“ORPHAN” SCHOOLS.

Otago Witness, Issue 3802, 25 January 1927, Page 72

“ORPHAN” SCHOOLS.

AN AUCKLAND SCHEME.

SMALL SCHOOLS ASSISTED.

rp. AUCKLAND, Januarv 21. . A l }® re are orphan” schools as well as children, but an excellent scheme evolved + - ?/^ Se / -?°"r ,n , spector of Auckland district (Mr C XV. Garrard) has gone a long way to emeliorate their lot, and bring them some of the many advantages of the larger schools in more populous places. During 1925,” states Mr. Gerrard in a report to the Auckland Education Board “I recommended to the board a scheme winch, adpi/yd' would, in my opinion, increase the efficiency of sole charge schools. These schools respesent some 50 per cent, of the total number under the Auckland Education Board. Owing to their isolation, and to the fact that they are in general taught by inexperienced, though, in many cases, promising teachers, the standard of work is usually low, and them is an urgent call lor their improvement. To achieve this result 1 suggested that tl.e large city, suburban and country schools should each adopt , a country one, and endeavour to assist A eacber thereof to raise his standard of efficiency The results during 1925 were distinctly pleasing, while the cost of the experiment was practically negligible. In 1 enlarged the scheme. Some 50 schools were selected as ‘parents,’ the number of adopted ones being 60. The headmasters and staffs of the former schools entered most wholeheartedly into the work, and it is due to their enthusiasm, that unqualified success has followed. The mchods in general use by the “parent” school giving assistance were as follows: — . Advice regarding the drawing un of schemes of work, time tables, work books, It OO * organisation and the classification of the pupils, school environment' and nlaviand the K ener al routine work of the school. . 2. Interchange of work in all classes to indicate the standard to be aimed at d. Ihe encouragement of correspondence school 611 - DUPI - S ln the sallle ci ass in each

■ Saggestiqns as to the best method to in . ad ° p .t ed ,n teaching the various subjects of instruction. Suggestions for a suitable occupation, classes "° rk f ° r t! ‘ e pupils in the Primer 6. Advice forwarded regarding difficulties k C > management, class discipline, parent? r £ atlons with the committees and 7. Detailed schemes forwarded in history geography and Nature study. Y ’ i g?eSt \ Ons as . to the methods to be adopted m the teaching of drawing, writing, and singing. 9. Suggestions for suitable books for the school library, and for use as supplemenwere 16 ent IS ' In many “ses reading books W. Examination tests sent as a guide to the standard to be sectired. 11. In many cases full teaching notes "’ere sent on several subjects. • Suggestions as to the teacher’s placd m ..tho community. That good results have followed from the scheme is proved by the fact that the head masters of the “parent” schools have noted as the year progressed a distinct improvement m the work of the adopted school, ine inspectors on their-visits to the schools have also commented on the improvement. .1 he cost of the scheme, during 1926 was £3 8s lid, consisting of postal charges on. letters and parcels of papers forwarded. More than 70. per cent, of the teachers of “parent” and adopted schools expressly desired to make no charge, the former stating that tjjey had been amply repaid by the satisfaction they received in affording assistance, and by the letters of appreciation from their foster children, while the teachers of adopted” schools stated that anything they had had to pay was more than compensated fqr by the help they had received. One of the latter tersely wrote as follows:—“The cost of postage is a minus quantity compared with the value I have received.” While ■ another stated! A correspondence school usually charges for instruction. The board has expressed its appreciation; to Mr Garrard, and has approved of Um scheme being continued;' ’ •**