The object of the first journey will be in most cases to familiarise the class with the “lie of the land” and the most obvious features of the scenery. As a preparation, lessons should be given on the points of the compass and the various methods of finding the direction of the north. The simplest of these is by the use of the compass: it being remembered that the needle points about 16° to the west of true north. A second method depends on the fact that at noon the sun is in the south and that therefore (because the hour hand of a watch makes two revolutions in the twenty-four hours) the north and south line approximately bisects the angle between twelve and the hour hand, if the latter is pointed to the sun when the watch is horizontal. Incidentally, the method of finding the pole-star might be also explained to the class. Further, each pupil should be encouraged to find out how many steps he takes, on the average, in pacing a given measured distance. If the general direction of the walk is north and south, as in the example, it will be found best to begin the first journey at the south end (in this case from Shawclough Station), since to most children it is easier to conceive of a journey northward than in any other specified direction. Throughout the ramble constant reference should be made to the direction of the route and the relative positions of well-marked features of the landscape. The distances between certain points should be estimated, and, whenever possible, measured (by pacing), and notes made by the class. For example, from Shawclough to Ending the distances and directions are roughly: ¼-mile W.N.W., ⅓-mile N.N.W., ¼-mile E.N.E. In the first journey also the class should be made to notice where the ground slopes most and where least (the direction and angle of slope should be estimated in a few cases), and the names of neighbouring woods, farms, etc., should be learnt. The direction of flow of the river and the various bends in its course should also be noted, and reference made to the route by which, after joining those of other rivers, its waters ultimately reach the sea. Afterwards, the pupils should write an account of the journey and, in the higher classes, should be encouraged to draw a sketch-map, however crude, from memory. [Pg 393] Fig. 237.—Sketch-map of Healey Dell, Rochdale.