The Pacific commercial advertiser. [volume] (Honolulu, Hawaiian Islands) 1885-1921, 1896-08-13
Another Interesting Talk On
Educating the Young.
Professor Scott's Talk on Greek Schol-
ars-Professor Dresslar Tells How
TO Train the Child TO Love History.
No Session was Held Last Night.

! Some wooden paper knives made by
pupils of the Kauai Industrial School
are on exhibition in the High School
office. They are made of different kinds
of wood neatly glued together and well
! polished Nothing of note occurred
during the morning session.
! Mr.. Dresslar, beginning yesterday
afternoon, emphasized again the neces-
! sity of having a definite purpose. The
! second thing is to know your material
What are you going to build your house
! of? Of course in the teachers work
the material is the child. Are children
all alike? Nay, not so. How are we
going to take these different children
and bring them to this purpose? The
first thing is to know your children.
Not names alone. Not looks alone. You
must learn to get into the child's posi-
ton, to see as it sees; to understand as
it understands to know what it knows.
The third thing is the means. We
have courses of study. These are chests
of tools-the means to the end. There
is nothing more. How shall | take this
tool, arithmetic, and use 1T toward the
end I seek? These ways of using the
tools are methods. But they make only
small part of method. In building
your house you must saw in the right
place. You might saw so as to spoil
your house. In the same way we may
teach arithmetic so as to injure char
acter. We must keep our end in view.
Method should be thought out clear
" before the days work. Before the
years work. You may have to change
your plan. Methodology demands that
you should see the end as clearly as
possible from the beginning. The very
fact that you have plan in mind for
your work will help you grow to it.
Again, do not let the little things
take the place of the important things.
That takes us right back to knowing
your tools. The trouble with our work
is, we are making the children grind,
instead of giving them exercise to make
mental mush. Don't tell them. II they
can't get it themselves wait till they
cam Every method you use, every de-
vice is right or wrong according as it
makes or does not make the child do
the work for himself. Present every
thing to the child so that he may get it
| from as many senses, as many sides as
possible.
! Method means plan backed up by
careful thought, work, reading in short,
| full preparation. Second: 1t means
knowing your material. Third: Means.
Don't stop with little devices. Today's
talk will be about apperception.
Dr. Dresslar took the methodolOgy
yesterday for the first time. You have
been talking of the formal steps. We
shall apply them to history. LIST, Prep
aration. What preparation? You must
know what you wish to do. What is
your purpose? I will give you one for
you to criticise tomorrow. The chief
purpose is to form moral notions in
children. History study is teaching
morals by example. If this be true, l
must plan to that end. Where shall we
| begin? AS soon as the child comes to
you. Begin with stories, in which there
is no evil. Then when they get to the
| history stage they will be ready. Now,
| for list: First fairy stories, e.g., Tom
Thumb. Jack the Giant-killer. Sec
ond: Robinson Crusoe. Don't tell him
it means so and so-let him think it
out It's self activity you want. Third:
10 Road from 7 1cT
Ago till Now, by Jane Andrews. Fourth:
Seven Little Sisters by the same author.
Fifth. Voyages of Capt. Cook say, or of
the Voyagers to America. Sixth: Some
| of SCOTS stories. Seventh: About some
great men-Franklin' Autobiography.
Huguenots for instance, or the Israel
ties Ninth: Some phase of American
history, say the life of Washington with
incidents OF the Revolution, etc. Now,
the child is prepared for history, and
Will delight in it. In answer to ques-
ton, if the children can't read it them
selves, tell or read it to them.
In the History of Education, Prof.
Scott contrasted education in Greece.
where it was OF a leisure class only,
with modern universal education. The
Roman system, that is the ancient Ro-
man system made men of courage, de-
cision, tenacity, and great patriotism,
but brutal and stolid. When Rome con-
quered Greece, Greek teachers came and
the ideal became an accomplished
speaker The earliest Latin writer on
education was Onintilian He gives