The Columbian. [volume] (Bloomsburg, Pa.) 1866-1910, 1888-12-28


Gulf of Mexico. The water in the Gulf
acts as cushion and turns it aside.
The flooding of Sahara desert cannot
affect the climate of Europe, as the
area that can be flooded is very small.
What isotherms are and why they are
drawn where they are then ex-
planned.
Prof j. L. Harkins, Prin. Of the
Bloomsbury schools was called for.
Subiect-Civil Government. He said
that it embodied what our illustrious
forefathers conceived, and those who
formulated our munificent and wise
constitution. He showed in terse
manner the necessity of teaching it in
all our schools, especially in the rural
districts here and there blazing truth
positively indicating thereby the i'm
portance of free and pure ballot.
Prof. Fry, on North America. 1t is
impossible TO study the life of conti-
nent without studying its position on
the globe. The study of Geography |
should be begun with hills and valleys
and brooks. We cannot study con-
tipent by itself, because it does not
contain the relatives that make the life
of it. We must go from the percept-
ion to the imagination in the study of
Geography. The Professor then demon
strated these laws by numerous Illus
trations on the board We should in
our instruction in the country schools
go from the immediate vicinity to the
globe, and then go back and synthesise
conciously. In studying the conti-
nent we should take first those features
that influence life, such as mountain
, systems, heights of land, which deter
mine the distribution of rain and
the fertility of soil. In going from
structure TO coast line we shall take up
the winds and teach their effects upon
{ the continent. We next take up the
life of the continent. Next we take
, he animal life, show how physical
. features modify both vegetable and
f animal life. Minerals may be studied
, when we study the structure.
} Prot. Noetling resumed the discussion
t of Language The an'wer given to
t knowing a word was as follows: 1t is
a understanding the idea the word con-
f veys. Knowing word by a primary
! pupil in something different from the
: knowledge High School pupil may
have of IL. Knowing word by high
a school pupil seems to be to know how
G to use it discriminatory. Can pupil
learn word faster than its experience?
f 1t seems to be the opinions of the teach
Il ers that it cannot. Can child's
vocabulary be in advance of his know
|. ledge? 1t seems that it cannot. Can
n child learn TO read faster than his
O experience Answer. No.
Does the same hold in high schools
d 10 regard to original knowledge! This
IL was left for the teachers to think out
e for themselves.
10 Is not much of the mechanical read
g ing found in our schools due to the
e fact that we try to teach elocution be-
fore they get the thoughts in the books
~ 1t is the opinion of the teachers that it
t, is. II the pupils read the thoughts on
9, a printed page and then give it in their
v own language it is an excellent
is language lesson.
It. Prof. Fry continued the discussion
~ of Geography. Does not moulding il
H. sand give lifeless forms to the pupi
that depends on the teacher. He mus
associate with it the real mountains
, and rivers of nature and thus creat
81 life and reality in the work. Are th
forms not exaggerated in these mode
t e, ings. All maps of continent ar
no made on double scale. If we woul
az try to represent the highest mountain
w | rin tho q
w W of the Opera House floor it would b
wue w two ffths of an inch. On smaller map
10 same proportion exists. In order t
o uo make them perceptible on small map
o" which take in wide extensions, the
70 must be drawn on double scale. |
re-, drawing we simply look at the form
ne m Map drawing is outlining. Does NJ
iuo approve of the tracing maps ORA
'"o the outlines first as basis, then tt
as as highlands, then form the coast lines.
ne THURSDAY MORNING.
ose Devotional exercises conducted
1,h- DIR, Waller.
me Prof. Cope of Normal School gave
'ne very interesting talk on Arithmeti
TN, To the question, slow would "
ese shlngle a roof by the statement methoC
ave he a. gued that the method applies al
Ss. really shortens the operation.
OUT To the question, 'How does 20
IN method apply to finding the four widt
ud of building?' He claimed that /
er'- method applies admirably and is I
70 40 liable to be performed mechanica
are as by the old method.
ng. In regard to actual measurmen
a!u give original problems to the pupil,
lor them find by actual measurement
III area of school yard, how much carr
ays will be required to cover the tlooI, e
i TO In regaId to mental arithmetic,
era said he believed in it, but did not
am lieve there was any necessity of havi
the separate recitation devoted enlir
to mental arithmetic, but should
on taught in connection with written. 4
most statement takes the place of the
ked rule and leads the pupil 10 reason.
The is not always necessary to make
rails. statement. In fractions we do not NJ
reat to take the time.
ould Prof. Fry resumed the discussion
Ould Geography. He took up and discus
OF few general prl clpies. Inc IL
the teach ideas before sizes. He shov
ion, how important this principle is in
must study of all branches. 1t should {
ples, be carefully recognized in teach
york Geography, The hills and mounts
the and rivers, everything should be cle'
ach- seen through the moulding in the ga
they In History, in all points they she
pted have before their minds clear pictl
'ugh of the facts they are studying.
tical studying the great canons of 4
, do RADIO he must be led to imagine
shes. through what places, are cut thro
they by rain, he has seen near, We n
the give children ideas through mate
nges forms. They read continents thro
ould sigus, these signs are what they h
are observed of nature. We see with "
5 of we have seen, we build with the
1anh | tar;al in tho mind wa oO from