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CHAPTER XVII
Geography and Natural History
A. INTRODUCTORY
(a) Geography and Natural History considered together
It has been customary when considering the teaching of these subjects, even in the primary school, to treat them as distinct fields of study although both are concerned with the exploration and understanding of the world. However, the knowledge which young children gather about their own surroundings and about the world at large is neither acquired nor organised as a number of differentiated school subjects. It is very doubtful whether such distinctions are appropriate until children reach the upper classes of the junior school. Even at that age the schemes of work for geography and natural history often include the same topics for study and, in both subjects, the children's work gains much of its vitality from the impact of direct experience and from first-hand studies of the real thing. Systematic studies of the weather, the soil or the distribution of animals on local farms, for example, may belong as much to one subject as to the other. A visit to the docks may lead children to study the transport of merchandise along local roads and railways or it may lead them to carry out experiments on flotation and the Plimsoll line. Geography and natural history, therefore, are considered together in this chapter and are only treated separately when work in the junior school is discussed.
Children of primary school age are intensely curious about their surroundings as every adult knows when he is subjected to their searching and repeated questioning. They have an alertness of eye which is attracted by colour and movement and by both the familiar and the curious. They enjoy exploring their surroundings not only through sight and sound but also through the senses of touch, smell and taste, senses which sometimes become dulled in adults. They have a keen ear for sound, an appreciation of repetitive and rhythmic phrases. They collect
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avidly all manner of things, living and non-living; shells, pebbles, bus tickets, wild flowers, butterflies, fossils and postage stamps, car numbers and the names of railway engines. At first children collect anything at random according to the dictates of the moment and make no attempt to classify or order their collections. The roots of a child's knowledge of geography and natural history lie in these vivid undifferentiated experiences of childhood. As they grow older they notice similarities and differences and begin to group the things they collect; they enjoy factual information for its own sake and their interests are sustained over longer periods. These characteristics are possessed in varying measure by all boys and girls of primary school age. They suggest to the teacher ways to develop an interest in work which can serve as an introduction to the adult fields of science and they may also provide the beginnings of a permanent interest in some branch of geography or natural history. Children's interests as shown by their questions and spontaneous experiments are, at this age particularly, a good guide to the appropriate topics for study, and the teacher's function becomes that of directing their attention, suggesting methods of learning, providing suitable opportunities for study, assisting them in the organisation of their knowledge and, in all this, of making his own unique contribution to their knowledge through skilful exposition and illustration, questioning and demonstration. Curiosity and the spirit of inquiry are not difficult to rouse in children where woods and streams are to be explored or a farm or pond is to be visited; and curiosity itself is quickened by the wonder which many children feel for some of the magnificent and splendid phenomena of the world - the moon and stars, the sea and volcanoes - for the miracle of living creatures and for stories of man's heroic discoveries and inventions.
The common ground of geography and natural history is, then, the world beyond the classroom and especially that part of it which can be visited and studied by children and teacher together. The common method of study is one of careful observation and honest recording of what is actually seen by the observers; it is a method which applies equally to investigations carried out during a visit or expedition and to those made subsequently when specimens brought back to school are studied at leisure. Later sections of this chapter refer both to visits made for the purpose of first-hand inquiry and to the various forms of
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record which children may find suitable in particular circumstances. Some general remarks, however, will not be out of place here.
(b) Visits and expeditions
If any visit, whether to a wood, pond, museum, park, quarry, brick works, farm or railway station is to be successful it will demand considerable preliminary preparation both by the teacher and children. The group should be of such a size that the teacher can organise it with confidence and talk to its members from time to time. He needs to be familiar with the route, to note the time the journey takes and to be aware of any dangers that might be encountered. Permission to cross private land may also have to be obtained. The farmer, forestry guide, lock keeper or whoever is meeting the party will have to be briefed as to the nature of the work the class is attempting, the questions the children may ask and the type of information they are seeking in order that a willing guide shall not discourse at length on matters beyond their comprehension and outside their interest. By careful preliminary discussion with the class the teacher can ensure that they have a clear idea of the purpose of the expedition and of the behaviour that is expected of them. Group work will have to be planned, work sheets drawn up and, if necessary, a simple map of the route and area duplicated. It is important also to consider what kind of notes can be made on the spot by children of different ages and abilities. These preparations, while not depriving children of the joy of discovery and novelty, enable them to derive maximum benefit from an expedition and minimise the complaints so often levelled against visitors to the countryside. One visit or expedition usually provides junior children with ample work for weeks to follow, but it sometimes happens that when children set about making a record they find their information is incomplete or inaccurate. The need for verification or for additional knowledge provides a sound reason for a second visit. Progress will be looked for in this as in other forms of study; from a series of out of door inquiries the children should acquire both the attitude of mind and the techniques which make further work of this kind increasingly effective.
(c) Recording
Children, both individually and in groups, usually make some
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record of their work. Talking and conversation, both with their teacher and with each other, are essential for clarifying ideas and, as children grow older, for separating the facts that are relevant to the matter in hand from those that are not. Discussion between teacher and children about the most sensible way of recording and the most suitable media for the purpose is, therefore, most valuable. It is likely to make all the difference between success and failure when children are allowed reasonable freedom of choice in this matter and not compelled merely to copy the teacher's notes or sketches. In the actual process of expressing what they know they will often be encouraged to closer observation; for example, when drawing or modelling a port or when recording the behaviour of a beetle they may need to find out more details to complete their work. But when the form has been determined then the result should be the children's own record expressed in their own words and in their own way and based upon their own observations and knowledge. Their records may be made exclusively for their own use, perhaps to bring out the significance of the observations they have made, or for communication to other children for comparison and verification or to serve as a point of departure for new experiments. In any case the integrity of the children's work should never be sacrificed to mere accuracy in the sense of recording the 'right' answer when the evidence is either lacking or contradictory. This principle embodies the spirit of scientific inquiry; indeed, as a later paragraph on the junior school suggests, the learning of facts at that age may often be less important than the path to knowledge which is followed and the attitudes that are formed on the way.
There is one particular form of work which is a prelude to later work in natural history and scientific geography; this is the keeping of systematic records in which counting or measuring or weighing is undertaken. This aspect of the study is important and many suitable opportunities will arise in the junior school. These exercises should be exacting at all stages and should often involve more than the mere counting. The simple weather records kept by an infant might be matched at the top of the junior school by pupils working out and graphing the mean temperature for a week, plotting the amount of rainfall, picking out the prevailing winds, describing the kinds of clouds and comparing the weather with that of a village on the other side of
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the hills. This work should show steady progress corresponding to the age and ability of the children.
B. THE NURSERY SCHOOL
Many young children when they come to the nursery school know little outside their home and its immediate surroundings, their school and the journey to and from school. What the teacher can do is to plan an environment both in the school and in the playground and garden which will give the children the fullest opportunity to explore an abundance of living and non-living material. A beginning can be made by setting up and maintaining aquaria and vivaria, by displaying flowers, twigs and berries attractively in season, and by growing seeds and bulbs. The children themselves should play their part both in providing and in caring for a continually changing nature table. In addition children will learn a great deal about the qualities of materials such as sand, water, wood and clay by handling them, through manipulating everyday things like sieves, funnels and a variety of other utensils and receptacles; and through playing with toys in orthodox and in unorthodox ways. In the garden children will learn much about the living things which surround them. At this stage, although no attempt is made to teach natural history, children enjoy growing plants for themselves, watching, feeding and playing with their pets, and talking about what they see and do. In these ways and through the helpful comments of adults and by listening to stories, children learn a great deal about the world around them.
C. THE INFANT SCHOOL
In the infant school this type of exploration will be continued and extended. The infant stage is a time of getting to know objects by name, of receiving a multitude of impressions, of constant repetition and expression. As far as living things are concerned, this is a critical time for determining whether a child's attitude towards them will be fearful or fearless, cruel or kind. In addition to the range of things familiar in the nursery, there is a place in the infant school for a variety of everyday objects such as magnets, magnifying glasses, mirrors, clockwork and other toys. Through handling these things children will learn a little of their different properties. They will no doubt discover
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that some things are heavy and others light, some heavier and some lighter than others; and that some objects float in water and others sink. They will discover the difference in feel of, say, wood and metal, and will become aware of variations in such properties as colour, shape, texture and balance. At this age children's observations and comments reveal a widespread interest in how animals behave and in how things work; their interest is mainly in things that live and move. In the garden, through sowing and tending their plants and through feeding and cleaning their pets, their knowledge of living things will be extended and the idea of preserving life rather than destroying it will be fostered. Walks in fields, woods or meadows, visits to farms, parks, railway stations, or other places of interest in the vicinity are further means of extending the children's knowledge of the neighbourhood. Visits, which at this stage are usually to places near at hand, should generally be carefully prepared. This does not preclude the necessity of taking advantage of unexpected opportunities which may be lost if not seized immediately. For example, a visit may be made to the farm to see the newly born lambs or foal, to the river to see the first salmon leaping after the autumn rains, or to the park to examine some bird or animal tracks in the snow and perhaps to find those of a squirrel and so dispel the idea that these animals hibernate throughout the winter. The need for reference material will soon be felt. It should not be a substitute for first-hand study but should serve to supplement and stimulate the children's own observations, and, at the same time, encourage habits of reading both for information and pleasure. In its simplest form, the reference material can comprise collections of pictures, specimens, photographs and drawings. Simple maps, the globe and models all have their place in the infant school and, though for young children these will be very simple, they should be the normal and familiar apparatus of learning. As soon as children begin to read, the range may be widened to include simple though accurate and well illustrated books, perhaps in the first place compiled by children and teacher. Throughout the primary school, and particularly in the earliest stages, children want to talk about their interests and discoveries. They also paint and model and, as they grow older, they rely increasingly on short written statements framed in their own words and, no doubt, illustrated.
