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In 1926, Mr. Transom said, England made a number of â€" revolutionary changes based on reports known as the Hadow reports. The present Ontario course is indebted to the Hadow reports for its underlying philosophy. The new course is concerned with individual difâ€" ferences to mutch greater degree than the old course. The aims of education and mental hygiene should be the same, Mr. Transom thought. The responâ€" sibility of the sehool is not limited to intellectual training, as was believed in the past, but the most important outâ€" comes of education are the formation of the general habits and attitudes that make the individual better able to meet life‘s problem. One of the most comâ€" mon causes of maladjustment in school is the discrepancy that may exist beâ€" tween the ability of a pupil and what is demanded of him. Each child should be developed within the limits of his ability. The growing child must learn increasingly to face the realities of life. "The old system," said Mr. Transom, "stressed the value of subject matter set out to be learned. The important thing in school life was the number of facts learned. It was a subject matâ€" ter course. The new course does not undervalie the need of facts but stresses the way the facts are acquired. The way a child learns facts is as imâ€" portant as the material learned . . . . The old course stressed memorizing of facts: the new course the understanding of what the pupil learns. â€" Elementary education should promote desirable atâ€" titudes, ideals and appreciations Of far greater importance than the amount a child knows is the way in which he knows what he knows . .. The new system utilizes the experiences and interests of the child as the beginâ€" ning from which new informations and understandings are developed. . The start is made from the known, and new materials are tied into it. The material is within the capacity of the child. Moreover, children learn not because they are forced with threats of punâ€" ishment. but because their interests have bern stimulated." Continuing in the development of his thesis, Mr. Transom pointed out that the old system taught subject matter and isolated units. The new course inâ€" tegrates the material of many subjects into larger units to make them meanâ€" ingful. The new course treats of peoâ€" ples and governments, ways of living, world relationship, geography in reâ€" lation to history, rather than a memâ€" orization of capes, bays and cities . . . The children are encouraged to take the initiative, to study the problems to make their own suggestions for the solution of their problems, to plan their work, to do their own studying and thinking, and to arrive at their own conclusions." Touching on what is meant by learnâ€" ing, the speaker referred to the fact that teachers have for generations tested learning by asking children to work exercises, to repeat formulas and to reproduce material exactly simillar to items used during the learning proâ€" Children solve varying proporâ€" tions of the exerscises, and are picked accordingly. Bui learning has not been tested. True learning can only be testâ€" ed by new situations. real life problems by the ability to use the learning in a practical way . . . Mere knowledge should not be mistaken for education. Teachers who are alive to their reâ€" sponsibilities can no longer be satisfied if their classes havirg mastered the contents of the course can give it back in recitation and examination. They must become more and more concerned with the behaviour of pupils. The atâ€" titudes which the school develops are much more important than the facts learned . . . A child cannot be underâ€" istood apart from his past and present environment. A child brought up in a home where stealing and sneaking are part of the life, takes over that life and it becomes a part of him, so naturally Mr. Transom took as the title of his address, "New Ideas in Education." He pointed out that the changes in indusâ€" trial, economic and social conditions which have taken place in recent years creates a demand for a kind of educaâ€" tion different from that which was reâ€" garded as adequate in the past. "It would be difficult," Mr. Transom said "to find a period in the history of eduâ€" cation which has been marked by such widespread interest and at the same time so much unrest and uncertainty as have characterized the last fifteen years. This worldâ€"wide feeling of disâ€" satisfaction with education and its reâ€" sults have resulted in major changes in most national systems of education." It was apparent, Mr. Transom said, that the Ontario Dept. of Education had to make basic changes in the eduâ€" cational system of the province to meet the new conditions. New School Explained by Timmins Principal In an address to the Kiwanis Club at their regular luncheon on Monday, Mr. E. J. Transom, supervising princiâ€" pal of Timmins public schools, dealt with new trends in education and with the new Ontario course of study. The address was a most illuminating one and the members of the Kiwanis Club felt that Mr. Transom had given a deâ€" cided public service by his illuminating address. Voll XXII. No. 94 Mr. E. J. Transom Gives Impressive Address to the Kiwanâ€" ians, Outlining the Differences Between the New School Course and the Former Methods of Study. New Course to Meet New Needs The Pioneer Paper of the Porcupine. Established 1912. ro=â€" (Qua simpler to give notes to be memorized, than to make knowledge interestingâ€" to teach facts so that they are related to life and within the child‘s area of experience. It means teaching on higher plane . . . If all children were born with equal ability, and report cards measured the degree of work and perseverance, I would be in favour of them. However children are not equally endowed with ability to do school work. The result is that an honour list is usually a list of those who have been (Continued on Page Two) that he may but that his come wWell ad}) Whoever woull must understar of that child b he lives., No DI same time certain attitudes are developâ€" ed; also his emotional states are changed. He either is gaining or losing ; confidence during the day. He either | likes school a little better or otherwise. | He has either gained confidence to meet ‘ the situation of life or lost some. He can think more freely for himself or otherwise. The new course lays great ; emphasis on understanding the charâ€" | acteristics and background of each in-‘ dividual child,. and to organize the work of the school so that each child gains must from his experience. This implies not only an understanding of a child‘s mental development, but an underâ€" standing of him as a total organic funcâ€" tioning individual. It calls for answers to such questions as these: What does be seek for himself in his activities in! school? How does the teacher respond | to him? How can a way be provided j for growth in terms of his individual | characteristics? "Understanding!" "Inâ€" dependent thinking!" "Critical judgâ€" . ment!" "Pupil enterprises!" "Problem' solving and Purposeful Thinking!~" These, said Mr. Transom are the new slogans of the Ontario system. | "Fach child varies from other childâ€" remn with respect to a large number of physical, mental and emotional char-% dependent thinking!" ment!" "Pupil enterpl solving and Purpose These, said Mr. Trans phy edaucation can with the who simpler to sonality, to believe in his ability, to express himself freely, to act on thinkâ€" ing and to pass judgment only after the pertinent facts are evaluated. Mr. Transom said that the new school places emphasis on projects as ideal ways of learning. In this learning the child séts the problem and works out a solution independently of the teacher‘s hely:. memorized . .. The new school en courages the child to be a distinct per he acis that way. A boy brought up in a good home is likely to be influenced so that he naturally acts properly . . . The work of the school is to make an adequate study of the delinquent or backward boy and his environment, then attempt to modify his behaviour. School enterprises should be centred in the development of the individual child. Th child must be stimulated through his own nature." The new courses, Mr. Transom notâ€" ed, stress manual training, vocational subjects and music as essentials of a liberal education . . . Health should be taught, not as subject matter to be memorized, but as a way of living. It is given a leading place in the course and should be an integral part of all studies and constantly kept before the childâ€" ren . .. Work should be presented mostly in the form of problems to give the children an opportunity to think out solutions rather than notes to be m erl hed at T Ehe Nouante o a iarge nunmder ind emotional cha mnued Mr. Transol 12 ninmne of ed unle high i in anc ach pV the nature # in which personaiity ss it deals t is much anada ool work may beâ€" l living. a wisely Ta@Al TIMMINS, ONTARIO, THURSDAY, DECEMBER 9TH, 1957 ) YOUR CHRISTMAS SHOPPING EARLY! d at Timmins, Ont., Canada MONDAY and THURSDAY Fourth Section