PROBLEMS OF TO-DAY.

Taranaki Daily News, 3 January 1920, Page 6

PROBLEMS OF TO-DAY.

- "HANDICAPPED CHILDREN." HEREDITY, ENVIRONMENT, AND | THE UNFITS. EDUCATION AND RACE PROBLEMS. In her presidential address at the Women Teachers' Conference, Miss Chaplin, 8.A., dealt with educational re-building. The task before us was (she.said), to make up the losses of the past four years, and the days ahead would be fraught with difficulties if the lessons of the war were allowed to go unheeded. No section of the community can do greater service in a national reconstruction campaign than the teachers, and it is hoped the new leaders of education will • keep the Dominion in the van of progress.

"CARRYING ON THE RACE." It has been said that "while the virility of the nation has been carrying on the war, the derelicts have been carrying on the race." This thought brings home the need of effort to avert in some measure the disasters that threaten ahead. Here in New Zealand the note was sounded when a doctor advocated medical certificates before mar-! riage. While this may be considered an interference with the right of free people, the perpetuation of so many of the race who are heavily handicapped from oirth claims the attention of every worthy citizen. The Department for Children's Welfare and Special School in the Dominion had under its control on December 31st, 1018, 44*7 children, many of whom are the innocent victims of an unfit parentage, and the fostering of a healthy public sentiment on these questions is not among the least of our responsibilities. But while the part heredity plays must be admitted, the influence of environment has wonderful effect, and encourages educationists in their demand for the best possible equip, ment in the schools.

"EIGHT-MINDED" TEACHERS. Then, too, the right individuals must be drawn into the teaching profession, for the personal factor in the training of children will always be the most potent one. No system can be really successful which fails to draw into the ranks of teachers men and women of outstanding personality. The choice of the right teacher is all important, and no price fe too high to pay for this. While education crfnnot produce intelligence, it performs a mighty work in developing natural capacity, be it ever so small. This is the task before the teachers. Owing to various faults in our system, there is much wastage. To obtain the right teacher, the right method and the right equipment, is where teachers' efforts should he directed. The discovery of th 0 natural gift or capacity of each individual should he made as early as possible, and should determine the education of that individual, for it is to the interest of society to make the most of every gift or faculty which any member may possess. But a trained intelligence alone will not produce a worthy race of Britishers. Thorough physical training and sound moral teaching by precept and practice must be nn essential part of a truly successful system.

"HANDICAPPED" CHILDREN. The education of children of sound health and pood surroundings presents few difficulties, but a large section begin life heavilv handicapped, and it in for these weaklings that a better place is needed in our system. The imbecile and feeble-minded children arc provided for by Government institutions. But there is a large group of sub-normal who receive little benefit from the instruction given. The classes in city schools are too large to allow of these children receiving sufficient individual attention. Their mental powers are slow, but with care and time many would reach the level of the average child, while some are gifted with manual dexterity, and if our system would allow thein to be grouped'from about the age of nine, or even younger, into small classes under special teachers, much good could be done. As things are the result on these children is very bad, because they become conscious of their inferiority, which has a paralysing effect on a child.

In 1917 2764 boys and 2283 girls left school at 14 years of age without passing the sixth standard. Manv did not get beyond standard three. Of one city school, of those who left without passing standard four; 50 per cent are already accounted for as (a) unemployftble (spending much time on the streets); (b) under police surveillance: (c) in refuge homes and training farms. Similar records could be obtained elsewhere. Our system fails to provide for about 5000 "unfits" who annually wander into blind-alley occupations, or qualify for industrial schools.

RECONSTRUCTION PLANS. Reconstruction plans are urgently needed here, and the association and the N.Z.E.I. have repeatedly asked for a remedy, but without result. In Auckland Mr. A. M. Myers' generosity has provided a school for these children but is should be the duty of the State to do so. The establishment of special classes and open-air schools in England has done much to remedy the evil The good work of medical inspectors and school nurses in New Zealand cannot be too highly praised, and preventive measures taken through their advice prove of great value. It is hoped the workmay be extended so that free medical and dental attention may be granted as a right to every child who needs it„ The backward minded remain, however and help should be forthcoming for these particularly in view of our national needs. If we are to be efficient in the widest sense of the term opportunities must be afforded every child to develop his gifts to the best advantage

PRACTICAL EDUCATION. The epidemic of last vw.r showed the need for the teaching of practical hv giene. The Royal Commission drew attention to a weakness in our system, which the Women Teachers' Associations have been trying to remedy. Miss Chaplin recommended the greater attention to domestic science, hv:icne, first aid and home, nursing, as subjects for girls and that the health of school children be given increased attention through the establishment of school clinics under the charge of qualified medical officers. Miss Chaplin regretted that there were not better facilities for the training of girls in the primary schools, for with the large mixed class of upper standard children taught by men there were few opportunities for' girls to be [trained in essential subjects.. The president advocated easarate depart-

inents for girls, boys, and infanta, or separate schools. Women teachers (she continued) have not been encouraged to make themselves specially fit for this work. In some districts they were not considered capable of teaching the higher standards, until war conditions compelled changes in this respect, and it will be generally found that when women are given scope for their talents they "make good." To-day the highest position open to her in a primary school must be that of infant mistress, and yet many women teachers would be invaluable in teaching girls in the upper standards. Why should there not be "a ] free career for all talents"! ENCOURAGE THE TEACHERS. Greater encouragement should he given to women teachers to cater for the needs of older girls, and in every large school an experienced teacher should be set apart for this work. Just as a greater part of the training of older boys is best done by men, so a great deal of the. teaching that is essential to the right and efficient eduention of, girls can best be done by women. When this is generally recognised in practice, one section of reconstructive work will have been begun. Post primary education is receiving attention, but there are forces preventing the extension of education to many who have passed the ago of fourteen. Industrial need is great, and the wages offered tempting. Only in rare cases does a school committee call upon the Education Board to enforce the compulsory clauses of the Act with regard to continuation classes, with the result that 40 per cent, of our young population is receiving' a very imperfect education. A CHILDREN'S CHARTER.

The English Act of 1918 makes provision for 1 the establishment of compulsory school attendance from fourteen to sixteen, and'ultimately to eighteen. The Act has been hailed as the children's charter. It inaugurated the first real attempt to lay the foundation of a scheme of education which would be truly national. The Government recognises that the best way of making up some of their losses is to provide as complete an education as possible for.eaeh individual. Their plans will cost much, but they arc prepared to pay the price. We in New Zealand cannot refuse to do our share in the nation's rebuilding. In conclusion, Miss Chaplin said she was sure the women teachers were prepared to do their utmost in this work. The best tribute they can offer to the memory of the men who had fought and died was to train boys and girls to become worthy citizens of a glorious coun. try. (Loud applause.)