Knoxville daily chronicle. [volume] (Knoxville, Tenn.) 1870-1882, 1881-07-09

Fourth Day---Perspiratfon and p.a.-
FIGURING, Desipite the M...,.

I
| Fourth Day---Perspiratfon and p.a,..
FIGURING, Despite the Mercury
| Reported oAiciallyf or the CHnos1crr
The Normal is still receiving accessiens t.
It's number, and is in most flourishing con-
dlflon. The weather is tolerable hot. and
the bull hard to climb, but the teachers are
puiilng down to it and doing good work.
| Despite the rising thermometer, it is very
COOL when you once get on top of the hill,
where plenty of good, cold water is pro-
v1ded. The interest is increasing. the
teachers are in earnest. When lecturer
pauses IN his remarks you can hear the drop
OF pin. This is good evidence of the in
terest manifested, but better one is to see the
audience SO much absorbed that they. with
eyes all agiow with interest initiate the
lecturer in all he does.
Before the first lecturer COMMANDED II
was stated that no rolls had been called be-
cause 1t would waste too much valuable
time, but one of the questions of examina-
ton will be: How many days have you
attended the school z" and If less than half.
the person will not be eligible for q certltl-
cate, which, DIR. Doak stated, would be
good all over the State by having it counter
signed by the county superintendent
Prof. Sedan, ON Pedagogics, said: To-
/ day and tomorrow will demonstrate my
lectures. systematic arrangement does
not regard difficulty. Method is an arrange
ment and presentation according to diff
hculty and is permanent. If teacher, to
ha 6c of fba al
method In detail, it is called his manner of
teaching, so manner of teaching is method
changed in detail to be adapted to the wants
of teacher and class The same method
| may be used in different manner by Differ
ent teachers. Method may be analytical,
which begins with whole and divides it in
to parts, and synthetical, which begins with
details and constructs whole out of parts. /
condemn the old A B G method of teach
| ing, when you spell word and then make
the class spell it. When you teach there
are two essential things: the sound of the
word and the character which represents
thus sound. Do not teach reading by sylla-
bles which have no meaning In the ALB C
method 1t brings in the sound of the letter.
which Is unnecessary. AS soon as you can
show the child the value of each letter, then
point out the word and what each letter
sounds like
There are three methods for teaching
reading based on the sound of the letter,
VIZ: Phonlc, phonotypic and phonetic.
The first method is the arrangement accord
ing to vowels (rat, bat, cat The phono-
type method is where there is a change of
letter. Phonetic is slight change of
vowel, to show when it is long or short /
consider this the best method
| Professor Garrett gave the school prac-
teal lesson in map-drawing at the second
hour. No one can doubt for moment but
what this is the best method for teaching
! geography, for who can draw q map and
theu not be familiar with IFS geography
| Prof. McBryde, on Botany. said [ will
divide the whole vegetable kingdom into
Heterogeneous and cryptogamous plants ;
! the former being those which flower and
will be the only ones used in my course of
! lectures. The subject this morning will be
the conclusion of roots. One of the prac-
teal questions in this connection is whether
or not plants excrete matter detrimental to
their growth and thereby requiring rota-
ton of crops. DE Candolle maintained that
they do, but leading botainists of to-day
think otherwise. The distinction between
roots and stems is that the former have no
buds. The parts of the root are spongiyles,
hairs and fbrlls which absorb water, which
contains nutritive matter and it is carried
up through the tree and afterwards
evaporated by the leaves. There must be
an equilibrium, though, between this ab-
| sorption and evaporation, else it will prove
of injury to the plant. Roots are divided
into primary and secondary. The former
protrudes from the root end of the embryo
and the secondary are what are given Off
from the primary. The former is divided
into simple and multiple. This primary is
what is known as the tap root, and is divided
into conicle Carrot, napiform (turnipj fusi-
form Spindle beet). Roots may be annual,
biennial aud perennial; as Towering is the
exhaustive stage of plant life, the two for
mer may be rendered perennial by nippins
the buds. Multiple roots are either Inform
(thread like and moliform (necklace), or
tuberous (potatoesl. There are also the
aerial roots, of which you have all read in
description of the banyan trees of Nerbudda
and Cubbeerbur; the former has 800 and
the latter $50 roots or stems, and will ac-
commodate under its branches seven thou
sand people.
The fourth lecture of the morning was
one on English by Prof E. s. Joynes. He
said upon the discipline of written Ian
guage: Written language is visible. and
addresses the most powerful of our senses.
Secondly, written language is reproducable
and permanent. Words fleet and fit, but
the written letter stands. The alphabet for
time is the largest part of the individuals
education. There has been no invent on so
important in history as the alphabet
Taught not compared with it as it was
taught when learned it marks great adj
vancement. Penmanship should be
learned early, as it is instruction
in the language. Spelling should be
taught in connection with writing.
AS a clergyman in Virginia said,
spelling should be taught like the devil
should be fought by every devise known to
man.. Spelling is the best when the pupil
is required to write by dictation. And an
exercise of this kind will comprise part Of
your examination, and if you do not know
how to spell you get no diploma from me.
Prof. Joynes discussed reading at length,
but our limited space forbids our giving a
more extensive synopsis.
At II o'clock Mrs. French delivered a
second lecture on elocution. She read q
selection from McCauley that showed she
mastered the art