Papurau Newydd Cymru

Chwiliwch 15 miliwn o erthyglau papurau newydd Cymru

Cuddio Rhestr Erthyglau

10 erthygl ar y dudalen hon

IMPORTANT EDUCATIONAL CONFERENCE…

Newyddion
Dyfynnu
Rhannu

IMPORTANT EDUCATIONAL CONFERENCE IN THE RHONDDA VALLEY. CONSIDERATION OF THE NEW CODE. MEETING OF SCHOOL BOARD MEMBERS AND TEACHERS AT TON. INTERESTING ADDRESSES. On Friday evening, the 12th inst., a numerous- ly-attended conference was held, in accordance with a resolution of the Ystradyfodwg School Board, at the Ton Schools. The members of the board present were the following:—Mr W.Morgan (vice-chairman), Mr W. Jenkins, Rev. W. Jones, Mr W. Pritchard, Mr D. Thomas, and Mr S. H. Williams; with the clerk, Mr W. G. Howells; to- gether with about 50 or 60 teachers in the employ of the Board, and others from the neighbourhood. Before the conference commenced all present sat down to a splendid tea, which had been provided at the expense of the teachers. This over,the pro- ceedings proper were entered into with consider- able earnestness. Mr Howell, the clerk, intimated that Mr D. Evans, J.P., Bodringallt, (the chair- man of the Board) was unable to be present owing to illness. Mr T. John, Llwynpia, explained that indisposition also prevented the attendance of Mr W. W. Hood. It was agreed, amid applause, that Mr W. Morgan (vice-chairman) be called upon to preside. The Chairman, in opening, said it gave him much pleasure to be present, and he hoped the conference would be conducted in the best manner possible. He would call upon Mr Howell, head teacher at Blaenrhondda School, to address the I meeting on the grievances of the proposed new Education Code, under the head of NEEDLEWORK. I Mr Howells rose in response, and said they were all agreed that needlework was an important sub- ject, and he thought that the more important the subject the more careful they should be that the requirements were fair, and that the method of examining was a proper and sensible one. The resolution which he had to submit was as follows: —"That the requirements of the third standard should remain as specified in the late code; that the present mode of examining the needlework is not calculated to give due consideration to the various disadvantages which affect different schools, and that greater leniency should be shown in examining the needlework of mixed schools." As regarded the first part of the resolution, viz., the requirements of the third standard, the general opinion of the mistresses (and their opinion ought to be of more value than anybody else on the sub- ject) was that the late code required from the children quite as much as they could possibly do well, and that any addition would be a hardship. For the sake of those who were not very well versed in the requirements of the code, he might mention that the girls, in addition to working an exercise on the examination day, had also during the year to prepare a garment which had to be shown to the inspector on his annual visit. Until now the number of garments required from the third standard girls amounted to one- half of the number of children in the standard. Under the new code each girl was expected to show a garment. This meant a good deal of extra work for the teachers in cutting out, fitting, fixing, (fee., and it would necessitate the children spending a lot of time at those garments which could be more profitably employed otherwise. So they wished the requirements in that standard to remain as specified in* the late code. With regard to the second part of the resolution-the mode of exam- ining-he noticed there were a few remarks on that subject in the annual report of the School Board. They were as follows r—"The sewing exercises are now sent up to the Education De- partment to be examined there by the directress of needlework, who, judging from her reports, has a standard of her own, and that, probably, much higher than the circumstances and the surround- ings of the schools in many instances warrant." Now, they all knew that different schools had different disadvantages to contend with, and no report on the work of a school could be considered a fair one unless those disadvantages were taken into account in examining the work, and under present conditions the directress was not able to give due weight to those circumstances. The lady might know all about the different stitches, button- holes, and so on, and may be a good judge of a calico patch, and of herring-boning, but it was impossible for her, sitting down at easein'London, to find out from the work before her what were the conditions under which the exercises were worked. She could not possibly know what were the home circumstances of the children whose work she examined, whether they came from homes where everything was clean and tidy,and neatness was the order of the day, or whether they came from homes that were small, over-crowded, over- heated, and often, as a consequence, over-dirty. The directress could not know these things with- out visiting the schools personally, nor could she know what circumstances had affected the staff and attendance during the year. There were many other things that affected the quality and cleanliness of the exercises worked on the exam- ination day, such as the state of health of the children, and the state