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 181, 12 April 1878, Page 3

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 XVl.—Subject—Composition and Paraphrasing : How best to teach them ; specimens v. simple rules ~, suggestions to pupil teachers.

The ability to compose readily and accurately, Mr Howard observed at the outset, is by no means easy to acquire as it is more dependent upon brain power and taste than the rigid adherence to any fixed laws, and cannot be reduced to any rules of practice.. Good and bad styles of composition are relative rather than absolute, as different styles are required for different subjects, and some styles are more easily imitated tlißn others. What rules there are are negative rather than positive, and as it is possible for a person to be well acquainted with the laws of harmony and yet unable to produce a satisfactory musical composition, so a man may be perfect in the rules of grammar and yet not have the power to write a piece of good English. There are several common principles which should be observed in ( writing composition. First, clearness of thought, embracing a distinct knowledge of what it is intended to say. Second, orderly arrangement of thought, as every specimen of good composition suggests its own analysis. Third, keep the end steadily in view. The student should read the best authors, and study and j practice the art of composing. Also observe attentively the best speakers, and practice as well as study. Good composition should be marked by clearness and accuracy, force, and elegance. Sentences should be short and concise with proper choice of words, and be distinguished for copiousness, accuracy and propriety in the use of -words, with unity and clearness of thought. Muddled composition and badly arranged words mark a muddled mind. It is impossible to say what style should be cultivated. A style suited to one subject is unsuited to another. Students should read the best masters of English Literature and observe the use of words, such as Lamb. Thackeray, and Tennyson, as an antidote to tautology. Avoid pedantry and careless common places. Gray's poems, and Addison, aud Steel, in the Spectator, were recommended as good specimens for study. Conciseness should also be aimed at. There must be no superfluous words or the composition will lack strength. It has been said that thought is like a watch spring, moat powerful when most compressed. A good knowledge of etymology and English synonyms is very useful. Sentences

should be combined with grammatical accuracy, and correct placing of words, the adverbs and pronouns requiring special attention. Each sentence should contain only one thought, and the confusion caused by including several itleas in one sentence should be avoided. Parentheses are a sign of weakness, ai»i should be used only when really necessary. Mixed figures and needless words and phrases are very objectionable, and such words as "and," " but," " then," should he used sparingly. Teachers should conunenVe the teaching of composition early, and give plenty of class work and exercises upon the blackboard to be reproduced. Nelson's " English Composition Exercises" was highly recommended for use. Letter writing in schools is not sufficiently practiced. Teachers should supply outlines and topics, and commend any exercises of especial merit, also practice imitative exercises.

Pabaphrasing is the best means of securing good composition, and attention to the accurate meaning of words. It necessitates the close study of both words and passages. In this way beauties are discovered which often lie concealed. Paraphrasing is of two kinds, free and close. Close paraphrasing adheres to outer form as nearly as possible, while free paraphrasing simply embodies the complete sense in other words. To paraphrase correctly, first, study the passage carefully and often, and weigh well the words and clauses. Second, describe the passage in your own words, changing the words as much as possible. To change poetry into prose was recommended as a good exercise. Daring the course of the lecture several interesting specimens of paraphrasing were explained and illustrated.

The subject of the succeeding lecture was " Object Lessons."