MODERN TEACHING

Taranaki Daily News, 6 August 1932, Page 4 (Supplement)

MODERN TEACHING

ILLUSTRATIVE METHODS ADDRESS BY HEADMASTER. PREPARING FOR CITIZENSHIP. An address on “Modern Methods in Education” was given by Mr. J. Biownin<r, headmaster at Manaia, to members of “the South Taranaki School Cdmnnttees’ Association at Kaponga on Thule dav evening. Mr. Browning outlined the sociological aspects of education and pointed out that biology few had that complete education to fit them for the environment in which l they found themselves, and it was only by accident that a few square pegs found, themselves in square holes. The secret that biology taught -was that all should be working in a great co-operative effort. The ravages of the prickly pear, the increase in sugar pioduction, the development of wheat that ripened ten days earlier were all achievements that had been accomplished, by the scientist. No one threw chemical elements about indiscriminately, yet that was done with human elements. The speaker pionted out the advantages of adapting the various units to conditions for which they were best suited, and said that the British Empire was endeavouring to adjust itself to changing conditions. The syllabus gave to teachers to-day a certain liberty, and they made out their programme and adapted it to the needs of the people among whom they lived, so that the children would be better equipped to go out into the world. One of the highest aims of the school should be the building of character. The education of the towns would proceed on quite different lines to that of th© country. Sometimes there was found among parents a misunderstandincr of tho.°work of the school. The training of discipline in the right sense was essential, and the child should be directed along those lines. The only way that knowledge could, enter the mind was by means of the senses, and adapted by means of the nervous system. Thus many of the educational professors had decided' that education should proceed on those lines and teachers were trained to teach in a natural manner. It took time before the nerve centres obtained the correct juxtaposition so that things could be done smoothly and automatically, and in the activity of the child there was a vast field for training. This was the romance of life and teachers wished to co-operate with the committees in this great work. Teachers were only too glad to. confer with the committees and work in harmony, and it was a wrong view that teachers and committes were trying to encroach on each other’s prerogative. ‘ The speaker touched upon the encouragement of the spirit of the child into successful channels and alluded to the suppression of spirit, which had been characteristic of past methods. He said that free play, however, should be organised so that it would result in pleasure and spontaneity. It was sought to-day to make children govern themselves and to place the whole of the government in the hands of the children themselves, while the teachers acted as the directors. Children liked to feel happy while they were doinw things; thus in grammar lessons language should be related to the community. The linguistic medium had been marvellously extended and various symbols added with the development of society. To-day they did not take “grammar” —they called it literature—and just as the carpenter began with his blocks and added to them, so they began with a word and added to it until a per-, feet sentence was completed. Objective teaching methods were explained in detail by Mr. Browning, who referred to the ease and speed with which teaching could be carried out compared with former methods. Geography was regarded as a subject that Taranaki children were not interested in, he said, but with the aid of objective methods they took a very keen interest in it and all were eager to get around the sand tray where ice, water and other features were demonstrated in a practical manner. This fixed the impressions definitely in the minds of the children, who began to like geography. The 'stimulation of the imagination through the senses by direct contact with the various institutions and industries was another of the methods advocated by the speaker. He pointed out how they could thus have a delightful lesson for the children, who would be brought as close as possible to their environment.

By taking the children to the auctioneer they would obtain a practical demonstration of a sale and enter into the life of the community in a manner that was not possible merely from •a text book. They sought to dramatise the subjects and correlate them jo that the children would find a real -interest in their education. Mr. Browning referred to the value of the Bible and considered that it had tended to add' tone and improvement by its use in the schools. The chairman expressed thanks to Mr. Browning for the instructive address and said that tliey now felt that they understood much better the way that modern education was made more attractive.