of the weather, whether it was a light or cloudy day, wet or dry, warm or cold. These might sound rather insignificant matters to outsiders, but experience proved that they were not so in the opinion of those whose reputations depended upon the examination re- sults. Now the teacher was acquainted with all these things to her great annoyance and worry, and until the directress also became cognisant of them, she had not the knowledge proper for assess- ing the grant on the work she examined. The only argument in favour of this method was its cheapness, but in the end it would surely prove to be a case of "penny wise and pound foolish," and certainly they should not let the question of a paltry sum of £ .s.d. interfere with the interests of the children generally. For after all it was the interest of the children that they all had at heart, and he thought they could rest satisfied, both as School Boards and teachers, that if they looked properly after the interests of the children, they were at the same time doing their best to further their own interests. The injustice of the present method could be ameliorated to some extent by the Inspectors making out a report on the points men- tioned and enclosing it with the exercises worked, but t le only proper method was the appointment of travelling inspectresses, who could come to ex- amine, to report, and to advise on the work on the spot. This could not be done perhaps on the same day as that set apart for the annual. inspection, but that would be all for the better, as the inspec- tors would then have more time to devote to their work, and so avoid a great deal of the hurry and worry that at present characterised the examina- tion day. (Cheers.) Mrs Morgan, Llwynpia, was the Dext speaker, and described the needlework clauses cf the new code as another straw to the camel's back. The attendance of children at school not being regular, she contended that either garments or exercises should be sufficient. Children were taught work at school which would never be of use to them in after life, and subjects more useful should be sub- stituted. Referring to pupil teachers, Mrs Morgan said that they did not know, in existing circum- stances, what they had to do at the annual exam- ination. She was of opinion that a syllabus of subjects ought to be drawn up, and thus lighten the burden and anxiety of the day's work. (Ap- plause.) THE NEW CODE TOTALLY INADEQUATE TO THE REQUIRE- MENTS OF THE AGE. Mr R. T. Jones, Ton, said they were under a slight disadvantage in estimating the value of the various alterations in the new code, not having the new instructions to her Majesty's inspectors,but in- structions or no instructions, they were totally I inadequate to the requirements of the age. (Hear, hear.) As to the National Union of Education (in which Wales had the honour of being repre- sented by Mr T. John, Llwynpia,)—(cheers)—he believed that those gentlemen, in agitating for reforms in education, were actuated by higher motives than those of personal interest. He did not say there was nothing of the personal in what they did, but he felt convinced that they had for their chief object the benefit and improvement of f I the masses. (Hear, hear.) He hoped also it was the object of that meeting to make the children under their charge better men and better women, and better prepared to perform the duties of life. (Cheers.) What ought to be conducive to the highest achievements of their life had been totally ignored in old codes, and almost ignored in the new. Real education should not be regulated by the age of the child, but rather the age and capacity of the child. (Hear.) There certainly ought to be greater liberty of classification in our schools, but he was sorry to find that the response to this demand in the new code was unreal, half-hearted, and worth- less. He had every respect for inspectors of schools, but he felt that they would be able to do better work if they had greater liberty. Much as he recognised and appreciated their ability, still he was not a believer in their infallibility. He did not believe in their capacity to judge the degree of efficiency of any. child in his school under the present system of examination. (Hear, hear.) If capacity was to be considered in anywhere, it should be considered in the elementary school, which was the sub-strata of the educational sys- tem. (Hear.) Who would try to make an idiot a profound scholar ?—(laughter)—yet this seemed to be the principle adopted by that assembly of gentlemen in Whitehall who were nicknamed "My Lords." The inspectors gave judgment upon the capacity of a child by merely a phrenological glance at him for five or six seconds on the day of the examination. He thought the managers of the schools were better able to judge the capacity of the children than the inspectors. (Cheers.) The system of payment by results he (Mr Jones) considered a mere drudgery and a failure. They must have liberty to attach the means to the facul- ties and not faculties te the means. (Hear, hear.) Before the bill was passed he hoped Parliament would make such alterations in the new code as to allow nature to be unfolded to its fullest possible capacity. (Applause.) LIBERTY OF CLASSIFICATION. Mr T. John, Llwynpia, felt that it was a difficult position