Experiment with a Backward Class
- Author:
Elizabeth A.
Taylor. Methuen & Co. Pp.112. Price 6s.
In this attractive and most instructive book, the author describes the boys and the work of a backward class during one year in a Primary school. This account of the boys’ social and educational development is fascinating.
In the class there are 33 boys, all backward. They range in age from 8 to 12 years; their range in attainment, ability and personality is even wider. The short descriptions of the boys in the opening chapter provide an excellent introduction. These sketches are well done. The author has a happy gift of description. ” Arnold, I.Q.78, who never made use of a comb or a handkerchief? such written work as he attempted was well plastered with ink and greasy finger marks.” Everyone who has worked with backward children knows Henry, 44 a complex problem of innate dullness, extreme backwardness and uncontrollable disposition”. A most engaging character is Ronnie, I.Q.I04, with 44 a stiff fringe of hair * reminiscent of a row of broken down fencing How these intensely individual children, with little in common except backwardness and a strong resistance to conventional teaching, grew into a happy community of eager active children makes the most exciting reading.
There is nothing completely new in the projects they work on, but the manner in which they are developed by the author from the boy’s interests is quite brilliant. Albert writes a letter to his teacher, ” Thanks for larnin’ me lessons and sums,” and this is the beginning of the Post Office Project. The letters written by the boys provide an illuminating study of their interests and their progress socially as well as in actual educational attainment. It is particularly interesting to see the initiative and real thinking of which the duller boys are capable, once their interest is caught and they feel that they have something to contribute which is of value and valued. It is also significant that the starting point of this activity is letter writing; the practical work of making a post office and related activities follows on the actual writing of letters. The author brings out very clearly the most important point, that once the children realized that by writing a letter they could tell somebody they liked about something they were interested in, they were ready and anxious to master the mechanics of composition.
The other chapters on history and drama are both an elaboration of the same theme and a practical demonstration of the curriculum of a backward class. The understanding and sympathy of the teacher underlies and permeates the life of the class.
This book is sound in theory and admirably practical; it is also charmingly written. It should be read by all who are interested in the teaching of educationally sub-normal children. J.E.M.S.
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