The Wichita city eagle. [volume] (Wichita, Kan.) 1872-1883, 1879-06-12

Of geometric argument; then give easy prop
erly constructed figures accompanied by some
helpful hints such As references to previous
demonstrations and leave the pupil to con-
s.ruct for himself the chain Of reasoning, this
to be succeeded by the proposition and con-
structcd figure with no suggestions; until. at
length, with the truth to be demonstrated be-
fore him, the pupil is left to the most diflicult
task--the real task Of the geometer-the use
Of his own shaTpened reason. and his own
constructive imagination in 80 constructing q
figure as TO bring into view the relations
needed for demonstrations: And here the re-
mark will not be out Of place, that the lessons
in drawing will prove very valuable ally to
the classroom work of the High School in
many departments Of study.
| GEOLOGY.
Geology is taught partly by recitation from
| textbook, partly by sub-ieetare, on which
the pupils take notes and are held response
BILE for knowledge Of whatever additional
matter they may contain. Much attention is
| given to leading the pupils TO draw for them
selves the differences which biologists consid-
er warranted by certain states OF facts: rs to
| the climate Of the earth and the position, ex-
tent and state Of its land and water, masses
in the several geological periods, and as to the
| time and probable cause of the most notable
physical and vital changes OF the globe. and
| the study is made to afford some incidental
training in probable reasoning. At the out
set the pupils are familiarized with the min
erals that enter most largely into the compo-
| sition Of rocks by the study OF considerable
collection OF minerals brought from various
| localities. Their attention is directed to the
various forms of quartz, the felspar, mica.
| calcite, dolomite, bornblende, pyroxine, SER
penfine. tale, gypsum and the iron species.
They are guided in the objective study of the
most easily observed physical and chemical
properties of these until they can distinguish
them with a tolerable degree Of ease and GER
tainty.
In the study of stratigraphical geology
great care is taken to nix indelibly the order
of the geological periods with the most i'm
portant American subdivisions, aud the geo.
logical column is placed upon the blackboard
with the prevailing materials OF each period
and subdivision indicated by appropriate
graphic signs. In this connection the most
important economic contents of each group
OF mineral formation are carefulld noted. es-
pecialy those found in Kansas. The study
of the characteristic fossils by which the rocks
Of the several periods are recognized, is pur-
sued by the pupils from memory and from
specimen. After the fossils of an entire age |
ike the Silurian or Devonian have been mas |
tered, list Is required Of all that have been |
studied, arranged according to their natural |
history atiinties. The subject of dynamical |
geology is illustrated for the pupils as far as |
der their own observation and aside from the |
changes attributable to igneous agencies there |
are few geological phenomena that may not |
be illustrated by very occurrences.
GENERAL HISTORY.
Our textbooks Of general history are neeessa-
rily little more than somewhat extended chrono- |
io2iea! tables. These bloodles> skeletons of his
tory must be clothed with flesh and have breathed
into them the breath of life To be able to do |
this requires thorough research and investigation,
entering with keen interest into the spirit of the
and t -Tfx t.tst, M
secure to every period proper relative amour: of
time commensurate with its importance, the |
beginning of the term. Then before any lesson is |
assigned, the teacher carefully separates il into |
brief topics for the pupil to copy into his topic
book the topics and groups of topics being 50 ar
ragged to show lar rs possible the proper re-
lation Of events On these topics general lectures
are given the points Of which includi the mar
rations, the pupils are required to reproduce in |
their own language In the succeeding lessons and |
reviews-a useful training in attentive listening
ana concentration OF the mind. But few dates
are committed to memory, not more than two or |
three of the most important of acentury, but 9th
er events are So grouped about these Is or /
consequents that their position In time can De
known with sufficient accuracy from that OF the |
event with which they associated. For ex-
ample The establishment of Greek colonies and
their collisions with the growing and aggressive
spirit Of Rome, led to the expedition of Pyrrhus
into Italy and his expulsion thence Il. L. 5i,
leaving Rome the acknowledged mistress of Italy,
enabled her 10 enter on career Of foreign con-
quest, the foremost incident of which was the
irst Punic war, the approximate time Of all the
succeeding events being naturally suggested by
the remembered date This Of central
frfss not only gives n needed aid t. historic MEM
DRY, but powerfully promotes one prime object of |
true perception of the relation Of important
events TO each other in time Various expedients
to vary the routine Of the recitation and to fix
keen interest in the subjects resorted TO, srch
a. setting selected pupils to seek ont the materials
for a biographical sketch of some prominent char
setter TO be read before the class, reading the
.tg- ,h.af
,ome events of which they are studying per-
uniting groups of pupils 10 become for a time i'm
aginary citizens of certain ancient States and to
take a patriotic pride In finding and setting forth
all that may shed glory on their assumed nation
alfy. An encouraging degree Of interest has |
been secured In this somewhat trouble some vet |
very necessary, branch of study And we be-
lieve many of our pupils have contracted health
fal taste for historical and biographical reading,
while forming such n systematic outline of his |
toric associations shall make future acqui.i-
tions easier and more profitable.