to follow Mr Jones. He had presented the question in a lucid and vigorous manner, and left very little additionally to be said. However, without further preliminary, Mr John proceeded to say that no demand had been made more persistently by the teachers than absolute liberty of classification. The prominence given to percentages in this code under consideration was difficult to decide until the instructions to inspectors could be studied side by side with the clauses of the code. These instructions in recent years had assumed a significance equal to the code itself, and it was only by the light of the instructions that the code could be interpreted. Article 33 indicates that schedules as hithertofore will be sent to the local authorities of a school. Again, when we view the fact that the payment of the three grants —"Money Grants," which is to replace the merit grant, will depend upon the inspector's decision, it is feared that percentages will influence him largely in his assessments. Teachers will still feel that it will be absolutely unsafe to disregard the element of percentage. Art. 100 a, VII, says "In ordinary circumstances scholars should be advanced not less than one standard in a year." Now, thelordinary circumstances will have to be decided by the inspector, and it is feared that we shall still have the humiliating process of sub- mitting an exemption list. Liberty of classifica- tion, absolute and unrestricted, will not be pos- sible when the decision of the "ordinary circum- stances rests with the inspector. He is "the monarch of all he surveys'' on the grant earning day of the school year, and the teacher cannot afford in the interest of his managers and his own reputation to accept a,ny other interpretation on the clauses treating with the exemption but what will appear in the inspector's instructions and the code. The Inspector is instructed to satisfy him- self that the teacher and managers have not un- duly pressed those who are dull or delicate in pre- paration for examination at any time of the year, and that in classifying them for instruction re- gard has been paid to health, age, and mental capacity as well as their due progress in learning. Teachers are not prone to press dull and delicate children, but the difficulty of convincing the authorities of the Education Department to accept exemption on these grounds leaves no option but to work the children through the classes. The introduction of the words ages and mental capacity" is a relaxation from the old code, but surely in this period of the. 19th century it is time to delete age" from every consideration of classification. Let capacity, and capacity alone, be the standard whereby to classify a school. While age is insisted upon as an element of classi- fication, freedom of classification will be unreal and impossible. Art. 9() stipulates that the higher grant in infant schools will not be awarded unless the scholars are taught suitably to their age and capacity. This clause is designed in order to prevent interference with the instruction of older children. It appears to me that infant mistresses will still feel insecure if their roll include a large number of children over age. They have to pre- sent a list, and their merit award, it is felt, varies proportionately to the length of this list. The incapables over age are, therefore, driven with as much haste as possible to the senior school to interfere with the instruction of the older scholars," and this is the freedom of classification which passes muster in our schools. Then I contend that while we have schedules we will have per- centages, and percentages will drive the teachers. to work the uniform grove which is the iniquity of our present system. With every possible respect I say it that the inspector's power is too absolute, and certainly overbearing since the department which he represents pays only half of the maintenance of the school. If the department paid the entire piping then it would have every right to prescribe the tune. Inspection by arbi- tration would be just when the imperial and local contributions are on terms of equality. At present the Education Department monopolises four-fifths of the control,and yet only give half of the supplies. Mr Jones has put it forcibly to you that by a mere "phrenological" glance the inspector decides whether or otherwise a child may be exempted. Here is the instruction to that effect—" A mere general allegation of backwardness or incapacity should not be accepted unless on seeing the child you are satisfied that he ought not to be examined." This is an acknowledgment of infallability in the inspector which overshadows anything and every- thing heard out of Rome itself. The teachers and managers who know the everyday life of a scholar, and who have intimate advantages of judging his en- vironments, are to be over-ruled by the mere glance of an inspector. This is a power of penetration which is hardly to be credited despite the exalted position of the inspectors. The whole business is saturated with mistrust of teachers and managers, and absolute irrevocable confidence on the part of inspectors. This is not "true to nature," and until the code reposes more confidence in the teachers and managers I hold that liberty of classification is a