OTAGO EDUCATIONAL INSTITUTE.

Otago Witness, Issue 1650, 7 July 1883, Page 2 (Supplement)

OTAGO EDUCATIONAL INSTITUTE.

Morning Sederunt,

The above Institute continued its sittings on Wednesday 27th ult., Mr John Nicholson presiding. There was another large attendance.

Letters were read from the secretary of the Young Men's Christian Association, and also from the Athenseum Committees granting the teachers attending the Institute meetings free use of their rooms during their stay in Dunedin. A letter was read from Mr James Horsburgh stating that he had forwarded a few copies of the " A r ew Zealand Educational and Literary Monthly," in order that the members and their friends might have an opportunity of seeing the first number ; he also submitted kindergarten toys and books, with explanations, and various other samples for inspection. It was resolved to return the thanks of the Institute to the Committees of the Young Men's Christian Association and Athenseum, and to receive Mr Horsburgh's letter. Mr J. K. Menzies gave notice that he would move — "(1) That in the opinion of this Institute the time has arrived when several amendments should be made in the syllabus, as recommended recently by the inspectors of the Otago schools, and previously by the Educational Institute of Otago. (2) That the Committee of Management be requested to use whatever means it may consider advisable to bring the subject before the Minister of Education, or otherwise, for the purpose of giving effect as soon as possible to these amendments," The Secretary mentioned that he had omitted to state that Professor Shand would shortly deliver a course of lectures on behalf of the Committee of Management. He invited as many teachers as could to attend these lectures. LITERATURE AS A SCHOOL SUBJECT. Mr Wilson, M.A., of the High School, then read his paper on " Literature as a School Subject." After pointing out the difference in quality of such an inflectional language as Latin, and the uninflectional native English as instruments of literary training, Mr Wilson proceeded to show that there is a kind of literary knowledge which it is not desirable to foster in our schools and colleges. This knowledge, which he called the "broad and shallow" knowledge of literature, consists in a bowing acquaintance with every considerable author in our literature, from the venerable Bede down to Rosetti. Such a knowledge we should not encourage. " Whatever the area covered, our aim should be to sink as deep as our powers and opportunities allow us to ge. Literature, as a school subject, may be defined as the gradual preparation of the pupil's mind for the intelligent enjoyment of that rich heritage of literature which is fast becoming the possession of every man and woman who speak the English tongue I say enjoyment, and I ask you to mark the word, and particularly the middle syllable. Any knowledge of literature which is not a joy I hold of no account. It iseasy to make to know : it is not so easy to make to enjoy. You will therefore see that my proposition is not that the pupil should be made to know about the literature of his country — that he should be able, before the face of admiring acquaintances, to be on nodding terms with great men : all that I lay down as an object of literary training is to make it possible for every man to choose certain writers for his intimate friends, to hold intelligent intercourse with such chosen ones, to perceive in what they are admirable, to take a delight in their excellences, to be not unobservant of their faults. We must lay our account for varied leanings. What we h >ye to do is to give our best efforts to secure this result — that whatever be the literature to which our pupils have a leaving, they may be able to know and feel what is the best of its kind ; and we may rest assured that if we show them what is best they will prefer it." In speaking of the momentous importance of literature as a something wherewith to preoccupy the vacant minds, Mr Wilson went on to say: "This division of school work is of transcendent importance- first, in respect of the amount of misery a genuine love of literature may prevent, seeing that the mind open to the attractions of literature offers, notwithstanding notable exceptions, but little room for occupation by the deadly sins; and secondly, in respect of that which is not a mere negation of vacuity and of consequent misery, but a positive sum of profit, and of the most exalted pleasure, which may be greater or less in different individuals, according to their degrees of susceptibility, but which is always at any rate a plus quantity. Philanthropists may crusade until the day of doom against intemperance, and the various other sins that so easily beset us ; but until they find out some means of supplying the vacant miud with wholesome and attractive subjects of thought either about literature, or science, or the mechanical arts, or the fine arts, they cannot hope to work on any sure foundation. Ennui is the cause of a very large half of the evil in the world — certainly the cause of a great deal that is put down to the inherent wickedness of human nature. You may denounce sin with a voice like a trumpet, and you may convince the vicious of their vice, but until you provide their more or less active minds with some innocent occupation in which they can find delight, any tribute they may pay to virtue in the shape of vows and pledges will be but as the sounding of brass and the tinkling of cymbals. What I claim for literatui c is that, equally with science and art, it may assert such' a dominion over the individual as will render him insensible to the promptings of the baser nature ; and further, that much may be done in our schools to pave the way for that ascendency which we should wish literature to assert in after years. Only teach the mind to observe, and perceive, and reason, and it will soon feel uncomfortable unless it is thus occupied." After pointing out that the primary schools were as much concerned in the work of literary training as the secondary schools and universities, the lecturer went on to trace in detail the process and method of such training from the lower forms of the primary schools to the entrance of the

