Manawatu Herald. SATURDAY,MARCH 20, 1920. PSYCHOLOGY IN SCHOOLS.

Manawatu Herald, Volume XLII, Issue 2105, 20 March 1920, Page 2

Manawatu Herald. SATURDAY,MARCH 20, 1920. PSYCHOLOGY IN SCHOOLS.

PLOPHSSOi; T. ill 'NTLIof Victoria College, Wellington. delivered a very interesting address lo the Wellington Women Teachers’ Association the other evening, on the A. pplica I ion of Psychology to the leaching profession. Inter alia, the Professor said; ‘'While playgrounds and s(diools h.ad been neglected, the neglect of the child was even worse. Lvery child was a unique complex of characteristics and forces. For lids reason modern educationalists did not believe in large classes. Periodically every child should be examined not only from the point oi view of health, but psychologically as jo mental characteristics. There was a whole series; of tests to determine whether children were quick in I heir reaction —lo show what kind of mental material the teachers had to mould. There were methods of determining also general intelligence, which were practicable and would form a good working basis. Why was it not adopted in New Zealand? Because if cost money, it was intolerable lo a/civiiised community that the norma! and the abnormal, I he (Tlicicnl and the dci'eclivc should he taught together. Investigation had shown also the tremendous influence of the emotions on physical well-being and mental development. If the surroundings were such as to deaden the higher emotions, then the grosser emotions would inevitably take their place. The fundament ally important years, in the opinion of one eminent psychologist, were the first live. The psychology of the instincts had not been thoroughly investigated, and nobody had a he!tor opportunity of investigation than teachers. The lecturer dealt next with the psychology of fatigue and morality. He emphasised the folly of trying to reason with very 'young children and giving precept when the example all round was in contrast. What was the use of teaching the old doctrine of the Sabbath when the (dearsighted child saw the trains and ferries running full of people bent on pleasure .' Thu teacher had to play his part in fashioning the morrow. There was no set of forces in any way comparable to the forces of the teacher and the environment of the primary school. Every teacher ought to'go through a training col-

lege under :i system with somebody who had power after observation to toll iho.io lie deemed unlit to teneli that they had better not proofed with the profession. No effective work could he done in education without enthusiasm. That industry was doomed where men and women had lost interest except as a means of getting’ bread and butter. Under the intolerable conditions that existed teachers had come to look on it as merely a means to livelihood. It was not wholly a question of money —the idea of money as a governing idea had hpen fraught with evil results to professions—such as medicine and law. The task before teachers was (o improve the. condition of affairs by increased enthusiasm and effort, and next to arouse the, public to the importance of the problem. Xo improvement could be made in education until some peoples’ feelings were hurl.