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D. THE JUNIOR SCHOOL
(a) Geography
The field of geography for children in the junior school lies both in the immediate environment and in many other parts of the world beyond. These two aspects can be considered in turn.
(i) The study of the locality
A study of the locality has at least two main merits. In the first place there is often a particular intensity about children's awareness of the district in which they are brought up. Its phenomena tend to be thought of in a proprietary manner - 'our woods, our streets, our barn', and, well used, this interest provides an excellent starting point for many themes and inquiries. Secondly, a study of the locality can - and should - be based very largely on first-hand experience. This makes a far more vivid and memorable impression than any second-hand account could do, and helps to make more real and intelligible much that can be learnt only vicariously. Thus the deep absorption which most children show in watching a stream blocked up and ponded back by floating logs, and their own participation in strengthening the little dam and in feeling the rush of the water through their fingers, give at least some basis for comprehending something of the purpose and power of the Assuan Dam or Sukkur Barrage. What they have experienced at first hand of the ponding back of the tiny lake brings nearer to their understanding the broadened Nile and Indus above their massive concrete walls. Acquaintance with a neighbouring Devon farm, including the size of the fields and the number of animals and the crops on each field, may help children from Exeter to acquire an accurate picture of a farm in the Fens or in the basin of the Murray-Darling. If this kind of direct contact is accompanied, as it should be, with conversation between teacher and children, asking and answering questions in easy give and take, the children's geographical vocabulary should make sound progress and such technical terms as delta, ford, escarpment, clay, sandstone, port, market garden or arable farm, should acquire gradually a more precise meaning.
First-hand experience is often sufficiently stimulating to provoke further investigations. For example, children who have found sea shells or crystals in familiar rocks may well go on to
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delve in other quarries and to search in books or museums to find out more about what they have seen or collected. A class visit to a fishing port might create an interest in fishing that could lead to studies of fishing in other continents, and fire lighting on a school excursion might incidentally give rise to a lesson on primitive fire lighting throughout the world.
(ii) The study of other parts of the world
The teacher's object here is to build up in the children's minds knowledge, as true and vivid as he can, of what other lands look like, of what it is like to live and work there. His greatest asset is his own experience of travel, and it is fortunate for the children in primary schools that an increasing number of teachers, whether as students, or later in life, have been to foreign lands. He should draw fully on this experience in his geography teaching for, suitably illustrated, it is likely to carry a sense of reality and immediacy, next only to first-hand experience for the children themselves. Failing actual travel, a teacher is fortunate if his reading has made other realms familiar to him with all the variety and detail of life in them which the textbooks so frequently omit. He will not hesitate to use and to read to the children suitable passages from the many excellent travellers' accounts which are now available and which he himself has enjoyed. Good pictures and photographs, film-strips, cine-films and broadcasts provide vicarious experience approaching reality, though only through imagination and the memory of some related personal experience can children realise such important elements of living as desert heat or the characteristic odours of breaking glacier water and of hot pine woods. And, short of first-hand knowledge, it is hard to convey to others the impact on body and mind of the light and colour of southern Europe, of the prairie blizzards or of the heavy dampness of the jungle, though reading can do much. It is important to realise that visual and other aids need discussion and reading to fill out the experience to which they contribute. The sound film, broadcasts and gramophone records can give some idea of natural sounds, and can, moreover, bring the songs and speech of other peoples to the ears of the children. Whenever possible, the characteristic arts and crafts should also be made part of the life of other peoples. Models and specimens are useful and, in some areas, may be borrowed from museums as well as seen
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there. They can be employed not only to illustrate what has already been accepted or discussed, but more often as a starting point for an investigation.
(iii) Stories and travellers' tales
Stories set in other lands are a valuable source of information for children as for adults, and often give as vivid a sense of reality as do travellers' accounts. Stories used for this purpose should be accurate, not only in general impressions, but also in detail, since it is often detail which particularly interests a child and which is carried in memory to later years. In a story woven round the children of South China, for example, one should find the people clad in the clothes, eating the food and playing the games of South China - even if possible, of a specific part of South China. Traditional stories, also, are often invaluable, for their own inherent excellence as stories as well as for the vivid geographical background they frequently provide. A word of warning is, however, required. Whatever the story, care is needed lest the picturesque alone seize the interest of the children and they be left with an unbalanced picture. A surprising number of children appear to have the impression that all dwellers in the equatorial forests are pygmies, that Eskimos live only in igloos and that the western states of America are still ravaged by wars of cowboys and Red Indians. Of other aspects of life in these areas, and of recent changes, they are often unaware.
Stories of the remote and legendary places of the earth will fire their imaginations; the deserts of Arabia, and Antarctica, the dense forests of the Amazon, the Himalayas, the prairies and Rio, all spell romance and adventure. It would indeed be sad if in the course of learning geography the fascination of such names and all that they connote should be lost in the dull generalisations of school textbooks. In children, as in adults, accounts of the great power and energy in nature seldom fail to awaken interest - power which at times has overwhelmed men in great catastrophes, such as that of Krakatoa or of the floods of the Yellow River or of the East and West Lynn. But less tragic phenomena are no less impressive - the gradual building up of the deltas of the Mississippi or Tigris-Euphrates, the Victoria Falls, the occurrence of sea shells on Alpine peaks, or the sea pounding and crumbling a headland to fashion the Needles.
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This power of Nature challenges man; and man's answer to it can be enthralling to children. There is no dearth of true stories of high courage; Scott's struggle against Antarctic blizzards and the last sacrifice of Captain Oates; Sir Vivian Fuchs' journey across the South Pole; Heyerdahl and Livingstone in the Pacific and in Africa; Hillary and Tensing on Everest are but a few of the dramatic examples to which counterparts can be found from Ulysses to Freya Stark. For children it is not hard to understand Mallory's answer when asked why he would risk his life to climb Everest: 'Because it's there'. Children can also be led to enjoy the less adventurous, but no less important, of man's efforts at resistance to, or cooperation with, Nature. The waters nourished by the snows of the Himalaya have been harnessed and distributed over the dry Punjab, so that where fifty years ago there were only nomads feeding their camels and goats on thorny bushes there are now green ribbons of grass and trees, settled agriculture, and large prosperous towns. Niagara, powerful and wonderful though she still is, has been made to yield for man's use light and energy needed by New York and Toronto. The Andes have been pierced at 12,000 feet beneath the Uspallata Pass and at even greater heights in Peru. And, just as the desert has been made moist and fertile, so in contrast, along the coast of Holland, large parts of the sea have been drained of their water and turned into rich farmlands.
Thus to learn geography effectively, so that it awakens their interest and spurs them on to find out more, so that it gives them the satisfaction of richer imaginings and more coherent understandings of the world they live in, children need full scope for their curiosity, for appreciation of splendour and power in nature, and, not least, for what man has endured and achieved in his endeavours to explore the world and to control and use its vast resources.
(iv) The use of the globe, maps and books
The globe, the most realistic representation of the earth as a whole, should be available to the children at all stages. Though no juniors will be ready for the mathematics needed to understand all it could tell them, it should acquire increasing meaning for them through gradual explanation and repeated use. From frequent reference to it, the children should become familiar with the relative grouping, size and shapes of land masses and
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oceans, and know something of the great land and sea routes, and the more direct air routes crossing lands and seas where neither rail nor ship can go. Further, the use of the globe, combining with observations which the pupils make of such phenomena as the varying length of sun shadows, the varying length of day and night, and the apparent movements of the sun and stars, will help in leading to a conception of the earth as a spinning sphere revolving round the sun and to some of the implications of this conception.