delusion and a snare. Mr John then proceeded to give additional examples illustrating the ab- surdity of classification by age. According to the code 40 boys and girls drafted from the infant school te the senior department are expected to move forward from class to class in one compact body, whereas in reality they will lengthen out in a long line. Some move quickly, some moder- ately, and others slowly. The system enforces classification, which is irrational, and takes no account whatever of adversity of advantages, sur- roundings, and home influences and natural men- tal development. This hard and fast system of classification by age keeps back clever scholars for the sake of dull ones. It is unfair to teachers, unfair to children and parents, and ruinous to the prospects of the country. It involves a waste of power and labour, while the gain to the dull is no compensation for the loss to the bright. Then let us agitate for the deletion of the word "age," unless we intend perpetuating the monstrous and ini- quitous assumption that all children are equal in capacity, attention, and mental power. Mr John concluded by submitting, amid applause, the fol- lowing resolution:—"That this meeting, while ad- mitting the concessions given in the new code, regrets that more perfect liberty of classification is accorded therein." The Chairman Do you wish me, Mr John, to put your resolution to the meeting? Mr John: No, sir; don't put it to the meeting, because it will only be carried unanimously— (laughter)—and that will place the school ;board in a very unfair position. (Renewed laughter.) .14 « w- Mi Mr J. W. Jones, Penygraig, was then called upon. Referring to the curriculum of instruction imparted in elementary schools he said the present system was described as being too theoretic, tend- ing only to qualify children as clerks, &c-. lIe was sorry no greater change had taken place in Schedules 1 and 2 of the new code. Spelling took up too much time in the schools, having regard to the minor importance of the subject. More atten- tion should be given to drawing, which was very important to the prosperity and the progress and proficiency of the schools. (Hear.) If the present requirements of spelling were expunged in stan- dards 1 and 2, he thought they could have better reading in the upper standards, and also facilitate the teaching of drawing in schools. He believed if the aptitude for drawing was improved, so would be the style of writing. There was also too much importance attached to reduction exercises in arithmetic. He would prefer seeing composition demanded in standard 5 without the option of dic- tation by inspectors. A great drawback on the part of boys in leaving school was their inability to express themselves in composition. Composition should consequently receive a larger share of attention in schools. The speaker then proceeded to suggest a number of valuable amendments in the code, but was obliged to bring his forcible remarks to an abrupt close on account of his indisposition. We hope, however, to be able to give Mr Jones' opinions more fully in our columns in a future issue. THE INCAPACITY OF MONITORS. Mr Thompson, of Ferndale, was very glad of the honour to meet the members of the board in con- ference. Meetings of that kind would tend to cement a better union, spirit, and understanding between the teachers and the board. (Hear, hear.) Passing on to the code, he thought that the teach- ing staff prescribed by the Education Department in the new code was far below what was actually required for an efficient school. The number of children allotted to each teacher was excessive- from the head master, with 70, down to the moni- tor, with 20. A boy or girl placed as monitor in charge of 20 pupils often used that power very im- perially, and this was not to be wondered at, be- cause a monitor was not able to teach 20 children. The children were submitted, not to persuasion, but to coercion, and this gave the head teachers no small amount of unpleasantness. Monitors should have a. knowledge of the practice of teaching before having charge of a class. They should be placed under the control of teachers or assistant teachers at least for twelve months before they commenced teaching themselves. (Applause.) Passing on to the accommodation and division of schools, he said England as a nation could not compete with schools of other nations, such as Holland,Belgium, and Germany, until they had a proper system of buildings. In a school of the character of the one in which they were then met it was very difficult to maintain discipline, but he hoped the time was coming when there would be a change in the erection of the school buildings. The London School Board did not reckon in their staff of teachers any that had not passed the second year examination as pupil teachers. He did not go so far as this, but he would say that the monitors should not be counted in the teaching staff. (Hear, h3ar, and applause.) FURTHER CONDEMNATION OF THE MONITOR QUESTION. Mr D. Evans, Treorky, pointed out that every teacher, more or less, had "burnt his fingers" with the monitors. It was not reasonable to expect a boy of 12 or 13 years of age to be able to teach 20 children of the same age. The difficulty, however, of not counting monitors in the teaching