TEACHING METHODS
Sir-l read with some amusement F. L. Combs’ references to past methods of teaching. When I helped recently, after an absence from teaching of several years, I found that the brighter children were utterly bored, and even those children who had no inclination to draw were compelled to draw, draw, draw. I think the system of allowing children to play their way through the Infants and Standard One, and then cram tables, addition, subtraction, money sums, weights and measures, etc., into them in Standard Two is a cruel and unsatisfactory system. Today they memorise songs, where before they memorised tables. Surely the ‘songs are as great a tax on the brain. t one time they knew all their tables before they left ‘the infant class, and they never forgot them. Today they never remember them. Learning them is sandwiched in between too many other things. As of old teachers vary -some are good, some bad. One teacher with nearly 60 in the class has not used the strap all year-he has no need to, having perfect control without. At another school a child suffered a nervous breakdown through being strapped every day. So the bad old days are * no means over.
ANTI-HUMBUG
LIZZIE
(Hamilton).
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New Zealand Listener, Volume 22, Issue 553, 27 January 1950, Page 5
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206TEACHING METHODS New Zealand Listener, Volume 22, Issue 553, 27 January 1950, Page 5
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