GIRTON COLLEGE.

Otago Witness, Issue 2286, 23 December 1897, Page 44

GIRTON COLLEGE.

The breakieg-up ceremony ia connection with Girton College took place on tbe 6tb^ morning. The school hall was inconveniently crowded, but notwithstanding any disadvantages arising from this ail present manifested a keen interest in the proceedings. A very interesting, though somewhat kngthy, pcogramme was gone through, and the manner in which the pupils acquitted themselves afforded proof of the successful tnethedg which Miss Freeman (the principal) has introduced into her school. The elocutionary displays were especially attractive, tha movem«nta and delivery of those who contributed pieces being mxrked by naturalness and free* dam from reatraiafe. Miss 8.. Faterson recited

The Rst. W. Cobzon-Sigsbrs, on beiog called upon, addressed some remarks to those present. He dwelt upon the methods whicfi. characterised the school — methods which aimed at inparting education and not instruction f those attending ifc. There wai 1 a great difference between education and instruction. The latter tended to make one brimming with is>cti — a walking encyclopedia. Education, on the other hat:d, aimed at the development and culture of the mind as a whole. A Garni an authority once said that the English were the - best educated people in the> world, bub not the best informed. That he considered was a high meed of praiie to bectow on the Bnglish race. He would much rather fee a nation, better educated than informed.. A man ' w«# act properly equipped -for the world unices, he haii ii trSiciing'Tn ewry possible sphere: He was deeply interested in fcho dntmg«i*ned methodical principles for the imparting ot education for which Miss Freeman's school' was contpicooutf. They wera principles which aimed ab turning oat, no!, instructed animals, but educated girls& Xhe-edncational facilitiiasw; distinct fr«ra : those of mere instruction had struck hi-a *?'£& peculiar force. Nob only should those present do their utmost; to support the school^ bat should endeavour to gefc others to also support ifc. Personally he had been endeavouring, and had nearly succeeded, in getting a lady to teud her daughter to the school, and be intended to keep at- her till he did succeed. —^Laughter.) The reaolb of the methods adopted in. tbe school were made manifest by the way iv which the programme had bstn gone through thafc d»y, those who hud recited especially attracting hia attention by the absolnta naturalness and unaffected manner in which they had delivered their lines. He trusted that tho studeati would thoroughly enjoy their period of vacation. — (Applause.) The Rev. R. R. H. Sutherland al«o gava » practical address. Before the proceedings terminated Slus Freeman alse addressed tbose present 1 . Speaking of primary and secondary school* she said the teachers of the primary schools were men. and women who were trained to be teachers, nnd her sym* pathiea were wholly with them. Whr, however, tkouglifc thafc the burdensome ta«k of having to get the children np to pass form in so many subjects waa very bad: In the gec:uda«y schcol specialisation began; too soon, and tbe effects on the children of having different teacher* for different subjects was bad. Each teacher was only oareful of bho progress of tbe pupil in' the branch of instruct tion he was giving, and did not' care whafi grounding' was being given ia other eubjectai The main educational influence was the character of the teacher, and this influence was loefc on a pupil when he had a different teacher for each subject. Whilst not disparaging university education, she maintained thafc high educational standing never had and never would make a teacher. She would always, prefer a teacher from a prirewry school to one of the highest university degree.