EDUCATION.

Wairarapa Age, 20 March 1920, Page 3

EDUCATION.

News and Notes.

THE MOVIES—BANE OB BLESSING? "Tito lights go on; tliero is a rush for the exit. The juvenile part of the crowd pushes through, the joy and enthusiasm lighting* their faces amid clamorous comments on the pictures. A teacher, looking at them, remarks to her friend: 'My! If one could only got such interest aroused in their school work!' And that is what thou sands are saying all ove* the land. It is tlio womler of the age. The youth who creeps with snail-like pace to school boats it to tho show as fast as his legs will carry him when the day's Bession is over. Jack, who was such a dull boy during the arithmetic lesson, is a transformed creature when his favourite hero appears on the screon. What makes him like the movies so much? What makes him The man who answers this latter question to the satisfaction of all concerned, and who offers a solution for tho problem, will have settled the knottiest problem that has ever stuck in tho of the school rnavms and masters of tho ages."— Chas. M. Crumley.

THE USE OF LEISURE. "To toacli a sensible use of leisure, healthy both for mind and body is by no moans tho-least important part of education. Nor is it by any means the least pressing or the least difficult of school problems. 'Loafing' at 4imes that have no recognised duties assigned to them i 3 generally a sign of slackness in work and play as well; and if we do not find occupation for ' thoughts and hands the rhyme tells us who will. If our lives are emptier and our interests narrower than they need, bo, it is partly the result of a narrow and unsatisfying education, which leaves half our powers undeveloped and interests untouched, and too often only succeeds in giving us a distaste for those which it touches. Both for the sako of the prcaont, therefore, to avoid the dangers of unfilled leisure, and still more for the" sake of the future, the wise schoolmaster does all ho can to foster an addition to keenness in the regular work and games, interests both individual and social of other kinds as well."—J. H. Badloy.

| INSTRUCTION OR EDUCATION. i Ordinary education fails chiefly because it does not give a training in methods of work, or develop ability to meet new situations. The greaic? part of life may bo performed on the basis of habit, but occasions arise when difficulties must be overcome. Here the divorce between school and life appears most obvious. The process of learning in the schools is passive, and therefore we have mauy followers and few leaders. If the quality that is most desired in a democracy is the ability to think for onesolf, then our methods of instruction must be recast to develop it. If democracy is not to consist merely of a number of self-reliant individuals, ii ia the task of the teacher in the class room, and not merely in the extracurricular activities, to develop social sense and responsibility. The training of citizens is not merely a question of special courses in civics or in "community activities," as they are called in the United States, but in the per meation of all tho work of the school with the methods that are employed outsido tho school. So long as the disciplinary process predominates in tho school, so long as the toacher remains in the position of dictator, just so long will the divorce continue between the school and life, between instruction and education.—Times Educational Supplement.

I TOE TEACHER'S WORK. [ Autiwlo Franco, one of the greatest i of contemporary story writers, speak ing to a congress of teachers at Tours gave uttorance to some fine thoughts on the reorganisation of elementary education:—' 1 Teachers, dear friends it is with ardent emotion that 3 address you; deeply stirred -with anxi ety and hope that I speak to you And how could I fail to bo deeply moved when I consider that the future is in your hands, and that it will be fop the most part what your spirit and your care shall make it? Ir. developing the child you will determine the future. What a task at this hour, when the world is crumbling, wher tho old order of society sinks under the weight of its sins; and when con querors and conquered aro alike plunged in a common misery in whicl they bandy expressions of hatred. "In the social and moral disordei created by the war and perpetuate by tho peaco which has followed it. you have everything to do, everything to rebuild. Have courage! Be of good cheer J It is for you to create a now humanity; it is for you to awake n new intelligence, if you do not wish Eurppo to fall into madness and barbarism. People will say to you, 'To what purpose so much exertion? Man does not change.' So! Ho has changed since the ago of tho cave dweller, now for tho worse, now for the better. Ho changes with environment, and it is education which transforms him, oven more, perhaps, than air and food. Certainly the education which has rendered possible, which has favoured (being practically uniform among tho peoplo whom wo call civilised) the frightful catastrophe under which wo are now half buried, should not be allowed to endure for a moment. And, above all, it is necessary to banish from the Bchools everything which makes tho children love war and its crimes; and this alone will require long and constant efforts unless all of its panoplies should be swept away at an early day by tho breath of world revolution." HAPPINESS IN THE SCHOOL. Ia a aew book "Happiness in tho

School," Mr. C. W. Bailey, the headmaster of Holt School, Liverpool, offers some practical suggestions to beginners in teaching. Education properly conducted can, he thinks, "make this dull world a temple of delight." ChilSren are by nature lovable, hopeful, and joyous; and those aspects of their disposition should be respected. The impulses of children are to run about, express themselves, compete with and fight against others, investigate, construct, collect, discover, and explore. The first duty of the teacher is cheorfulnesa; his whole duty is love, which will win love in return. No dowdy, dull, disappointed, or petulant person has a right to teach. Successful teaching must be clear, forcible, and progressive. The best method is tho heuristic method, which allows to tho pupil his inborn right of discovery. The "discreet withdrawal" of the teacher, in the Madame Montcssori manner, is advised. Tho tmpholosophic teacher, in giving a lesson on, say, the spring balance, will pull a balance to pieces and explain the parts; the wiso teacher Will make the children invent tho spring balance. The book shows how this can bo done.