staff would arise from that big bugbear, the rates. Gentlemen were elected on the school boards not necessarily to look after the rates, but to look after the education of the children of the parish. If then they looked after the rates, and not the children, he considered that they prostituted their position as members. He did not say that they should not watch the expenditure of the rates, but the primary duty of the board was the education of the children. The recommendations of the Education Commis- sion on t11? ,:1 c" U_l.h" teachers nad been entirely ignored in the issue of the new code. The Commission admitted that the present staff was insufficient. A percentage of 49 above the government minimum was about the lowest standard at which they could work a school efficiently. He felt that first and second year pupil teachers should only work half-time, so that they might have more time for study. If, in the past, they found it so difficult to pass their exam- inations, how could they be expected to do so in future, when the work was harder? Teachers generally passed their first and second years' ex- aminations "by the skin of their teeth," and that is how they would pass their subsequent examina- tions unless they failed altogether. (Laughter.) If, however, they worked only half time during the first two years, they would have a better class of teachers to conduct their schools. The code did not contain these recommendations, but actually flew in the face of them. There had been a little concession made as to the number on the teaching staff, but still it was unreasonable to expect a monitor toteach a class of 20 children. He hoped the board would put on a strong face as to these questions, and endeavour to effect reforms which were so urgently needed. (Cheers.) PARLIAMENTARY GRANTS. Mr M. 0. Jones, Treherbert, addressed the meeting on parliamentary grants. He had hoped that they would have had a splendid code now after the experience they had had of previous codes. He certainly had expected great things; if he had expected less he would perhaps have been better pleased. He considered it was a case of "a moun- tain being in labeur, and brought forth a mouse." (Laughter.) He should like to see the education of the country above the matter of £ .s.d.—(hear, hear)—and also to see the children examined by local inspectors. The system of payment by re- sults was continued in vogue in the new code-it was only the old dish re-cooked, and served up in another form. The speaker went on to explain the amounts, under the old and new codes, which could be earned by schools under the head of fair, good, and excellent, irrespective of specific subjects and drawing, and pointed out that the rates were al- most the same in both. The payment by results ex- pectations of the public were certainly disappointed. The provision of the new code was a step back- wards and not forwards. Threats were substi- tuted for grants. The Education Department ap- peared to look upon teachers as "animals without feeling." (Laughter.) He hoped the time was coming when all schools would be obliged to take drawing as a subject of instruction. (Cheers.) EVENINRT SCHOOLS A FAILURE. Mr J. W. John, Ynyshir, spoke on the subject of evening schools. He thought that a very small proportion of the teachers present had had experi- ence in this class of work, so that he could tell them whatever he liked without being contradicted. (Laughter.) He was of opinion that evening schools were a conspicuous failure, although the board had been generous enough to grant the free use of the school and lights. (Laughter.) If the board granted an increased staff of teachers, there would be greater vigour left to conduct even- ing classes. As at present the teachers Were so 11 overworked during the day that there was no energy left for evening classes. The spirit of discipline should continue to be exercised towards the boy after he had left school. The standard of exemp- tion had been raised to the fifth, as there could, he remarked, be no question that that standard was a good, sound, and healthy stan- dard. It was in that standard that the thinking powers of the scholar were increased and streng- thened. Physiology should be taught, and ambu- lance classes should be established at evening schools, together with lessons given on the elemen- tary subjects of gases and mining. This would make the mining community more intelligent and able to cope with the dangers of their everyday life. Evening classes, as at present, he likened to the family loaf—"they grew smaller by degrees and beautifully less" as the family loaf diminished at every meal, so evening classes diminished at every lesson. (Renewed laughter.) He should like the Government to recognise young men of 20 or- 30—(A voice: And young men of 40) —(laughter.) He also thought that grammar ana arithmetic could with advantage be exempted from the code, as he did not think that bad grammar ever caused a mining explosion. (Continued laughter and applause.) The Chairman said the time was advancing that he would not call upon any other teachers to ad- ,-f t,i j dress the meeting, but he should like to hear some of the school board members present express their opinions. (Hear, hear.) SPEECHES BY SCHOOL BOARD MEMBERS. Mr W. Jenkins, who