NEW EDUCATION SYSTEM

Otago Daily Times, Issue 18761, 15 January 1923, Page 8

NEW EDUCATION SYSTEM

INTRODUCED IN AUCKLAND. SATISFACTORY RESULTS. JFbom Our Own Correspondent.) AUCKLAND, January 14. The introduction of the Dalton system of education to several of the Auckland schools last year has been followed by a satisfactory measure of success. In August last it was inaugurated at one Auckland school, and at the close of tho year it was also in operation at two other city schools, at the Dil■worth Institute, and at Waihou, near To Aroha, where it has had a longer trial and is said to bo working particularly well. In tho course of a visit paid to tho Boresfonl Street School some interesting details of tho working of the system were given by the head master (Mr W. Kay) and his assistant (Mr L. J. Mark), both of whom spoke enthusiastically of tho success of the scheme since its initiation. So far the work has been confined to about 36 pupils in the Sixth Standard, but it will be extended to tho Fifth Standard when tho school is reopened. Tho working of the scheme is very simple The amount of work to be covered each month is apportioned by the teacher, and tho rest is left to the pupils themselves, who choose their own time for working at the various subjects If they wish to do arithmetic all day they may do so, and they are free to leave it alone if it does not happen to appeal to thorn that day, but they know that a certain definite field must bo covered by the end of tho month, and that if they go slow on any particular subject one week they must make up for it the next. The Dalton experiment has shown that, contrary to expectations, the children do not necessarily “go slow” on their weak subjects. It has rather had tho effect of quickening their interest and rousing their determination to make better progress, for It definitely shows both the teacher and pupil where tho weak points really are—a fact that was not always apparent when a large class was kept at one level of progress, in which a bright boy forged ahead and then “slacked” while the teacher endeavoured to pull the dull ones up to the same standard. So it often happens now that the Dalton system boys go straight to tho subject they like least of all and wrestle with jt rather than go something easier and more to their liking. This fact is in itself a striking refutation of the idea expressed by some authorities that tho Dalton system induces softness and does away with the spirit of discipline. It has also boon found at the Bercsford Street School that one of the great benefits of the system is that it teaches pupils to plan their wqrK ahead in a way that was never possible under the old system. ‘The privilege is hardly ever abused,” remarked the head master, “It is tho old story. Remove the prohibition and there is not nearly the same eagerness to transgress. If the pupils wish to practise reading or recitation they go outside in groups and hold little classes on their own account, criticising and helping ©nc another. When a child is found to be slacking under the Dalton system— although this rarely happens—he is immediately 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 the Dalton system ” Another interesting feature of the workinp of the svstem is that it permits open discussion on subjects of interest to the whole class. For instance, a class 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 questions and debating tho answers. It is found that this helps to improve their English and powers of expression, and also gives them confidence in debate. In the opinion of the teachers who .were interviewed, the Dalton system should not be applied to children under 10 years of age. Up to this ago 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 not be used by itself, but in conjunction with the ordinary school system, tho one being worked in the morning and ihe other in the afternoon. The opinions of some of the children, as confided in letters to tho head masters, are of interest as showing how readily the system has commended itself to them. “It allows a pupil to think deeply on any subject he may bo studying without being interrupted by questions from tho’tearhcr ” ■was the candid summing-up of one brieht boy “ AUowhfg us to work at anything ■we like reduces the inclination to copy, and makes us more self-reliant,” wrote another, “The old way of working was very monotonous, but now we are able to choose our cwn subjects, and we are not so restless. Under the old plan time' seemed to pass Very slowly, but now it slips away without ©ut noticing it,” was the interesting comment of a third young scholar. One of the bright stars of his class penned the followthe old method the 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 ■cf Ids ways remarked: “If a boy is lazy ho can be punished by being put hack to tho old class work, and then he soon comes to bis senses ”