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

Akaroa Mail and Banks Peninsula Advertiser, Volume 2, Issue 122, 18 September 1877, Page 2

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

Lecture IX.—Subject -. Nature's principles of .Education-applied-■to the Common School. Use and Abuse of Didactic Instruction. Rigl.it and wrong methods of teaching some common subjects. Relative importance of various studies viewed as means of mental training The teacher's own studies.

The principles of education enunciated in the previous lectures, as applied to infant schools, are essentially the same that should be practised in the more advanced classes io the common school, the difference being only one of degree; the conditions are the same, though the methods vary. In well taught schools the pupil at the age of sev<m yeais passes into the upper or higher classes, after having been well grounded in the system "practised in the infant schools. The child then feels impelled to follow up more earnestly nature's suggestions, aud to acquire increased information. . He feels especial desire to acquire the power of reading, so as to obtain the knowledge which is to be had from that source. At this age the desire to learn is very great, and the child's stock of already acquired knowledge must be supplemented by careful didactic instruction. As knowledge increases didactic 1 information will become less necessary. Children shoaM he taught to read carefully, thoughtfully, and slowly, that they may mental!}' digest what is read, and also that rapid reading may be effectually checked. Too many facts should not be taught at one time ; and in any one lesson very few ideas should be imparted, but these should be given regularly, little, and often._ Between the age of seven and ten children most easily commit to memory, and should at this period be given plenty of mental exercise ; retentiveness should be cultivated with discretion. The lecturer dwelt forcibly upon the injuriousness of mere mechanical teaching, and Urged the importance of adopting an intellectual "method of education. He deprecated the practice of burdening the memory with exact dates and useless facts in teaching histor}', and 'advised teachers to \nake the subject thoroughly popular from a past point of view, and to strive, as it were, to live over ngaiu the various times gone by. Supplement the usual lessons by oral teaching, regarding the, various dates and events as a picture gallery, and dwell especially upon the pictures of the great actors in the scenes—the DunSt'ans, Alfreds, Harolds, Beckets, De Montfort's, Wolsey's, £-c., . &c. Read carefully and study thoroughly the" history of the people rather than the kings, ■ the times', • changes, and cruises of events, rebellions, &c. Teach history first, dates afterwards. Mr Howard then dwelt upon the best methods of teaching other important subjects, so as to make them interesting to pupils and advantageous for mental training.' He recommended to give physical geography a more important position in school work. To make the map of the country very prominent, the situation of the towns, the courses of the risers, the lakes, trades,

&C, arid' shew the where, why, and the what, but not to be too particular as to exact heights of mountains and lengths of rivers. The three R.s should be carefully taught as of first importance, and geography and grammar next, in their bearing upon the duties of life. Euclid and algebra were recommended as very valuable, chiefly for mental training. Science should be taught in preference to classics, as being of more practical use to children. Every teacher should pursue at least. one study thoroughly and earnestly for his own mental improvement. The' subject must depend upon the teacher's own taste and circumstances, and in choice of books he should be guided by internal matter rather than by external appearance.