Staunton spectator. [volume] (Staunton, Va.) 1849-1896, 1886-07-28
THE NORMAL INSTITUTE.

Wednesday,, 2lst.-Professor PARIS lecture on
didactics was pointed and instructive. On
that morning, tina Institute was divided into
sections -'A.'' and 3D." when the regular lee
lures were given on grammar, geography
arithmetic. music, and the methods of grading
schools. The afternoon class in arithmetic
was conducted by Mr.. w. w. Robertson, who
gave thorough drill in common fractions
| After that, the Teachers Association assem-
| bled, and the hour assigned to it was occupied
| by Mr. Brown and Prof. Hulvey with lectures
on grammar.
| Thursday, 22nd.-At the morning exercises,
| Professor Painter lectured on School hygiene,
which was followed by dissertations on gram
mar. geography. arithmetic. &c. The evening
| class received an instructive and protracted
lesson from Professor Hall on the general prin-
ciples of arithmetic. Following, on assem-
bling of the teachers class, Professor Owens
lectured on the Science of teaching"
Friday, 23rd-In the morning, Professor Parr
lectured on didactics, after which the meth
DDS of teaching grammar, geography, arithme-
tic, were deliberately discuss ed by the faculty
in charge. Ats P. NJ, Superintendent Bowles
instructed in decimal fractions, and then
Messrs. Robertson. Parr, and Hardaway, dis
coursed at length on history.
Monday Godfrey. DIR. Hume of the North
Carolina University, delivered q lecture on the
study of English literature in the public
schools. A treatise on the best methods of
teaching closed the first part of the day. In the
afternoon, Superintendent Bowles appeared
again in arithmetic, taking up the feature of
per centage. Mr.. e. s. Sheppe followed on
school government.
Tuesday, 27th-Major Jed Hotchkiss appeared
before the Institute in the morning, and deliy-
cred a well-prepared lecture on Ply siography,
a favorite theme with him. In the afternoon,
Mr.. Geo. P. Perry discoursed arithmetic,
when Messrs. Hutchins and Brown followed
on the subject of diagrams
OUTLINES OF GEOGRAPHY AS PRESENTED
BY THE LECTURES OF PROFESSOR S. S. PARR
BEFORE THE NORMAL INSTITUTED. Geogra.
ply is a composite science made up of parts
drawn from many sciences, as Geome try, AS
tronomy Geology, Topography Civil Govern
ment, etc. 1t is the science of the earth as
mans home and of man as It's inhabitant (Rit-
ter.)
q The teachers and advanced pupils knowl-
edge of the subject should include the follow
ing general ideas.
(a) study of the conditions that determine
the amount and distribution of the heat receiv-
ed By the earth, considering it as of uniform
height and made of but one material, either
land or water
(b) A study Of the conditions that determine
the special distribution OF heat, taking the
earth as 1t actually is.
(c) A study of the climate and life (plants,
animals and civilization) of the globe.
8. Under "a" above, we should study position.
FORM size and motions of the earth. Position
includes distance and inclination OF axis
Teach distance OIL millions OF miles, by hav-
ing the pupil figure how long O railroad train
would need TO travel 1t at 4l25 miles per hour
also, by having him compute how long sound
travelling 1ls2 feet per second, would require to
go 9l1@ millions of miles; how long light cat
19S. 600 miles per second requires to come from
the sun.
To teach inclination Of axis have pupils draw
angles of 2312 degrees; also, 6612 degrees Of 90
degrees; OF $50 and $50 degrees.
To teach form of the earth use the globe
Consider what spherei is; a spheroid an oblate
spheroid; probate spheroid. What change
would 1t make.in the amount and distribution
OF heat. if the earth were to become long pro-
late spheroId? Ask the class what difference
there should be between the polar and equa-
torial diameters of globe 10 feet in diameter;
one foot in diameter. Have class to draw on
paper or slate a spheroid, oblate spheroid. pro-
late spheroid. Compare form ofearth with form
of sun and other planets.
Teach size by comparing polar and equatorial
diameters, circumference, and radii.
In teaching notions have one pupil stand to
the sun and another walk around
him to represent the motion of the earth. Have
globe carried around in same way. Draw
circles representing daily and yearly motions
and designate by arrows.
When these points are thoroughly learned,
we are ready to ask two important questions:
~ Why do we study each one of these? (2)
What results flow from each? In answering
these questions the student is to keep in mind
that he is studying the conditions that intiu-
ence the general distribution OF heat to the
earth.
4. Under ''b'' above, we should study the fol-
lowing with regard to each continent and each
part OF each continent:
u Its height above the sea-level, keeping in
mind that the mean annual temperature tails
one degree for each 300 feet we ascend.
~ Distance from the sea- The farther from
the sea, the greater the variations of heat
moisture and healthfulness.
81 The prevailing winds and ocean currents
az The kind of land-surface, whether sand,
soil covered with vegetation, or rocks and
lodges. Also. whether the surface is covered
with vegetation or not.
The foregoing conditions determine the eli
mate of any place. and the climate. in turn, de-
termines its vegetation and animals. Climate.
vegetation and animals. together with min erals,
determine the civilization or human life OF
any given place.
y
Election and conduction of lani and water,
coupled with the conditions above, are great
factors in climate. These differences should be
studied in an experimental way, at this point
in the subject.
s. Under &c" above. the teacher or pupil
should make study of the wind system GRADE
winds. return trades, periodic and variable
Winds of the globe; also, a corresponding study
of the system of water currents.
6. All this is preliminary to the study OF con-
tinents. When thoroughly understood, we are
then ready to ask and answer this question
with regard to any continent: What must we
know of it in order to understand it as phys
lcal organism fitted for human life and civili-
zation?
I. The answer to this question is-In this
case, the Normal Institute studied South
Americac-
O.) Position a. Latitude and.Longitude. IN.
B.-The class is to draw maps and model in
sand or clay, to illustrate every point capable
of illustration. b. Relation to Hemispheres
and Zones. C. To oceans. d. To other CONT
nents. The leading parallels and meridians
are to be traced through other continents. Ev-
cry point is to be studied in a comparative
way.
% Form. a. Mathematical. b. General
Map drawingI
81 Size. a. Absolute. b. Comparative
Drawing comparative squares und measurings
by degrees of latitude and longitude.l
a. Boundaries, coast-line etc. Comparisons,
etc.1
(5) Shape OF surface, location of plains, high
lands, mountains. etc. [Map-drawing and de-
seriptions.]
(6) Climate. Study from reference books
Zones traced.
a. Drainage, including slopes, water sheds.
basins and waters.
49, Vegetation, leading kinds described. lin
South America. Peruvian bark tree. Palm,
lndia-rubber, Hard woods, etc.
(9) Animals studied similarly to vegetation.
iS jS trNrxy too ctr11x Of n.