BACKWARD CHILDREN

Waipa Post, Volume 32, Issue 1928, 30 October 1926, Page 4

BACKWARD CHILDREN

HEADMASTER’S SOLUTION.’ JUNIOR HIGH SCHOOL PROBLEM. Discussion on the problem of backward scholars took place at the usual monthly meeting of the Matamata Junior High School Committee, the chairman (Mr E. C. Banks) presiding. The headmaster (Mr J. F. Wells) dealt with the subject in his report, and made some constructive observations thereon, as gievn hereunder: “ The inspectors examined the work of the school last week. They seemed quite satisfied with the progress the scholars were making, and classed the tone of the school as good. They were somewhat perturbed, however, by the exceptional number of backward pupils, and were curious to know how the problem was to be solved. In keeping with the aims and ideals of the Juinior High School, all pupils have been promoted through the various grades, and I consider that this practice must, except in ygry exceptional cases, be continued. The Junior High School stage of a scholar’s career is absolutely the wrong stage for repression in the form of failure to promote. Only the most positive influences should be brought to bear upon the child, for he is at the age when latent potentialities are beginning to blossom forth,-and failure acts upon these like a killing frost. ' “ The only possible way, therefore, to lessen the number of backward children in the Junior High School lies in the careful selection of the children to be sent from the contributing schools. It is there that the weak ones can' and should be kept hack through the various clashes, Avhile the brighter ones should be permitted to progress at more than the ordinary rate of one class per annum. In the contributing schools the children are much less sensitive aboutage discrepancy, while failure is far less likely to affect their attitude towards school work. In any case they are at an age when attendance is compulsory, and so cannot possibly be driven away altogether. “ The remedy for the whole trouble therefore lies with the contributing schools. In standard four especially a test—preferably one set for all these schools by an inspector—should be given. All who fail should "then receive careful consideration; those who are, or who soon will be, thirteen years of age should in general be sent on to the Junior High School, for they are more likely to be in need' of its positive influence. The remainder should, provided the result of the test is confirmed by the class teacher’s estimation of the year’s work, he retained another year in ' standard four. It seems almost criminal to send on for more advanced work children who are not only weak, but also young and, in many cases, delicate. Yet I could point out cases where this has been done. Much of it is due to pressure brought to bear by parents upoh teachers of country schools. A parent cannot see why his neighbour’s boy, aged 14 years, should be sent on while his own child, aged 10 or 11 years, and two marks higher in the test, should be kept back. The parent forgets that another year would enable the younger child to consolidate work that the test has shown to be only imperfectly grasped, whereas a year amidst new surroundings and older children might stimulate the older boy to put forth new and more successful effort, resulting in his retention at school for many profitable years to come.

This, to my mind, is the only solution to the Question the inspectors have raised. Prevention is better than cure. I can ensure that a fair type of child comes in from the local primary school. Some form of co-opera-tion —preferably inspectorial—is necessary tQ ensure the sarnie thing in regard to other contributing schools.”

The members of the committee fully endorsed the conclusion arrived at by Mr Wells.

On behalf of the Matamata Primary School Committee Mr F. E. Lark insisted that the scheme, if put into operation, must apply to all contributing schools, and not to Matamata only.