A Book For Teachers
Mauritius Times – 60 Years
By Peter Ibbotson
I urge the Ministry of Education to allocate approximately £100 or Rs 1350 for the purchase of this book. Additionally, I propose that each teacher invest 10 shillings in obtaining their personal copy of a recently published book commissioned by the English Ministry of Education. Furthermore, I recommend that the Ministry of Education in Mauritius procure about 200 copies of this book. This will enable the distribution of one copy to every Government and Aided primary school, intended for the use of the staff, with additional copies allocated to the Training College library and the Education Library.
What book has prompted such enthusiasm from me? It is simply titled Primary Education. This book was published just twenty-four hours prior to my writing this article, on November 27. I have already read it and wholeheartedly endorse it.
So, what is it about? Who are the authors? It has been compiled by several Her Majesty’s Inspectors of Schools, commonly known as HMIs. They have written it primarily for teachers of children under the age of 11. The first part covers the development of primary school children, the school environment and organization, and the role of teachers. The second part discusses the teaching of specific subjects in the curriculum.
HMIs have no authority to mandate directives for teachers; their role is purely advisory. However, their guidance stems from extensive experience visiting various schools. They observe teachers in action, witness the application of teaching methods, and gather and disseminate exemplary practices to benefit interested teachers and enhance their work. The book references numerous such practices, each carefully selected from the best ideas observed during HMIs’ extensive school visits.
Certainly, not every aspect of the book will directly apply to primary school teaching in Mauritius. Nevertheless, enough content is relevant to justify the investment of resources by teachers and the Ministry.
In England and Wales (Scotland and Northern Ireland have separate Ministries of Education, thus the book pertains solely to a segment of the UK), the primary school years, from ages 5 to 11, are divided into two stages: infants (ages 5 to 7) and juniors (ages 7 to 11). In larger towns, infants and junior schools are typically separate, while in smaller towns and rural areas, both stages often combine in one school.
Children attend infant school for just two years, during which they undergo significant developmental changes. At age 5, they are still very dependent, while by age 7, they have grown into self-reliant school children capable of interacting confidently with peers. For only children or those from sheltered homes, the infant years are crucial for social development, learning to live and adjust within a community. The infant school environment ideally fosters a relaxed pace that prevents both children and teachers from feeling rushed. Since young children at age 5 are naturally slower in performing even simple tasks, it is imperative not to force them beyond their capability. A balanced school program must allow for leisurely activities to complement periods of learning, ensuring a harmonious educational experience.
Success in learning is crucial during the infant years, but it must be accompanied by effort. Teachers play a pivotal role in stimulating children’s effort and effectively utilizing it once triggered.
Junior school teachers, responsible for children aged 7 to 11, face a challenging task. The book emphasizes that if a teacher or school fails to engage a pupil’s genuine interest and cooperation, the pupil may learn to exert the minimal effort required to “get by.” This mindset, prevalent among some pupils, risks sowing the seeds of potential delinquency. Therefore, every teacher must ensure that each pupil strives to achieve their full potential.
The issue of automatic promotion remains contentious in Mauritius. The book addresses this matter, noting historical class structures and the evolving approach to educational classification based on attainment, ability, and age.
This emphasis on age-based classification has led to classrooms where children of similar ages exhibit varying abilities. Before 1939, separate junior schools were not as widespread in England, necessitating teachers to adapt to diverse abilities within the same class. This flexibility in teaching methods, accommodating individual or group learning, demonstrates the artistry of teaching as practiced in England and Wales—a stark contrast to the more scientific approach to pedagogy on the continent.
The book also discusses the implications of selection examinations for secondary school placement, cautioning against practices that overly prioritize examination success at the expense of a balanced curriculum. Such practices can narrow children’s educational experiences and prematurely instill a competitive mindset.
Unlike in England, bilingualism poses a unique challenge in Wales and particularly in Mauritius. The book briefly touches on bilingual education, highlighting its growing importance worldwide and its relevance in diverse educational settings.
Chapters devoted to specific subjects in the school curriculum offer detailed insights, though they may not hold universal appeal compared to broader discussions on educational philosophy and organization. Nonetheless, these chapters are recommended for teachers, administrators, and college lecturers in Mauritius. They cover religious education, physical education, language arts (reading and writing), mathematics, art and craft, needlework, handwriting, music, history, and geography. For those focusing on junior school curriculum issues, reading these chapters alongside other relevant publications is advised.
In conclusion, I have highlighted this specialized book because it holds significant implications for Mauritius’ educational future. Widespread circulation and thoughtful implementation of its recommendations promise to fortify the education system. I reiterate my initial hope that the Ministry of Education ensures every primary school, training college, and education library in Mauritius has access to this invaluable resource. Every primary school teacher, as well as each head teacher, should consider acquiring a personal copy—I am confident that Nalanda will fulfill all such requests.
6th Year – No 277
Friday 4th December, 1959
Appointments & Promotions in the Civil Service
The following list of promotions in and appointments to the Public Service during the week ended 3rd Dec. 1959, is released from the Colonial Secretary’s Office:
PROMOTIONS
Miss L. Bundhun, Clerical Officer, promoted Executive Officer.
Miss J. Babajee, Staff Nurse, promoted Ward Sister, Health Department.
APPOINTMENTS
Mr L. S. G. Leguen appointed First Engineer, Harbour and Quays Department.
Mr D. Mungapen appointed Prison Officer.
Mr R. Chhaganlal, Misses M. L. Permal and M. Latour appointed Temporary Typists.
Appointments & Promotions in the Civil Service
PROMOTIONS
Mr P. E. Toussaint, Nursing Officer Grade II, promoted Radiographer, Health Department.
Miss S. Prosper, Clinical and Clerical Assistant, promoted Assistant Nutritionist, Health Department.
APPOINTMENT
Miss S. Ravel, appointed Typist.
ACTING APPOINTMENTS
Mr E. T. J. Mabbs, Deputy Comptroller of Customs, Landing Surveyor and Commissioner of Excise, to act as Comptroller of Customs and Granary Superintendent.
Mr R. O. Béchet, Supervisor of Customs, to act as Deputy Comptroller of Customs, Landing Surveyor and Commissioner of Excise.
Mr P. R. Maurice, Chief Preventive Officer, to act as Supervisor of Customs.
Mr J. R. D. Dalais, Senior Examiner, to act as Chief Preventive Officer.
Mauritius Times ePaper Friday 21 June 2024
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