EDUCATING THE CHILD

New Zealand Times, Volume XLIV, Issue 10397, 30 September 1919, Page 7

EDUCATING THE CHILD

NEW METHODS ADDRESS BEFORE WELLINGTON TEACHERS’ INSTITUTE. Mr C. B. Haslam presided at a meeting of the Wellington Teachers’ Institute last night, which was held in the Education Board's room. Mercer street, when an address was given hy Miss Maitland, of the Training ' College, Trentham, on "New Methods." Miss Maitland said she did not intend to deal with such a subject in detail—tho theme would bo inexhaustible. So many people visited tho school and wanted to seo tho "new -methods" used there, which seemed as it schools were something of a show, whereas the idea of reducing educational enterprise to a ruei'a svstem was radically wrong, it jb a process of growth, said tho speaker, and an active living force, _ nuci it was not possible to take this vital element out of education without reduce ing it to a mechanical routine. Any educational knowledge must change con tinually according to the actual experience with children by the experiences of others, and tho different conditions under which tho children live, and it is only by experimenting individually that the teacher arrives at the best way of dealing with, problems as they arise, Tho pity is that when the conditions of working are bad, the teacher falls easily into the habit of working along lines that will suit wrong conditions. Miss Maitland illustrated the wrong conditions of control of a class, and among these which had been largely forced upon teachers in the primary schools was the military method. Such discipline is necessary, she said, wnon forming on army in which each unit is to obey absolutely. Individuality of thought may lead to disaster, and to voluntarily enter upon such shows the highest form* - of self-control, but with tho child who submits from fear ot consequences it is wrong. Germany showed the results of a people relaxed suddenly from iron So i<jng as wo have huge classes it is impossible not to fall back on the military methods of control- In a class of sixty the teacher must have passive obedience; must see that the lesson prepared is attended to by all the class, and on lines laid down by the superior officer (the teacher). Such teaching helps the child little on the wav to his own development. Take away tho teachers control and the child knows nothing of controlling himself—of behaving a| a responsible member of society. So long as conditions demandi this form, ot military discipline the teacher must not think they are rightly educating. Tho enthusiast among teaohero will make himself acquainted with new methods and attempt to put thorn into practice often to find the method unsuitable. Thus Dr Montessori’e work, which stands out as oho of the most eucoessful experiments of our time, is often wrongly carried out. likewise Froebel s work has suffered in tho same way. Mies Maitland said she had actually seen (in England) kindergarten put down as a subject, aleo X)r Montessons principle of Liberty given a place on tho time-table. The methods of these teachers were useless unless the trne spirit and right interpretation wore present. At Kelburn they endeavoured to try and understand the ideals these teachers have sot up, and apply them to the individual problems. To develop a child into an orderly thinking citizen he must learn selfcontrol, and this can be done only by abundant opportunity for exercising bis own powers. Miss Maitland showed how the child of three is taught to exercise physical self-control by providing plenty of things for him. to knock over, and they learn very quickly. Physical selfcontrol can be taught at any age, but tho sooner the better, for habits are quickly formed. The children have liberty to talk and move about so long as they do not interfere with others. In a community no one can have complete liberty. Each child has his own work to do, and can speak to his neighbour, but the teacher can command Instant etAs to olassee, said Miss Maitland, 20 is tho right number. Ten la given by some authorities, but 20 forms a community. Each child is really a class to himself as all will develop on different lines, some being quicker than others. The country school in New Zealand should bo tho ideal for such * system, only that the numbers are too law. Tho number should be such that while the teacher should be able to supervise the work of each individual, yet it should be large enough to give the community spirit to all. Left to work by themselves the children become more responsible, and the atmosphere of work is better. When a teacher realises the Importance of allowing children to follow their own rate of progress it calls forth all her organising ability to supply their needs. When the reduction of largo olase&s cornea tho teachers must ho propared to use better educational methods. Another point emphasised by Miss Maitland whs that In this Individual teaching the teacher becomes a secondary consideration. He is tho acknowledged authority, but more by example than precept. At Kelburn they tried to eliminate the adult as the over-present controlling authority, and the teacher becomes a member of a well-behaved lawabiding democracy. The children are cncouraged to help one another, which pro* motes a good spirit, and by teaching another they gain better knowledge. Miss Maitland thought that much of the primary school work might be left to a later stage. She advocated moro handicraft by encouraging children's own hobbles. ' In conclusion Miss Maitland emphasised that these ideas were not now. We owed them to the first man or woman who considered the education of tho child from a humane point of view, and each educational reformer had added his contribution land given suggestions about the work of education which must bo carried out in tho right spirit. In tho future Miss Maitland hoped the young enthusiasts would give credit to the teacher who had done tho spado work of to-day. since tho future of education was in their hands, and Instead of a young teacher goinjf out to control o, class lot him learn how to create an atmosphere whore children want to work and lovo to work- ■