The essential point is that any curriculum, if it is not to be purely arbitrary and artificial, must make use of certain elements of experience, because they are part of the common life of mankind.
A different, but closely related point, for the careful consideration of which we would plead, is the importance of providing liberal opportunities for individual work under the guidance of generalisation or specialisation essay writer teacher.
It should have as its object, as we point out in Chapter VII, not merely well-being, but the simultaneous development of physical and mental powers in harmonious interplay.
The fundamental idea of starting from a centre of interest and exploring in turn the different avenues which diverge from it is involved, after all, in all intellectual activity which is not merely formal or imitative, [page xxiii] and if its educational significance is sometimes overlooked, the reason is not that it is novel, but that it is too familiar.
The aim of the school is to generalisation or specialisation essay writer its pupils to such experiences in an orderly and intelligent manner, so as to develop their innate powers and to awaken them to the basic interests of civilised existence.
We dare not hope that it will be more than partially solved; but in some measure, we trust, school training may succeed in making up for what must remain under conditions of work today inevitable deficiencies in the later industrial training of the pupils.
In Julythe Committee appointed a Drafting Sub-Committee consisting of six of its members, with Mr WA Brockington as Chairman and with power, subject to the approval of the President of the Board of Education, to co-opt members from outside.
We do not pretend to have made startling discoveries or to have enunciated novel truths.
What is important in each case is that, while the indispensable foundations are thoroughly mastered, the work of the school should be related to the experience and interest of the children.
My job is to make your manuscript the best manuscript it can be. Education must be regarded not as a routine designed to facilitate the assimilation of dead matter, but as a group of activities by which powers are exercised, and curiosity aroused, satisfied, and again aroused. Such methods of giving concreteness and reality to the work of the school are already often practised and need no lengthy explanation.
Biography, autobiography and memoir; fiction both literary and popular ; general non-fiction. The boys and girls concerned have left the infant school; in a few years they will be entering one type or another of secondary school. We take this opportunity of thanking our witnesses for the valuable evidence which they put before us, and also all those other organisations and persons whose names will be found in Appendix IB who were good enough to furnish us with memoranda, specimen syllabuses of work, statistics and other data bearing on our inquiry.
While it is clearly desirable that training colleges should bear carefully in mind the needs of the teacher of children between the ages of seven and eleven, we do not desire a system of training which would have the effect of confining teachers at an early period in their career to one particular type of school.
But the child is not only an organism with biological needs; he is also a member of the human family. But a school is a synthesis of different activities, each of which must be given its due, and all of which suffer if less than justice is done to any one of them.
So far as urban areas are [page xvi] concerned, the ordinary arrangement is for children to pass from the infant to the primary school between seven and eight, and we think that in these areas, where alone the arrangement is practicable, the existence of such separate schools or departments is clearly advantageous.
To these topics we return below; nor need we elaborate here what we say elsewhere as to the importance of ensuring that the premises and equipment of schools are not merely adequate, but attractive and inspiring. The problems are numerous and urgent.
Problems of the curriculum cannot be separated from problems of organisation, for on the treatment of the latter depends the possibility of a wise handling of the former. At one stage of education it is important to emphasise the characteristics peculiar to each as a separate discipline, at another the common experience which underlies them all.
It is therefore the physical and mental characteristics of the four years between seven and eleven which require to be considered. Few features in the history of the last thirty years are more striking or more inspiring than the improvement in the health, the manners, the level of intellectual attainment, the vitality and happiness of the rising generation.
Nor are we concerned to elaborate in detail the precise procedure to be deduced from these premises. Are we satisfied that in each of these respects the primary schools of today are all that, with the knowledge and resources at our command, we have the power to make them?
Subjects are not independent entities, but divisions within the general field of knowledge, whose boundaries move, and should move, backwards and forwards.
If the point of view for which we plead is generally accepted, teachers will find little difficulty in translating it into practice.
In the period immediately preceding and followingthe period of the Revised Code and the early school boards, the dominant - and, indeed it is hardly an exaggeration to say, the exclusive - concern of most schools was to secure that children acquired a minimum standard of proficiency in reading, writing, and arithmetic, subjects in which their attainments were annually assessed by quantitative standards, with a view to the allocation to schools of pecuniary rewards and penalties.
What is needed now is not to devise any new system or method, but to broaden the area within which these tendencies are at work. But the health of children is not only the concern of a special service, crucial though the importance of that service is.
As children advance in years, they approach more nearly to the stage when different branches of knowledge become the subject of special study.
What is required, at least, so far as much of the curriculum is concerned, is to substitute for it methods which take as the starting-point of the work of the primary school the experience, the curiosity, and the awakening powers and interests of the children themselves.
Any education worthy of the name must start from the facts, and the essential facts are, after all, simple. In the meantime, to the number of approximately 2, they are attending for a period of four years, almost one half the whole period of compulsory education, the educational institution appropriate to children of their age, which is most conveniently described as the primary school.
They are, in a very real sense, their education; and the course of wisdom for the educationalist is to build upon them.
What a wise and good parent would desire for his own children, that a nation must desire for all children.vol 6 pg 1.
A Philosophy of Education Book 1. Introduction. These are anxious days for all who are engaged in education. We rejoiced in the fortitude, valour and devotion shown by our men in the War and recognize that these things are due to the Schools as well as to the fact that England still breeds "very valiant creatures.".
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Vokabeltrainer - Download englische Vokabeln Vorschau der Vokabeldatei 'Englisch - umfangreich' Englisch - Deutsch, Vokabeln. Hadow Report The Primary School. [page iii] NOTE ON THE NOMENCLATURE USED IN THE REPORT. In this Report, as in our Report on the Education of the Adolescent (), we use 'Primary' for education up to the age of eleven, and 'Secondary' for education from the age of eleven till the end of school life.
For the sake of convenience, 'Primary School' is used both for a school taking children. Freelance Editors' Network The Freelance Editors’ Network is a group of Australian-based editors who offer a range of editorial services, including manuscript development, structural editing, copyediting and proofreading.
Spens Report 'Secondary education with Special Reference to Grammar Schools and Technical High Schools' ().Download