, have been, in the second, appli- ed ; it only remains now to show, when a pupil may be considered qualified for pro- motion from this, to the third class. He must have a thorough knowledge of all the pr^^ceding exercises of this class ; and he must be able to delineate with tolerable ex^ actness a map of the world. This he is taught to execute in the following manner. A board must be prepared, (painted black) large enough to admit two circles, each three f«et in diameter ; these circles 34 are painfcd whUe, and in a possition similar to the usual manner of exhibiting a map of the world. The candidate for promotion is required to sketch off, wi(h white chalk, (or Crayon) first, the Continents, Peninsulas, Isthmuses, Islands &c. of the Western Hemisphere : ^ and then the Eastern, which he must do without having any copy then before him. This he is expected to be capable of per- forming, having had frequent opportunities of obsierving the relative situations of coun- tries, &c. through the course of lessons in this class. He first begins by drawing a line through the centre to represent the Equator, and marks 0, at each extremity ; the right hand extremity, he understands to be East, and the left band, West, in each circle or hemisphere ; he therefore, writes * It may be proper here to remark, that the Eastern Hemisphere should be considered Jirst in Geographical order ; but in the present case we prefer drawing the attention of the American youth, first to the form &c. of the hemisphere which contains their ovrn country. 35 E and W, showing the East and West points, on the outside of the 0. He then draws another line which intersects the cen | tre of the Equator at right angles, for a me- ridian line, and marks 90, (meaning 90 de- grees,) at each extremity. Over the upper 90, he marks N, and under the lower 90, he marks S. which letters, viz. E, W, N, & S, he understands to represant the four cardi- nal points — East, West, North, and South. He now takes his dividers, and marks off into nine equal parts, the space between the Equator and the North Pole. At each of these marks he writes on the outer edge of the circle, the correspondent number, (See plate page 33,) as 10, 20, 30, &c. up to the 90 : he therefore, understands that these marks are ten degrees apart. He also does the same from the Equator to the South Pole, and from the South Pole, back to the Equator, on the opposite side ; and thence up to the North Pole. He then has the four quadrants of the circle (or the 36 four quarters of the hemisphere,) marked off by lens, into ninety degrees each ; these four nineties, he finds amount to 360 degrees, which he understands to be the measure of the circumference of the earth. He is next required to DESCRIBE THE DIFFERENT ZONES. . That the pupil may be able to effect this operation with greater precision, it will be necessary that the point at which the Arctic Circle will cut the right lined meridian and at which it will touch the circumference be ascertained ; and their distances from the north and south poles, previously meas- ured and marked, as in plate a, 6, c This will serve to direct the pupil in forming the curve lines. The same method may be a- dopted to guide him in forming the tropics. See plate d, c, /. He draws, therefore, a curve line from the point a, to 6, and a similar one from fc, to c ; the whole line from a, to c, he calb the Arc- 37 tic circle, and is 23|^ degrees (nearly) from the north pole. (If he begins, as it is prop- er he should, from the north pole.) The space between this and the north pole, he calls the North Frigid Zone. Then he takes a piece of red chalk,"^ (or <:rayon) and draws a curve line from the point d to e, and a similar one from e to/, the whole of the line from d to /, he calls the Tropic of Cancer, and is 28^ degrees north of the Equator, the space between which, and the Arctic Circle, he says is the North Temperate Zone. He next draws a curve line from the point g to fc, and a similar one from A to i ; the whole line from g to i, he calls the Tropic of Capricorn ; the space between which, and the Tropic of Cancer, he says is the Tor- rid Zone, with the Equator running through its centre. He also understands that the * The red colour is intended raenily to distinguish the two Tropical lines, as the bgundaries of the Torrid or burning Zone. 38 Tropic of Capricorn, as well as the Tropic of Cancer, is 23^ degrees from the Equator, observing that the former is south of the Equator, and the latter norlh of it. Lastly, he draws a curve line from the point k to If and a similar one from I to m; the whole line from k to m, he calls the An- tarctic Circle ; the space between which and the Tropic of Capricorn, he calls the South Temperate Zone ; and the space between the Antarctic Circle and the South Pole, he calls the South Frigid Zone. He alao un- derstands that the Antarctic Circle is 23| degrees (nearly) from the South Pole. These lines will greatly aid the pupil in delineating the other