Since geography is so essentially concerned with place and spatial distribution, maps are an indispensable source of information and should become a source of increasing interest and delight. Facility in their interpretation is a skill which can grow with the familiarity acquired by constantly looking at and using them, as well as through direct instruction. Some deliberate instruction may, indeed, be necessary but, generally speaking, map reading is best picked up in the course of using maps rather than through learning it as an isolated skill. If children are to get a clear understanding of what maps represent, they need first to compare them with the landscape itself and, later, to compare them with oblique and vertical photographs. If, for example, eight year old juniors have constant access to 25 inch and 6 inch maps of their locality (25 inch if in an urban area), or of a farm they are visiting, or a river they are exploring, much skill is mastered incidentally. They should soon come to recognise such shapes as those of the neighbouring fields, and, later, scale and direction would also acquire meaning. As their skill develops, they should make more serious use of 2½ inch and 1 inch maps in which conventions become increasingly necessary and detail is omitted. These should be used as reference material for finding out more about their locality, their holiday haunts, or the small regions at home or abroad which are being studied. Such experience with large and medium scale maps is an excellent basis for the use of the much smaller scale maps generally found in atlases. Both large scale maps and atlases give such pleasure to children and they can learn so much from them incidentally, both of skill and knowledge, that they should always be readily accessible in the classroom and, in the case of larger atlases and maps, in the school library. It might be expected that many children will have some understanding of scale before they leave the junior school, and that here there will be close links with mathematics.
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The making of maps is also, for children, one of the best means of expression. Their first efforts may be little more than rough solid models or else pictures showing where they have been and what they saw. These often develop into simple pictorial plans or sketches. With older pupils in the junior school they may be based on the measurement of distances and recognised conventions, though not essential, may often usefully be employed. At all stages there are facts and relationships which are best described by maps, though individual pupils will make differing use of them. A few children can also go one stage further and employ, for such features as meanders, slopes of escarpments or the position of fossil beds, the useful allied skill of field sketching.
Books are of first importance. Both text and pictures should be geographically accurate, as well as attractive to and suitable for the children. Some teachers find a graded series of textbooks of use; but more prefer to have available books in much greater variety than the purchase of class sets would allow. Thus, individual copies, or small sets of three or four books, with such reference material as encyclopaedias, gazetteers and geographical magazines, increasingly fill the bookshelves in the classroom. Such provision is essential if the children are to pursue geographical inquiries for themselves, individually or in groups, and if the abler children are to have adequate opportunity for learning as much as they are capable of understanding.
(v) Recording
Reference has been made on page 291 both to the ways in which children may record the results of their own observations and to the purposes which such records may serve. The work in geography affords many opportunities for accurate observation and description and, in a simple way, for relating cause and effect. For example, children may be encouraged to show on a map precisely how a farmer uses his fields, the distribution of certain factories or certain trees, plants or animals; or they may make a regular record of winds, clouds, rainfall, temperature, places where snow lasts longest, flood levels, spring lines. Staged experiments such as the making of a river delta in a sand tray or the creation of 'ocean' currents in a tank may also be systematically described.
The scrap-book is another form of record to which children
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turn readily in the junior school. It summarises information on some chosen topic which they have obtained for themselves from a variety of sources. These books, full of pictures drawn, copied or cut from journals and newspapers, and with extracts often copied from books, can be of great value. The children are often deeply interested and exercise much ingenuity in finding their material. They may ask many relevant questions, in school and out, and may write up or illustrate what they know with imagination, and altogether work very hard in putting together a creditable collection of information. But if, as frequently happens, the children receive too little guidance in selection, too little teaching in the art of summarising what they have learnt from a book and in arranging what they have collected, their work shows little advance as they get older and, as a result, little use can be made of it. Their books could be the subject of discussion with other groups of children, as well as with the teacher; they could become, as they are in some schools, a self-made reference library, and they could be used in revision of the term's or the year's work. It is important to see that a reasonable amount of lasting knowledge accrues to the children from their inquiries, and that their making of books shows some progression in selection and arrangement and in their ability to deal with material in relation to a purpose.
(vi) The scheme of work and the outcome of the course
The different topics studied by children in geography depend, as in other subjects, on their ages, abilities, interests and needs. These should be considered individually, so far as possible, with a general scheme of work for the class and the school as a whole. Home background and life out of school will exert their influence; what is appropriate for children who rarely move far from home may differ from what is best for those who do. On the other hand some knowledge is appropriate to whole groups or classes and, at some time during the course, to the school as a whole. The Head and teachers of each school, then, do not confine their work within a rigid syllabus; but considering what the environment and the experience and interests of the staff have to offer of most value, they plan accordingly. By allowing a large measure of initiative to the children, the teacher can go a long way towards making full use of their particular interest and suiting the work to their levels of ability. For these reasons,
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individual work, or work in small groups, has become increasingly common in schools. The stimulus deriving from important current events or from the geographical association of work in other branches of the curriculum should be fully used. It might be added that what children learn in school is all the more effective if they see it in the context of contemporary happenings so that they realise that geography, like history, is always, and is still, being made.
What the children have learnt by the time they leave the junior school must necessarily vary greatly from child to child and school to school. It is not possible here to do more than indicate in general terms what kind of experiences in geography most of the children will have had and what they might be expected to have gained from them, but in each school the Head should have a clear idea of what he expects from the children and this should be shown in the scheme of work.
They might well have a lively and intimate acquaintance with their own immediate environment. Children in the country should, for example, know something of the kind and position of woods, streams, hills and other features of the landscape. They might know something of the life on local farms and of the crops grown, and have some acquaintance with local roads and railways and be aware of the distance and direction of nearby villages and towns. Weather conditions and local building materials, as known from observation, might be suitable fare for both town and country children. Children living in a town should also be expected to know, mainly from personal experience, such things as the main roads in and out of the town, the markets, the kind and position of factories, the rivers, canals, bridges, castles, old walls and railway stations. At the same time the sensitive teacher will lead pupils towards an appreciation also of those immaterial things that go to make up the personality of their district. A child in Ely, for example, should be able to picture an island dominated by the towers of a cathedral which sent out its chimes at sunset over the marshes: and he should know of Hereward and the Causeway over which he was betrayed. Children in the north will know of Border forays and Peel Towers; those in the west of Welsh Marches and ancient hill top villages; those in Nottingham of the men of Forest Green as well as of cigarettes and lace; those in Cornwall and Devon of pirates and admirals and Merlin as well as of tin and china clay. And
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each county has its treasury of folk songs and ballads and its wealth of history tied up in the names of its villages, fields and families and in the position of its administrative boundaries. Of these things too the children might know something.
For other parts of their own country, many children should have built up comparable though less intimate pictures of a few small regions using second-hand material as well as school journeys or holiday visits for the purpose; in some cases specific topics, such as coal-mining or fishing, might have been studied instead of a small area. These detailed studies, as the children grow older, should have fallen into place in filling out a picture of their country as a whole. They should form a basis for building up a general picture of the main features of its shape and relief, its weather, its principal towns and counties and its important industries. There are also things intangible which are significant to their country as a whole and not merely to one small area. The lower Thames is the hub of England as well as of London; the hunting shires form the 'pastoral heart of England', not merely of the midlands; the white cliffs of Dover have significance beyond the bounds of Kent.
At the same time as the children were building up pictures of their immediate district and of their country, they should also have been given similar pictures of other parts of the world, which, by discussion and by careful choice of reading matter and illustration, had been made alive with vivid detail. This can have been done if the regions or topics have been kept sufficiently small. There is in this spotlighting of particular places and topics less likelihood of over-generalisation in the interests of simplification. These imaginative expeditions overseas, leading to isolated patches of knowledge, should have been accompanied by frequent reference to the globe as well as to an atlas. Mainly in this way, the pupils should have begun to fill in the intervening gaps and to recognise and be able to name certain patterns on the surface of the globe such as the major distribution of land, water, mountains, rivers, chief countries and cities, vegetation and some peoples. It might also be appropriate for some of the older and abler juniors to have given more cohesion to their subject by studying distributions such as those of certain animals, trees and crops throughout the world and to have become acquainted in a simple way with such consequences of a spinning and revolving globe as day and night, winter and summer, and
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differences of time: in fact to have begun some study of systematic geography.
Behind all this, transcending national and geographical differences, is the idea of common humanity which has given rise to the various specialised agencies - Food and Agriculture Organisation (FAO), United Nations Children's Fund (UNICEF), World Health Organisation (WHO), etc - which exist to help all who need it and which embody man's concern for man. Interest and value may be added to many a geography lesson by appropriate references to the idea and its expression.
