MENTAL HEALTH 61
- Type:
Reviews 8ackwardne??
Schonnel! ‘1 the J?.asic Subjects. :Author: Fred. J. ?u.v kjuuitti^. oy rieu. J. Dr.Schnnn IP u’D’ ,?hver & Boyd. 18s. ‘?r the ” n ?s book is welcome, both as a vademecum data for thlactica^ ” teacher and as a compendium of lhe sociolnp’ re,search worker in education. (Owing to system, the t uncertainties underlying our educational ‘n one person ) P?’nts v’ew are rarely found combined ?ear “aver8618 ?Ut t(? consider, with regard to children treatment of*86 mte“‘8ence, the incidence, causes and and comnncitSpeciflc backwardness in reading, spelling a?d through 10+n’ u *^s Schonnell implies, in his title n.?t only for ? book, these subjects are ” basic ^yilization ^lrnrnediate scholastic progress but, in our {ailure in th ?r u’t?ate social maturity. Furthermore, individual nSe subjects has a profound effect on the whole person f. Wardness is courageously regarded as a Performance y Problem, and variations in scholastic From the a c’ua^tative personality differences.
that the first /enta^ Health point of view, one could wish ^ed. Becan?? ^C^apters had been longer or printed in etail whiCh f ii wealth ?f diagnostic and remedial are likely tn?[ ? s so great, these essential premises ‘Snore them ? r disregarded by those who wish to ?uhtleanalvsi?ln/j^ouT ,?f the more clear-cut but less to educationaitu ty- The significant contribution the ” jnt thought and practice lies in this picture abilities fmactlons of physical conditions, intellectual Influences” J;-10/13’ attitudes and environmental backwardness xv, Pro^uce the symptom of scholastic ^?rd recoenit” discussions on the minutiae of interesting hiit?n’ e^ect of cross-laterality, etc., are 1nconciUsjVe, in the present state of knowledge, rightly , chonneli’s stoTUt ‘“here is nothing tentative in Dr. ,ess ernoti0naia,ent that ” less backwardness means !incluencv a I1, a<Jjustment, which in turn means less The detaiuT less neurosis stimulating .,?jana^ysis ?f the various disabilities is nough wantin g specially valuable to teachers who, *n?Wn where8 !? their backward pupils, have not aamerous hut ?l begin. The diagnostic tests are Possible, fQr ; Probably not equal in their validity. It is e Simple p|?s j that the questions which follow erbal memnrv?Se ,^eading test, assess attention and nil used to ^ather than comprehension. The tests u ? er backus JFVe, b?th teachers and pupils new hope. e’a8 invited trl1 ^^ren, in particular, benefit from ..,.?usy teach pre a ^and in their own ” cure “. t h enthusias greet *he chapters on remedial methods th?tques to tu” These pages suggest comprehensive wk st time n iSe wb? afe tackling the problem for ,?se former w refreshing confirmation to those u t Seems un?? ? as ^een scientific and/or imaginative. ,,0rk for not irr.acious and unreasonable to criticize a Th ast chantpr21]0^ wbat it did not set out to be. But o,, e Medical t aves ?ne with a sense of anti-climax. Sgests diseaspermmo^ogy use^ throughout the book r treatment . ‘. arnP’e attention is given to diagnosis ? el r5?hary s there adequate consideration of the aborate nroor-f’“‘0” ^ 11 is true that somewhat ssmg referpn^mmes are outlined, which do include a ^ard the Ka?i,e to ” The need for a new orientation hkelv to i^ard> through new methods “. But are ch??, by ” a n ?e ^ore effective in preventing backward- dren ? educational orientation ” towards all N.G.
Disclaimer
The historical material in this project falls into one of three categories for clearances and permissions:
Material currently under copyright, made available with a Creative Commons license chosen by the publisher.
Material that is in the public domain
Material identified by the Welcome Trust as an Orphan Work, made available with a Creative Commons Attribution-NonCommercial 4.0 International License.
While we are in the process of adding metadata to the articles, please check the article at its original source for specific copyrights.