Backward Children In N.Z. Schools A Problem

Press, Volume XCVI, Issue 28324, 9 July 1957, Page 20

Backward Children In N.Z. Schools A Problem

"The Press' Special Service

AUCKLAND. July 8.1 Backward children were becom-J ing an increasing problem at secondary schools, said Professor' R. Winterbourn, professor of education at Auckland University College, speaking in a panel discussion on the philosophy of education at a special meeting of the Auckland Education Board.

Some of the children entering secondary school had an intellectual age of only seven years, he said.

There were a few—though only a few—mentally defective children in every secondary school, he claimed. Professor Winterboum said the third forms were getting some children whose mental age was only seven or eight, a handful with an intellectual level of nine, and some equivalent to 18-year-olds in intelligence.

Many of the courses provided[ were '‘quite unrealistic” for the less intelligent children. They i could not cope with core sub-j jects in science and mathematics, i Some such pupils were pre-1 sented with Latin and French on] entering a secondary course. They were subjects beyond them. Be-: haviour problems arose among j | frustrated pupils. In New Zealand 50 per cent, of j children in all schools were [ “average”—neither bright nor' dull, he said. Twenty-five per cent.) were better than average, but only two or there children in a 100 were really brilliant. Of five-year-olds entering infant classes, tests had shown that their intellectual ages ranged between two and a half and eight. Social Promotion Today's methods of “social promotion” allowed children to move up a class year by year and keep in the same age groups, although separated into ability groups. allowed for streams of slow learners, average and quick learners. It needed a “super” teacher, however, to cope with the wide ’range of capacities of children in today's large classes. ‘The Primer !l teacher is the key teacher and can make or mar the child's whole school career,” said Professor Winterbourn. New Zealand should never give up the comprehensive type of ■secondary school, he said. English ' experience had pointed to the dangers in the “wretched break at the age of 11 plus.” which tried to sort out the sheep and goats and which upset family life in the process. . The American system seemed a I little too easy-going and “social promotion” there had been carried too far. \ “We in New Zealand can feel rather proud of our achievements in catering for varied abilities and

avoiding the ills of the British and American systems,” he said. “But we still have many problems—including perhaps the need for a more careful selection of teachers.”

It was nonsense to say that all delinquency could be sheeted to parents and the home, Professor Winterboum said. The school must share the blame if courses did not match a child’s needs and abilities. It was true, however, that the mental make-up of some children would make them delinquents, no matter how excellent their handling at home and at school.

“Children need a settled framework of control,” said Professor Winterboum. “They need to know where they stand and what they can do. Don't let them do whatever they like. Give them- guidance and do not leave them to work out all their own problems.”