RESUME OF LECTURES ON EDUCATION. DELIVERED BY C. C. HOWARD, ESQ, F.R.G.S., AT THE NORMAL SCHOOL, CHRISTCHURCH.

Akaroa Mail and Banks Peninsula Advertiser, Volume 2, Issue 179, 5 April 1878, Page 2

RESUME OF LECTURES ON EDUCATION. DELIVERED BY C. C. HOWARD, ESQ, F.R.G.S., AT THE NORMAL SCHOOL, CHRISTCHURCH.

Second Course—Methods-of Teachihq

and . Organization.

Lecture XlV.—Subject—History : t ]}efec- . tive methods of teaching j suggestions for more systematical hietoricaT training ; how to make the subject profitable and interesting ; hints to pupil teachers on books and methods of study. The lecturer commenced by remarking that historical teaching ie essential to education. Children should ,h-C taught the history of their country in order to instil intd their minds thosehigh principles of true patriotism on which the future welfare of the country depended, and that -they may 'understand" the - Value of the privileges they enjoy and the freedom which has been -won .for them. If properly taught it is capable of being.made one of the most popular of school studies, as well as a valuable mental discipline. The study of philology gives important information connected with the historical associatibhs of places, as contained in the name's giver, to them. The geography of countries, «s of New Zealand, for example, affords valuable help tQ a .ablution of many problems , in . history. Countries make the people, and the peculiarities of every country influence its respective 'population. English History .eh-ar itself to scientific research, and ij» chief events in the past have' left'indelibleY-fcarks' and influence upon succeeding-years, fffistory should not be studied merely as a record of disconnected facts, or. a list of kinjjs, Jiouses, and dates, put as a study in which e-fects could, be referred to causes,, and the inevitable results' of various circumstances be traced with' * almost scientific precision. •Mucir 1 detail should not be attempted, but rather a greater effort should be made to grasp principles and understand policies. Men are to a great extent creatures of circumstances, and the policy of this or that' person in any. particular period, was probably that vrhich I we ourselves if, phvces jn y similar circum- ! stances would.have adopted ; as the best. Many instances of this were adduced by the lecturer, who. referred to several leading events which- Illustrate the fact that generally an event or action was the-best when all connected with it are considered. ' Teachers o_ hi_tory must endeavour. to avoid narrowness; oij'yiew, but should weigh well all evidence .both pro and con before arriving at any dogmatic decision. Too often matters of prime importance were placed in the hack ground, while insignificant events obtained prominence. AU events should be considered from every point ,<_; r on all sides and. bearing. Historians .have all a peculiar bias in their wi_t_-|pv as plight be seen by comparing jOollieij- wthi Lingard, and Hume or Lingard« with Froude on the reign of- Hertry ; Yill. Avoid distorted views of English History, names, dates, and houses, are useful only so far as they enable as to, grasp methodically important events. The foots of the present lie deep in 'the7 £ jpasii7Hil*twy should be taught-early as a series of pictures. " ■ leise f bp'porfunities of telling tales', anecdotes, &c,',_i illustration, and describe graphjqally; tha triumphs of

peace and of war. Describe upon the black-board the' salient points, and let important dates be committed to memory. Miss Ypnge's " Cameos of English History." wereTiighly recommended for illustration, al so Mrs Markham's history and MissThompson'a history, both of which had been highly spoken of by Mr Freeman, one of the greatest of modern authorities. The following books were also recommended by Mr Howard:—"Green's History of England," " New School History of England," "Daniel's Outline of History," " Last of the Barons," for the Plantagenet period, and Scott's " Kenilworth," for the Elizabethan era.