(b) Natural History
(i) The scope of natural history in the junior school
The kind of work described as suitable for nurseries and infant schools should provide an admirable foundation on which to build a junior school course. Here too the work arises in the first place from the children's experience which increases in range year by year. The environment in which the children live, the books they read, the toys they play with and the film, radio and television programmes they see and hear can suggest a variety of subjects for investigation both biological and physical. It follows that natural history in the primary school should be generously interpreted. It should be a first-hand study embracing both the living and the non-living material which can be found in children's surroundings. It might include, for example, some weather study, geology and mechanics, some stories about plant and animal life in other parts of the world, simple astronomy, and an acquaintance with some of the outstanding figures and some of the more dramatic events in the long story of science. In the past too little time, and perhaps too little thought, have been given to a course ranging as widely as this, and the traditional emphasis on the study of living things together with a sense of inadequate knowledge on the part of the teacher has diverted his attention from topics of elementary physical science. It is for the teacher to emphasise topics which are suitable both to the age of the children and to the ends he has in view. Above all else he should be concerned to foster an appreciation of nature and at the same time to develop in children a questioning attitude of mind and a readiness to find out for themselves. Whilst no one will belittle the acquisition of factual information from other sources than first-hand experience, the
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learning of facts in natural history and other branches of science at this age is often less important than the path to knowledge which is followed and the attitudes that are formed on the way. The knowledge which a child acquires from a direct study of nature is likely to take firm root. Moreover, by trying to devise experiments to answer his own questions he is, in a simple but fundamental way, learning some of the elements of scientific method, and his work takes on a new integrity.
It is not possible to divorce the work out of doors, whether in the garden or in the immediate surroundings of the school or on expeditions further afield, from the work in the classroom, since one springs from the other. In this work the teacher's foremost role is that of guide and co-worker, but there are many occasions when a talk from the teacher is needed to direct observation and stimulate enquiry. Talks of this kind are usually dictated by immediate needs and serve to answer questions and to give knowledge for which the children are ready. In order to work in this way, the teacher needs to be an enthusiast, humble before the wonders of the world, and able to explain without explaining away. No less important is the unbiased critical mind which can recognise a problem, is willing to tackle it and is quick in improvisation. The ability to ask apposite questions and the patience to wait while children fumble for the answer or make articulate their own questioning are of equal significance. Children often know much more than they can express readily in words. To help them to learn from contact with living things and from handling, observing and experimenting with a variety of inanimate objects requires greater knowledge and skill on the part of the teacher than does a more stereotyped course of work in which the teacher arranges everything beforehand, leaving no problems for the children to solve.
Ideally this work demands a classroom where the children have room to move about, where there is a small work bench, some shelves or tables on which to keep living things, and where inanimate things can be examined and simple experiments performed. In short the work bench and shelves take the place of the customary nature table and include examples drawn from physical as well as biological materials. If such a 'general interest table' is to be successful in stimulating enquiry it must be attractive and must afford children the opportunities to handle the things displayed and to find information for themselves. It
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is essential that what is on the table should be changed frequently and that there should be progress in its treatment. For example, young children delight in gathering dandelions and in 'telling the time' from a dandelion clock, but older children are capable of much more. The question 'why are dandelions so common and so difficult to remove from a lawn?' might be the starting point for a practical investigation. Such an investigation might include observations on seed dispersal, germination and an examination of the underground storage organs. Whilst young children enjoy playing with their pets, the care of pets by older children could be accompanied by records of food consumption, growth, changes in weight and the birth of young. Such records will involve a considerable amount of reading, writing and calculation. In addition practical problems will arise such as the construction of simple homes to accommodate the family that is growing in both number and size.
(ii) The beginnings of physical science
Children can continue to discover the properties and behaviour of a wide variety of non-living things and, becoming increasingly sensitive to their similarities and differences, begin to classify and arrange these things according to the properties they exhibit. Thus, beginning from an understanding of such words as hard, soft, heavy, light, rough and smooth, which they gained in the infant school, they might go on to appreciate the qualities described as rigid, pliable, malleable, elastic, brittle, dense, opaque, translucent and pungent. They can distinguish variations within each of these qualities; for example, they can arrange a number of springs in order of springiness or several metals in order of hardness, having first devised their own experiments to detect the differences, that is to say, having planned to make their observations under controlled conditions. Work of this kind, which may well arise incidentally through the study of other topics, indeed of other subjects, requires children to think about the nature of the problems they want to solve or the questions they want to answer. Accurate observation through the use of all their senses and a sensibility of language are both part of its price and part of its reward. It is, perhaps, when this stage is reached that children can readily appreciate, for example, the magnifying glass and the thermometer as aids to their sense, in other words as aids to their powers of discrimination. Further,
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if given time, they can begin to distinguish clearly between evidence which is relevant and that which is irrelevant to their simple inquiries. Although a great deal of work has been done to investigate the development of children's powers of reasoning and their interpretation of natural phenomena, there is still great scope in this field for the teacher of junior children who is prepared to study his pupils, their questions and their explanations in natural history. It is hardly an exaggeration to say that in physical science, for example, the potential achievements of the ablest pupils in the junior school have yet to be revealed. The gaps in their knowledge are sometimes mistaken for mere stupidity when in fact, as most parents of argumentative children know, their powers of reasoning at the age of ten or eleven are often well developed.
Some of the most stimulating topics for inclusion in the junior school course are probably those to be found in mechanics. For instance, the question might be asked 'What is the easiest way to pull a nail out of a piece of wood?' Different circumstances demand different methods, but experiment and discussion might make clear the value of a pivot and the function of a lever, and might show that the relative length of its arms is important. This might in turn throw light upon what children have probably already discovered by themselves, namely that it is easier to cut a piece of wire with good pliers if it is placed close to the pivot. In all these investigations the results would be observed and recorded in qualitative rather than quantitative terms. But for children who want to state their conclusions with greater precision, these and similar experiments may provide opportunities to extend their ideas of a scale and the relation of one scale-reading to another - ideas which they will have met earlier in handling weights and rulers. The problem of how to balance weights on a pivoted bar might lead to the discovery of a method of comparing weights. There are endless physical problems associated with children's lives and interests; for example problems arising from the use of small electric batteries, the elements of magnetism, lenses, pulleys and gear wheels, and from flotation, inspired perhaps by the sailing of model boats or by a visit to the docks and an interest in the loading of cargoes and the Plimsoll line, from simple work on heat and temperature, elementary studies of air and water, the weather and the soil. All these are but some of the topics which impinge on the lives of
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most children. Such topics call for simple practical investigation even though the conclusions drawn from them may be tentative and incomplete, and may seldom lead to generalisations. The ideas to which investigations of this kind give rise must accumulate in children's minds before they can be systematised into a coherent body of knowledge that is recognised by the name of a 'subject' as adults understand the word. Premature attempts to build up systems of knowledge on inadequate experience have often impoverished the quality of the children's work and given it a spurious maturity. Much of the apparatus needed for science in junior schools can be improvised, and it should be on a scale large enough to afford evidence which is convincing. Moreover, to be convinced, children often need to see the same thing happen over and over again. Generalisations are made too often from the evidence of a single experience and too seldom from a comparison of repeated trials or with the results obtained by others. Verification of observation is an essential step even in the simplest experiment. The topics chosen for study should afford the children many simple and convincing experiences of that kind. In making his selection the teacher will want to avoid those which would be best left for serious study in the secondary school.
(iii) The study of living things
The topics chosen for nature study will vary from season to season. Even in congested areas the study of natural history is not impossible. With a little encouragement, children will bring into school specimens collected during their weekend walks and excursions. In view of the amazing variety and prodigality of Nature, there is a strong case for introducing as many different examples as possible. Occasions will arise when it may be desirable to reintroduce the same material for a different purpose, but in each case the treatment will be different. For example, infants will enjoy the stickiness of horse chestnut buds or the velvety feel of ash buds, but juniors might note such features as bud arrangement and leaf scars, and recognise the twigs as part of the tree they know. They will be interested in determining the age of trees and twigs, or in the uses of wood, willow for cricket bats, and alder for gardening clogs.
Autumn provides a wealth of coloured leaves, fungi, berries and other fruits. With young juniors, observations at this time
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of year on the activities of wild life, of the farmer and the gardener provide a useful comparison with the preparations for winter in the home.
Winter affords a good opportunity for investigating and collecting the 'crumbs' which animals leave when they feed. Children can find, for example, the torn cones left by squirrels seeking the seeds. Other traces of animals can be equally rewarding and may reveal to the observer less well known facts about the habits of animals. Hairs adhering to barbed wire were in one case the first clue that badgers lived in the neighbourhood. This led to a search for their tracks and eventually resulted in the locating of the sett. Through patient watching near the sett, individual children saw both parents and cubs and were led to the conclusion that, counter to the information gleaned from a book, a badger does not hibernate all through the winter. During the course of a nature expedition in early spring the discovery of a collection of small bleached bones on a narrow plank across a stream revealed a kingfisher's feeding perch. A group of children were subsequently rewarded by the sight of a kingfisher fishing, feeding and nesting, and learnt much of its habits.
