How Many More Times (can you break down the section) ?
When the section breakdown of record didn't match the fences, I had to know, so 5 hours later I had 5 static GPS shots and two robot setups for ties across the hollow down by the creek. A few more hours in the office cave and I have figured out: The East 1/4 has been inconvenient or missing or both since the 1970s, and someone did a breakdown where they use the midpoint of the N/S center line and not the intersection or any mention of a center of section monument. Said midpoint being 5' or so south of the intersection. If I re-do all my aliquot parts from that, it matches the occupation exactly, the chainlink to the hundredth, the 4x4 post to a tenth. They were "wrong" but it's what they did and people relied on it and built to it.
Those who never travel to the theoretical center corner are the most at fault.?ÿ It sure speeds up the field work, though.
are you using a prorate of the E1/4 to position the math center?
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Am I not correct to say that the Bureau's manual of Surveying Instructions 1973 breakdown?ÿof a Section does not include the Center of Section; and that not until case law decisions, did we have a legal avenue to which we could use the center of section. And there IS NOT case law yet to determine whether we treat the Center of Section as a center 1/4 or an intersection? (And then again, the judge in the county north of me would rather you just drive an iron rod at the four fence corners and go home.)?ÿ?ÿ
ALSO, nowadays, I find myself saying 'Kenny?' a lot when breaking a section down. I could continually go back to further define why a monument is where it is and would the Section be better if I set another one elsewhere. Fortunately, when asked, Kenny always says "Bud, you got to know when to hold'em, know when to fold'em, know when to walk away, know when to run, you don't count your money, when your sittin' at the desktop, there'll be time enough for countin', when the closing's done". Thanks Kenny.?ÿ
The early manuals were somewhat rigid, containing several statements that become less true every day. Track through to the 2009 manual and you can see a progression to include forms and standards of evidence that recognize the impact of the actions of owners. Case law regarding monuments and fences can fill libraries. I know, I own one.
We teach and test subdivision of sections because it is repeatable and objective. It's beyond time we demand more of our profession. The age of mathemagicians is past and we need to act like it.
My .02, Tom
No, using the time honored county aerial survey section breakdown, NAD27 from the 1930s and updates 1972 in this section. Used for all surrounding jobs is not all recorded surveys in the section. But the local guys were more likely to spend a day measuring it themselves than drive an hour plus traffic to the county seat.
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it looks like they did exactly that, question is, "correct" it lo these many years later, or describe what I find?
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There is what they should have done, and then there is what they did. What they did would have been correctable, I suppose, before time went by and people built to it and more time went by. Now that it is what it is and has been for so long, what is left but to narrate what happened, as best as the evidence can tell us? Anything else would disturb the harmony of the neighborhood.
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A nearby survey includes: Found 2 3/4" Iron Post At Corner Of Chainlink Fence, Held As Monument.
(see what he did there?)
We teach and test subdivision of sections because it is repeatable and objective.
It's great if we are subdividing new stuff. Can we really approach a survey from the outside in with perfect Manual procedures and call the occupation wrong after unwritten rights have tolled?
Idealism is great until reality slaps you in the head so hard and so frequently that you have no choice but to forget you ever heard of idealism.
Idealism involves there being one and only location for each and every section corner, including the center corner.?ÿ Reality is something completely different.?ÿ It's the difference between learning theory in a classroom and then learning how to apply that in the real world by making adjustments as required