GENERAL LIrERaTuRE
In this department We are trying to make the
work contribute to the pupils command of Eng
lish TO arouse and cultivate in hin a taste for |
reading general literature and to combine with it
as Of perhaps secondary value some knowledge of
authors and Of the works they have written By
our manner of conducting attempt 10 impsrt |
SEim s ana ea1'nre OUT plan !, the d.
types aud chxrscteristcs yaryine With the intel |
ectusi, social and political conditions prevailing
in the nation In English literature we begin
With the age of Chagcer-l350-and run on down
through the Caxton, Milton, Johnson Scott and
Victorian age In American literature begin
with the colonial age running through the revoiu-
tlonay age and the national age up tn the present
time. Under these several heads make note
IF the leading authors, sketching their lives an
alyzing and comparing their styles, exercising
10 thought-cuture by memorizing short extracts
or literary gems
PHYSIOLOGY AND ZOOLOGY
The bnief time allotted to phy -iology and zool-
gy confines The instruction to giving an outline
knowledge only Q! each, limited In physiology 10
fhf m IA hsaln f.fr ngffrn
most important Of the physiological functions |
like locomotion, Digestion circulation and respi-
classification The instruction in both T. given n
FAR a, time aud material will permit effectively
ia physiology from the skeleton and from dissec-
ton OF GORE spending parts Of dome sic animals:
in zoology from small collection of the lower |
order. of animals well a. number of living |
specimens OF the classes reltilia and nsecfa sup
,tudy are lacking. Ia classification the putil |
andert and- that the classification j. not an arti-
trary process but il the expression Of relation
hips more or less close, indicated In simiarities
of structure more or less complete.
BOTANY.
In this department we con,Hct on a contrary
plan to what is usually pracicsd We conduct
90 the plan that IL Is better Ia study psnts To get
a knowledge of botany than 10 study botany TO
plant iife the Classification, the parts essential
and n0n-e-s.Dtial, the function OF each the
growth the physiological and anatomical strici-
ure the sarinus kinds of food and the varied ell
mate essential TO the highest results in plant life
the mutual dependence Of vegetable and animal
life all l. given in outline FORM mapped for the
pupil sad the many heads and subdivisions are !
taken up In their regular order The pupils bring
plant and examine them in regular recitation be-
fore the class, ~ TO their general characteristics
taking the outline previously prepared for his
guide, thus following systematic order, so that
What he learns shall not be to him mass of dis
connected, unrelated facts. but m Harmonious
whole.
TEXTBOOKS USED
Branch Of Study, 8aihor
Readers Appietnn |
Arithmetic Waiton-Fslter-Eobip-s |
Algebra .---.- ..-.-....- -....... Robinson |
Gepfneiiy -............s. Loonis--Robiason |
fhilosphy ...-.-.- -.-..--... Cooley-s;eeIe |
Geography ...-..-...,..- ....--. -.....- .Gnyot |
trafnrflsr -.---.-- ..-.-.....-. HarVey->winton.
I History swinton--,soodrich- Barnes ' enable
Writing Book ........----..- spencer |
General History. .wilsr.i-snderson-1a
theology .,--.s Steele
Zoology --..-...s .--.--.-... stakeholder |
General Literature. Markham-t .leve.aad
Rhetoric Hart |
Botany ---....-.l.--.. .....--.--. fo;maa
Industrial Drawing .-...-s...... kr,l.i
FuPfLs NEITHER ABSENT NOR lAgny during IHR
LAST QUARTER.
Nellie Harris, Cecil Harris, Mamie Bowen. An
nie Bowen, Harry Beach, Wallace kirsxooi, |
Rnel Richardson NaGd smith, Fora Hargis Wal
ter Dyer, Lille Priest. Edith Brown. Henry trss-
key, Fay Rnlison. Ollie Reese, Atiile Rennie, ka-
tie Brown, Lizzie kobb, Cora Miller, Clara Dun
bar, Harry Dunbar, Frank fraker, Ernest HAIR
ris. AbDie Williamson, Lulu Hsrgis Mary Bays |
Iahn Il lat rA lrDIA Dull