In spring the early flowers and insects, germinating tree seedlings and collections of liverworts and mosses, offer many possibilities for variation on the nature table. Summer provides an abundance of life affording many opportunities for investigations by individuals and groups of children. In carrying out this work, equipment need present few problems since much of this can be improvised and, in the case of older juniors, can be made by the children themselves. It is perhaps worth noting that two or three small aquaria (where the ratio of surface to volume is large) prove more useful than one large tank, and that a variety of smaller insect breeding cages is more valuable than one large one.
(iv) The use of the garden
The value of a garden cannot be over-stressed. In urban areas, where sites are restricted, window boxes, miniature gardens in disused sinks or tubs, or roof gardens might offer a partial substitute. Where land is available, the place and function of a garden in a primary school need careful consideration. The layout and design of the garden will, to some extent, be determined by size, aspect, contours and locality, but in every
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case the garden should be freely open to the children and form an attractive setting to the school building.
The garden can be so planned that repetitive and mechanical maintenance work is reduced to a minimum, but even so adult labour will have to be employed for the heavier manual tasks. If the children are to derive the maximum enjoyment from the garden for work and play, a lawn and a hard surface area are desirable. A simple weather station, sundial, bird tables, baths and nesting boxes might well be included together with a pets' corner. If pets are to be kept at school - there is every reason why they should be - they must be kept in conditions which approximate as nearly as possible to the ideal. If it is not possible to provide such conditions then children can bring their own pets, as visitors, when occasion demands. Part of the school garden could be used to grow food for the pets. A further plot of ground might be set aside as a place in which children could carry out their own investigations and experiments. The younger children might, for example, learn to dig, sow, plant, and grow their own salad crops, and the older ones might grow some of the crops they have noticed on farms, or plant some seedling trees given to them after a visit to a forestry nursery or plantation, and they might study the soil itself.
(v) Expeditions
The work in the classroom and that done in the garden are complementary, and to these may be added a third branch of the work, namely that arising from expeditions to study pond life, birds, trees, flowers, hedgerows or the life on a farm. Here again outdoor work is more difficult for a town school, but is rarely impossible. In the exceptionally difficult case an extraordinary effort is justified on occasions if it brings children who are familiar only with pavements and chimneys into contact with the countryside. Towns have their parks and bomb sites, and often a not too distant green belt. Following the visit the children will want to identify the material collected and this will require a ready supply of reference books. They will want also to maintain for study the living things which they brought back to school. For example, children will learn by watching the day to day development of trout eggs, given to the class during a visit to a fish hatchery or the opening and subsequent flowering of buds, the germination of seeds, or the hatching of insect eggs
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into caterpillars, the feeding, growth and skin casting of the caterpillars, followed by pupation and the final emergence of the adult insect. The finding of a queen ant with a colony of workers might lead to an interest in watching the behaviour of these animals in a formicarium. An interesting pond dipping expedition might often result in the establishment of an aquarium in order to observe more closely the habits of some of the pond dwellers.
(vi) Stories and reference material
Often from their first hand observation children can only discover part of the story of any plant or creature and will look to the teacher to make good the deficiencies. Children who have caught elvers swimming up estuaries will be interested to hear the amazing story of the migration of eels. Similarly children who have watched swallows nesting or heard the cuckoo will be interested in the migrations of these and other familiar birds. Stories read or told and retold should be a source of interest. Children who in one mood accumulate facts and figures, at another time want to hear of the 'purring of the great gold lion of the sun who licks us into life like the lioness her cubs', and there need be no incompatibility between the careful observation of the habits of pet rabbits or mice and a thorough enjoyment of Toad and Brer Fox. Whilst there is a place for story and imagination there can be none for insincerity and sentimentality.
There is need for a generous supply of reference material comprising accurate illustrations, good photographs and books all readily available to individuals seeking information on questions arising from day to day work. Informative books should be accurate both in text and illustration and contain nothing that children will later have to unlearn. They should be in such a form that children can readily find their way about them and should give information in a simple and straightforward way. They should make demands on the children and help them to develop their powers of observation. In selecting books for younger children it is useful to remember that they are often interested on the one hand in topics which are remote and far away such as the sun and stars, rare animals and animals of other lands, and on the other hand in everything which concerns themselves, their pets, their homes and their gardens. Imagination is strong throughout childhood and older children
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can enjoy biographies of famous scientists such as Fabre, Pasteur, Lister, Jenner and Madam Curie. They may also be stimulated by hearing short extracts from the diaries of such exact observers as Gilbert White, John Clare and Charles Darwin.
(vii) The outcome of the course
In the course of all this work it is obvious that the children will have covered a wide range of topics, and care is needed to ensure that the treatment of these topics is progressive as the children pass through the school. When they leave the primary school children will not all have learnt a prescribed collection of facts, but most should have become interested in the world around them and have assimilated a body of living knowledge. They should know their own district well and should appreciate something of the variety of plant and animal life and of the various ways in which animals and plants live. They should have been introduced to the activities of living creatures and, through the care of pets, should have learnt something of hygiene and the laws of health. The abler children should have begun to relate one to another some of the apparently isolated studies they have undertaken in the course of the work, and this may have led them towards some important generalisations concerning such biological principles as feeding, growth, reproduction, death and decay. They should also have become increasingly aware of the place of man in their local community, and through simple biographies have had a glimpse of a few great scientific discoverers and benefactors.
The scope of what is undertaken may vary from school to school, and locality to locality; but in a technological age it is perhaps salutary to remind ourselves that, though it is right and necessary that children, in their own way, should know what they mean when they talk of sound barriers, jets and diesels, and should have some intelligent apprehension of the mechanical world around them, it is also essential that they should feel a friendly and continuing interest in the natural world, in which after all, lie the roots of their own being.
E. CONCLUSION
Throughout this chapter it has been assumed that most children will enter with zest into certain experiences to satisfy their
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curiosity, their sense of wonder and beauty and their growing need to know the reason why. The course in the primary school can be said to be successful if the children have come to regard ignorance as a challenge to inquiry in which their own observations play a major part and if they have learnt to support and amplify these observations by referring to books and other sources of information. Their observations should have become increasingly careful and accurate and their recording of what they have discovered should have been honest. But even in normal children enthusiasm has often to be skilfully and patiently aroused and still more skilfully sustained; and it has to be aroused in a group of individuals where each reacts differently from his neighbour. If he is to succeed the teacher must himself be sensitive to wonder and beauty and must retain a fresh and curious mind, because the spirit of inquiry is fostered by infection rather than advice.
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Part 4
THE SPECIAL PROBLEMS OF WALES
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CHAPTER XVIII
The Special Problems of Wales
A. INTRODUCTORY
The underlying principles of life and education are the same for Wales and England. It is the good fortune of Welsh children that they can, throughout their lives, participate in two national cultures, both of which form part of the European tradition, and which have been inextricably associated with one another for many centuries. One of the central aims of Welsh schools must be to extend to Welsh children the benefits of association with England and its language and literature and of participation in its intellectual achievements and, at the same time, to maintain and nurture their respect for the best of their particular heritage. Teachers in the schools of Wales will consider the general material of this book as important for their work. They will also expect some guidance in those matters of special concern to them. This chapter is concerned with such matters, and deals in outline with problems of school organisation, the approach to the teaching of Welsh and English under varying circumstances, and related aspects of the general curriculum of primary schools.
B. ORGANISATION
In Wales the existence of two languages and the uneven distribution of those who speak them complicate the task of schools and challenge the ingenuity of teachers. The success of schools in such conditions depends in the first instance, though not exclusively, upon an organisation which takes account of the linguistic classification of the pupils and which aims at enabling all children to receive their early education through the medium of their mother tongue and to consolidate their command of it.
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From these standpoints, the mainly Welsh-speaking areas and the thoroughly anglicised areas present no problem, the appropriate language being taught as the mother tongue and used as the medium of instruction. In the first case, English is invariably taught as the second language to all pupils. In the second, the policy of the local education authority governs the situation: this decides whether Welsh is taught as a second language. Problems of organisation are difficult in linguistically mixed areas, where there are Welsh-speaking and non-Welsh-speaking pupils in widely varying proportions. Here several factors have to be taken into account - the size of the schools, the proportion of the linguistic groups, the available accommodation, travelling facilities and the number of teachers able to teach Welsh.
Where the two language groups exist in fairly equal proportions within the school and other circumstances permit, pupils are classified accordingly in separate classes and each group or stream works in parallel, as if it were a Welsh or English medium school. Where this is impossible, because of the disproportion of the two language groups, teaching units of different age groups may be formed, to ensure that both language groups within the same school receive an education based upon the use of their mother tongues.