parts of the map, as they will enable him to define the situations, extent, shape &c. of the Continents, Islaads, Prussia, Denmark, Netherlands, France, Spain, Portugal, Italy, Turkey, Africa* Arabia, Persia, Hindoostan, Birman Em- pire, China, Tartary, &c. &c. This being done, he will be able to place the Islands in, or near their proper situations : (the princi- pal ones only are intended to be shown,) as Great Britain, Iceland, (that part which lies in this hemisphere,) Sp5tzbergen, Nova Zembia ^c. in the Atlantic and Arctic 0« ceans ; Majorca, Corsica, Sardinia, Sicily, Candia and Cyprus in the Mediterranean Sea. Madagascar, Ceylon, Sumatra, Java, Borneo, New Holland, New Guinea, Celebes, Japan, Szc. in the Indian and Pacific O- eeans; and to show the relative situations of the smaller Islands which, in a commer- cial or political point of view, may be con- sidered of consequence, as the Maderia 44 and Canary Isles, Elba, St. Helena, Malta, &c. His next object is to show, as nearly aa possible, the boundary of each Kingdom, Empire, &c. bordering on the sea coasts, and also the inland countries, and readily to name them all. Lastly, he will describe the most noted mountains, rivers, lakes, as it regards their size, in this hemisphere. MOUNTAINS. The Alpine mountains, which separate Italy from Switzerland and France, Pyre- nean mountains, which separate France from Spain ; Kolenian mountains, between Nor- way and Sweden ; Uralian mountains, which separate Europe from Asia ; the Caucasiaa mountains, and especially the great mount- ain in Napaul in Asia called Dhawalageri, lately discovered to be the highest mountain in the world ; the Atlas mountains in Afri- ca. &c. 45 RIVERS. The Volga which separates Europe from Asia ; the Euphrates in Turkey ; the Gan- ges in India ; the Amur, near the channel of Tartary ; the Hoang-Ho, Kiang Ku, &c. in China, the Nile, Senegal, &c. in Africa, LAKES. Ladoga, Onega, and Baikal lakes in Rus- sia ; lake Geneva, &c. in Switzerland. The pupil having performed his task of sketching off the two hemispheres to the satisfaction of his preceptor, is not only en- titled to the promotion to which he is so laudably aspiring, but is also worthy of that commendation and reward which merit sel- dom fails to acquire. He is therefore re- warded and promoted, with suitable cere- mony to the THIRD CLASS. It is intended that the exercises of the third class shall comprise those lessons, 46 which are calculated to convey to the mind of the pupil, such a knowledge of the sub- ject in hand, as will, when connected with the matter contained in those of the First and Second classes, make up all that is con- sidered expedient to be introduced into a school conducted upon the Monitorial Sys- tem. Let it be understood however, that the writer would by no means, propose this as a limit over which individual genius and tal- ent may not pass, when other circumstan- ces may be found to justify a further pro- gress ; but as a general rule, it will perhaps be found, that enough of the subject is here presented for common purposes ; and an acquaintance with it even thus far, may, it is presumed, be considerd no unimportant acquisition, especially to the description of children, of which the schools are generally composed ; and for whose use, particularly, this compilation is intended. Having in the First Class, given the meaning of the terms used in describing the 47 geographical figure of places; and in the Se- cond Class, shown the different countries &c, to which such figures are applicable ; we shall proceed to explain to the pupil the names and uses of the lines drawn on the printed map of the world. He is already acquainted with the lines, which bound the different Zones; he will, Ihrefore, imme- diately proceed to the others. The same method will be pursued in this class, as was in the First and Second : viz. to instruct by way of question and answer^ EdlTATOR. Q. What IS meant by the Equator? 1st boy, A. The Equator, (pointing to it,) is a great circle of the earth, equi-dis- tant from the poles, and divides the globe into two hemispheres, northern and souths ern. The latitudes of places are counted from the equator, northward and southward, and the longitudes of places are reckoned upon it, eastward and westward. 48 MERIDIAI^S. Q. What are Meridians ? 2d boy, A. Meridians, or lines of longi- tude, (pointing to them,) are semi-circles, extending from the north pole to the south pole, and cutting the equator at right angles. Every place and every person, has a me- ridian, which is the line passing through or over the place or person, from the north pole to the sou{h pole. PARALLELS OF LATITUDE. Q, Whit are Parallels of Latitude ? 3d boy, A. Parallels of Latitude, (point- ing to them,) are lines drawn on the map of the world, and on maps of any quarter of the world ; as also on the terrestrial globe, which distinguish the latitudes of places, and are always parallel to each other, and to the equator. LATITUDE. Q. What is Latitude? 