Changes in Education

Manawatu Times, Volume 64, Issue 55, 7 March 1939, Page 8

Changes in Education

APPROACHING THE IDEAL Those who have been interested in education have found during the last 100 years that education is a life long process, said Mr H. M. Scott, director of the Technical School, in speaking to the Palmerston North Rotary Club yesterday on changes in education. Most of the definitions of education tended towards the idea of preparation for life and the newer viewpoint had caused an extension of the schooling period which had been stretched out at both ends. For example, there was the first seven years of life, now recognised as probably the most important, he said. Th -re had, too, in this sphere been more whe had touched the heights of genius such as Froebel, the founder of the kindergartens, Madame Montessori, in Italy and the two Macmillans in Englani. In 1880 when compulsory education was first introduced u pto 10 years in England children below the age of five had been taught but in a rigid atmosphere. There had, however, been a big advance from that to the free kindergartens seen in the cities of the Dominion.

At the end of last year the death had occurred of Joseph Lancaster, the inventor of the monitorial system, which had enabled an extension of education to the masses. The 20th Century had seen the realization of the inadequacy of elementary education. The universities had been opened wider, too, with bursaries and free education had gone further up the scale. The folk lore schools of Denmark and the pioneer school at Fcilding showed an even greater advance in adult education. The employment of the principles of psychology had resulted in a lessening of the application of corporal punish ment, which had been a product of the times. The introduction of the intelligence tests was an interesting development. This had been evolved by a Frenchman named Biuet. The Parisian people had found that some pupils were sent to classes for defectives when they were quite normal and tho tests were devised to overcome this. An American professor added tho idea of an intelligence quota to the conception of a mental age. The Great War gave the opportunity of a tremendous advance in this. America was faced with a tremendous task in selecting officers and n-c.o.’s. The psychologists came into the picture and worked out a standard test. At that time a great deal too much had been claimed for that process. Now, to give guidance, tests were being carried out to find various aptitudes. The ideal was to secure a cumulative record.

Another step was to deal with diet, an aspect of which was the milk-in-schools scheme. The idea of formal discipline had now gone by the board and a child was not taught mathematics solely with the notion of inculcating care and logical reasoning. A much more practical training was given.

The changes had been slow in coming about and a factor was the vested interest of the teachers themselves, continued Mr Scott. Those who taught Greek, for example, sought to see tho instruction continued. In England the publication of the Hadow report in 1936, had advised the discontinuance of elementary education at the age of 11. The intermediate schools were a product of this idea.

In education, he said in conclusion, there was a great lag behind the changes in social ideas, but that was being caught up because there was now a determination to produce the quick witted and adaptive type of individual.