The Children: Some Educational Problems

by Alexander Darroch

CHAPTER XI

THE AIM OF THE PRIMARY SCHOOL

During the past thirty years no part of our educational system has received so much attention as the Elementary Schools of the country. If we compare the condition of things which prevails at the present time with that which existed previous to 1870, there can be no doubt that a great advance has been made both in the better provision of the means of education and in the efficiency of the instruction given. Previous to 1870 a large number of the children of the poor received no education.[39] Of those attending school many left with but a scanty knowledge. Now practically every child[40] receives a training in the primary arts of reading, writing, and arithmetic; and with the gradual extension of the period during which the child must attend school, it has become possible to ensure that a larger and larger number of children leaving our Elementary Schools have received an education which may be of value for the after-fulfilment of the simpler practical ends of life. Again, previous to 1870 the school buildings were in many cases unfit for their purpose; now the Elementary Schools of the country both in their building arrangements and equipment are as a rule much superior to the voluntary and endowed schools providing secondary education. Previous to 1870 anyone was thought good enough to undertake the work of teaching; since that time more and more attention has been paid to the qualifications of the teacher and to securing that he shall have attained a certain standard of education, and have received a certain measure of training before engaging upon the work of the instruction of the young. We, e.g., no longer entrust the instruction of the younger children in the school to the older, as was the custom under the monitorial system of Bell and Lancaster, and with the abolition of the pupil-teacher the last remnant of a system introduced at the beginning of the nineteenth century, as the only remedy to meet the dire educational necessities of the time, will have been removed.

But in spite of the great advances which have been made, there is a deep-seated feeling now beginning to find expression, that somehow or other the Elementary School has not realised all the expectations that were once thought likely to result from the universal education of the children of the nation, and that in particular the Primary School has failed to foster and to establish the moral and social qualities necessary for the welfare of a State whose government is founded on the representative principle.

This, it seems to me, is largely due to the wrong conception of the aims which the Primary School is intended to realise—a conception which prevailed for many years after the introduction of compulsory elementary education. For some time now, and especially during the past few years, a counter-reaction has set in against the narrowness of the aims of the preceding period, and like all reactions it tends to go to the opposite extreme, and so to broaden the aims of the Primary School as to be in danger of failing to realise efficiently any one of the ends which it sets before it.

The state of things immediately preceding 1870 not unnaturally gave rise to the idea that the acquisition of the arts of reading, writing, and arithmetic was the one indispensable object to be attained in the elementary education of the child. This conviction was strengthened by the system of Government grants introduced into both English and Scotch schools, payments to school managers being largely based upon the successes obtained in passes in the three elementary subjects.

Certain results naturally followed. In the first place, no provision was made for the special education of the infant classes. Since the after-success of the child was measured by his attainments in the three R's, the sooner the infant mind was introduced to these subjects the better the after-result might be expected to be. Thus the grant-earning capacity of the child became the teacher's chief consideration. In the second place, the energies of the teacher were directed to secure a certain mechanical accuracy in the use of the three elementary arts rather than their intelligent apprehension. As a consequence, these subjects came in time to be thought of as subjects worthy of attainment for their own sake and their acquisition as an end in itself. Hence it was forgotten that the acquisition and organisation of these systems of elementary knowledge are only valuable because they are the indispensable means of all intercourse, of all commerce, and of all culture. Hence also their use as instruments for the after-realisation of many purposes in life tended to be neglected, or at least to fall into the background. Individual teachers, no doubt, in many cases realised the partial error in this conception of the aims of the Primary School, but the demands of Government inspectors and of school authorities, with their rule-of-thumb methods of testing the success of the teacher's work by the percentage of passes gained, tended often to make the teacher, in spite of his better judgment, look upon the child mainly as a three-R grant-earning subject and to consider the chief aim of primary education to be the securing of a certain mechanical proficiency in the use of the three elementary arts.

Under such a method of examination it was certainly necessary for the teacher to pay some attention to the individuality of the child. If his efforts were to be at all successful it was incumbent upon him to discover as early as possible the range of the child's previous knowledge in the three grant-earning subjects and to find out in which of the three the power of acquisition of the child was naturally weak or naturally strong. Where the number of children in a class was large, little individual attention could, of course, be paid to the child, and in such cases the acquisition of the subject was aided by the mechanical drilling of sections of the class and by recourse to all manner of devices for ensuring the accurate acquisition of the essential subjects.

As a result of this partial and one-sided conception little attention was paid to the use to which these subjects may be put in the realisation of the practical ends of life. Arithmetic, e.g., seemed to the child to be made up of a number of kinds of arithmetic, each process having its own rules and methods of procedure; but it never entered into his mind, and but seldom into that of his teacher, that the various arithmetical processes are at bottom but diverse forms of the one fundamental process of adding to or subtracting from a group. Proportion was one kind of arithmetic, simple interest another, but that these processes symbolised real group-forming processes, or that they had to do with any of the realities of life, was apprehended, if at all, in the most imperfect and hazy manner.