Morning journal and courier., 1882-11-09
High School Course.

vening listened to @ fine address by Prof. Hall, of the chair of pedagogy at Harvard 1 College. subject ''How to train the attention 'f children" The seating capacity of the aall in every part seemed to be completely occupied, and few people were standing up near the door unable to detect vacant seat anywhere. Superintendent Dutton presided and Vice Principal Whitmore, of the High school, in ain interesting address of about ten minutes, introduced Prof. Hall, speak ing of the importance of the subject of the evening and the fact that the | Harvard and Michigan Universities have l each chair of pedagogy, with valuable i courses of lectures to the students in l pedagogy as science.
 Professor Hall in opening his address said it was agreed that wider and deeper inter est in educational matters abroad in this country at the present time than ever before. Science contributing to the new science of peda- gogy. Not only in this country, but in England and Germany this educational revival, this educational renaissance, has also made itself felt more than at any other pe- riod. One instance in illustration of this deeper interest vas the peculiar relations now in existence between school and State. Now the people believe in more pregnant and deeper sense than ever before that it is an imperative duty to send the child to school, equally so with paying taxes or to fight in time of war-Pro bono publico.
 Now, more than ever before is it felt that the life of republican institutions depends upon education, and upon the prop CT education of those who are to manage affairs Whether republican form of gov ernment is permanent is felt to be at the bot. tom of the educational problem.
 Then the question of the teaching of morals in the schools, which is knocking at the doors of so many communities, is broad ening and deepening educational issues more than any other thing
 The most important future question as to the profession of pedagogy in the college is tue question whether teaching is science. There are in Germany forty or fifty courses on pedagogy given in the different universi- ties Of course these lectures cover a vast field and vast body of nutriment, out of some of which the average of actual nutrition | is about two grains of wheat to the bushel of | chaff. It would take something like $9,ooo I or $1O 900 to purchase all the literature on ! pedagogy in Germany of production in late years.
 Is there any distinct body of truth in ped I agogy Ealone enough to constitute it sci- ence? The speaker held the affirmative | There is body of truth peculiar to pedagogy \ in itself alone. There is new and very \ central question, viz Precisely what are the ! methods and processes of teaching? What ! constitutes the human mind? What the | lines least resistant into the lllest mind I wish to urge that original research and scien- tific work has been productive of good re- suits in this field Already college professors \ are taking the lantern of Diogenes and look ing for men to fill these chairs.
 | I think the time will come when it will be ! conceded that no man who has material inter
 ests to serve or has hobby to ride of any kind, \ or who is representative of any distinctive
 sectarian or party ideas, has right to be &C., tive in the cause of education. Perfect i'm | partiality is required. "What are the facts?' is the vital question.
 The speaker now invited the attention of
 the audience to some of the practical and
 technical aspects of the case. The question,
 How to perfectly train -tfie attention, was ! recognized as one of special importance in
 works on physiology, phiIology, psycholo-
 gy. Inmental psychology moreover success in gaining the attention is recognized as one
 of the most hopeful forms of success. The
 theory in teaching is to gain the attention.
 This the speaker illustrated with special ref
 erence to the acher and the child. That
 teacher was good one who was able to com I mand the attention of the pupils. It's ac- \ conplishment is not easy and depends upon
 all the past history of the child. Any inter
 est the pupil has felt in anything in the past
 comes in as factor in the work. An inven
 tory of the interests 8 child brings into
 the school room would be very valuable.
 With such knowledge the teacher would ! know what keys to touch in the child's soul.
 The speaker now referred to school children in Boston who are taken, few at time, | into the dressing room and questioned and
 cross-questioned over a long lis of such l simple questions as this:
 \ ''Have you a cow?''
 Then the child is cross questioned. Flo, instance, he is asked, 'sRow big was the cow?" s'Did the COW have horns ?' etc.
 Some answers to the last were No, the COW has long ears." To the question "Does
 the COW give milk ?" some replied "Oh, no the OK gives milk" and the question ''Wha
 noise does the COW make ?'' was answered by children questioned
 ! 1s had never seen 8
 80 had never seen pig.
 3l had never seen a a whole, able to speak O | it's distinctive features
 | 29 had never seen 8 robin.
 The list ran on quite indefinitely This
 the speaker enforced, showed what all pri ! mary teachers experience. They were fire quently liable to come across surprising ant disastrous gaps in the child's knowledge The speaker added by way of explanation that it was a fact that almost all our prl maries are devised for the country rathe
 than the densely populated city. Agaln clt. \ NoI,; n thing that moves, and country chlldrel in every thing that is at rest, the latter get ting ideas of form. Few children wht enter primary schools and begin th
 study of geography yas have but tha little ,ae Sse
 What we learn is conditioned by what VI know. To him that hath shall be given , The knowledge of objects and things to th
 child is so many arms to draw in new sub I stance to the mind. What we learn is indu enced by what we already know The speak , CT illustrated by story. Four gentlemen
 strangers to each other, just before separating
 from journey together in a railway car il Europe desiring to know more of each other each made written answer to the question
 ''What is that which destroys it's own of ! spring?" The answers were such as to de
 termine correctly the professions of each No. being a physiologist, No. ? philolo
 gist No 3 publicist, No. naturalist. St . l with children's tastes and preferences On' | child in alludlng to an oaK, TOT lnstance, no ! tices the bark, he is the embryo tanner Another notices the wood he is the carpenter. And thirt the swaying branches, and he is the artist What we have in mind is conditioned b, ! what we take hold of. We must teach { child to grasp what is given him. We mus , cultivate his interest. school is defined a . quickener of interest where the buds of al :, we have in mind and heart grow. Th'
 speaker now illustrated from the methods O.
 teaching how to read past and present, refer , of the German methods, the sugar coated s method, doughnut method peculiar to a, individual case, and further enlightened ant . interested his hearers.
 2 There was fine singing previous to the Ice
 ture by Mr. F. w. Bush, and admirable piano . playing by MT. and Mrs. E. A. Parsons, al , of which afforded decided pleasure to th
 College Items.
 President Porter will be out of town for few days
 rr,a Drir oato