MODERN EDUCATION.

New Zealand Herald, Volume LX, Issue 18297, 13 January 1923, Page 10

MODERN EDUCATION.

TRIAL OF DALTON SYSTEM.

SUCCESS IN, AUCKLAND,

ITS EXTENSION PROBABLE. The; introduction of the Dalton system of education to several .Auckland schools last year has been followed by measure of success which makes it certain that the new method will soon be widely adopted in the Slate 'schools. In August last, it was inaugurated at the Beresford Street School, and at the close of the year was also in operation at Nelson Street and Napier Street Schools, at the Dilworth Institute, and at Waihpu, near Te Aroha, where it has had a longer trial, and is said to be working particularly well. : In the course of a visit paid to the Beresford Street School , ; ; just before the holidays, interesting details of the .working of the system were given by the headmaster, Mr. W. Kay, and his assistant, Mr. L. J. Mark, both of whom spoke enthusiastically of the success of the scheme since its" initiation. So far, the work has been confined to about 36 pupils in the sixth standard, but will be extended to the fifth standard when school reopens after the summer holidays.

Apportionment of Work. ...; The working of the scheme is very simple: the amount of work to be covered each month is apportioned by the teacher, and the rest is left to the pupils themselves, who choose their own time for working at various subjects. If they wish to do arithmetic all day, they may do so; they are similarly free to leave it alone if it does not happen to appeal to them that day. But they know that a certain definite field must "fee covered by the end of the month, ( and that if they go slow on any particular subject one week, they must make up for it the next. "'"' . .-, .**■ - But the Dalton experiment has shown that, contrary to expectation, the children do not necessarily " go slow" on their weak subjects. It. has rather had the effect of quickening their interest, rousing their determination to make better progress. :. ! For it . definitely ' shows/ both teacher and pupil where the weak' points really are, a fact that was ,not always apparent when a large class was kept at one level of progress, in which the bright boy forged ahead and then "slacked" .whilo the teacher endeavoured to pull the dull ones up to the same standard. So it often happens now %at the Dalton Bysteni.boys go straight to the subject they like; least of all, and wrestle with it. rather than go on to something easier and more to their liking. This fact is in itself a striking refutation of the idea, expressed by some authorities, that the Dalton system induces softness, and does away with the spirit of discipline. It may do away with the rigid rule enforced from time immemorial by the teachers, but, what is far more important, it inculpates the spirit of self-discipline, which is of infinitely greater value. A Useful Training. It has also been found at Beresford Street School that one of the great benefits of the system is that it teaches the pupils to plan their work ahead in way that was never possible under the old system, giving them a training in timevalue anil co-ordination of work that should s>rove5 >rove useful later in life. It also makes or freedom of thought; no longer,; are the children expected to sit in 11 heavy, unnatural silence, but are permitted to converse upon their work, - and ; exchange ideas. - : .-V ■ "The privilege is hardly ever abused-," remarked the headmaster, '' It is the old i story—remove the prohibition, and there i is not nearly the same eagerness to transgress. If the pupils wish to practise reading or. recitation, they go outside . in I groups, and hold little; classes on their ! own account, criticising and helping one another. When, a child is: found to be slacking under the Dalton system— I though this rarely happens— is immedi- ! ately put: back to the ordinary school time-table, and after a week or .two of it, is always very ready to mend his- ways and return to Dalton. * ' ' Open Discussion of Subjects. Another interesting feature of the working of the system is that it permits open discussion on subjects of interest to the whole class. For instance, the classy will decide upon some topic of interest, 'elect a chairman; and then call on him to elucidate it. This is followed by an informal discussion, the others asking any question and debating the answers. 'It is found that this helps to improve their English, and powers of, expression, and also gives them confidence in debate. '.;',■'.. Bat: the opinion of the teachers interviewed, the Dalton system should not be applied to children under "ten years - of age. Up to this age, they require definite class instruction, which even under the new system, is still used in certain subjects, where initial instruction is required before' they can be allowed to work by themselves. For this reason, it-was considered that the Dalton system should be used not- by itself, but in : conjunction with the ordinary school system, one beingworked in the morning and the other in the afternoon. The Pupils' Criticism. r The opinions of some of the children themselves as confided in letters -to the headmaster are of ; interest as showing how readily the system has commended itself to' them. "It allows the pupils to think deeply on any subject he may be studying without being interrupted by questions from the teacher," was the candid summing up of one bright boy. "Allowing us to. .work at. anything we like reduces the inclination to copy, arid makes us more self-reliant," wrote another. "The old way of working was very monotonous; now we are able to choose our own subjects, we are not so restless. Under the old plan, the time seemed to pass very slowly. Now it slips away without our rioticipg it," was the interesting comment of a third young scholar. It must have been one of the bright stars of the class who penned the following:—"By the old method, teacher put most of the work to the duffers, so that the brainy ones wasted a-;lot of time." One who has evidently been made to realise the error of his ways remarked that, "if a boy is lazy, he can be punished by being ,'■ put back to the old class work, and then he soon comes to his senses.''