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Wairarapa Age, 27 March 1920, Page 3

STUDYING THE CHILD. In the course of an address last week to the Wellington Women Teachers' Association, Professor Hunter said that some people thought that education was merely the imparting of the teacher's knowledge to the child, and that it proceeded only in the school. Education, as a matter of fact, preceded right through the life of the child, in school and out of it, and its factors included everything that entered into that life. Children were not all the same, and enlightened people no longer believed that they could be classified according to age, or their knowledge of arithmetic, or any other formula. The New Zealand Senate, which had twice refused to allot junior scholarships to the children at the head of the list, on the score of their being under age, had not yet realised thia elementary fact. The diversity of children was the reason why no teacher could give real education to a large class. Class teaching meant mechanical teaching, which did not take count of the faculties and capabilities of the individual children. The psychologist had not evolved any means of determining exactly the attributes of every child. But he had worked out tests and studies that made it possible for the teachers to determine broadly the treatment that a child required. The reason why these new methods of proved and Undisputed value were not generally adopted was that they cost money. The emotions had an intimate relation to mental and physical development. What sore of impression had the Mount Cook and Clyde Quay Schools, for example, on the emotjionsE ; •