SECTIONAL TRANSACTIONS.— L. 125 



(b) Miss Margaret Drummond. — The Education of Children under 



1 1 years of age. 



General principle. Content and method of education must be determined by 

 interests and capacities of child. 



Period to be considered falls naturally into three parts, each of which i.s marked 

 by different interests and capacities, viz. : (a) pre-school or nursery period up to five 

 years of age ; (b) ' infant ' period, 5-7 ; (c) junior period, 7-11. The first of these is 

 the most important, as then foundations are being laid and attitudes established 

 which, to a large extent, determine the future. 



During the first two or two and a-half years education is strictly individual and 

 is given in the home. In the latter half of the nursery period, the child benefits by 

 being one of a group. Sense training. Language and number interests. Principle 

 of freedom. 



Period of 5-7. Differences in mental age. Dangers of class instruction. Individual 

 work the only psychologically sound method. Exceptions. Language study should 

 be so directed as to lay the foundations for all the sciences. 



Period of 7-11. Principle of continuity. Gradual introduction of drill, e.g. in 

 number combinations. Competition as a stimulus. Value of group lessons in 

 literature. Sjjelling. Introduction of a second language. 



During these early years the foundations of physical health should be laid, ifuch 

 play in the open air essential. The time table should be subservient to the sun. Our 

 great need is to disMnsuish between w hat in this [leriod comes through crow th and what 

 comes through teachinc. It is practically certain that at present we overteach. and 

 we overestimate the value of schoolroom activities. 



(c) Dr. M. W. Keatinge. — Developments in Methods of Teaching. 



Can method be delined ? Preliminary de:-cription. Brief sketch of its history 

 up to the end of last century in (1) elementarj', (2) secondary education. 



New factors introduced bj' {a) experimental science, (h) a new social outlook, Ic) a 

 new psychological standpoint. Consequent extreme complexity of the |)roblem 

 leading to a consideration of such factors as the following :— Class teaching ,: individual 

 work ; the relation between the two ; laboratory methods ; the jieriod of the year ; 

 and of the term ; fixed syllabuses ; the relation between routine work and special 

 lessons ; examinations : the age of the pupil. The essentials of a method that can 

 deal with these situations and factors. 



(d) Prof. J. Strong. — The Organisation of Education. 



The growth and development of educational organisation in this country has been 

 more or less haphazard ; hence, among other things, the lack of articulation of its 

 parts, the variety of nomenclature of its schools, and not least, the absence of 

 definition of its terms. These have their disadvantages ; they also have their com- 

 pensations. Looseness of organisation lends itself more readily to changes and 

 modifications, and lack of definition to the encouragement of experiments. No one 

 imagines that the organisation of education in this country has reached the stage of 

 perfection. The problem is, as always, to find the line of true development. 



Education immediately bej'ond the primary stage still awaits organisation. To 

 some extent it would be simplified by giving to secondary education a wider and more 

 comprehensive meaning ; it should be less a question of subjects and school equip- 

 ^lent than of abilities. The relation between technical colleges, training colleges, and 

 the university still has to be defined. The desire of these colleges to-day for closer 

 connection with the university points to the need for a simpler organisation. The 

 influence upon educational organisation of an extended administrative system, 

 central and local, cannot be overlooked. 



(e) Prof. Cyril Burt. — Educational Psychology. 



I. The Psychology of Teaching Methods. 



A. The general study of learning, memorisation, mental work, mental 

 fatigue, as it affects the classroom. 



B. The experimental pedagogy of special subjects of the school euiTiculum. 



