WEDNESDAY, JUNE 18, 1913. NEW METHODS OF TEACHING.

Hawera & Normanby Star, Volume LXV, Issue LXV, 18 June 1913, Page 4

WEDNESDAY, JUNE 18, 1913. NEW METHODS OF TEACHING.

The Hon. James. Allen visited the Old World' in two capacities—firstly, as Minister of Finance, and, secondly, as Minister of Education.- !What he did in'the first capacity has been so much talked •and written about that further comment just: at present would probably be, as tedious to the reader as a thrice told tale. But so far, little if anything Has been said concerning what Mr Allen has brought back nivn him .'as' Minister, of Education. True, lie himself has not said much on the subject; and what he has said has in some instances, we believe, been regarded with little if any sympathy.'-: While in the' Old World Mr Allen; seems to have been impressed with what he saw of the working of the Mbntessori system; but from what i we can: gather many colonists are averse to the- innovation. They think that the country's existing system of education is already too much a -thing of shreds and patches and manifold colors, like a circus clown's costume, and the idea of further variegation is repugnant ;to them. It is subtraction, not addition, that is needed,., in their opinion, and .su:rt:u"necl e/for'u midor a .sirnpiified writ an arnpliiif! syilrJjv^ or m?!;h:;U. Pth'soils -of this clpss ore tli.a^a.tis.(isd, out they think that in\m-o-:c:v.'l:\l, shaaM \ ha'KQ*-\rhi through *.:• rouucrilnn. ..in. ±lm pumhof of PMbjccts tf.x:.o;:it, \v]iicii they i afeisci "l, vvouiu. ijd boLLiir. io'i' the chiidieu •

and fairer y<to*/th&; teachers, IButi.thijs | point 01 view seems/tajnaiie little li uuy I allowance ,rpr the possipinty that, sojiiw I oi the present methods 'r&ay not unly be wrong, but s>o wrong Wat tney are grievous barriers to. success in school .work.: As a matter px.iacc, this in' Deling' recognised more aim, more by zue increasing consideration, given lip., tue kindergarten propess. Ixie. ordinary"' |iietnous oi teciciiing infants make aeinands on theu\ niiacis "to Yskicii r zixnr. minus are, as a r.me, nut eg.ual. and tins too, often leads.;p results wnicn nave a prejudicial eirect.throughout the later S boages or education. In so ;far as. this ■is so, it shows that a change in tne initial method is, needed-, in me interest of. •^tficiency through the whole course of school work. ,. Xhos.6 who have -stutiiect Uie subject? declare that this change is: ettected, at least partially, by the Kindergarten system, and as the lVLonte'ssori method, is an amplification of this/ it would seem that Mr Allen is, as lVun-. I ister of Education, well warrantee! in thinking tentatively of its introduction in New Zealand. The Montessori metnoa is_ already in operation in New South Wales, and so lar as it has been tried the results jiave; proved- satisfactory. Education' through play finds a, larg« place in botli the.kindergarten and Moiitessori methods.- An experienced teacher states' that '"a characteristic use of the play material ox che Montessori, method is to provide a (juick and easy path to the arts of reading^Writing, and arithmetic; and marching "and rhythmic work, exercising to music, are part of'the training under the MonteSsori method just as they are in the kin- \ dergarten.'' i'orhaps ii should lie .here stated that the lUontessori niethpd is named after. its ; ; originator, Dr Maria wiio'estaolisiied a school-for ■its application;in Koine; in 19U6,'and that educationists in, all. parts of the world have for some time been giving it their sympathetic consideration. It.°ias hot, however,, been adopted -in its entirety f in\A Te\\; Smith Wales. >Dr Moh•tesso.ri. discliiims appeals' to the jtriagui- ; aetipn,' and does not use, song,, rhyme, or 'Stacy, io 'aiiV great, extent in connectibh. .with her methods; but as the Ifew South • Wales educationists believe'that-imagin-. 'ation is .the faculty which rules the |world, they, use. sbngs,; rhymes,.; and Stories in their adaptation v ' The ordin;!ary k.indergarten system is theretpre i.still retained to a considerable extent, flvitli the ■ iVlontessori- -method adjusted p*> it. VV'hen Moiitesspri.handwork is on, [the children ,xsilt': on! large ; :nbre mata ■on-'the floor. TKey" themselves open tho idoors of a large press, where the Montessori materials are';placed, and one by Ibh'e, or two at a time, they take out the theY, wish to use. Boon all are fbusily employed-^-some;/\vith the frames '■for exercises in practical life, others fvvith the cylmders, broad stair, lowers, ige^metric insets, and • other material. Many of .the- children- are blindfolded wMlst carrying out the various exercises with the material, and .onjall sides "one hears the busy hum of'-ihterestfid talk between the little-ones. :Ai the conclusion of the lesson^tlie children vcome in >turn and replace the''material in the press, thus training theriito be and independent. Further, rM children are, foifthe greater part of t|ie;t|me,i allowed to choose what they wisß tp do. The free choice gives scope for the llevelopment of the dndivjdua-l. It helps.the cljildx-en *6 be Qriginal,,and to discover for tHem(selves. It also gives freedom arid pt>wer. Anyone entering the r<^m when the free period is in progress is; struck" by the busy aspect of the rooms Visitors are of no iconsequence. The li|tle ones thread their way through them| intent only on : 'getting the;tee6essary material^or their 'pieco- orH\-oI;k>-.Thechildlhayirig^: ch6senv \\^at he wante to'do;.woitks-witli\iil his mj.^ht. a^d puts forth his best effort.' Each child is able to progi-ess according : to..■\\ia.ability-,-:tho.•quic&^qhiid:-iSvji.Qt.:'iii:eld-oacjr.for the slow, nor is the backward purfil worried because Tie : is.ljelpiv class .level, as in.ordniarv class work".: Facts j.*fc^tliesc;jtistiFs Mr'Allen in ha^txlonfe so'fap^vith resp^t £o\±iieMontesspri method,: which .they/surely also give a good claim to, the .careful consideration of earnest educationists throughout {the Dominion.' °