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 180, 9 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 Teaching and • Organization.

Lecture XV.—Subject—Grammar : Why so uninteresting and profitless ; defects of grammar books; hints on teaching the subject. Method of parsing. There is no subject, the lecturer thought, upon which more difference of opinion exists than grammar. It is not so attractive as Geography or history, nor has it so great a moral influence as those subjects, and may there fore be considered of less importance. It is more important to learn to dc> right than to speak correctly ; and to speak elegantly is of less importance

than the matter and thought which are expressed. Grammar has a special value as a mental dicipline. Based as it is upon an accurate perception of points of likeness and points of difference, it exercises a reflexive, influence of a most beneficial character, and requhes the closest attention of students. The same words in the English language are used frequently in many different ways and with various shades of meaning. English Grammar is by no means a very easy study, and it is in a very unsettled state, as authorities of equal weight are found" to hold very opposite opinions upon important points. Accuracy, and purity of diction are very advantageous and desirable, though not absolutely necessary. Children should be trained to compare, as they are happy only when their powers are active. Let children find out the " part of speech" for themselves and do their own work. For first exercise, let the children Bay what part of speech a word is and why. The teacher might explain that the words in the Englanguage, 30,000 in number, are classified as if in different regiments for different purposes. In order to interest the- children, nature's mothod—the' analytical— should be adopted first, then the synthetical. Al first teach broad, distinctions as Noun and Verb, naming and asserting words, and for some time restrict the; teaching to the five chief partis of speech!. Noun, Adjective, Pronoun, Verb, and Adverb. The technical names for the various classes should not be givenAtfntil the children have mastered their essential characters. Children must be constantly impressed with the fact that Grrammar deals only with words and not with objects. The definitions when given should be very accurate and committed to memory. When the terms and definitions have been mastered, and the true meanings of the words distinguished, their accidence may be considered, the partß of speech being taken as before. Avoid unnecessarily complicating the subject by overloading it with rules and definitions, but rather endeavour to simplify the subject as much as possible. Grammar should be taught throughout the school in one system by the same teacher, and should be , chiefly oral with plenty of exercises. Parsing, and composition should be used to test progress, and intelligence of the subject. Viva voce parsing is better than slatework, and the work should be done throughout the school upon a uniform plan. The following text books were specially recommended :—" Lewis' Grammar " (Stanford), "Morris' Grammar" (Macmillan), and the " School Mannal of English Grammar" (Murray). ...