pupil to the university. Taking an instancelesson from the Fourth Royal Reader—" The Burial of Sir John Moore," he pointed out what possibilities of literary training lay in it even for young children— how they may be made to feel the difference between poetry and prose — to perceive that this is something more musical, more picturesque, more touching than an ordinary paragraph about a funeral, say from their Royal History. He then sketched the development of a young mind, showing how it slowly but surely acquired certain powers — the powers of abstraction, generalisation, and classification — and pointed, oub how literary studies — the study of words, of the adequacy of certain causes to produce certain effects, of the principles of grammar aud rhetoric — should be nicely adjusted to suit the growing powers. Mr Wilson concluded with the advice to young students not only to continue their literary studies under the professors of literature in the universities, but to go further still, "For any young student who wishes to have a firm grasp and worthy appreciation of our best authors, it is essential that he make an earnest study also of mental science — a science which will put into his hands the keys of chambers, which, without such help, would remain for ever locked." Mr Montgoiieby said he had very great pleasure in proposing a vote of thanks to Mr Wilson for his admirable paper. He had enjoyed it, as no doubt had all thoso who were present. In it the ideal had been brought before them, and that was everything that teachers could wish. All would be exceedingly glad if they could even attempt to carry out the programme as sketched by Mr Wilson. He himself felt that they had far too little time for the teaching of our native lansruage. -^ (Applause). It was utterly impossible for them, with the number of subjects which had to be taught in the time, to give anything like that attention to the English which its importance deserved. He was convincpd that if the school course, the syllabus, was drawn out in such a way as to give a thorough knowledge by it, infinitely better results would be produced than were being obtained from the multitude of subjects which were being taught.— (Applause.) If the course suggested were followed, there would be more men and women of intelligence than resulted from the present method.— (Applause.) He felt that if they took up English and were first to make the pupils to understand their native language, to be able to use it freely, te know the grammar thoroughly, the pupils would receive a better training than they are getting at the present day, and he would like exceedingly if more time could be devoted to the subject. He thought that those who framed the syllabus of their schools should take into consi leration this very important matter, and give far more time for the study of English, and demand far fewer subjects.— (Hear, hear.) A movement like that would be in the right direction, and would secure for our educators one of the greatest boons it was possible to be secured. Mr Duncan (Green Island) seconded the motion, and expressed his entire approval of the remarks made by the mover. There were points of importance. The two central points seemed to be "joy "and the "counteracting of vice." In order that the pursuit of literature could be carried on to a greater extent in our schools, there would necessarily have to be a rearrangement of the syllabus. There appeared to be perfect unanimity in Otago among the teachers in this respect, and he hoped that the committee in charge, or to be placed in charge, of this matter would feel what a grave responsibility lay upon them to do their very utmost, to give English literature its proper place as an educational subject, j and its proper place as being a great joy to the pupils and a mighty counteractive of the lowest tendencies in their nature. — (Loud applause.) Mr Maoan drew ( Waitahuna), as representing the country school teachers, likewise lifted up his voice in this matter They had felt very strongly ever since the syllabus had come into operation, and were of opinion that it was not effective. During a week nearly 90 lessons had to be taught, and this gave about 16^ minutes to each subject. This time was altogether too small to both teach and test. Mr Peattie (Waitaki) was sorry that the local Board was going against the principles laid down by Mr Wilson— having act down for tho scholarship something by the name of " General English." Mr W. Waddell expressed his extreme satisfaction with that which Mr Wilson had read. To carry on their work successfully they did not require so much to have Parliamentary interference as to have more individual liberty. Last evening they were' told by Professor Parker to teach that science with which they, as teachers, might be well ver«eJ, and to day they were advised to take up those branches of literature with which they were best acquainted. But they were altogether unable to profit by that advice, because they were not understood to have minds and intelligence of their own — (laughter), — but they must do in Rome as the Popes led them. If greater latitude were allowed to tho teachers in the choice of the subjects they were to teach — if their educational superiors could only be brought to believe that they (the teachers) were capable of honouring the profession to which they belonged, — it seemed to him that there was sufficient intelligence, sufficient ability, and sufficient common sense in the profession to look after its highest interests. The Chairman conveyed the thanks of the meeting to Mr Wilson, who thanked them in return. An adjournment was here made.

Afternoon Sederunt.

Upon resuming at 2.30, The Institute went into Committee to consider the following motion by Mr D. White :—: — "That, in the opinion of this Institute, the Committee of Management should memorialise the Senate of the New Zealand University in favour of a continuance of the privileges hitherto extended to teachers of proceeding to the B.A. examination." On the Institute resuming, the Committee reported that the motion had been seconded by Mr Macandrew, and that the following motions had been carried in addition to the above : — ■ " That the members of this Institute will use every endeavour to support the 'New Zealand Educational and Litarary Monthly ' ; " and also the motion by Mr Monzies regarding alterations in the present syllabus. On the motion of Mr Neil (of Blue Spur), seconded by Mr Peattie, the meeting carried a vote of sympathy with Dr Macdonald, and trusted that he would so an be in a position to resume his duties _ and his place on the executive of the Institute. A copy of the resolution was ordered to be forwarded to him.

