THE CHILD IN THE SCHOOL

Dominion, Volume 10, Issue 3193, 18 September 1917, Page 3

THE CHILD IN THE SCHOOL

LECTURE BY MB. CAUGHLEY.

At a meotiug iif the Wellington Women Teachers' Association, held in the Education Boai'd Buildings last evening, an address, entitled "The Child in the School," was given by Mr. Caughley. Miss Goad presided. In the counse of his address, Mr. Caughley referred to a faot that has been demonstrated very frequently, and that was the tendency of all institutions to becomo more or less machine-like, leaving out the individualism of the Doings for whose benefit they were primarily brought into existence. It was a truism that the schools ivere for the children, but in spite of the statement it had turned out in actual practice in many instances an exactly opposite case, as tho controlling influences frequently overlooked the child in carrying out tho system. Tho ideal to be aimed at should be--hew will everj individual factor affect tho child, the teacher, tho inspector, the education board, otc.? In illustrating his statement of tho tendency of organised endeavour to becomo machine-like and utterly impersonal in its effect -upon the individual as that work developed, Mr. Caughley referred to tho time when the mother of a family spun lior own wool and wove her own material. AVith the introduction of machinery the worlc was token from ; her liands into the factory, with the result that the welfare of tho individual human .factor was lost sight of, and the dominating one became in most cases tho paying of dividends. Thp j&rno fate bol'ell the production of food. Only recently had the realisation grown among educationists of their responsibility towards the child. It had been held previously that the curriculum was everything, and. the child was to lie subordinated to it. He or she was viewed from tho idult attitude, or from tho employer's point' of view, and the higher tho ohild climbed the more this applied. Mr. Caughley believed that teachers, speaking generally, should get more into sympathy with the child's point of view and needs. Much depended upon their attitude, and lie thought that if they examined themselves closely tliey would often find that lliey considered the success of their lessons to the children mere]y as this .success or non-success afteeted themselves and their own interests— their own advancement. What they ought to consider was: Hore are a number of children before us. How are they to develop? What are we to do to carry them forward- on proper lines ? The great point was not so much that tho teachers should be in accordance with tho text books as that they were giving the lesson in tho way which would be 01 the "reatest benefit to the 'children. When a teacher was annoyed because the children made what she considered careless mistakes', she should ask herself why she was annoyed, and she would find that, it was because the work was not done as she thought it ought to have been done, was not creditable to her. The point for li.er to get at really was what was in the child's mind; how far did its understanding go. ; A different attitude was needed to get the best results from the modern curriculum; a bettor ■ relationship cultivated botwecn the child and the teacher. Mr. Caughley thought that women teachers would be all tlie better in health, in spirits, and in freedom if they took a ■somewhat more active part in the matter of games for girls. Games we-to very necessary for the latter, and if the teachers realised this more they would be more anxious that they should be car: l-ied out. Discipline was generally regarded as being for the .convenience of teachers or for the orderliness' of the school instead of the chief consideration being the welfare of the children. Mr. Caughley illustrated what was the underlying purpose of some of the lessons given in the schools, an for instance that the only purpose, of drawing was to enable the child to express his ideas, not, as was generally conceived, for the chief purpose of training eye and mind. Bending, after a certain standard was readied" was similarly for the gathering of ideas. More differentiation ivas needed in regard to the teaching of children. If there" More only three in a standard of perhaps sixty children, who did not get n grip of the lesson taught, so far as they were' concerned tho teachers were a failure and the whole system was a failure. In spite of large classes a good deal of differentiation could be made, and in doing so much strain woillu be prevented the children, while at the same time giving better opportunities to brighter intelligences. _ Mr. Caughley spoke of tho great activities that existed in regard to education in America, and while ho did not advocate a wholesale adoption of American methods he was of the opinion that America was more alive in its watch upon child life and . child interests than any other country that he had come across.