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

Akaroa Mail and Banks Peninsula Advertiser, Volume 2, Issue 125, 28 September 1877, Page 2

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

+ Lecture XL—Subject:—Moral Training: Its true principles.—The Teacher's aims. Necessity Of tact. Importance of character.—The secrets of influence, as exemplified in the lives of great teachers.—The teacher out of school. The lecturer commenced by stating that all teaching must have a certain degree of moral influence. Even in physical training—in the drill ground—moral training is carried on, personal habits are being inculcated, self-will is subdued, and children are taught to move with, think of, and care for others. Moral training holds a higher position than mental training, inasmuch as without careful moral teaching much mischievous work may be done, and education become a source of training which may develop crime. Intellectual and moral training must go together to make up true, effectual education. Morality means habits, manners ; and moral education is the training of the manners, habits, and dispositions of children so as to conduct them into right channels. Outward behaviour reflects inward feeling, and is the true exponent of the principles within —the internal work. A true gentleman is necessarily a true Christian, and vice versa. Intellectual ability shows what a man knows ; moral habits are what he does. Undoubtedly it is the parent's work to train the moral habits of his children, but teachers' cannot afford to neglect the work, as the buccess of school work depends upon the children's characters. The neglect of moral training in the past generation, will fully account for the neglect of parents in the present generation in the duty of moral training of their children. Bad parents too often reflect the school teachers of their childhood in their characters, habits, and dispositions. The art of education should be taught to the children as well as to pupil teachers and others. No ideal state should be looked for—perfection will never be obtained, and the work will never be done properly or thoroughly. The time spent in studying moral discipline will never be lost. We are too apt to be copyists rather than students in moral training, and to adopt systems in vogue in other schools rather than make our own. Education is the same in both mental and moral training, and nature's principles are the best guide in both. The passions are not bad in themselves, but only when wrongly directed. If turned into right channels and properly directed they may be conducive to good. Children should be taught to exercise their moral powers at the proper time upon principle and not merely when expedient, to hate wrong, and love right at all times becausi they ought to do so. Moral powers are governed by the " laws of exercise," strengthened by use, but become weak and helpless if neglected. In this matter the teacher has great responsibilities both to himself and others with whom he is connected. Mr Howard expressed in no uncertain language his firm conviction as to the necessity of sound Scriptural instruction to ensure successful moral training, and the intimate connection it has with religion. Sacred history must be taught injschools, as, if you shut out its influence, the lessons of morality will be little felt. Success depends upon the teacher's own character, and its influence upon the children under his care. In the. choice of teachers and pupil teachers, character is of far more importance than mental ability. Children are very imitative, and by the example of the teacher should be taught neatness, punctuality, truthfulness, earnestness, selfreliance, self-government, &c. A moral atmosphere called influence ever active surrounds the teacher. The principles of moral training are invariable, though effects may differ; growth may be slow but sure, the slower the more effectual. Rapid "development is frequently very transient and of rapid decay. Moral forc- | ing is very injurious, and steady influence of consistent moral character is far more beneficial. Use tact. Strive to do the right thing at the right time ; aim at mutual co-opera-tion between teachers and children, and teach children to govern themselves. Give lessons on moral truth illustrated by Bible examples and by anecdotes. Rewards and punishments must both be used and go hand in hand ; but always be ready to give praise where due than to scold or punish hastily. Nature's example should be followed. Her method is very regular and not accumulative, the same effect follows in every instance the same degree of. cause. Nature never threatens nor is spasmodic. Moral influence is more potent than corporal punishment. Call out the love of children, and cultivate more sympathy between children and teacher. Show sympathy at all times. Try to win hearts ; and let the same sympathy and feeling pervade school life as in home life between parents and children.