The Akaroa Mail. FRIDAY, MARCH 23, 1877.

Akaroa Mail and Banks Peninsula Advertiser, Volume I, Issue 71, 23 March 1877, Page 2

The Akaroa Mail. FRIDAY, MARCH 23, 1877.

" Teaching the Teachers " would not be an inappropriate heading to this article, in which we propose to notice a series of lectures on education now in the course of delivery at the Normal school, by the principal, Mr. C. C. Howard. The series is divided into three courses. Of these, the first is general, and treats of the fundamental principles of education, with hints on their application to school work ; the second is detailed, and is devoted to methods of teaching , , organization, and school and class management; and the third is historical, mention being made of great teachers in all ages, and systems of education. The syllabus of the first course is published, and will form the basis of our present remarks. This course embraces twenty lectures ; one being introductory, nine treating on mental training, eight on moral training, and two on physical training. In the introductory lecture, education is defined as the art of making the very most of all powers or faculties latent in the child, or of developing his mental, moral, and physical powers to the utmost degree of which they .ire capable of being developed. This important difference, is, however, laid down between education and instruction. In education, the pupil is active, willing to follow the teacher, both pupil and teacher being engaged in mutual work ; the teacher only helps the child in his work, the child does the work. Instruction on the other hand, consists in bringing facts to the child for his acceptance ; the child is passive, being only the receptacle of information laid down by the teacher, who does the work in preparing facts for reception by the child. Nevertheless, instruction plays an important part in education, but is simply the means to an end, not the end itself. It may be observed, that although a distinction is made between mental, moral, and physical training, yet, in practical teaching they cannot easily be separated, although special attention may at times be given to only one of them. A teacher has a fourfold responsibility, namely, to Grod, to the parents, to the child, and to society. A teacher should possess the following qualifications. He should be of good character, and should cultivate a love for teaching. In intellectual acquirements the teacher should be a scholar, or if his range of knowledge be not very wide, he should, at least, be thorough in what he does know, and should be a constant student ; preparation for his work is always necessary. With reference to any particular theory of education, there can be no perfect theory; no hard and fast rules can be laid down for the education of children. It is sufficient to say, that " the best theory will " be that which will produce the desired " end, with the greatest economy of time " and labour, and which may most

" readily be adapted to altered conditions " and local circumstances.'' It is almost impossible to over estimate the importance of efficient training in the art of teaching. A teacher who spends two years in a training institution, r will learn more than he would in a lifetime if left to his own resources, besides, the association with others, perhaps of greater ability than himself, has a tendency to check conceit and an over-estimate of self. liave given a somewhat full sketch, of Mr. Howard's introductory lecture, because, in reality, it contains the principles upon which education is based, it is the foundation upon which the superstructure is to be raised. We now pass on to notice the course on mental training. The mind of a newly-born infant is a perfect blank, a mere tabula rasa, but capable of Immediately after birth, the" child enters the school of experience, the teacher being God himself. The principles upon which education in this school is conducted are as follows. The pupil is surrounded by objects which he is compelled to study, he is thus brought face to face with facts, he knows the things but not their names. The first impressions are produced by a change of surrounding conditions, this produces a change of feeling, and the notion, of difference is impressed upon the mind. Tims we discriminate. The first change of condition produces but an indistinct impression, distinct ideas are only acquired by rerjetition. Thus it is we assimilate. This is God's method of teaching a little child, a helpless infant, and it must bo followed, not only in the infant, but in the common and upper schools, if it is desired to attain a success. The mental growth consists of two stages, the acquisition of a stock of ideas and the combination of the acquired ideas, so as to form new ones. According to Professor Bain, the powers of the mind are three; the power of detecting differences (discrimination), the power of detecting likenesses (assimilation), and the power of reviewing impressions (memory). In mental training particular attention should be paid to these three, and the teacher should follow nature's plan of educating the faculties by use. The teaching in the infant school is necessarily desultory and diffusive, as the child is incapable of concentrating its mind upon one object for any lengthened time, but, when the child becomes seven years of age, its brain is then formed and contains within itself the germs of all those faculties which it is the teacher's work to develope and guide. The studies then become less desultory and concentrative to a certain extent is allowed, to be increased as the mind becomes stronger and stronger, and the intellectual faculties are more and more developed, until the Upper School and it may bo the University finishes the work and sends the man forth, ready armed and equipped to fight the " battle of life." Prom the first stage of education to the last, it is the teacher's work to cultivate in his pupils the faculties of observation, perception, conception, and reflection. In the moral training of children, the teacher has need of great tact, and it is in this branch of education the permanent importance of good character on the part of the teacher becomes apparent; both in and but of school his moral influence should be felt. Literature having the slightest immoral tendency should be carefully excluded from the school, the importance of discipline and order should be dwelt upon, and their principles clearly explained, so as to shew to the pupil that it is to their wellbeing that both discipline and order should be enforced. Even the playground, in a skilful teacher's hands, may become an instrument of moral training. Lastly we come to physical training, and under this head, the intimate connection between mind and body is pointed out, and the importance of a knowledge of the laws of health and their application to school life insisted on. A lecture devoted to the consideration of drill, and the use of gymnastic and calisthenic exercises closes the series. We have thus briefly sketched the first course of Mr. Howard's lectures. AYe have given the merest outline, but its character is sufficiently marked, to enable a thoughtful reader to fill in the details, and when this is done, it will at once become apparent how truly valuable these lectures really are. It is most gratifying to be able to announce that they are numerously attended, and that teachers and lecturer alike appear interested in their work. Mr. Howard is not what some would call eloquent, but is better than that, he is clear and definite, and possesses the happy art of rivetting the attention of his audience from the beginning to the end. We wish him God speed in his work of "Teaching the Teachers."