TEACHING EFFICIENCY.

Hokitika Guardian, 23 August 1924, Page 1

TEACHING EFFICIENCY.

WORKMAN. ARTISAN or ARTIST:Whii.i.l Nt-ITtIN. Au:-'- - ; k A or,ivv,led au lieiu-o of Training ('allege Mud: i:' - and cth'. rs "a ; r.enres-e.! yesterday afierii.n n by Dr ■). Adams, the eminent Drllt-h ,'ducat mnalist. whose i emarks , ..venal tin- need for reaUi ation that tea., liing was not a trade l.mt an art. Air W. !!. (hmhl. principal of ll:e I raining College, presided. “Denial',l Shaw." said Dr Adams, “has made many disagreeable remarks about schoolmasters, one of which was : 'll- who can. d as, lull he cniimii. teach:' •.' (l.e.'.lghtor>. lie was wrong as regard;":! painters, and -niii'icians. who studied hard am! yet were not sulhtly a l llsts to make a living, and who drifted into teaching. .Many «’[ the finest artisM i: i the world could not. exorrs- thcm-ilvc' i:i wr-rds. let alone I'oacli. whereas many vvouien who were not lir'-t-ekiss mu-iciaus exc'llent tracker-'. In the •"se’iools” ol» the old ma-ters. piinil- merely watched the artist at vvrk. and "ere allowed to <!,: some of the miner parts of tke painting, such us narts of a dross, ilie pupil merely learnt to cmy the vv.H, „f the great maMer. and in some case' did a largo part of the painting. H

was very effective teaching ef this kind, because it throw responsibility on the pupils. To-day teachers taught too much, though we were beginning t-> learn that a little, wholesome neglect of the pupil hy the teacher was beneficial. How far was I,"idling a fine art’;' Berim'd Shaw tank it that it was ipiiie a me.''a’lical art. quite iuferi'.’i' ta the art which was being taught. jinny tca'-hers were .honest nrlKuns, who it’d their daily task in the soirit of a go'd tradesman. In Knglaud th">v wore a number of teachers who saw thov were t'"'chers only when in sc’ aol.yin " that t '■«>•.• had not =••'1,1 tl" ir .--nils I-•• a. lucre salary. That wr : .a licit iv ideal. It was not a fair attilmL' I'" cd.'Mt that if I:"vs turned out hirrili"; the oarents were t- I.lame. Th • I-

it liihl ;i cnrtoiii ilutv !>“ I.> lir' nil)’-.!:! inn of Mini tin-' filTinnsfnni'i" hit? fiivouniMn in 1"’; lnnl-im: t l ' ini';! nl' it. Kilinntii'ii hir.l mil's' to I** roj;nrdi'il ms m •■lothiim nl* vmlom. Mini ll ; 1 tinu-'iiT wlio throw nil’ nil n-s.>tm-il;iI’-tins :>l liinlit vvn'i nit qvitp piviirr ii (11li 1 cnllsidoi al inn. 15s' ti lls rnsn-aisi I ''-' nut n:i!y for tlm lariwlsnlni' :■ - qn ll--.-' ! I v liis jyipils, l.m fnr s'lint sort (•! in*"ii Mini v.Miiii'ii tlmv MftsTv.nn-U I :r; n. Tim tine artist trails'' 'inh' I i’>“ artisan ;:.s linn'll as flu* art'cn iliil tin; HK'lt n ni-Kiiiiiii. n mi ti* - 'lni a tininr n:n ,r ' without liavinn to li'nl oat how to • it-. T'.ln-t ti'Mc'n !'S i!i ll' ! '- T > <’•' •liniiitv nf ruin si’T. v 1 • i : 1 1 >• ‘V-t mm'" lltist m'-ts. Imt It' ‘V m,ilii l* : 'n*'il ro'i'lily i ii'inyli v.itli a i-:it»;i '!iis-1 s-'a-

The Haltm plan ms not lih'dv I- ■ succeed. h-cam-e. after :,!l. the te.-ck-r d.dic'd e-d lo t i‘;i :•!> pet a- l!lc arti-t doliplued lo paint. Tier.’ v.:v- m di-Lim-l j:iy in tern'lino mc-a rod makiii"; doss sir.:' in parts. 1 ii* hir--aeT I;iv'V licit- in teachim: subject In' v,:jpt artist. ill seme others a'l strehilect. in others merely nil arlisap; Iv.it In.* V 'I In- never foil ). *!:• v tlnil standard. A ore -t den! depended on lh- spirit in which work was npnreaehed. There must lis no I'u tn>:lin«i on tin* part of ike teacher. A iniin. not :i watchmaker, ivlio sdvak a slopped deck in inn'c' it go without success was a fumhl-r witlion l sin. tint a teacher ivlio slio:;k a child committed a grievous mistake. I’retu hinp had heen described as an animated dialnpue with one pail, lefl out. lull if they were altendinp in his own lecture they must really he working harder than lie was in the endeavour t" anticipate! his ’tlirnipht. They cjuld not cninplete ihe sentence. ‘u I"' most optimistie writer on education i : . . They could anticipate only in I'eearal terms as they did not know vh-i'.i he tlmui'hi. ihe most optimistie writer. The development of the store was all to i trei|i;elil Iv impeded by emaim-neint; in ill - middle, like many piavs. This was all very well lor dramatic oliVet. hut the .“:■()lienee of the stilisvnilcnt. jresenlation needed care. In China the drama commenced with the hirili ol the hero. There was iiiudi had exposition in ordinary ieaehiinr. as insullicieiit attcot ion was itiven i-e ill:* outlook oi 111'pupil and the iinii-ssiliilitv of pre-onl-ine the ant -ipatory proclivities of listeners. A < r oed -lory was spoiled hy the drtyjp.'imr in of some important, hut for'/otten point in tit" wronp place. I’roperlv arranged ins! met ion was hoperntiv?. Ideas must first he recruited and then drilled, m that when ihe snhleci was presented it liv-d to the ponds. One ectlld know a hd without realisin'.' it. hut. all fails accumulated had an intliiem e oil future thought. Pr Adams concluded v.itli Idols for pain iie.- th- at tent ion e. pupil- so iknf the teacher mipht hectnie a liii" ariisi. The students, one of whom expressed their -ratitude. interest, mi! proiit in the address. I: -artilv cheered professor Adams at tihe close.