Syllabus of lessons on 'temperance' for scholars attending public elementary schools.

  • Great Britain. Board of Education.
Date:
[1909]
Catalogue details

Licence: In copyright

Credit: Syllabus of lessons on 'temperance' for scholars attending public elementary schools. Source: Wellcome Collection.

Provider: This material has been provided by The Royal College of Surgeons of England. The original may be consulted at The Royal College of Surgeons of England.

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    Prefotoru Note. stances l)c prepaved to approve under Article 3 of the Code any Syllabus of instruction which departs substantially fi’om this IModel. It is suggested that at least three lessons in tlie subject should be given to the children each year. It is, however, desirable to arrange, so far as may be j)ossible, that if any part of the instruction is given to children who are under 10 j’^ears of age, it should be only that which is of the broadest and most general charactei', and that lessons on the matter of the Third Section should onlj’- be gi^'en to children who are over 12 years of age. Where three lessons cannot be given, the teacher may be able to cover the ground in rather less detail in two lessons, and Avhere one lesson only is given, it is preferable that the matter in Section III. of the Syllabus should be very lightly touched, the main attention being concentrated on Sections I. and II. Where the lessons are given at distant intervals, as will sometimes be the case, it is clearly desirable to begin the later lessons by a brief recapitulation of those which have preceded. There is an obvious advantage in securing that a series of three lessons is given to the children within a comparatively short period. Lessons on this subject need not necessarily be grouped under a separate head in the curriculum, 'but can appropriately be included in instruction on Hygiene, of which indeed they fonn a part. It will be observed that the principle of the S3dlabus is to proceed, as far as possible, by means of cpiestion and answer, from what the child already knows to Avhat it does not know. By this means the child is brought to express what it has already experienced, and is led on, by amplification and illustration, to realise what is most conducive to a healthy life. Technical terms and language wliich a child would not understand liave been avoided as far as practicable, and it is of the highest importance that in using the Syllabus the teacher should be careful to employ only the simplest language. 4. Some Notes for the guidance of teachers have been appended which elaborate the necessarily condensed statements of the Sjdlabus, and indicate under each heading the line which shoidd be taken and the material which can be safely used in enforcing or illustrating the several points. It is not, of course, intende(l that these Notes should ever be read to the class or used in such a way as to overload tlie teaching Avith detail. It may be taken that the statements of fact made both in the Syllabus and in the Notes have been carefully verified, and tliat the inferences drawn from the facts are supported by scientific opinion of high authority. 5. It has been alleged that some of the “ Temperance ” teaching given in the past which Avas represented as “ scientific ” has, in fact, fallen short of a scientific standard as regards accuracy in stating facts, caution in drawing inferences, or methods of instruction. Indeed in some cases it appears tliat M (11)581. AVt. 30C17. G. 717. 6000. 6/00. E. & S. A 2