4th boy^ A. The Latitude of a place, is 49 its distance from the equator, either north or south. LONGITUDE. Q. What is Longitude ? 5th boy, A. The Longitude of a place is the distance of the meridian of that place, from the first meridian, reckoned in degrees, and parts of a degree on the equator. Longitude is either east or west, accord* ing as the place is either eastward or west- ward of the first meridian. The greatest longitude that a place can have is 180 degrees, or half the circumfer- ence of the globe. FIRST MERIDIAK Q. What is meant by the First Meridian ? 6th boy, A. The First Meridian is that, from which geographers begin to count the longitude of places. Thus, in the United States of America, we reckon our longitude from Washington ; the English reckon so theirs from Greenwich ; (near London;) the French from Paris, &c. Most maps how. ever, printed in the English language, have the first meridian reckoned from Greenwich, for the sake of greater uniformity. Q. How do you find the latitude of any place when the equator is in the map ? 7th boy, A. On each side of the map, I observe that the figures showing the lati- tude to which each parallel line directs, in- crease from the equator, both north and south, and that these parallels run (gener- ally) through every ten degrees; that be- tween these, the map is graduated by other marks, called degrees ; I therefore, put one foot of the compasses on the place^ and the other on the nearest parallel line to it, and carry them in that possition to either side of the map ; then the foot, which an- swers for the place, will show the latitude by the figures which denote the degrees of latitude* 51 EXAMPLES. a. What IS the latitude of Cape Verd? 8)hboy, A. By measuring I find that cape Verd lies nearly five degrees above the first parallel line, north of the equator ; therefore, it must be in about 14| degrees of north latitude* Q. What is the latitude of the Island of St. Helena ? 9th boy, A. By placing one foot of my compasses on the first parallel line below, (or south of) the equator, and the other foot on St. Helena, and following the line with my compasses in that possliion to the west- ern (or left) side of the map, I find that the foot that was on St. Helena, now reaches to the I6th degree below the equator ; there- fore, the Inland of St. Helena must be in about 16 degrees of south latitude. Q. How do you find the latitude of a place on a map that has not the equator on it? 52 iOth boy, A. I observe whether the fig- ures on the sides of the map increase from the bottom, or from the top ; if they increase from the bottom, then the figure which shows the lowest number of degrees, and all above if, are in north Latitude ; but if they in- crease from the fop, then the figure which shows the lowest number of degrees, and all below it, are in south latitude. EXAMPLE. d. What is the latitude of the City of New-York, on the map of the United Stales ? Ist boy, A. I observe that the figures on the sides of this map increase from the bot- tom, or (which is the same thing) that they ascend ; therefore, I conclude that it is all in north latitude, because it is above the equator. The city of New-York lies near- ly one degree above the 40th ; consequently I judge it must be in about 40f degrees of north latitude. 53 Q,. How do you find the longitude of a place on a map that contains the first merid- ian T 2d boy, A . If the place is to the right of the first meridian, it is in east longitude ; if to the leftj it is in west longitude. I first notice the two meridians between which the place lies, and then place one foot of the compasses on the nearest meridian, and the other on the place itself ; and keeping the compasses open the same proportionate distance between the two meridians, follow- ing the line to the top or bottom of the map, where the figures denote the degrees of lon- gitude ; and the foot which answers for the place, will show the degrees either to the rights which is east, or left^ which is west, of the first meridian. EXAMPLE. Q. What is the longitude of the City of Rome in Italy ? 54 3d boy, A. To find this, I place one foot of the compasses on the meridian line nearest to Rome, and the other on the place itself; and keeping the compasses open at the same proportionate distance between the two meridians, follow the line down to the bottom of the map, where the degrees of longitude are marked ; I find that the foot of the compasses answering for the place, now reaches to about 12^ degrees to the right, or east of the first meridian ; I there- fore conclude that the City of Rome lies in about 12i degrees of east longitude. Q. How do you find the longitude of a place on a map that does not contain the first meridian ? 