HANDS AND BRAIN.

Auckland Star, Volume LX, Issue 12, 15 January 1929, Page 5

HANDS AND BRAIN.

TEACHING RETARDATES.

PRACTICAL ENGLISH METHODS

MR. VALENTINES INVESTIGATIONS

Splendid results are being obtained in Groat Britain in the education of retardate and mentally defective children, according to Mr. J. A. Valentino, exchief inspector of schools in Taranaki. With his wife, Mr. Valentine returned on the Marama to-day, after an extended tour abroad.

"My interest in education is still keen, and though I have retired from the service of the Education Department, I cannot let my enthusiasm for the work flag," said Mr. Vatentine. in an inter-

view. "As a consequence, during mv visit to Great Britain I took the opportunity of investigating educational methods, and submitted a number of reports to the Director of Education in New Zealand. They were short reports, but should prove helpful."

Infant room methods and work among mentally defective children,- were the phases of primary school life which claimed most of Mr. Valentine's attention. In England the mentally defective child is taught to exercise and develop intelligence mainly by means of handwork, such as leather work and cookery. Buying Food and Cooking It. In Birmingham, Mr. Valentine saw a class of backward girls preparing a lunch for children of the school who did not go home for the mid-day meal. The girls went shopping, selected the fish and other foodstuffs for the meal and then returned to school, where they prepared and cooked the lunch. It was all done under expert supervision, and the result was most pleasing. The lunch was excellent in every respect. "Many of these girls were backward and undeveloped when admitted to the institution," said Mr. Valentine, "and had they not been given special attention they would almost certainly have been idle and adrift in later life. Courses in domestic science gave them the chance to become useful members of the community. TJnder guidance they will have a good chance in life.

"The children taught in these special schools for retardates are selected by medical officers of both sexes. These officers have been specially trained, and by means of intelligence tests they ascertain the mentality of children in the ordinary schools. Mentally defective children are drafted off to these special institutions, which are found in all the main centres. They are compelled to remain at such schools until 14 years of age, and sometimes till lfi. according to their respective rates of progress." Central Schools.

Much attention is paid to infant work, said Mr. Valentine, many teachers specialising in this direction/ The whole aim of English primary school teachers was to prepare children for the scholarship examination, which they were expected to pass at eleven years of age. At that age the bright pupils were transferred, the best of them going to a secondary school, and the average to the central school. The central schools seemed to meet conditions best, but could not be applied directly in' NewZealand, owing to the scattered nature of many of our schools. These central schools were not like our junior high schools, although the functions served were somewhat similar.

"I could talk for hours about education," said Mr. Valentine, "but in a short interview can give only a sketchy outline of what is being done. I don't think -New Zealand need be ashamed of the methods employed in her schools, although, of course, there is always room for improvement. There is still'one binproblem which they have not solved iS the Old Country. While there is scope for the brilliant child, to whom the secondary and central schools are open there is not much of a future for the others. I said to an expert: 'I would like to know what you do with your hewers of wood and drawers of water' and his reply was that this question was one presenting many difficulties. 'Up till now,' admitted the expert, 'it is a problem which we Wave not solved. , " Mr. Valentine will g O South after spending a little time with his son, who lives a few miles from Auckland.