was greeted with applause, said they had rpceived some instructive lessons that evening. There certainly were difficulties in the way of the efficiency of the new code. Some I of the suggestions made that evening were doubt- less good, but others, he thought, were somewhat questionable. There must be some degree of weight or measure as to the quantity of work to be done at school-not only on the part of the teachers but the children as well. The primary object of all connected with education was to make the chil- dren most serviceable in the various positions they were destined to occupy. That was the difficult question they had to cope with. Ihere were teachers and teachers. He did not believe there were any teachers present who would shirk their duties, but still there were teachers who did shirk their duties; therefore they wanted rules and regulations for the guidaace of such teachers. The object that evening was to glean from the teachers their views on the subject of the new code. He would go home from that meeting both interested and instructed-he would go home wiser than he came. (Applause.) They had been ex- cellently entertained, and on behalf of the mem- bers of the school board, he wished to tender their thanks to the teachers who had been good enough to provide that repast. The only regret he felt was that he did not know that tea was to be pre- pared for them. (Laughter.) Mr Jenkins con- cluded by moving a vote of thanks for the tea. (Cheers.) MR PRITCHARD ON THE ELEMENTS OF EDUCATION. Mr W. Pritchard said he had endeavoured to study the principles of the new code. He was in full sympathy with the effort which was being made to ameliorate the condition of the teachers. (Hear, hear.) As to the present system of pay- ment by results, he should like to see it buried as soon as possible-with its face downwards. (Great laughter.) He disagreed with Mr Jenkins as to the necessity for having rules and regulations to guide the conduct of the teachers. (Hear, hear, and laughter.) They all did their utmost to up- hold the dignity and efficiency of their profession. (Applause.) As to joint inspection of the schools, in the face of the fact that the school board con- tributed more than half of the funds, he considered there should be an inspector on behalf of the school board as well as one on behalf of the government, and if they should fail to agree as to the results, then they could call in an arbitrator to decide be- tween them-and that would not cost much. (Laughter and cheers.) If about half the money was found in the parish he did not see why the present species of red-tapeism should be allowed four-fifths of the control. (Hear, hear.) He thought every encouragement should be given to object lessons in schools, and why not have Welsh recognised in the new code as a specific subject? (Cheers.) They had adopted French, Latin, and other languages in schools,and he should like to know which was the best, Latin for Wales, or Welsh for Wales? (Hear, hear.) It was contended by some that a glut of education would make them turn socialists. He certainly did not believe that. He had much pleasure in seconding the vote of thanks for the tea, and al- though Mr Jenkins had said that he wished he had known that the tea was to be given, he was in a position to say that Mr Jenkins had done very well as it was, and if he had Hot taken tea before he came to the meeting, he (the speaker) would not have been responsible for what he would have done. (Laughter and applause.) Mr T. John said he was a great authority on tea, and he fully believed in the efficacy of tea. It placed people on good terms with themselves. (Laughter.) He was thankful to Mr Jenkins for the remarks he had made. They as teachers had to work the educational machinery, and the board found the means. He did not agree with Mr Evans. There was a possibility on the part of a board to be too parsimonious, and on the other to going too far hi the v,expenditure. The wisest and most sensible system of economy was not parsimoniousness. If they withdrew the means of making a school efficient. the grant would be less. Parsimonious economy was dangerous. There should he the loftier concep- tion that the interests of the country, the power of the country, and the ability of the country to compete with international races depended upon the education given to the rising generation. (Hear, hear.) If this country was to keep pace with or maintain superiority over other countries, her children must be rationally educated, and he thought, even in imperial circles, they were beginning to look at the question in that light. He thanked all for giving them such careful audience in their endeavour to point out the shortcomings of the new code. They did so in the interests of the children, and he hoped their suggestions would have further consideration at the hands of the board. He also trusted that such meetings between the board members and the teachers would be held often. (Cheers.) The Chairman made one or two remarks, adding that he had been considerably edified by the speeches that evening.

RHONDDA JOTTINGS.

Advertising

ITEMS OF INTEREST.

[No title]

"■»1 _- '"— Y GOLOFN GYMREIG.

ASSAULT ON A WOMAN AT ,PONTYPRIDD.

"A-LMK AN3 A-LASS."

., SHOPLIFTING AT TREORKY.

Advertising