In those areas where the Welsh-speaking children are in a very small minority and where the number in any one school may be too small to provide prospects of any kind of permanent parallel grouping within a school, other solutions are sought. All the Welsh-speaking pupils may be brought together and given most of their education through their mother tongue: another method is to bring them together for instruction through the medium of Welsh in those subjects most closely linked with social life, e.g. Religious Instruction, History, Geography, as well as Welsh language, but to keep them within the main stream of the school for other purposes. Some instances occur, however, where these solutions are not possible. Then a separate school may be established; if parents desire it, Welsh-speaking children for a wide catchment area will be transferred to it, and thereafter the school will resemble one in a mainly Welsh-speaking area. This solution must presuppose satisfactory transport facilities.
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C. WELSH
The Central Advisory Council for Education (Wales) issued a report in 1953 on 'The Place of Welsh and English in the Schools of Wales'. It contains these words:
'The general policy we recommend would aim at making the children of Wales bilingual, so that the English-speaking population would acquire as satisfactory a control of the Welsh language as most of the Welsh-speaking children have of English.'
This pronouncement carries with it far-reaching implications. The Council clearly assumed that a responsible nation will always strive to preserve its language. They agreed that in Wales this meant the Welsh language, because it is in a special way the link of the Welsh people with their past. It is the vehicle for committing much of their heritage to the future; it represents a valuable element in the contemporary culture of the country, and through all manner of institutions its influence pervades the whole of Welsh life. The Council therefore concluded that teachers in Wales should accept this situation and pay regard not only to the past but take their due responsibility for the future, using the language not only as a traditional means of communication but as an adequate instrument for contemporary life, undeterred by the challenge of the vast changes which modern applied science and technology have brought about in the environment of this small country. In Circular 15 (Wales) the Minister of Education commended the views of the Council to the consideration of Welsh local education authorities and invited them to review their language policies and to formulate a ten years' programme. Some authorities have responded to the Minister's invitation, with the result that the use of Welsh in many schools has improved considerably in recent years.
There are now many Welsh-speaking schools where children are receiving an admirable education. They are able to use their mother tongue fluently in speech and writing. Suitable Welsh material has become abundant at the primary stage. There are plenty of nursery and other rhymes, legends and traditional songs and they are now the substance of the life of the schools that use them. These results are best obtained when teachers are not only Welsh-speaking but also competent in the use of Welsh as a medium of instruction for all the work of the school. In recent years remarkable progress has been attained in providing
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teachers with ample and varied supplies of reading books in Welsh, simple books of reference dealing with the varied interests of children, books describing life in Wales and in other countries, illustrative material such as films, film-strips, pictures and display material and maps. Remote village schools are now able, by means of the mobile library, to draw upon the resources of the County Library, and schools in more populated areas are using local libraries to a greater extent than ever before. This applies to pupils and teachers alike and it involves no departure from the accepted principle that each individual school should aim at possessing its own efficient working library.
By today, however, the majority of those who are learning Welsh cannot do so in an intimate environment where the language is freely spoken. Many of them hear it only in school, and even those who live in mixed linguistic communities and have greater opportunities of hearing it spoken need to be taught the language from the start. This means that Welsh may be the second language for the majority of those who are learning it but, even so, it is a second language with a difference - it is not a second language in the sense of being foreign to them. It is the language of their forebears, still the mother tongue of large groups in Wales.
Fortunately opportunities for hearing good Welsh spoken abound. There are relatively few schools or villages where there is no branch of Urdd Gobaith Cymru; radio and television reach nearly every home, and the influence of regular religious services in the Welsh language should not be underestimated. A helpful background and lively incentives to learn Welsh as a second language are still present.
Teachers will do well to avoid the temptation to teach below the children's level or to make the approach of their teaching too formal and desiccated. Language must be made a function of social life, and the weakness of much of the teaching of Welsh as a second language in the past has been its dissociation from the social life which gives it significance. Matters have been improving recently and on the whole Welsh now enjoys its rightful place within the curriculum of primary schools and is no longer treated as a troublesome addition to a heavy burden of subjects.
Welsh-speaking members of the staff of schools are accepting their responsibilities wherever that is possible and using the
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language in incidental conversation, weaving it into Religious Instruction, History, Geography, Music and Nature Study and giving the children ample opportunities to use what they have learned in the Welsh lesson in their informal activities. Much is done in this way to vitalise Welsh lessons and, more important still, to help children see the significance and point of learning the language.
But however successful this cooperation may be, there are instances where it is impossible because the specialist teacher is the only member of the staff who can speak Welsh. Combined operations on a staff basis are therefore not practicable, no matter how sympathetic the other teachers may be. This makes the task much harder, but even so difficulties are not insuperable. A Welsh room can be set aside, within which Welsh will be spoken; its furnishing will be chosen to give pupils a picture of contemporary and historical Wales - portraits of representative and historic figures, pictures of Welsh places of interest, records of Welsh music and successions of suitable exhibitions are only some of the things that can be profitably provided in such a room. Devices of this kind are part of the strategy of the indirect approach which so often gives satisfactory results.
In the end, however, there is no substitute for steady and enlightened work in the classroom. The direct and indirect approach are necessary and complementary to one another, particularly where the second language teaching has to be done in a difficult environment; indeed, the teacher of Welsh to English-speaking children has to hold both in careful equilibrium. Formal items of instruction cannot be neglected in his programme. Consequently the elements of the language, its vocabulary, grammar and sounds, need to be carefully graded and presented systematically. Work in the actual lesson has to be obviously progressive and sufficiently rapid to give the pupils pleasure in their progress without discouraging them on account of its apparently unrealistic demands. Two extremes are to be avoided - on the one hand a perfunctory aimlessness which creates distaste and hampers progress and on the other a too exclusive reliance upon rigid and mechanical drill. In his classwork the good teacher will strike a happy mean; having carefully made his plan to ensure continuous development, he will illuminate and verify his presentation of the graded linguistic
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material by drawing upon resources of poetry and music, by making appropriate use of drama and mime, and by referring to Welsh stories, places and events of interest. In this way language work can develop to a point where it becomes a genuine instrument of knowledge, stimulating interest and avoiding the dreadful boredom of treadmill instruction.
The efforts of teachers in primary schools must also presuppose that their work will be continued in the secondary schools. Nothing is better calculated to stimulate enthusiasm for this work than the knowledge that it will be continued at the secondary stage.
D. ENGLISH
The extent to which English is the mother tongue of most children in Wales varies from area to area and even within areas. In some instances it has been the home language for several generations, while in others it has been so established in comparatively recent years. There are parts of the country where the position of English differs only slightly, if it differs at all, from its position in the rest of Great Britain. Many of the children of these areas come from thoroughly English homes and arrangements to teach them Welsh in school may not be available. Their needs are covered by what has already been said in this book about the teaching of English, with this important qualification - just as the child in England and the Welsh child in Wales will want to know about the traditional stories of other lands and the history of other nations, so the English child in Wales will expect to learn about the country and to be told the traditional stories of the land. There is an ample store of material written in English about Wales which could be well used in speech and composition, and there are excellent collections of Welsh folk tales. No teacher of English anywhere could wish for a more interesting and valuable store of legend in translation than the Mabinogion, for instance.
Where the process of anglicisation is proceeding apace, another approach is required. Accent and intonation and very often the framework of the language and its grammar will need very close and constant attention. The Welsh child will not be satisfied with any standard of spoken or written English which is not acceptable in England. As he grows, his contacts with
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England and Englishmen will become increasingly important. If he is to speak English well and write it with ease, he must be given the chance of hearing good English, well spoken, not least by his teachers. In the end 'all language be gotten and gotten onlie by imitation. For as ye are to heare so ye learne to speake, and whom ye onlie heare, of them ye onlie learne.' At the same time, however correctly the Welshman may speak English, more often than not he will be recognised, and indeed will be proud to be recognised, as a Welshman. He will be no different in this respect from an educated Englishman of whatever origins, and his speech will be equally acceptable, provided it is clear and pleasant. The aim is not to impose a uniformity upon the Welsh-speaking child which is regarded as reprehensible in England, but to enable him, while maintaining his individuality as a Welshman, to be at home where English is spoken, to have confidence and assurance in his use of the language, as well as a knowledge and understanding of English life.
In many parts of Wales, however, English, in the fullest sense, is a second language and the tide of English influence is still not felt to be overwhelming. Here the teacher's aim will not differ from that of the teacher of English in the rest of Wales, though the methods and techniques may need to be formulated more consciously and exactly. Schemes of work will need to give greater attention at the commencement to the acquisition of a vocabulary and the employment of simple but flexible sentences. The period of formal instruction in the language need not be uninteresting and mechanical, nor need it be prolonged. Experience has shown that English can be successfully taught as a second language without its precipitate employment as a medium for teaching. Substance needs to be injected into the instruction from the commencement. There is, fortunately, a sufficiently wide range of rhymes, songs and simple stories to provide the teacher with ample linguistic material satisfactorily suited to the ages of all children and graded according to their proficiency in the language.
