RESUME OF LECTURES ON EDUCATION, BY C.C. HOWARD, ESQ., F.R.G.S.

Akaroa Mail and Banks Peninsula Advertiser, Volume 2, Issue 117, 31 August 1877, Page 2

RESUME OF LECTURES ON EDUCATION, BY C.C. HOWARD, ESQ., F.R.G.S.

Lecture Vl.—Subject—Object Lessons : Their Use and Abuse. Notes of Lessons. Books of Object Lessons. Their 'Merits and Defects. The lecturer commenced by dwelling upon the necessity of oral lessons as an accompaniment to almost every subject taught. Grammar, geography,history, &c, may be made more intelligible if sometimes taught orally, but oral lessons must not be confounded with object lessons. In the latter, an objecct is placed before the class and examined minutely and individually. Objects may be chosen from the most common things around us, as well as from those things which are less easily obtained. Object lessons being of the utmost importance to infants. One lesson should be given daily in every infantfichool. Children receive their first object lessons from nature in very early life, and the school should follow up the same line of instruction methodically, and develope the first principles taught by nature. The lecturer dwelt upon the great benefit which object lessons are to elder children to cultivate the faculties of perception, conception, and memory. The teacher should aim td ' coricentratiiig. the entire of scholars upon some one object as the best means of employing all the senses.

Object lessons were originated by Pestalozzi, and Wilderspin gave his first object lesson at Spitaltiekta, in England, July. 24th, 1820, the subject being— - ' His wife's cap upon the end of a pole." Mr and Miss Mayo further improved the system at the school of the " Home and Colonial School-Society," in London. The practice of giving object lessons did not become very ; popular for many years, and: it was severely condemned by MrMose'y, inspector'-of schools, in his report in 1850, owing to the bad mechanical manner in which he found it being practised in schools. Objects should be arranged systematically, and the lessons so follow each other in such successive methods as that each succeeding one should be a continuation of, or have reference to, the one preceding it. , They should be graduated to the various ages of the pupils, as younger children cannot generally comprehend fully what is, suitable to elder ones. At seven year's of age a child's brain is complete, and its faculties in full germ ; and, according to Gill, ''There is no physical or mental faculty in a child at thirteen years of ago, but that is in embryo in the same child at three years." Between the ages of three and thirteen, certain faculties predominated in auch a manner as to divide the period into two distinct divisions : —lst division from 3 years till 7 years of age, which may be called the Infant period ; and, 2nd, from 7 years til.l 13 years, the Juvenile 'period. The following subdivisions may be observed :—lnfant period into three parts, and Juvenile period into two parts. Infant (1), 3—4£ when a child observes and acts, notices colour and forms of objects. At this stage the lessons, should havu some definite end and aitn —the senses should be employed, and children should be trained to express meanings accurately in simple easy language. , (2) 4—6.—Language is greater, and the child has .more power of conception or plan, Instruction at this age should be chiefly by means of questions. (3) 6—7.—Greater discernment is noticeable, relation and analogy understood, and abstract ideas are acquired. Juvenile. —(1) .7—lo.—Greater power of acquisition. Between these ages children profit considerably by committing much to memory. "Learning, by heart" should be much practised. (2) iO—l3.—Great development o£ thought 5 inquisitrv-eness very general, and the why and wherefore of things sought. Notes of lessons are a guarantee of preparation of, and method in, study. In drawing up notes of a lesson every step, should be made plain, but they should not be used in school, or only sparingly, as the tourist in the use of his guide or chart. The subjects should be always very familiar, and may be chosen from any or everything at hand. A Cabinet of Objects may be obtained from " Home and Colonial School Society " for 355, or in series and parts. The " Six Mechanical Powers " may be obtained for £3 3s. In conclusion Mr Howard strongly recommended the formation of a School Museum by contributions from the children, free of expense; and also occasional excursions and rambles with pupils, collecting objects for use, and cementing the best mutual friendship between pupils and teachers.