THE MODERN VIEW

New Zealand Times, Volume XXXII, Issue 7019, 6 January 1910, Page 8

THE MODERN VIEW

TEACHER AS A PSYCHOLOGIST. ORIGINAL ADDRESS BY PROFESSOR HUNTER. CAUSTIC criticism: OF THE EDUCATION SYSTEM. ' 2 —f ; !

Probably the New Zealand Educational Institute's Conference, which , listened yesterday to a very original address by Professor T-’ ; A. Hunter, who holds the chair of mental science at Victoria College, did not agree with all he said, but the, arguments which seemed most refreshingly unorthodox were heartily ap-’ plauded. Daring the course of a lengthy; paper upon teaching and scholars,, the. professor effectively criticised some features of the present educational- system .in Now Zealand.' ■ • The first, and last, and : beginning, and' end - of successful teaching was the teacher, said Professor Hunter. So .long.as the teacher -was a mere machine to give by rote certain lessons and provide certain- punishments, and maybe, rewards to encourage' the rest, he could be regarded 'as a .gramophone, a whip-ping-horse with perhaps a eweet-meat machine thrown in. But immediately the point of view was changed, and,-in accordance with modern psychology, the child regarded as a being of potentialities, and as one who wonld move this way or that according to his sensations and the ideas that these suggested, they immediately found in the teacher the artist, the moulder of character. He was the fisher who suited the fly to his fish, who lured him, drove him perchance, until ho was captivated by the pleasure of knowledge. He urged tnut the child’s interest must bo sustained and : this could only bo secured by close examination and knowledge ‘ of the child’s mental processes, even its home life. -■ Educationists abroad had been seized, of the necessity for the careful, training of teachers, and of the.' fact that psychology must form the basis of any national system of training. HUMOURS OF THE “D" CERTIFICATE. “We are endeavouring to follow this lead," continued Professor Hunter, "but see hew satisfied we are with mere words! Let me call your attention to a few facts to illustrate this point. The D certificate is, the lowest now issued in the Dominion, and if you look at the preaoriptioi, £Ol the examination you will find nine compulsory subjects and twenty-seven optional ones. The optional list includes such subjects as Greek, dairy-work, iron-work, etc., and the compulsory list includes, of all things in the world—vocal music! All these subjects—optional and compulsory —and not one single reference to psychology ! It is as if in the medical course, human anatomy or physiology were excluded. You may not maim or kill the body, but apparently the mind does not. matter. This, truly, is the overwhelming triumph of matter over mind! . The -list of subjects for TV has its humorous side, but think of a system of training for teachers that makes vocal music compulsory'and excludes psychology.’’ "SMUGGLED INTO THE PROFESSION." At a great deal of expense,- continued Professor Hunter, four training colleges had been equipped in New Zealand, but candidates for the teaching profession need not enter them. Young teachers who showed aptitude were induced to take up positions without going through the colleges, and were thus smuggled into the profession. Society required certain guarantees of twining

and qualifications from its chemists, doctors, lawyers, plumbers, cab-drivors, -motoimen, etc.; indeed, from almost every class of skilled workmen except teachers. Anyone' could -start a private school, no training was required , for a teajoher . in our secondary schools, -and the large body of uncertincated teachers in our primary schools .spoke for itself* What was the main disciplinary ! force in our schools to-day? He unhesitat* ingly replied “Fear.-” As the' whole history of civilisation taught us, wo must replace brute fore© by. sMU, wMch meant educationally, fear by knowledge of th* child; • ‘ < A JUMBLE OP CONTROL, ! 00-ordinataoaL of our educational systems was : necessary. - The present lack of co-ordination was quit© unjustifiable. Education had never been looked at as a .whole, and-there were too;many bodies of control. Nb fewer than nine different bodies", controlled university education—one. drew, -up the syllabus, another appointed the staff, and ; eo on. In primary and secondary education the same evils wers rampant. The ..central department provided the-syllabus, .and yet : the inspectors; who should 1 see that itv was systematically interpreted,’ were not ;under the control of* the -department. (Hoar, hoar.) In view of recent*events it was difficult to say who appointed the teacher. ■ ; (Laughter.) ■ .The whole thing was a- hopeless jumbio which could never be resolved until* an J opportunity was given to 'honest 1 men to weigh the " evidence .of experts at home and* abroad. He believed that the child, was. given too much to do upon entering school. .■ Syste-', matic mental training should 1 not begin until the age of seven, or eight. (Ap-, plans©.) Finally, he suggested that the standards and demands of the community alone could decide what should be taught. ■ • Child study could determine how and when the knowledge it demanded could be imparted. In few fields was there; such ample scope for original research i in no other field were they justified so much in departing from what had been considered the staple methods, provided it was a departure based on knowledge and not on chance. The dogmatic attitude and appeal to authority was nowhere more vicious. Replying to an enthusiastic vote of thanks. Professor Hunter rem-ctfked that he recognised no divisions between' the university and the primary school in education. He had long, ton convinced that there was room in. this country for an improvement in the status of the teacher. It had been steadily going down, not only in regard to Externals* but from the point of view of .-the. science of the profession, and a determined effort had to bo made to plac« it on‘a proper basis/