TEACHING OF HISTORY.

Hokitika Guardian, 17 April 1923, Page 4

TEACHING OF HISTORY.

THU SPlKI'i Ri'.Mf.Nl) THU I'.V Ix.NT. ADDRESS BV I’ROFL-SO!: sj ll-: i.i I’.v. :L\t iclu,,i Times. I "History ami Kdtteaii.ni" t-.a- t';c "tthiect of an ex< optionally intev- ling address by I *i-i,fe-:oi S';; el lev at the Christehinvh hr m-li the No--. Zealand Historical A-so. hition last week. T her,' was a good attendance. Brofessor Shelley said that his remarks would be confined largely to j i-t it i-■ i-m of the value- v. 1,i,-1,. in ticpast, had been assigned to history in relation to education. In the generality of schools there v. as really little edueation/ 1 1 value in the tend,ing of history, -o fa, / his expel iene-'- had taught him. If lie were planning a complete educational xrlicme be would Jo'ebnhjy make hi-L/irv il-e v.-u-je eeiitie *•! Le sclu-me. The Mthjeei had led yet assumed the import.nice it merited. It lm,| hpeomo tla- duly of the schools to he edneators. and the cun ic,dam had been v.idein-d. though form "fly history was not included. The only tvav by tthich we could deiermiue our life value- was ell the t/a-is of lit ing. Bi'ofe--'u- Shelley attacked the attitude of some ri- ('iit thinkers in relation to education, in-tanking Grant Roberts, n. The-e thinkers emphasised points which could be better carried out in other parts of the curt ii-ultnn. The saying that history repeated itself was an untruth largely. History repeated itself in pai ticulnr. but not in general. Actual human emotions, which were the part ic,ilnrs, were things which repented t Item selves time after time throughout the ages; but the actual results in terms of institutions might he totally different in one age from what they tvere in another. There wa- no

reason wily tilings in the past should not recur, but the holding to the old saying might t.vrranisc over the student. The teaching of history, again, was defended on the sc re that it developed the sense of patriotism and citizenship. ‘‘The teaching of patriotism could he best done by not teaching it." -. id the professor. ‘'The teaching of patriotism i- a thing which requires very delicate treatment indeed. I am quite sure that the average

teacher is not capo'do of dealing with the job. It i- tco narrow, too little. It will come of itself, if history is pro-

pel l.v taught." People had set asale the le-s-.-ns of history. They should feel as Masefield felt when he wrote, "I feel proud to belong to the old proud pageant ot man." They should get enthusiasms; not dead, cold calculations—the history of man's adveuturings and the spirit of these ad veil firings. That would provide the valuable stimulus. There wore a "rotten lot of school text-books” in existence continued Professor Shelley, in inveighing against the practice of tabulating and sprinkling dates of various events through these books. Merely to

know that Columbus discovered America on such and such a date was absolutely useless, and if the ability of the pupil to appreciate history was based on considerations of memory of these dates, then he would say, cut the subject right out. The subject to be taught was the spirit that prompted the adventure. Acts of Parliament were as milestones. The mere study of them would give one little knowledge of the length of hard road between them. Tf they could stimulate in the mind of the child the special circumstances that prompted the passing of the acts then they would be using histoiv as an educative factor. IListorv should provide the best possible | stimulus to the instincts and emotions as they arose in the life oi the child. ; Thov were given to thing that someone i sat down and thought out the various acts of Parliament, instead ol being given ail insigfii into the emotions that inspired them. Children -haiild be shown how the pugnacious instinct lnd been gradually turned from one definite direction of mere iic.jiii-itiveiies.v, or something very little more than tin t, to intellectual pursuits and been developed to produce culture and civilisation. Going on to deal with the differing attitudes of children of various ages to tile subject the professor said that vastly important were the very early ima; *- ill tile terms of which a child f; and itself. A child, wlm. maylie. had identified herself with seme particular queen. or event, bed ore fi'O years of age v. old probably inquire h.siing effect throughout file bo-j cause of that identification. In the ago of -lability, history inlet preted ii.-elt in terms of m-iimi. The child would be able to find itself in its present environment and there ’•'■mdd be the mil m I citation of those desires to make wigwam* or scia'p out a bole.* in tin* bill tor a home. There came an age when tic child became an arrant conservative. ft.* would do nothing that the oihors would not do. It ini* then that lie emotions vhu h had to do v. iih the* banding on of traditions and culture could be routed ill the child s nature. The early adolescent period was badly spoiled for the most part. This ag * was mu* ol enthusiasms and dreams ii was the rumantie age. and those of these years did not want historical fets. Then came the critical, quo~tinning age. We had missed the history of tin* adolescents and he would suggest to the historians that someone should gee up a. lii-l'T.v dealing with adolescent life thro'ighmii the ages. Ii v-s the age when people fell in love .*. ilhoat tight ill*.' one another. History mi:*d b * leaked at through the creative point. **|„ . ii.-, m i mi.-- tie. imagination and i, !--i'ii! at ibe l ack of the movement- ; lei u- ;; a-id**r lie emotion- of history ami net merely the facts and events." be (cm-leded. There was too much oi i an idea ab'iut history that reduced one t..i ifie 11< siiion of a rabbit in a liulch. "j am a I raid laal most ol ovr so*ial t higl/er- eon- u|e: l hi. i tbe World would lie a 1 art ll’ul luae, if only people weald be lame, ii wa .cm the business of hi > :ry to tame pen! H *-t l\\ j v. a* a <|iuirry of m.'*b i ini for ihe * * i- ,|- i-t . Ii wa mere. It was the .....bo of ex*. .*■->!*.■* forms aed V. I no.-. It gave beauty and form to cur j vagm* v* irnings an*! day dreams. !l j !*:• * -ed the dignity of life ; the p-'-nti.d j o| our souls. ! \ ■ !a;j i di-cii.-sum followed. alter | v, !,|,-!i very hearty vote of thanks ; *,(, - |j;i—.*i! 1■ > I Tnfe-an* Sle’lley •