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

Akaroa Mail and Banks Peninsula Advertiser, Volume 2, Issue 121, 14 September 1877, Page 2

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

Lecture VIII. — Subject.—Questioning : ; Its importance. Illustrations of its use by eminent teachers, and of its general application to School work. Examples of bad questioning. Hints and Rules. Oral and Written Examinations.

The necessity of frequent periodic examinations in schools was dwelt upon at considerable length. Pestalozzi omitted to examine or provide for any recapitulation in his scheme, a mistake that marred his success very considerably. Frequent examinations are, in the lecturer's opinion, as necessary as teaching, and, notwithstanding the temptation to neglect it, the practice is very good for both teachers and children. As all work must be continually tested to be correct and successful. The work should not be done at haphazard, but upon a definite plan, with a view of finding out the defects of individual children. The preparation of the papers, and the careful examination of the work and answers, involve considerable labour on the part of the teacher; but both written arid oral examinations should be used, though only with grown children, and pupil teachers, is the zoritten method a fair test. Mr Howard recommended the use of note books for preserving special instruction, problems, &c, of a miscellaneous character. Written examinations should be regular, systematic, and thorough, and all faults should be carefully corrected, the subjects having been studied by the teacher beforehand. The object of the examinations, and the end to tie attained, should be (Ist) —To find out tohatthe children know; and (2nd), Whether their hnowledge is thorough. The lecturer here gave several most amusing instances of had questioning and answering, together with foolish answers appended to a College examination paper, which completely convulsed the audience. Unreasonable questions should be avoided, and all questions should be so graduated as to afford scope for all present, the dullest as well as the brightest. In arithmetic, problems should be given as early as possible, and to pupil teachers, in Euclid give deductions, but do not question too much on details, and always keep to the point. Avoid the temptation of falling into particular grooves. Do not give too much work at one time on any paper, but follow as nearly as possible the method of the Government examination. Note carefully any weakness in any pupils, and register the results.

Oral Examination should form a necessary part of every lesson, both during the lesson and its close, using both class and individual questioning. Question briskly and attack all parts of the class, so that the dull children may be reached. Let every question have an end in view, and be adapted to the intelligence of the class. Express exactly what is meant in the question, but vary the style frequently. Let all questions be such as will demand thought and yet not be unreasonable. The teacher must bear in mind that the amount of knowledge acquired by children is limited, and must try to teach children to discriminate between what is useful and what is not, in what they learn. Do not ramble over different subjects in questioning, and if children only guessask catch questions. Avoid questioning and examining merely in words of book, and discourage replies in same .manner. Be very careful in elliptical questions, and encourage the dull. Note mistakes, use them, and follow up the worst to elicit correct replies. Allow children,.under cor rection and supervision, to ask each other questions.