4th boy, A. I first notice whether the figures at the top and bottom of the map, which denote the longitude, commence from the right or left side, for if they commence from the right, then the lowest number on the right, and all to the left of it are in west longitude; but if they commence from the 55 left, then the lowest number on the left, and all to the right of it are in east longitude. EXAMPLE. Q. What is the longitude of the City of Philadelphia (the first meridian in this, as well as in every other example, being reck- oned from Greenwich) on the map of the United States ? 5th boy, A. I find that the figures at the top and bottom of this map which denote the longitude, commence from the right? therefore, it must all be in west longitude. I now place one foot of the compasses on the meridian line nearest to the place, and the other foot on the place itself, and, keep- ing the compasses open at the same propor- tionate distance between the two meridian lines, I follow the line to the top of the map. I now find that the foot, which answers for the place, reaches to the 75th degree ; I therefore conclude that the cityof Phdad^r 56 phia lies in about 75 degrees of west longi- tude. Q. By having the latitude and longitude given, how will you find the place ? 6th boy, A. I observe the same rule to find the latitude as if that were the only ques- tion, and the 8?me in respect to the longi- ^ tnde ; noticing, however, where the one in- tersects the other, for that must be the place required. EXAMPLE. Q. What is the name of that place, the latitude of which is 42^ north, and longitude 71 west ? 7th boy, A. To find this, I place one one foot of the compasses on the parallel line of 42 north, allowing also the fourth of a degree above the 42; then I take another pair of compasses and placing one foot on the meridian nearest to the 71, and the oth- er on the 71, I move each hand until the 57 foot, denoting the 71 of longitude meeiai, or comes in contact with the foot of the other compasses, which denotes the 42^1^ of lati- tude ; the spot where these meet is the place required ; which I find to be Boston, in the State of Massachusetts. A great variety of useful and entertaining questions might have been added, but as they can be supplied at pleasure by the teacher, varying them, according to the ca- pacity and opportunity of the pupil ; we shall not unnecessarily swell this little com- pendium, but merely conclude by giving a list of the States, Districts and Territories in the United States, with the seat of gov- ernment in each state, &c. States. Seats of Governments Maine, - - Portland, Vermont, - - Montpelier, Rhode-Island, - Providence, New-Hampshire, Concord, Massachusetts, - BostoUj 58 States. Connecticut, New-York, New-Jersey, Pennsylvania, Maryland, Virginia, - Delaware, North Carolina, South Carolina, Georgia, Ohio, Kentucky, Illinois, Louisiana, Missouri, Alabama, - Indiana, Tennessee, Mississippi, Seats of Government. Hartford & New Ha- yen alternately, Albany, Trenton, Harriaburg, Annapolis, Richmond^ Dover, Raleigh, Columbia, MilledgeviHe, Columbus, Lexington, Vandalia, New Orleans, Not yet determined, Huntsvilie, Not yet determined, Nashville, Natchez. Territories. Michigan, - Detroit, Northwestern Teritory. District. Columbia, - Washington, which also is the Capital of the United States, FINIS. RECOMMEND! TIONS. New-York March Srth, 1820. We have read a manuscript, brought to us by Charles C. Andrews, Lancasterian Teacher in this City, on the subject of Geography ; and we have seen a piece of ap- paratus,called by him,the Hydro-Geographic Map. They both appear well adapted to impart instruction in aa agreeable and easy manner, to children and young per- sons, concerning the terraqueous globe. The former is executed with judgment ; and the latter is quite an im- provement. We are therefore, inclined to hope that their introductron into elementary schools, will facili- tate the study of one of the most useful, pleasing and correct of the sciences. SAMUEL L. MITCHEL, Professor &c. in the University; JOHN GRISCOM, Professor of Chemistry and Natural Phil, kc, P. WILSON, Professor of Rhetoric, Belleslettres &c. Col. College, THOMAS EDDY, SAMUEL STEPHENS, Broad-street Academy, M. NASH, Principal of Mount Vernon School. '^# ^ RECOMMENDATIONS. The subscribers, Teachers of Free Schools in the City of New-York, having examiacd the plan of leach- ing elementary geography, proposed by Chnrles C. An- drews, are of opinion that it is well calcuiated to im- part to the minds of youth, a knowledge of the rudi- ments of Geography, with facility and pleasure ; and in Lancasterian Schools where the screnoe of Geography is considered a necessary branch of instruction, the Hydro-Geograpbic Map will fully answer the purpose of the inventor. LLOYD D. WINSOR, Teacher of Free School No. One, JOHN MISSING, Teacher of School No. Two, SHEPHERD JOHNSTON, Teacher of School No* Three, CHARLES PICTON, Teacher of School No. Four, S. WILLIAMS, Teacher of the Methodist Free School, DAN^EL LANGAN, Teacher of the Catholic Free School, JOHN YOUNG, Teacher of the Episcopal Charity School, JAMES FORRESTER, Teacher of the Charity School of the R. D. p, • h ^lo-h/-' ^ ^ * 0-. ^^ "SOV 14 kNCHESTECMV^