The Daily News. MONDAY, JANUARY 25, 1915. TEACHING BACKWARD CHILDREN.

Taranaki Daily News, Volume LVII, Issue 194, 25 January 1915, Page 4

The Daily News. MONDAY, JANUARY 25, 1915. TEACHING BACKWARD CHILDREN.

One of the patent weaknesses in our present educational system is that connected with the teaching of oackward children. It nas long been evident that some special scheme would have to be evolved for overcoming the difficulty, and on more than one occasion it has been made the subject of special reference in political programmes. At last the Auckland Education Board has moved in the matter, on the recommendation of its chief inspector, Mr. E. K. Mulgan, who appears to have a practical and intelligent grip of the subject. At present there is no time to devote special attention to backward children -—those lacking in general intelligence—nor are the schools staffed on a sufficiently liberal scale to permit of a teacher being detailed for this work. With the present extensive syllabus it is practically a race against time to get through, and as the capitation allowance is based on the average attendance, and not on the average standard of learning, there is no special inducement for the teachers to go out of their way to give special attention to those children who are distinctly below the normal in their ability to acquire scholastic information. Probably many teachers do what they can to help these backward pupils, but it is recognised that the treatment of this class of scholars needs specially trained experts, if any good results arc to be obtained. Unfortunately, under existing circumstances, the children in question have to undergo considerable suffering, besides being made all too frequently the laughing-stock of their comrades, and a target for satirical or caustic remarks by the teachers. The pity of it is that these unfortunates arc frequently Jiypeir-sensitive, and not infrequently become stubborn under misguid(Jl treatment. The lot of a teacher i'. not of the easiest at the best of times, and his or her patience is often severely tried, so that it is not surprising that when the progress 'if a class is retarded by backward children that the usual equanimity of the teacher is upset. Mr. Mulgan is in a position to express an expert opinion on this important matter, and he says that such children are a source of much anxiety to teachers, and a fruitful source of weakness in school progress. In that statement all who are interested in educational matters will fully concur. He further states that to treat them as normal children is fair neither to themselves nor to the school community, and yet in most cases they are so treated, for the reason that heretofore teachers have received no special training in dealing with this type of child. If we only consider for a moment what takes place In the homo where a physically weak child is present, it will be seen that the weakling is the object of thg greatest solicitude and unceasing attention. How much the more, then, should the intellectually backward child, who is capabla under proper treatment of being brought to a normal status, be specially cared for so as to become fitted for citizenship and the battle of life? This important matter has been neglected far too long, and now that a move is Eeing made in Auckland to remove the blot on our teaching system, it is to be hoped that it will become general throughout the Dominion. It is beyond all question that these backwaru children cannot be effectively treated in the ordinary primary schools, or by the ordinary teaching staff, so that the institution of special schools will be necessary, with special equipments and expert teachers. The new departmental regulations provide for model schools, and in these classes for this type of children can be formed. That they will prove a great boon may be taken for granted, and they will mark a new era in the progressive and enlightened policy which is being exhibited by the Education Department. Mr. Mulgan proposed/ when in England, to secure the services of a suitable and adequately trained instructor, and the Jioartl wisely save the necessary authority therefor. The new departure should be watched with much interest, both from scholastic and humanitarian points of view. Gradually the true principles of education are being understood and developed. Tt is, therefore, all the move pleasing that attention is now being directed to strengthening the weak links in the chain, and as the responsibility for that process largely rests with the Education Hoards and their inspectors, it i- m.t tie,, much to expert that they will keep abreast of requirements.