Delaware gazette and state journal. (Wilmington, Del.) 1883-1902, 1893-11-09

DR.. Wlnship's address was heartily
cheered.
PROUD OF THEM BOTH.
The teachers who distinguished them
selves and saved the credit of Whining
ton in the eyes of DIR, Winship and the
whole audience were Miss Mary j.
Francis, principal of No. A, who guessed
the Chicago river, and Miss Martha L.
McClane of No. 1, boys department,
who answered the Detroit river.
paper,'' exclaimed several of the |
teachers, tive are Just proud of them, l |
tell you. DR.. Winship thought he was
going to puzzle us all, you know"
Miss Chalfant sang the selection,
"Let Me Hear Thy Voice Again." and
was loudly applauded.
DIR. TRoTTER's TALK.
DR.. Spencer Trotter of Swarthmore
College was the next speaker. He took
for his subject, Geography in Its Re-
lation to Life"
He spoke on the natural history phase
discovered in geography in the variety
of life along any given parallel. In
Japan is seen the same types, but a
slight change of species.
In England one finds many forms,
almost an identity of bird life, but the
species differ. 1t shows the importance
of the study of physical geography.
| This diversity is the keynote for the
study of the subject. Humboldt laid
down the present lines of this science.
Karl Ritter and Lyell, Darwin and
Wallace aided later in building it up. 1t
has acted on biology which in turn re-
acted upon 1t.
In 1867 member of the London
Geological Society noticed the barriers
on zones of animal life. These barriers
are high mountains, deserts and arms
of the sea. The adaptability of the
animal in its migrations to overcome
these barriers is the study in hand now.
In geology too, the subsistence and
rising of lands is noticed. In Norway
the continent is rising. In Greenland
it is sinking. Scientists have found in
the tertiary systems of South America
cameloid forms which would afford the
reply TO the hitherto unaccount-
able dispersal of the camel and
llama species. We have evidence
of luxuriant vegetation existing at one
time within 12o of the North Pole.
There was a subsistence of the North
Pacific region which left nothing but
, the mountain tops, now the kurile and
other islands. At that time there was
no difficulty for animal migration from
America to Asia The llama became
acclimated to the mountainous attitudes
/ of South America while the type re-
/ manned the same in the low deser
reaches of Northern Africa and Asia, II
/ and south of the Shan desert. Anima
life in the Arctic region is homogeneous
How has man been affected BY
: geographical influences? The liver II
the great color producer. When thu
E white man goes to the tropics his live
4 is affected. He becomes sallow O
iaundiced. The negro received his darf
G skin from this fact, of course through
e long series of ages.
: The speaker made further illustration
c OF the interest of this question in ad
= ducing plant life as another point identi
r fed with this branch of study.
= The afternoon session was opene
s by Miss Thielman. She sang the lullab,
s song "Rock-a-by Baby in finished an
e artistic manner, and so sweetly, that tn
, asticully. They were led in the ovatio
!, given Miss Thielman by the .institut
d speakers and visitors. The audience in
l. sisted on Miss Thielman's reappearanc'
e With Miss Bonner, the accompanies. sh
" came on the platform again giving anotht
n selection with equally fine effect.
Professor A. Thomas Smith of We
!, Chester State Normal School spoke on tn
u topic ''The Method of Child Study"
Is Psychology, he said, should not b
D. looked upon US the hard metaphysics
to study we have usually considered it.
In considering the subject of the natui
" of the child the speaker took up, first: u
n ascertained whether the child is of e.
- citable or calm temperament.
There is tendency on the part OF u
IN teacher to quiet the somewhat unnecessai
as excitableness of the child by making mo
himself. Again, what is the child's natu
N while at play? What is the nature of Il
child's health-is it good, bad or variable
u sick from overstudy. Again, are the
oi any bodily defects to affect its study
at In regard to disposition-is the chi
ne sensitive or Indifferent Is the child car
full or careless-hopeful or sad-is he east
- disheartened2 Does he enjoy giving pa
or to others or does he show sympathy?
.a he a leader or follower, arrogant or I
NJ spectful, honest or dishonest? This CT
'sS be ascertained in recitation or at pla
MANY a child becomes dishonest in aft
CHI life as the result of certain small practiC
CHI in the class room.
d.; The sense impressions the child receiy
ld are they strong or mild? Note wheth
w. he confines his criticism to details in
Il few or to generalization of many thinl
40 Are these sense impressions orderly
se they follow sequence? Are they logic
lct or otherwise? What is the tendency
the child as regards order? Is mental Q
)ol prehension complete or partial-are
le- differences fair or bold
he Is the child eye-minded or ear-minde
The speaker has tested over 300 peol
loo on this subject. The lecturer exhibited
'ie chart, the result of a test made with
senior class of the Normal School at w
mt Chester. There were 700 tests, $50 for I
,W and $50 for eye. The intention was to t
as to which apprehended the more c
rectly, the ear sense or the eye sense.
The best member of the class missed
j, ~ go in the 700 tests. In the test figures cal
y, out some of them contained 10 units.
largest number of mistakes made were
in the 1U0.
hit Certain figures were called out clearly
liar familiar voice. and then shown in Sir
.er- figures from the platform on a white sht
The result demonstrated that hearing
40 the safer sense in the ratio of 2 to l.
Va OF course this has no connection W
our that mental comprehension. 1t is import
ach the teacher should know what child
in his classes hear better than they see {
bly, others, vice versa, see better than ii
hear.
on Find out whether the imagination
i'm. strong or weak. Does he see pictures FIR
NJ what he reads2 Is he ever original in
'h'S perceptions-is he emotional or in
iectual2
one The speaker suggested that these qu
tions are applioable to children of