In its first stages the work will be oral, to familiarise the children with the sounds of the language and to help them enjoy using it in song, story and dramatic work based on legend and history. Such sound oral training ensures that comparisons between English and Welsh are avoided. Reading and writing
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belong to a later stage. There need be no hurry, because no child in any part of Wales can escape the presence of the English language in print. There is no possibility, either, of insulating him or of attempting to do so. The important consideration is that fluency of speech and expression should not be impeded by an over-formalised approach to the language.
E. FIELDS OF STUDY
The study of Language and the attainment of bilingual proficiency will be meaningless and is indeed unlikely to succeed if the child's interest is not simultaneously directed to a varied pattern of studies. The acquisition of language is a prior condition for a full life. Where two languages exist and where, in consequence, a greater emphasis than usual may be attached to a linguistic education, it is vital to give substance to their study and to establish the child's upbringing on as broad a basis of understanding as possible.
Thus all that is said in earlier sections of this book on the study of environment applies fully to Wales, where it is particularly important to remember that the local study which neither illustrates the past nor deepens the child's awareness of the living community must fail in its highest purpose.
Geography should open out from the neighbourhood to the land of Wales, but in the study of neighbourhood there will be an eye for 'those immaterial things that go to make up the personality of their district' and which are, for children, the Open Sesame to the romance of the past and the key to the understanding of the present, The grey ruin on Llyn Peris, the pilgrims' path at Nevern, a lonely farm on Epynt, can still speak to a child's imagination. To study the marketing of early potatoes in Pembrokeshire in the present day without knowing about the meditations of saints and pilgrims in the County long ago may be useful, but it is not enriching. Mere factual studies of the Preseli country will be stillborn, too, if they ignore its absorbing and varied cultural life. Knowledge of the enterprises of the Bersham ironmasters must be supplemented by an appreciation of the modern community of Rhos, which has preserved its Welsh culture in the midst of industrialisation.
Similarly, the study of the land of Wales to which the exploration of the neighbourhood should lead, looks for those
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'things intangible which are significant to their country as a whole'. Children will be told of 'Mon, Mam Cymru', of Eryri 'Cadernid Gwynedd', the fortress of Wales, and of the great valleys of Dee, Severn, Usk and Wye, the gateways of invasion. They will follow in the footsteps of great travellers, from Giraldus Cambrensis, 'Gerallt Gymro', through the times of the drovers, to Pennant and George Borrow. Nor will they neglect the connection between the land of Wales and the modes of life of its people and how they earn their living. The farm-bred Anglesey boy will learn about the miner of Glamorgan, and the quarrying boy about the steelworkers of Margam and Ebbw Vale. Such a modern Itineraria Cambrensis would help to overcome the estrangement and compartmentalising that geography itself has sometimes furthered. In these and other ways boys and girls can come to know the land in which they live and, through this knowledge, when the time comes, they will be able to look at other lands with clearer insight and deeper understanding. The Schools Service of the National Museum of Wales is designed to provide useful and otherwise not easily available material for these and other studies.
The transition from geography to History is an easy one. In history few schools in Wales are far from ancient monuments, farms and places, roads and fields that can light up a page of history. What region bears no mark or reminder of invaders by land and sea? The map of Wales still witnesses to the passage of prince and abbot, warrior and pilgrim, Puritan and Methodist; in a small country the study of almost any locality can be the study of the nation's history in miniature.
The child can therefore early become familiar with his country's past through an expanding knowledge of his home and neighbourhood, his 'bro'. At the same time he cannot but hear the great legends and folklore of Wales - stories of King Arthur, the Mabinogion, the legends of Cantre'r Gwaelod (the Lowland Hundred) and of Llyn y Fan. He will know the life of St David and something of his great influence. Then will come the stories of leaders of men, from Caradog to Glyn Dwr, including Hywel Dda, Gruffyd ap Llywelyn, Owain Gwynedd, the Lord Rhys and the two Llywelyns. In his picture gallery will be seen courtier adventurers of Elizabethan days; the Welsh martyrs Protestant and Catholic, Bishop Morgan, Morgan Llwyd, Dr
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Richard Price, Hywel Harris, Morgan John Rhys, 'Rebecca and her daughters', Mary Jones, and a host of others. Moreover he can become a spectator at great events: he will attend the conference which Hywel Dda summoned to Hen-dy-gwyn-ar-Daf, the 'National' Eisteddfod of 1176, the Parliament at Machynlleth, and join the little class with Griffith Jones in the church porch at Llanddowror. Nor will he lack experience of the 'timeless moment' if he can stand with Caradog when he refused to bow to his Imperial conqueror, or if he can overhear that Welshman of Pencader challenging the Norman might of Henry II or Glyn Dwr revealing his identity to his host, Sir Lawrence Berkrolles, at Coity.
He will learn to know the national institutions of Wales, the University of Wales with its constituent colleges, the National Library of Wales, the National Museum at Cardiff with the Folk Museum at St Fagans. These belong in a real sense to the people of Wales; its schoolchildren now visit them in increasing numbers.
Similarly, great days in the nation's calendar will be recalled - St David's Day; the National Eisteddfod of Wales, the National Eisteddfod of Urdd Gobaith Cymru; the annual Goodwill Day. Goodwill Day will signify the historic and contemporary setting of the schools. There have been Welshmen in every age who have ventured beyond their own shores. The crossing of the 'unhermited' sea to Ireland and Brittany held no terrors for the saints of the sixth century. Hywel Dda, in the tenth century, made the perilous pilgrimage to Rome. The Welsh archers won fame on many a battle field in the Hundred Years War. The gentry of Wales flocked to the Tudor Court, Puritans, like John Penry, found a prison and martyrdom in London. Let the children visit New Lanark to meet Robert Owen, stand in line with the Welsh Fusiliers at Albuera, and remember Betsi Davies who shared Florence Nightingale's work in the Crimea. The story of the Welsh colonisers in Patagonia has been recorded. Few indeed are the localities in Wales which have not sent missionaries to China, India, Africa and the South Seas, and two world wars have sent successive generations of Welshmen as members of a great company to all parts of the world.
But this world has also come to Wales. In our times the Llangollen International Eisteddfod at once represents and
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promotes normal cultural traffic between England and Wales and gives it a precious European and international range.
Other subjects in the curriculum of the primary schools of Wales have a direct relation to its culture, but not to the same degree as language and social studies. No school should ever attempt to confine its pupils' contacts with its country's culture in any subject; rather they should be a living part of the ethos of the school and of its character as a community.
In Music, Welsh traditional song holds tremendous possibilities to teachers and pupils. In its range and variety it could be regarded as something more than a mere appendage to the language lesson, useful and indeed essential as it is there, and become a valuable and living source of musical instruction and inspiration in the primary schools of Wales. There is, however, a real need for a comprehensive bilingual edition of traditional melodies, properly selected, arranged, classified and annotated specifically for schools. Folk songs, while far from exhausting the repertoire of the schools, can meet all the basic requirements of musical training. Their study can ensure not only the preservation of a treasured heritage but also safeguard standards of musical appreciation.
Penillion singing, at its best in the setting of the strict metres, is a specifically Welsh practice of ancient origin, which should be fostered wherever possible. It lies on the borderland where music and poetry meet and its literary value is undoubted. Musically, however, its harmonic framework is at present restricted, and there is here a great opportunity for research and experiment to heighten the musical interest of this intriguing art.
In Art and Crafts, though the aims and methods of teaching will not differ very much wherever the work is done, teachers in Wales should nevertheless bear in mind that they are living in a land which, for the most part, rests easily and pleasantly upon the eye. This claim can be made not only for the acknowledged beauty spots of both north and south, but also for other districts not usually regarded as conventionally admirable, such as the industrial valleys of South Wales. In painting, the older pupils especially can be encouraged to depict in their own way something of the rich scene and varied life of Wales, expressing in pictorial form the character and customs of the people both in the normal round of their daily lives and in incidents,
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anniversaries and communal events which have national character and significance.
Physical Education in Wales will naturally conform in the main to what might be called the broad British pattern, but it can, particularly in the primary school, take some of its colour and flavour from the country. Lessons will benefit from the inclusion of local variations of widely known games, while Welsh history and legend provide a rich store of characters and dramatic themes for games and for the creative use of basic movement and dance. Teachers are already making much use of traditional dances, rediscovered and revived in recent years.
F. THE TEACHER IN WALES
Much is said elsewhere in this book about the importance of the teacher and about the qualities and attitudes which characterise the best. In Wales, more so than elsewhere, they hold the key to much that is most valuable in the country's heritage. Theirs, if they will take it, is the opportunity to bring the children of Wales into living relation with Welsh life, past and present, in its most intimate and widest setting, and to integrate education and tradition so that the children of Wales may enjoy a unified and unifying education.
