EDUCATION OF IMBECILE CHILDREN.

Auckland Star, Volume XL, Issue 52, 2 March 1909, Page 6

EDUCATION OF IMBECILE CHILDREN.

GOV-ERN3IE2\ T T. SCHOOL AT., 'OTEKAiKE. SYSTEM OF training!; INTERVIEW WITH THE PRINCIPAL.

It will be remembered that largely | through the earnest and persistent advocacy of the late Mrs. McKenzie, of Auckland, the Government resolved to | establish a home for the care and training of imbecile and epileptic children. An area of 350 acres of land at Otekaike I has been purchased for the purpose, with a large mansion house, which is now being adap.ted to the purposes of the instijtution. Mr. George Benstead, the principal, is now in Auckland for the purpose of examining any suitable candidates for admission. Mr. Benstead has ' had considerable experience with this class of work, having been engaged in it ifor nearly twenty years as superinten- ' dent of institutions in England. Prior to leaving the Home Country last year Ihe held the appointment of superintenI dent of the Chorlton and Manchester Joint Asylum for Epileptics. Commencing his career as a teacher of a re--1 lieving college, he received an appointment from her late Majesty Queen Victoria as headmaster superintendent of her ■ private school at Windsor. While in college (Culham College, Oxford), he took special courses in psychology, physiology, and mental science.

Interviewed by a "Star" representative, air. Benstead gave an account of the work which is projected in New Zea land: —

"The Education Act," said Mr. Benstead, "makes the education of mentally feeble and epileptic children compulsory up to the age of sixteen years. Feebleminded children are generally delicate and slow of growth; their intelligence requires much cultivation before they can he put to a trade. "Fourteen years ot age is often found to be too early. With normal boys, it takes from four to six years to become at all proficient. Feebleminded girls, too, often cannot be taught to work so as to be of much use at domestic work, save by the steady application of a good many years after they have become strong. At first, they are far too simple and childish, and their system often too ill-developed to allow them to be put to any hard work. For these reasons it seems best that no strict rules should be made for the withdrawal of pupils from these training schools at fixed afies, as in the case of chilI dren of normal growth. Why, I believe the latest proposal of the London Education Authority is to make the compul- | sory age fifteen years for normal children for full-time attendance, and eighteen years for half-time."

'"Will one school suffice for all classes of children?"

"As time goe3 en, it will, I am sure, Ibe found that we snail have to run two ' kinds of institutions—educational and custodial. As a rule, children Verging on | the adult should not be too numerous in I the training schools. A few, however, are useful in doing the work they have I got accustomed to, and in watching and I encouraging the younger ones. In the girls' institutions we find a few of the I older girls are useful in looking after the younger girls, with whom they have a certain community of feeling. They I form, as it wYe, a desirable link between the.younger girls and the paid nurses and attendants. Whatever may be the cost of educating these weakI minded children, the cost of neglecting them is greater still. If they are not taught to work they must still be supported in idleness, misery, and mischief."

"Is the estate purchased well adapted for the workl"

i "The New Zealand Government and Education Department have made lip their minds to deal with the question of ! feeble-minded persons in no half-hearted •way. The site chosen is about 800 feet above sea-level. It has a splendid climate—a bracing atmosphere. Tha charming grounds and large mansion are ■being transformed into what is' to be known as the Special School for Boy 3, Otekaike. All sanitary arrangements and drainage are being overhauled, so that one of the essential requisites, viz., that of placing the children under the best possible hygienic condition, will be accomplished. We have already commenced work, and have nearly a dozen boys in residence. These have been drawn from every part of the Dominion, according to the priority of application."

"What mode of treatment is adopted?"

"Perhaps two-thirds of congenital feeble-minded children are of the scrofulous constitution; hence, the need of great care and thought as to their diet, clothing, etc. The boys we have are helping in grounds, garden and farm, and we have abundance of fresh vegetables, fruit, etc. We have our own cows, and make our own butter, and fatten our own mutton. The questidn of suitable clothing for the children has been carefully gone into, and care will be taken not to accentuate any peculiarities in the children by peculiar clothing, and no regularity or uniformity of style will be allowed which would make any child easily recognisable. With regard to our system of training, it goes without saying that normal development does not take place in the mentally feeble child. We have to approach the brain through the organs of sense and, as Sequin puts it, 'the organs of sensation are within our reach, and those of thought out of it. The former are the first we can set in action,' and later, 'the physiological education of the senses must precede the psychical educa- , tion of the mind.' The cultivation of the senses of touch, eight, taste, smell, and hearing we attempt first, and all kinds of suitable exercises are taken in this connection. This, with the training of the muscular system by suitable I exercises to ready response, pave the way to purely intellectual training. All instruction is presented in a concrete I form, and many of the kindergarten i games and exercises are used."

"Do you teach the dumb to speak?" "The teaching of speech is a difficult 'problem. Simple exercises, devised to create proper movements Of the tongue and jaws, and to correct any inability to properly control the lips and tongue, are taken. An analysis of the vocal sound is made, and the pupils are taught these in the order in which they can be most easily acquired."

"What form of physical exercise do you follow?"

"Drill and open-air exercises will be regularly taken, and will form, a first step towards educational work, as it calls forth the faculty of attention. We hope later on to obtain the authority for a gymnasium. For those children who cannot dress themselves properly, 'dressing lessons' will be given. "Is there to be any kind of industrial training?"

"Object lessons will he largely made use of in this connection-^—awing, colouring, painting, writing lessons, conversational lessons, Singing, paper folding,' clay modelling. wood!-c_rving, etc.,

will be treated as correlated subjects. I'lndustrial training -will form an in- . tegral portion of our training. Openj air- work- on farm and garden is* highljr I beneficial. Other occupations, such an woodwork, basket making, mat making, cam's weaving, etc., Will not be lost sight :of." I "And what about recreation?" "Suitable recreation is also essential. Children .of this type generally have little I idea of combination even for games. Organised games prevent loafing. We shall have weekly entertain*—ents 4 and lin this connection we shall have to prospect for assistance locally outside the institution occasionally. A gramophoneI would be very useful to us to amuse ■the children. Perhaps some kind friend will make a note of this. Also a magic I lantern, which could be used education- ' ally in school and on wet evenings." "What percentage of success do you lexpect from this system of treatment?"

"As to results, it is early to talk on this question. At present I will content I myself with saying that we hope to, at I least, . achieve as good results at Otekaike as can be shown at similar i institutions at Home, or in the training 1 schools in America. 15vervthihg which can be donj for the amelioration of the I afflicted children of New Zealand will h*> done, and I can only say that I commence my work here in this Dominion .with every confidence." •