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The Pamphlet Collection of Sir Robert Stout: Volume 74

2.—Instruction of Lower Standards in Schools For Older Scholars

2.—Instruction of Lower Standards in Schools For Older Scholars.

(Circular 332.)

Sir.—

A general opinion was expressed by the Chief Inspectors at their last conference that the condition of the lower part of many of the school fox older scholars is at present the weakest point of the instruction in public elementary schools.

In the best infant-schools children are taught by natural methods, and are trained to use their powers of observation and reasoning; in schools for older scholars they are too often taught by arbitrary and conventional methods and there is little in the general course of instruction to lead them to observe or to reason. Object-lessons are in many cases discontinued, the reading-lessons are encumbered with the teaching of spelling even in the First Standard, and hand and eye occupations are very rarely found, Arithmetic also often becomes a mere abstract or mechanical exercise, and is not made to rest upon simple questions of common life within the knowledge and observation of the scholars, nor is it always sufficiently an exercise in reasoning.

When the general character of the lesson presents so little opportunity for the cultivation of intelligence, it cannot be expected that the habit of a spontaneous desire to question which ought to be fostered in young scholars will arise; and it is to be feared that, when examined, they often reproduce knowledge which has been conveyed by methods which are not truly educational.

It should be borne in mind that object-lessons cannot be dispensed with if habits of observation are to be duly fostered, and they should be treated as a means for mental exercise and not merely as opportunities for imparting miscellaneous information. Objects should always be present, and in sufficient numbers; and the chief aim should be to call into activity observation and the construction of clear mental pictures, so that the intelligence of the pupils may be exercised and developed. Geography, where it is a class-subject, should be treated in a similar way and should be taught by visible illustrations and by actual modelling in sand and clay, for the production of miniature rivers, mountains, &c. Tales from history also, if graphically told and well illustrated by striking pictures of sufficient size, will be very helpful in the same direction. Elementary science (the schemes for which as given in Schedule II. of the Code prescribed object-lessons solely for the First and Second Standards) is obviously an excellent class-subject from this point of view.

But, whatever may be the method followed, some system of lessons should be arranged in every school by which an intelligent habit of observation and simple reasoning may be fostered, while it cannot be too clearly pointed out that all the subjects simultaneously dealt with in a curriculum should be kept as closely interconnected and made as mutually helpful as possible, and not be unduly isolated and specialised.

So also as regards hand and eye training, it is much to be regretted that the ingenious and progressive kindergarten exercises for training page 21 scholars in deftness of hand and correctness of eye should be almost entirely discontinued after children leave the infant-school; and the more so when it is remembered that the mind itself is most effectively trained by such exercises, whenever they are the expression of the children's own thought.

Drawing with coloured chalks, modelling in clay, embroidery of outlines, formation of geometrical patterns and models, and building with cubes, &c., have been tried with excellent results and at very small cost, as convenient methods of continuing the instruction given in the infant-school.

You will be careful to explain to managers how very interesting, inexpensive, and educational all these methods are.

As regards the elementary subjects, spelling, unless founded upon methodical and well-graduated lessons on classes of words, should be absolutely discouraged in the lower classes; and in arithmetic, no sums should be set either in the First or Second Standard which the scholars themselves cannot either put down when set in a concrete form or translate into concrete qualities when set in abstract numbers.

The use of the reading-book for spelling-lessons should also be discouraged. Otherwise the interest in the subject is lessened, and the time which should be devoted to intelligent conversation between the teacher and the class on the matter of the lesson is curtailed.

In connection with object-lessons or other similar instruction, the practice of answering by complete sentences, which largely prevails in infant-schools, should, whenever possible, take the place of elliptical or simultaneous answering.

Attention might be also usefully drawn to the desirability of employing, in these lower parts of schools for older scholars, women teachers who have had experience in infant-teaching, and especially those who have been trained for kindergarten work.

It should never be forgotten that, unless the lessons themselves are made attractive to these young children by their simplicity of treatment, by the suitability and variety of the illustrations, and by association with their everyday life, the most carefully drawn curriculum, and the most thoughtful arrangement of time-tables will fail to attract the children of those parents who set little value on the education of their children.

Their Lordships believe that there is nothing in the Code, or in the present system of examination, that need in the least degree prevent such simple and natural methods of teaching as have been described, and they would be glad to hear of anything that would remove any impediment should such appear to exist. They desire also to point out that the general intelligence which these methods of instruction tend to foster is of the highest advantage in improving the teaching of other subjects of instruction which form part of the curriculum.

I have, &c.,

G. W. Kekewich.