OTAGO EDUCATIONAL INSTITUTE.

Evening Star, Issue 7875, 6 April 1889, Page 2

OTAGO EDUCATIONAL INSTITUTE.

The monthly meeting of the Dunedin branch of the Otago Educational Institute was held at the Normal School to-day. Mr Rennie (president) occupied the chair, and there was a good attendance of members.

Letters were received from Misses L. A. Fitzgerald and M. Sinclair intimating their acceptance of their appointment to tha position of representatives of the branch on the Exhibition Educational Committee. A letter was also received from Mr D. H. Hastings, secretary to the Exhibition, intimating that the nominations in question had been approved by the Commissioners.

The Chairman mentioned the subject of Mr Gardiner's letter of resignation as a member, anct asked if the meeting wished to take any action in the matter.

On the motion of Mr Fitzgerald it was resolved—" That the secretary be instructed to write to Mr Gardiner acknowledging the receipt of his resignation, and expressing their deep regret at the severance of his connection with the Institute and a hope that at least at their annual gatherings they will have the pleasure of his company." The secretary laid on the cable printed copies of the report of the last meeting of the Council of the Institute.

Mr Fitzgerald proceeeded to read a paper on the subject of the kindergarten system. In the course of the paper, which we shall publish in extenso next week, Mr Fitzgerald traced the origin of the kindergarten system, showing that it was not a thing of yesterday, but rather one of the results of the intense dissatisfaction with existing educational methods felt throughout Europe from Reformation times up till the early part of the present century. John Sturm was the first reformer of secondary education, and later on Frbbel's system became recognised as being specially adapted to the peculiar circumstances of the people. But Frobel was only one of many working in the same cause, the company of workers including Pastor Oberlin, in Alsace ; David Stowe, in Glasgow; and Pestalozzi, in Switzerland. Under the kindergarten system, to use Mr Fitzgerald's own words, "formal instruction is not given, but moral culture runs through the whole course. In the morning conversations father's accident, mother's cares, baby's surprising feats are remembered, and family affections stirred up and nourished. In their games and occupations self-denial, self-control, patience, gentleness, order, are encouraged : in their games and in their progress to and from school the older children are accustomed to care for the younger; kindness to the lower animals is practised in caring for thekindergartenpets—thecatand her kitten, the dog, the fish of the aquarium, the birds of the aviary, or, in the winter frosts and snows, those of the open air. Corporal punishment is unknown—moral suasion is most effective. Religious culture is accomplished withoet formal religious teaching. The loving God and Father is acknowledged and thanked in the morning prayer. His goodness is brought naturally before the children in connection with the weather, the seasons, food, health, and sickness, etc. His displeasure with wrong doing comes up in connection with their conduct. Stories, secular and sacred, parables, hymns, and songs are used freely for both moral and religious culture. Under these conditions, I think I am justified in moving the following resolution:— 'That in the opinion of this branch the principles and practice of kindergarten are true to Nature, and well adapted to the development of those for whom the system wss designed; that the spirit of kindergarten may well pervade all public school work; and that the recently-formed Kindergarten Association has our sympathy and good wishes in the philanthropic work on which it has entered.' "

Mr D. White said that he had expected a general discussion on the kindergarten system, and had therefore come prepared with notes on the subject; but Mr Fitzgerald's excellent paper had so completely covered the matters he had jotted down that he was practically left with very little to say. He would like to say, however, that he did not think Frobel's or Pestalozzi's system would be accurately understood without some knowledge of Rousseau's system also. Kindergarten had been well described as the charter of youthful liberty—a sort of renaissance or revival of the idea that if the world was to be improved they must begin the work with the young children. Rousseau's system laid down that it was not to be a religious system—children were not to hear the name of God till they were fifteen years of age; but Frobel and Pestalozzi both held that religion must be the first fundamental feature of their systems. The first principle underlying kindergarten was that they mußt begin with education, and the question arose: When should they begin systematised instruction ? He thought that the supporters of the system erred in beginning too early. He approved highly of the system itself, inasmuch as it tended to the cultivation of both the observational and the moral faculties ; still he thought that it did not sufficiently cultivate memory. The further question arose: How could they connect the system with their existing Stateschool system ? That was a question that required careful consideration. In the meantime, he would second Mr Fitzgerald's motion, if he would strike out the words "and practice," for he thought that they were not at one with the whole of the practice of kindergarten. Mr Fitzgerald accepted the suggestion of Mr White, and the motion was amended accordingly. Mr Chilton supported the motion, but remarked that he thought the education of children under the system began too early. Mr M. Cohen, who was present, and was called on by the chairman to address the meeting, said that Mr Fitzgerald's paper had covered most of the ground that he would have taken up; but if that gentleman would allow the paper to be printed in full he would promise to supplement it with facts and figures that he had gathered while reading up the subject—statistics that would convert many people who were now opponents of the system. After commenting on the rapid progress that kindergarten was making in Canada, the United States, and the Australian colonies, the speaker presented to the meeting the last report of the Hon. J. Inglis, Minister of Instruction for New South Wales, and a report by Mr Brodribb, Inspector-General of Schools for Victoria, and an educational expert who was specially appointed by the Victorian Government to inquire into and report on the working of the system in New South Wales. The latter report showed that children educated under the system were as far advanced in general knowledge as State school children averaging eighteen months older. He himself thought highly of the system, while it was noteworthy that its cost was less than that of any other system. Mr G. Reid said that he had for years past studied the working of the kindergarten system, and always considered it the system that should form the basis of our State organisation. Mr Patterson expressed himself as being highly in favor of the system. The Chairman thought that some fault could be found with the kindergarten timetable; still the spirit of the system was what he would like to see pervading their schools. He hoped that the French educational exhibits that would be sent over to the Dunedin Exhibition would include the kindergarten portion, for when he was at the Melbourne Exhibition they opened his eyes to the advantage of the system more than all that he had read.

The meeting closed with the passing of a hearty vote of thanks to Mr Fitzgerald for his valuable paper.