Excerpt from A Letter to a Friend on the Standards of the New Code of the Education Department
Mr. Fussell, who knew what the best schools were under the Minutes of 1846, says in his Report for 1870, So far as my district at least is concerned, the methods of teaching all three subjects (reading, writing, and arithmetic) are on the average decidedly inferior to those commonly used in it before the introduction of the Revised Code.2 Mr. Stewart, with a simi lar experience extending over a longer period, says in his last Report, Teaching in its highest sense is almost extinct, and Teachers seem inclined to think that their responsibility is now limited to training children to pass the Examinations prescribed in the New Code.3 Mr. Campbell evidently sighs for the good Old times, and for the papers which he used to get before the Revised Code extinguished them. With regard to what are called extra subjects, I could say a good deal. In the first place, the name is in my opinion a mistake. Such subjects as geography, grammar, and history, ought never to have been placed without the usual programme of Elementary Schools. Those who can remember the excellent papers which were worked by the scholars in a large majority of schools on these subjects many years ago, before payment by results and indivi dual examination were the order of the day, will agree with me when I say that the cutting them out of the time - table has had a most injurious effect upon the intelligence of both Teachers and scholars, and has caused very little improvement in the teaching of the three mechanical subjects of reading, writing, Report of Education Department, 1868 - 69, p. 131. 2 Ibid. 1870 - 71, p. 83. 3 Ibid. 1872 - 73, p. 155.
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Paperback. Zustand: New. Print on Demand. This book delves into the history of education, particularly the English education system, and offers a critique of the Revised Code of 1861. The author examines how the system of standards, individual examinations, and the rigid curriculum stifled creativity in teaching and discouraged the development of critical thinking in students. The book explores the impact of these standards on the teaching profession, and laments the loss of highly qualified teachers who were dissatisfied with the new system. It also highlights the detrimental effects on students, particularly those from disadvantaged backgrounds, who were left behind due to the focus on rote learning. The author argues for a return to a more holistic approach to education, one that values intellectual curiosity, problem-solving, and the development of well-rounded individuals. This thought-provoking book sheds light on the historical roots of educational issues still faced today, and offers valuable insights for educators and policymakers seeking to improve the quality of education for all. This book is a reproduction of an important historical work, digitally reconstructed using state-of-the-art technology to preserve the original format. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in the book. print-on-demand item. Bestandsnummer des Verkäufers 9781334617249_0
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