HANGS AND BRAIN.

Putaruru Press, Volume VII, Issue 278, 7 March 1929, Page 2

HANGS AND BRAIN.

TEACHING RETARDATES. Practical English Methods. Splendid results are being obtained in Great Britain in the education cf retardate and mentally-defective children, according to Mr. J. A. Valentine, ex chief inspector of schools; in Taranaki, who with his wife has returned to New Zealand after an extended tour abroad.

“My interest in education is still keen, and though I have retired from the service of the Education Department I cannot let my enthusiasm for the work flag,” said Mr. Valentine in an interview at Auckland. “As a consequence, during my visit to Great Britain A took the opportunity of investigating educational methods, and submitted a number of reports to the Director of Education in New Zea-

land. They were short reports but should prove helpful.” Infant room methods and work among mentally - defective children were the phases of primary school life which claimed most of Mr. Valentine’s attention. In England thfc, mentally-defective child is taught to exercise and develojj, intelligence mainly by means of handiwork, such as leather work and cookery.

In Birmingham Mr. Valentine saw a class of backward girls preparing a lunch for children of the school who did not go home for the midday meal. The girls went shopping, selected the fish and other foodstuffs for the meal, and then returned to school, where they prepared and cooked the lunch. It was all done under expert supervision and the result was most pleasing. The lunch was excellent in every respect.

“ Many of the girls were backward and undeveloped when admitted to the institution,” said Mr. Valentine, “ and had they not been given special attention they would almost certainly have been idle and adrift in later life. Courses in domestic science gave them the chance to become useful members of the community. Under guidance they will have a good chance in life.

“ The children, taught in these special schools for retardates are selected by medical officers of both

sexes. These officers have been specially trained, and by means of intelligence tests they ascertain the mentality of children in the ordinary schools. Mentally-defective children are drafted off to these special institutions, which are found in all the main centres. They are compelled to

remain at such schools until 14 years of age, and sometimes till 16, according to their respective rates of progress.”

Much attention has been paid to infant work, said Mr. Valentine, many teachers specialising in this direction. The whole aim of English primary school teachers was to prepare children for the scholarship examination, which they were expected to pass at 11 years of age. At that age the bright pupils were transferred, the best of them going tp a secondary school, and the average to the central school. The central schools seemed to meet conditions best, but could net be applied directly to New Zealand, owing to the scattered nature of many of our schools. These central schools were not like our junior high schools, although the functions served were somewhat similar.

“ I could talk for hours about education,” said Mr. Valentine, “ but in a short interview I can give only a sketchy outline of what is being done. I don’t think New Zealand need be ashamed of the methods employed in her schools, although of course there is always room for improvement. There is still one big problem which they have not solved in the Old Country. While there is scope for the brilliant child, to whom the secondary and central schools are open, there is not much of a future for the others. I said to an expert, ‘ I would like to know what you do with your hewers of wood and drawers of water,' and his reply was that this question was one presenting many difficulties. ‘Up till now,’ admitted the expert, ‘ it is a problem which we have not solved.’ ”