THE PRIMARY SCHOOL.

Auckland Star, Volume L, Issue 202, 26 August 1919, Page 10

THE PRIMARY SCHOOL.

AXB ITS TEACHING METHOD. MAKING MEN AND YVOMEX. HOW THE CHILDREN WORK. Our educational system, like the weather, is a perennial topic of conversation. It may safely be condemned, whatever its condition, and there is plenty of scope for originality "1 expression. It would be unkind to suggest llial disposition to criticise is due i<. any waut of knowlelge of the true state of affairs, but it will be admitted that few adults of the present g-encnition i know e\a.-tiy what goes on inside the in,«.lorn primary school, although when i, pf >)*■:)]< of ,i»r "educational system.' t:ii- rather in>uiidersn>od institution is the r--.il lar<ret. Kroh material for this never-endins discussion provided by t'.e Hon. J. A. lianan'a announcement that a remodelled schedule for primary -.iiools is to be adopted. Inquiries made this morning indicate that the charn-e contemplated is not a very drastic one. The chifi point seems to b> l the abolition • >f tie metric system, and the substitution of a little book-keeping. For the re-;, a number of subjects, hitherto I iniisht in certain classes have been ] -liiftPii to other classes, while the course j in English has been improved, and j greater attention paid to home science, j iir~: aid. hygiene, history and civics. ; A SAMPLE SCHOOL. For die purpose of discovering the nature of the actual methods of instruc- i lion u«ed in the public schools, a vi-it I '«- paid to the Kenmeni School tins ; murninff. This is a setter class of | school, as far a- the building and sur- I rounding? are concerned, than most of | those in the city. It has four acres of j playground, and the staff has a covetous | eve on another three quarters ot an n.-re ndjaeent. I "he nearness of Mount i Hohron. and the extensive hockey I proun-ls. together with the beauty of the j suburb in which the building is placed, i offer an exceptional foundation for tiie j M-hnol work. The building is one of the Board's stock models of a modern sort. Th.- preparatory classes for little tots • f from :ive to eight years, are housed ; n a *eparate building. Teachers in th ; s-«-lH~s have to be specialists. They are confronted with a wonderfully complex problem requiring the utmost licence as to method of teaching and a great sympathy and understanding of childish thinking processes. TilE VERY LITTLE ONES. W:ien the visitor entered one of the I primer rooms, the claie was very busy! finding out the exact possibilities of the number seventeen with the help of a number of small coloured sticks, which they were arranging- in groups representing the fat-tors of that number. As each group of numbers was completed, tho teacher a.~ked. "Can anyone tell mo a I little story about that number?" The re! spon>e wou'ti be a flutter of hands, and then one small voice would again begin,! ""As I went out into the garden this! morning. I saw two pansies and two| ror.es. . . ." Then there would bej more demonstration on the blackboards.! These by the way should be called green-' boards now, because they have all been I changed from black to green out of consideration for t-he child's eyesight. Thej teacher explained that in the primer c-la—es, subjects were grouped under oral, written, an.l graphic expression. In thej first group, tiiere was speech-trainingi through the medium of simple stories, of co:iver-.it.'"ns upon the ehi'd'e own oa-er-' nation of animals, plants, etc.. and; on the child's own experiences of life at! home, or at school. Fairy crones, heroic j achievement, and the like are told to th'pj litt'.e ones. At t'hie stage, a spec.a.l! effort is directed toward obtaining- purity j of speech, and the correct use of the; vocal organs. Other methods of oral , ; expression are reading, recitation, and I In written expression the subjects are I writing, spelling, and composition. In 1 writing tiie child uses chalk or wail- I hoards or paper. The graphic expression | consists, of drawing and handwork. The I drawing is done on a large scale with I coloured crayons. The handwork in- | eludes modelling in plasticine, sticklay- j ing, paper work, and any suitable form of kindergarten work. Arithmetic to the extent of knowing the composition of numbers up to twenty is also taught at this stage. Physical exercises are confined for the most part to simple breathing exercises, marching, and games that make some demand on the eiiilds alertness and intelligence. IN THE SCHOOL FROPER. In Standard 1. when the child passes into the school proper, much of the work already mentioned is continued. Speechtraining, reading, recitation and singing are continued as the principal methods of oral expression. The singing is done at intervals during the day, and well-Xature-study (to be -Ailed nature observation under the new syllabus) is now an additional subject requiring the children to make a more definite study of birds, animals, insects and plants, together with discussion of phenomena as rain, wind, clouds, the changes in the seasons, etc. In standard 2 the gen oral scheme is still preserved, each sub jeet In'ing a little more advanced, and geography is a-dded as an extension of nature study. In addition to suitable p&mes and exercises, the children are now taught regular games, as cricket and rounders. Standard 3 marks further progress in all these subjects with more particular attention to composition and arithmetic, while history makes its first appearance, the period set for this class being the history of England up to the Norman conquest. Some attention is given to the history of New Zealand, and lessons, on civics are included. Moral instruction and lessons in hygiene and health of a more definite nature are now a part of the child's work. In the lifth standard the child completes his formal training in writing, and the other subjects mentioned are continued in a more comprehensive manner. THE FECAL STAGE. The tenior division of the echool begins with standard five. Under hand work is now included instruction in -woodwork for boys, and cookery, laundry -work, or dr«?smaking for girls. Elementary science is an additional subject. Civics now include forme of government and the functions of Parliiutieut. together with a knowledge of tho re-huio-.i of the colonies to Great Britain, and the processes of the lawcourts. Mora] instruction embraces instruction in good manners, self-c-on-Irol, truthfulness, and generosity, and a practical exercise of these qualities is t-nvouraged in the playground and the claefr-rocna. Hygiene and health instruction ifi elaborated to include a Knowledge of rh<> general structure of the body and its function*; importance oi e-teresse, cie.-ir.lU.esi, and ventilation

In standard six the pupil reaches tho final clasf-room, and all the subjects that he hae encountered in the lower classes are roiinded off. At the Remuera School, and at many others in the city, the day's work bejfiiH with the saluting of the'fiafj. and when the children enter their classrooms a verse of the Xatiunal Anthem is sung.