Teachers, once convinced of the worth of what they are doing, will be at pains to know their country themselves, its physical features and natural resources, the life and work of its people and their history and, as far as may be, their literature. Loving what they know, they will be the better able to share their life and knowledge with their pupils, communicating it to them through their 'naws' (that untranslatable Welsh word), what they themselves have felt. Teachers who can respond to such names as Ty Ddewi, Morfa Rhuddlan and Pantycelyn, to such songs as 'Ar Hyd y Nos' and 'Gwyr Harlech' and to such words of power as 'hiraeth', 'aelwyd', 'gwerin', will bring the full force of a fine inheritance to bear upon the lives of those who have been entrusted to their care, and they will do this without a disregard of the wider heritage which is enjoined in other chapters of this book.
The training of Welsh teachers aims to equip them for this work. It is deeply concerned to make students more knowledgeable about Wales without making them narrowly Welsh; indeed
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this should be impossible with a properly designed course, for liberally to know Wales is to touch all the movements which have shaped the history of Great Britain, Europe and the world.
The matter of this chapter lies at the centre of such training. It needs, also, to be concerned with the history of education in Wales, with the relation of the school curriculum with the community, with the problems of bilingualism in Wales and in other countries, methods of first and second language teaching, the language policies of various authorities, problems of the production of materials in Welsh and English suited to the schools.
The teacher can, in the last resort, only communicate himself, his own personality and his knowledge. His training is the initial equipment he requires. He must continue to read, to enrich his own life, or he will fail to convince his pupils of the worth of the pursuits that, by word of mouth, he may commend. The technique of teaching language in a bilingual community is essentially a growing point in education throughout the world today. Teachers in the schools of Wales are involved in it. Some are making a significant contribution by the new knowledge that they acquire and the successful experiments that they conduct.
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Index
(Principal references to a topic are printed in heavy type)
'Able' children 63, 73, 151-2, 158, 163, 165, 174, 186, 245, 287, 303
'Activity' methods 52
Agreed Syllabus 118, 124
Apparatus (see also Materials) 44, 133, 191, 199
Archaeology 284
Arithmetic see Mathematics
Art 66, 67, 213, 327
Audio-visual aids 103
Backward children see Handicapped children
Beginning school 28, 41
Behaviour 17, 23, 31, 38, 43, 78, 87, 115
Bicycles 101
Bilingualism 317
Books
infant school 44, 49, 153, 156, 167
history 281
junior school 63, 74, 155, 169, 298
nursery school 29, 30, 167
Broadcasts, School 101, 274, 279
Buildings 8, 28, 40, 90, 229
Cennini, Cennino 231
Child Guidance Service 92
Classes, size of 8, 42
Classification of children 42, 68, 95, 318
Competition 59, 75, 211
Concentration, child's power of 20, 38, 72, 96
Consultative Committee's Reports 4, 6
Control of class 83, 86
Conversation, child's ability 46, 55, 139, 142
Cooperation with parents 28, 31, 42, 71, 76, 87, 91
Corporal punishment 88
Corporate worship 95, 117, 118, 274
Correction of work 160, 209
Craft work 55, 66, 213, 327
Curriculum 113
Dance 61, 133, 328
Design see Art and Craft
Development of child 16, 24, 37, 54, 56, 63, 113, 115, 131
Dialect 146
Differences in children 14, 24, 39, 59, 65, 68, 77, 96, 221
Discipline 31, 38, 78
Disobedience 87
Drama 133, 144, 150, 164, 174
Drawing (see also Art) 113, 213, 230, 283
English (see also Language) 61, 74, 113
in Wales 317, 322
Equipment see Materials
Examinations 74, 99, 180, 197
Films and filmstrips 103, 282
Foreign languages 73, 115, 332
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Garden 293, 294, 309
Geography 61, 67, 113, 289, 324
'Gifted' children see 'Able' children
Hadow Report 4, 6
Handbooks of Suggestions 3, 9
Handicapped children 70, 106
Handwriting (see also Writing and Written Work) 159, 247
Headteacher 69, 76, 86, 91, 92, 95, 99
Health 32, 89
education 89
History 61, 67, 113, 275, 325
local 284
Hopkins, Gerard Manley 224
Imagination 21, 38, 231
Infant school stage 5, 15, 35, 37, 78, 114
Art and Craft 235
Geography 293
Handwriting 159, 250
History 279
Language 135, 140, 142, 149, 156, 159, 176
Mathematics 190
Music 264
Natural History 293
Needlework 240
Religious Instruction 114, 126
Institute of Christian Education 121, 125
Intellectual growth 17, 30, 39, 56
Junior school stage 5, 7, 15, 54, 56, 78, 114
Art and Craft 236
Geography 295
Handwriting 254
History 279, 285
Language 144, 155, 161
Mathematics 196
Music 269
Natural History 295
Needlework 242
Religious Instruction 114, 126
Language (see also Reading, Speech and Writing) 18, 24, 55, 61, 63, 66, 67, 73, 74, 135
foreign 73, 115
in Wales 317
WeIsh 317
Libraries 156, 157
Livestock 44, 51, 64, 293, 306, 308, 310
Local Studies 74, 284, 295, 302, 324
Manual Ability 19, 72, 235
Materials and equipment 29, 43, 48, 84, 232, 241, 244, 267
Mathematics 51, 55, 67, 74, 179, 229
addition 185, 202
algebra 207
apparatus 191, 199
arithmetic 73, 113, 179, 182
division 190, 203
fractions 204
general laws 206
geometry 200
graphs 208
mechanics 208, 307
multiplication 185, 198, 203
notation 201
problems 187, 200
subtraction 184, 202
written work 194
Meals 33, 94
Memory 38, 57
Milk 33
Mime see Drama
Movement (see also Dance) 268
Music 61, 260, 327, 333
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Natural history (see also Nature Study) 289, 304
Nature study 61, 67, 114, 228
Needlework 113, 238
Non-teaching staff 28, 94
Number see Mathematics
Nursery classes (see also Nursery school) 34
Nursery school stage 5, 15, 27, 78, 114
Art and Craft 235
Environment and contact with Nature 293
Language 135, 140, 149, 176
Music 264
Religious Instruction 114, 126
Painting 44, 66, 114, 230, 283
Parents, cooperation with 28, 31, 42, 71, 76, 87, 91
Pattern making 223, 233, 243
Peacham, Henry 213
Pen, use of 161, 256
Pets see Livestock
Physical activity and education 55, 61, 113, 130, 328
Play 21, 24
Poetry 61, 170
Posture 90
Pottery 235
Pre-school years 15, 136
Projects 62
Promotion of children 42, 54, 56, 68
Punishment 88
Raine, Kathleen 218
Read, Herbert 142
Reading (see also Language) 24, 37, 46, 50, 55, 64, 73, 113, 146, 148, 166, 252
Records, of children's progress 61, 97
Records, children's own 55, 161, 164, 291, 300
Religious Instruction 95, 113, 117
county schools 118, 120
rights of withdrawal (children) 122
right to contract out (teacher) 122
voluntary schools 118, 121
'Reserved' Teachers 121
Richardson, Marion 216, 249
Rilke, Rainer Maria 219
Road Safety 101
Rural Schools 26, 51
Schemes of work 96, 127, 133, 301
Science 61, 67, 113, 306
School Broadcasting Council 102
School Health Service 88, 90
Scripture see Religious Instruction
Secondary education - allocation to 74, 99, 180, 197
Singing 113, 146, 265, 270, 327
Size, of classes 8, 40, 42
Size, of schools 5
Sleep 34
Social attitudes and relationships 16, 23, 38, 43, 47, 54, 59, 64, 79, 88, 98, 115, 140
Special educational treatment 106
Speech (see also Language) 18, 37, 55, 61, 63, 114, 135, 136
training 146
Spelling 160, 163
Spencer, Herbert 214
Story 30, 102, 166, 277, 297, 311, 322, 325
'Streaming' 69
Student teachers 93
Television (at home) 103, 274
Tests 97, 99, 155
Thompson, Flora 238, 334
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'Three Rs' 68, 113
Time, child's sense of 20, 23, 57, 276
Timetables 85, 95
infant school 47, 50
junior school 60
nursery school 31
Toilet 33, 47, 90
Under-fives (see also Nursery School and Pre-school)
admission to infant schools 35
Visits 30, 61, 290, 291, 294, 303, 310
Visual Aids 103
Wales 317
Walter de la Mare 130, 172
Welsh Language 317
Worship see Corporate Worship
Writing and written work (see also Handwriting) 24, 49, 50, 55, 61, 73, 113, 148, 159, 194, 258