a topic' proved to be his most effective teaching method and the most important characteristic of their school work. His co-workers (pupils) soon found that a depth study of any topic necessarily involved work in several subjects. Take clay for instance. In order to make pots one had to find the most suitable clay in the district (Nature Study), learn how to work it up (Craft), decorate it (Art), find out what happens to it when fired (Science and Mathematics), compare the finished product with other pots (Art Appreciation and Social Studies), and describe one's reactions to the whole process (written and oral expression). The amount of ‘formal’ work required in this ‘depth’ study should have satisfied any school inspector, though I suspect Mr Richardson was far too busy making his discoveries to worry about the grading mark system. The book itself could have been improved, I feel, with some pruning, especially in the examples of written work, but the prints and photographs are so good that a certain uniformity hardly palls. However, the very attractiveness of the book may distract the specialist who is primarily concerned with a new and revolutionary theory of education, while the author's contributions towards such a theory, mixed up as they are with examples and descriptions of the children's work, may put off the ordinary reader whose attention was caught in the first place by the pretty pictures. It is extremely difficult to satisfy two quite different readers with the one book, and I'm not sure that Mr Richardson has really succeeded here. Some of Mr Richardson's ‘discoveries’ seem rather obvious and almost commonsensical (we already know anyone works better if his interest is captured, success is a fine incentive to further effort, real problems are more stimulating than artificial ones), and his ‘method’ applied by the wrong person could create chaos in the classroom and a nervous breakdown in the teacher. However Mr Richardson has proved beyond doubt that his discoveries, integrated into a design for education, and his methods, applied with wisdom and humility, can have an almost magical effect on children. (Perhaps the best way to teach children is to learn with them.) The high quality of the work shown in this book is outstanding. It makes one wonder what undeveloped potentials one's own children may be harbouring, and even what we might have done ourselves under the same treatment. As an afterthought, where would Mr Richardson lead our children if he had the chance, to a good pass in School Certificate, a safe job, a big pay packet? He says, ‘this is the direction of educational growth, towards better and more abundant life’. I think he is referring to the individual only here, but a generation or two of individuals developed by a creative education might have the strength to shake the foundations of our cut-throat cliche-ridden society. And this would be no tragedy.
Beyond School by Michael Hansen and Derek Wood Oxford University Press, 16s 6d reviewed by N. P. K. Puriri This book, written as a guide for young people who are about to leave school, examines the world in which we live and work. It discusses the economic, social and political factors which will influence the school leaver in the adult world, and it also deals with some of the problems and challenges of the future.
The first single volume New Zealand Encyclopaedia OXFORD NEW ZEALAND ENCYCLOPAEDIA Edited by John Pascoe and Laura E. Salt 63s This book, written by almost 100 New Zealand scholars and experts and prepared by a New Zealand editor, fills a long felt need in every home and school for a single volume reference work on New Zealand. In all, some 200 subjects are dealt with in some 370 pages of text and the volume is liberally illustrated with black and white photographs, colour plates, diagrams and line drawings. Please order from your bookseller— OXFORD UNIVERSITY PRESS WELLINGTON
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