Notes on Education.

Dominion, Volume 1, Issue 15, 12 October 1907, Page 8

Notes on Education.

"EDUCATIONAL METHODS IN AMERICA." (By " Socrates.") Under tlio auspices of tho recent Jloseloy Commission of Enquiry into education systems' in America, a mimbor of English teachers availed themselves of tho opportunity offered thera t6 pay a visit c-f inspection to tho ■ United States'schools. Oh their return ono of them, a Norwich lady,, eontri-. buted to the "Eastern Daily Press" of May 8 ,1907 a long and interesting article, in which were set out tho salient points of differeneo between tho English and tho American school systems. Space, unfortunately, does not permit of anything but a brief summary of the article. Referring" to the 'equipment of Ambrican schools, she says:—"Tho most striking feature to the English teacher, upon entering, an American school, is tho great difference of equipment between the American and English schools. ,In the States tho impression gained is, that- all that money can do is done to provide suitablo material for thoroughly good school work. In fact, in many schools ■the .work seems to be carried outunder almost ideal conditions. The • buildings aro big, the class-rooms, large and airy,, and all tho schoolroom apparatus of the most up-to-date kind.f Teacher- and ; Pupil.—"The subject of school discipline brings' us to tho !second great point of difference between the .teacher and the taught seems very different from, what it is in many schools, hare. Of course, all up-to-date English educationalists aim at what is; tormec'l natural discipline, but 'tho Americans havo surpassed us ;iu the prevalent .attainment of that condition of affairs. Tho Amorican children regard tlioir, - -teachers as friends and equals, and treat them accordingly. They are easy, active, and free, yet at tho same time well ro-. .strained ; There is no disrespect, and at first'' it seemed somewhat difficult for an English mind to grasp the rcason of tho absence of any "advantagetaking" |by tho children. The secret ;is, I boliove, tho subtlo action of character upon character. , The delightful .atmosphere wo know for a fact is gained •by ' moral suasion, for tho. ■American teachers aro not empowered to;. gain control. by physical means. • Mind and - character are influenced by tho character Of;the teacher,' henco much depends upon tho personality of tho tcacher. In many cases our English schools havo excellent systems of government, but there may bo excellent 'government' which involves no training ;of will. In the, American schools 'it is discipline in ; its truest sonse." Enthusiasm for, Education.—"Another great featuro which is. almost on:tiroly lacking in England is tho cooperation and keen, interest shown by the parents in their children's scholastic career. This certainly urges tho children-to put forth their best efforts, for they realiso that - their parents understand what is expected of them, arid of what they aro capable." The Kindergarten:—"Tho kindergarten is a great feature - of tho American system of education. It is there -that .the child is prepared for the school proper; , No attempt is-mado. toteach him • the . threo • It's,.- but cvory effort isV.put! forth to bring about that 'hariiionious' development'' so"" "strongly ,urg'ed_'!by ,: Fro6bel. - Tho' education of ■ the - : little' ones' attending tho'.' kindor.'garteii consists entirely; of organised' 'play'-and story.'-tolling, play.'.being re--Warded .'as tho natural moans of developing the child!s mind and body. Tho aim -throughout is that' this play .shall develop gradually-into w-ork. In America that great gap which at present exists'.between' our infant schools ,and;.sohior departments js unknown, for kindergarten occupations in more advanced forms, such as woodwork, ; modelling,r '-otc.Vi aro ~carried , ion throughout the. school 'grades.- 'Tlio children's senses are trained and developed on systematic and intelligent lines, 'and'.'"their'- bodies aro treated rightly, e.g., they aro not' expected— like our littlo ones' in England—to sit in desks. That unceasing' bodily activity—one of tlio most striking characteristics of childhood—is not' ro-' ■pressed,; but rather encouraged to a largo'extent." •'

' • Drawing—The writer, however, is not so sure' about the drawing. "Drawing is a great- feature among the younger children. It is very free. Indeed, to many English minds it would seem too free. The Americans seem to regard drawing in. tho early years of a child's life more as thought expression .than as art. Much of the children's work, regarded as 'drawing' is grotesque, and is poor as compared with an English child's work of the'same ago, but regarded as thought expression, it is decidedly boyond tho capacity of the average English child." Size of Classes.—Small classes and individual teaching is 'the rule; "The blackboards around the walls of the kindergarten play a prominont part in tho day's work. Every opportunity is given the', child for this free thought expression; . The children 'are encouraged to talk in the' kindergarten in order to oncourage their vocalubaries Discipline'is vory lax and the children are encouraged to talk to their teacher, and oven to one another in clcar tones. . This is, 1 of course, an .'aid in child study, and is quite possible in' tho small Kindergarten classes in America.' Here again we English people aro foiled by tho sizo of our classes; 'such liberty is impossible while elapses aro so big. Our "babies" class often numbers 70 or more, while in America tho average number for wholo kindergarten is 28 (according to last year's Now.York report). Very often there arc two teachers to a class of this size. All tho American teachers wero.apiazcd when informed of the size of somo English classos. They endeavour to treat tho children as individually as possible, hence aim at having small classes." . Books and Reading.—"ln Buffalo is a splendid public library with a special .children's' ' department; This library and the public schools co-opcrato. Books are sent out in groups specially adapted for the child's ago in tho' different classes, and under tho care of tho teacher aro lent to tho children." Somo Comparisons.—Tho writer then sums up. Tho conditions aro . vastly bettor, but actual methods of teaching do not suffer by comparison. A public enthusiasm is what is wanted. 'Tho main ways in which America is in advanco of England may be stated as follows:— ' • 1. Good education is regarded as absolutely essential to tho welfare of tho nation by tho general public, and, as a consequence of this, money is liberally devoted to its cause —henco the thorough school equipment boforomeritioned. 2. Tho instruction given in tho public school of America is recognised as tho basis of all education, henco the Statos thoroughly grado aiid co-or-dinate their educational sj;stom from, the-Kindergarten to tho University. In this way thoy aro much in advanco of England. 3. All the public schools (both elementary and secondary) aro free, and children of all' classes attend them honco tho people who. pay tho education rato participate in its benefits. This should bo tho caso in England, instead of which our ratepayers usually send their children to other than Government schools. Tho intermingling of classes is good, and results in mutual improvomont. 4. All teachers are fully qualified beforo they are pormitted a position in a public school. Yet in spite of theso points in favour of American education England is not behind as far as actual methods aro concorned, for tho methods ob-

served, are much the same as in u])-to-dato English schools. England's chief needs aro more public interest and support, aiid that which would bo an outcomo of this —money. If tho people who paid the rato used tho public schools, tho English system .would necessarily have to becoino a co-or-dinated one, just as in America, and then if all took advantago of the public schools they could be better equipped than at present. It is in this way we say tho Americans spend more money over education than wo do, but really English people speiid far more than they need, for thoy hayo to support tho Government schools, and then .again pay big school hills for the education of their own children. If this money were devoted to public education, schools could bo better equipped, and tho feeling of investing one's money for a good return, which exists in America with regard to children, would prevail hero."