Education and crime

Press, Volume CXV, Issue 33963, 2 October 1975, Page 14

Education and crime

Sir, — As a teacher of non-reading adults, I read J. W. Taylor’s letter, and the ensuing correspondence, with interest. I agree with “Another Interested Parent” that illiteracy is a cause, not a symptom of delinquency. Only the parents and teachers. of these under-rated, frustrated people can understand the pressures and humiliations our sophisticated society inflicts on anyone unable to read and write. Each year there are some students in my class who have suffered from nervous breakdowns. Organisations such as S.P.E.L.D. offer professional aid now; but a sympathetic, helpful attitude from the public, towards these people would greatly alleviate their problems and miseries. Such help would include reading of notices at work, traffic notices, public notices; and reading and filling in forms for them. The derision so many have been subjected to can lead only to loss of self respect, and possibly, finally, delinquency. — Yours, etc., E. MARTIN. September 29, 1975. Sir, — “Non-reader,” is a convenient label. We are not surprised when the bearer of such a label collects anoth inmate, drop-out, delinquent, etc., indeed we almost expect it. But like many jargontype labels we cease to look at the meaning behind it. We forget that “nonreader” means that in this age of universal education we still have illiterates. Whether or not a child has a deprived background, specific learning difficulties, uninterested parents, or antisocial tendencies, matters little. The child goes to school to learn, the teacher to teach. This does not happen if .even one child leaves a classroom unable to read. That there are other factors involved is agreed, but is the teaching profession quite sure they have tried every known method, spent all the available time (not necessarily 9 to 3), persevered enough, to ensure that everyone learns what they go to school for. To read. — Yours, etc., KATE FRASER. September 30, 1975. Sir, — The intelligent child who is failing in school, constantly disciplined by his teachers and parents, rejected and often ridiculed by his peers, may be typical of the child with specific learning difficulties. If diagnosed early, not only will this child have a greater chance of successful remedial teaching but also that of a future useful and happy life. We are fortunate to have a group of very experienced people in Christchurch, known as S.P.E.L.D., who are willing to listen, make a diagnosis and offer reliable remedial help. It is a non-profit organisation, that has spread through New Zealand. It is pleasing to note that the Director General of Education (Mr W. L. Renwick) in opening the sixth New Zealand Reading Conference in Hamilton, stated that children with specific learning difficulties needed very special attention. —Yours, etc., DR M. A MATSAS. President, S.P.E.L.D. Canterbury. September 30, 1975. [This correspondence is now closed.—Editor.] —