Evening Sederunt. The Institute resumed at 8 p.m., Mr Nicholson presiding. UNIVERSAL CULTURE. Mr W. Darley, representative of the Oamaru branch, gave a paper on " Universal Culture." In dealing with the subject, Mr Darley pointed out that in order to imbue a child

with a desire to learn, learning must be made » pleasure, and the teachers ought not to be hard taskmasters. It was in the primary and notin the highest schools where culture would first, take root. Children ought not to be crammed, with a lot 'of rubbish like some of that with/ which they were now stocked. They should, have books placed in their hands in wind* they would show the keenest interest, andl gradually be brought to study the higher works of literature. He agreed with the paper given by Mr Wilson, and to attain universal culture English literature should be established in the-. schools, not as a subject, but as the school sub- - je On the motion of Mr Milne, a hearty vote ot f thanks was accorded the lecturer. LAItMKINISM. Mr B, Stout, who was introduced by tne--Chairman, said that though he had headed his paper " Larrikinism," his apeciol object was to . see what effect the present Education Act had on larrikinism. He divided larrikins into , two classes'— the mischievous and the criminal.. The first committed acts, one might suppose^ from the mere love of mischief ; but the secondJ was not only mischievous, but he seemed to* ignore the rights of person and property. Larrikinism under another name had existed _m the time of his school-days, and he believed that if many things committed by the school-boys m the Old Country were copied by the larrikins. " here they would soon find themselves in tnehands of the police. So far as he could judge, . the youths who passed as larrikins were those • ranging between the years of 12 and 24, antfithere was more mischief caused by theism, towns in the United Kingdom having not onefourth of the population of Dunedin than in Duoedin. The pernicious habit of smoking was one of the vices which the larrikin followed, and lads of from nine to ten years couldX be seen puffing away at cigarettes at every • corner of our streets; and the habit had increased threefold during the last few years.. It might, perhaps, do very little harm*to< adults : but no one could look upon tWewan and pale faces of the juvenile smokers without being aware of its 'injurious , effects Heavy smokers were studied very Sekndthe larrikin class wore a class who . chose to be wandering the streets rather th»» studying However, the adult smoker would hay? to put aside his pipe before he could, expect the juvenile to abandon smoking ; his dgarette. In speaking of criminal W--kinism Mr Stout referred to the- opinion held. School m being incorrigible were those who. had not passed Lough the whole of the st^ dardq If it were a fact that the children, inherited the physical and moral *£"•«£*£; show there had not been an increase in* bt^TthfE^iSSorS^aulre to be as various as their causes. He^ would now state what might be done m «nr schools to help in lessening larrikinism and' SScco smoking, of drunkenness someas d %sfss v; sasr s■. should? * ins opinion, be prominently brought . before the children-firsc, thrift ; secondly, th* evils of smoking and drinking ; ; thirdly, the beauties of literature ; fovirthly, the need £ special scientific study.; d fi^trfed Z should be attached to e very <° h "£ v Jt §£. matter of science, a bent might b< . Bven tott| pupil to observe nd classify, which woultt Up him in hundreds of ways in after Ma. But why he especially urged «» enoou»B£ merit of literature and BCienco »™«»J* * "££ the school-days are over «•? yo^,d^ TbS. able to find some enjoyment in "'^•■■i,™' &»uSesS.^;aSt|j&.^ be no more crime, and no tooW ™ d to _ people took time. Though our PoP^Jg^. increased, our larrikins were fewer. He didnoE attribute the decrease entirely to the j seoui system of education, but he tho u ß ht °\X ad safely say that the pwwent system had noip-u to bring about the good result. Mr A hearty vote of thanks was accoia^a S The meeting then adjourned until Thur*--day.

The Institute resumed on Lining > tiug ing, Mr J B.Park P^'Pf-.i instructive was opened by an infcvr-'stin£ <_ " . by xV Ir science lesson, with experiments, given uy Jas. Reid, of Milton. SOHOLAUSHIPa. . _ The meeting dißCti«w« t^ , 7w ( ' intori *° J tion* adopted by the Com. f te« <W^ )§ report on the s f "^^ l> seta cc o f scholarships- " That there should be two sets -a junior and a senun. W Thafc fch& be an equal number of eacnv^ Dunedin High Schools be excludea^^^ junior c ° n Y e S^hould attend the Dunedin, ?, e rr a,, f "ltSSn of the textbook *»- senior ones. Great objection was made to-