DESCRIBES MODERN SCHOOL IN ACTION

Northern Advocate, 17 August 1949, Page 2

DESCRIBES MODERN SCHOOL IN ACTION

“THAT the school should be a happy place,” was the main point emphasised by Mr L. R. Lewis, an inspector of schools, in an address, entitled “The Successful School in Action,” to the Whangarei Parent-Teachers’ Association last night. Mr Lewis said that, as educationists, he and his colleagues felt that there was everything to gain from parents getting to know school and teachers.

“The feeling is mutual. If the teacher sees the parents, he will know something of the child. “Many parents, when they see modeducational trends, condemn many things that are happening in schools as nonsense, and consider that subjects left out of curricula should be included.”

ers in the way they learn how to adopt the circumstances to each child." Expression work, a most important part of school life, was the natural outcome of purposeful planning, he said.

“Children express themselves in many different ways, and the school makes use of these natural modes of expression. Every child is born a dramatist, as he lets us know with his movements what he wants. “The infant room is the place where dramatics are a most dominant feature. NATURAL EXPRESSION “Art must also come under natural expression, as it is natural for every child to draw. From an educational point of view, the results are of profound value. When you see a child’s painting you think it very crude, yet who are we to judge? “They see things from a different aspect. Drawing for children is of vital importance, as it is a chance to express their emotional stability.” Oral work was another subject which had emphasis placed upon it in .modern educational trends. Written work also took its part, but it had been reduced to the vital necessities. Cultural subjects, such as art. music, dancing and drama, were valuable to make the child appreciate the finer aspects of life. "The three R's (reading, 'riting and Tithmetic) are also subjects that need to be competently taught, although they are now not taught so much as individual subjects, but as being behind other work. This particularly applies to reading and writing. "It is amazing the speed with which infants learn to read things that are of importance and mean something, and are not just senseless little sentences. EQUIPMENT NEEDS “Arithmetic used to be given undue prominence in schools, and in later life not one person in 1000 used some of the things learned at school. “It is now boiled down to bare requirements which, however, must be thoroughly learnt.” That the school should be effectively equipped was another point which Mr Lewis said was absolutely essential. In order of importance, a school should have a library, piano, projector and sports equipment. The environment and amenities of the school should be such as to afford “comfort and inspiration to the children while they are young.” “Consider to what extent we are the products of our environment and the contacts we make,” he said. "Modern schools are remarkable in that the atmosphere of the rooms has an effect on both children and teachers. The school room should be almost as good as the best home, and all amenities should be available to the children, both inside and out,” he concluded. Mr Lewis was accompanied by Mrs F. I. Mcßride and Mr E. W. Bell.

Mr Lewis said that many years ago school was considered a “grim" show, and the quality of it was estimated by its degree of grimness. Pictures of fights, and acts of truancy could be conjured up in the mind, and although the system might have contained a lot of good qualities, there was much that was bad. “Action is the keynote of the modern school. The child is not made to sit still all the time, but is taught through‘activities,” he said. “Unless a school is happy it cannot be a success—not happy to a point of idleness, because you are the most happy when you have a job to do.” AS SOCIAL BEING "As parents we appreciate the need for physical education and healthy living. It is up to the school to develop the children both physically and mentally. “Dental and medical services are given, and fruit, milk and, in some cases, lunches, are provided. “Talks on health are given, and practical demonstrations carried out." said Mr Lewis. Education developed the individual —his confidence and abilities and his power to think and act for himself. Another aspect of his education was the development of him as a social being. “In these days of small families the individual is well brought out, but not the social being,’ ’Mr Lewis went on. “That step is carried out in the schools, which prepare him to take his place in life. Simple situations which arise in school present themselves to the child as his responsibilities as a member of society. “Teachers try to apply every aspect of school life to correct and sound social activities.” Mr Lewis also mentioned that the school should function as a small community, as social relationships in the school were of real meaning. “The development of the individual will come when he or she realises that he has a part to play in society," he said . EACH CHILD DIFFERENT “Every child is different. You can imagine a class of 40 —all different. “In the old days it was the custom for the children to be made . to fit into the schools work and activities, but now it is the other way round—the school tries to fit into the lives of the children. “It was easy for the old-time teachers to force the children into a system. It now takes a skilful and patient teacher to handle the requirements of 40 different children. “Every child offers a challenge'to a teacher, and I am proud, of the teach-