Conference of Home Science Graduates and Students

Manawatu Times, Volume 59, Issue 214, 7 September 1934, Page 2

Conference of Home Science Graduates and Students

[ A conference of liomo science stujdents and graduates is being held in [Dunedin, and the Otago Daily Times !gives some interesting excerpts from the addresses given. Dr. Elizabeth Gregory gave a demonstration on the uses of milk, and Miss Stenhousc showed special preparation of food. Ultra-violet rays were the subject of discussion and an address by Dr. Gregory, who showed their importance in such cases as rickets. During the second day there was a demonstration of pattern-making, and the afternon programme commenced with a demonstration of bread-making by Professor Strong. This was followed by an address on “Iron and Anaemia,” contributed by Dr. Gregory. There was an exhibition of the, “boxes” used by the Home Science Extension Service, and in the evening there was a series of informal talks. Principles Underlying Methods “Principles Underlying the Methods of Teaching” was the title of a •thought-provoking address given by Professor Strong. The speaker stated that the problem of teachers was to find methods of helping the child to appreciate and control the values of life. Appreciation meant the proper estimation of a thing. The child must be assisted to judge values, to prize and love them. It must bo a constant aim to stimulate initiative, as it was self-actuated work which gave the [greatest gain to pupils. The school programme should bo based on freedom, not restraint, and the encouragement of creative self-expression, not conformity, submission and acquiescence. T'lio natural curiosity of the child was an invaluable factor in education, as it guaranteed attention and endeavour. In the older days people reduced their subject matter to what could be assigned for learning, mostly by memorising, under penalty. After this came rivalry stimulated by prizegiving. Mow the doctrino preached was to make the subject matter interesting. The building of character should proceed- along the same lines as learning. Conduct was character acting in given situations. The two wore closely interrelated, and the teacher must seek such conduct as would build the desired kind of character so that from the character the standard of future conduct would be assured. Leading educators to-day were emphasising the idea of “Integration” as the keynote of their programme. Tho teachers set the stage and the children were the actors. There was a close relationship between subjects which must lie brought out. In practice the result of this would be that the syllabus could be more readily covered. The address was followed by a spirited discussion" of the subject.