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

Akaroa Mail and Banks Peninsula Advertiser, Volume 2, Issue 118, 7 September 1877, Page 2

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

Lecture VII. — Subject.—lllustration : Its importance. Kinds of Illustration: Its potency in the hands of really skilful teachers. Reflexive value of Special Departments of Study. Hints on Models, Diagrams, Maps, &c.

Tli3 Lecturer was of opinion that Illustration, though usually treated of in most books upon education, was of far greater value to good and successful teaching than was usually accorded to it, and that in almost every department of teaching its necessity is recognised and power felt. Some minds are so constituted as to be unable to grasp the simplest truths without its aid, and must begin with common place facts. Without illustration all teaching is dry and wanting in interest; and the lecturer quoted examples of the great power wielded by Spurgeon, and other popular preachers, in their use of anecdotes of every day common place events. Children love variety, both in the person's teaching and the subjects of instruction. The great value and necessity of illustration is shewn by the use made of it in our Saviour's parables, as well as in many other Bible illustrations, the model teacher illustrated every subject of instruction. The use of illustration demands great knowledge, a fertile imagination, and ready application. The teacher should cultivate observation, read, study, and ever be on tho, look out for illustrations. A Teacher's Book of Anecdotes, Mr Howard thought, is greatly needed. He strongly recommended the practice of keeping a stock of anecdotes, alphabetically arranged, and that of registering illustrations when found, and their careful study for use as often as possible when giving instruction. Illustrations may be divided into three classes:—lst, Objective.— The best method in the use of illustration is Object Lessons ; but a preparatory study of- the lesson is very necessar}'. A good supply af objects most familiar should be always at hand. Where possible, chemical apparatus for experiments, a microscope, a telescope, models of mechanical appliances, and models of countries and places should be obtained. 2nd, Pictorial, illustrating natural and scriptural history, diagrams, maps, and photogiaphic views, especially of scenes in New Zealand. Sketches on paper and blackboard, dramatic illustration, &c, should he made use of freely. 3rd, Oral. —The teacher should cultivate the art of telling stories, read tales, &c., and practise word painting and graphicdescription.. The lecturer concluded a most interesting lecture, in which illustrations were freely used, by recommending certain works as specimens of style of text books most suitable for the teacher's studies, as well as German maps as being superior to English productions, copies of which were available for inspection upon the lecturer's table. We append a list of the most useful of the works recommended : — Historj\—Freeman's " Early History for Children." Geography.—Kingsley's " Madam How and Lady Why" Euclid.—Tyndall's " Lectures on Study of Physics." Natural Philosophy.—Wilson, of Rugby. Botany.—Dr. Hooker's and Miss liewman's Works. Mechanics.—Payne's. Physiology.—Mrs Buckton's " Health in the House,;'" Jane Massey's " Bitot' Bread."Political Economy. — Mrs Fawcett's Tales; "also, Taylor's "Words, and Places." Hughes' " Geography of British Empire." Freeman's Historial Geography." Green's "History of People of Engand." Sir Walter Scott's and others, Historical Novels.