Report of the Special Committee on Moral Delinquency in Children and Adolescents

her and

er the teacher lived in, and was part of, the community and so knew something of local conditions and the tensions o

long community service; teachers have difficulty in finding accommodation in the district from which their pupils come; to meet the shortage of permanent

e child has now to be acquired in some other way and, probably, from within the school. This

vestigate the circumstances of a problem child. Perhaps of greater importance, the presence of visiting

cial liaison as possible between the public health nurses and the visiting teac

industrial areas, the number of vi

ool in the investigation of problems. Traditionally the headmaster has done this, but with

ty of pupils to leave school until they have reached fifteen years of age. It has already been shown that the pa

ndation[2] how this should be done, although it is emphatically of the opinion that there is a need for this help, and that

teacher, parent, and child-by the stabilizing of the teaching service, by the provision of houses for teac

o-edu

the delinquency, in part, to the association of boys and girls in co-educational schools. This direct

imary-school age together. The desirability of co-education at the post-primary scho

alues of the different types of school, except in s

immorality, but although the Committee investigated these charges it could not find t

Thorough investigation proved to the Committee that the group came from the same neighbourhood and had become known to one an

ough the acquaintanceships made at school, but in all cases the history of the instigators, in intelligence and environment, showed ei

nder, even although the offences did not occur within the school or arise from it. This linking of the school with the of

ool Lea

lower in post-primary, who, either through lack of ability or lack of interest, are not only [not][3] deriving "app

ector of Schools in any district certifies that a child of 14 who has completed the work of Form II is not likely

ittee re

e evolved. It feels that the mere granting of an exemption certificate may transfer the problem from

d, the Senior Inspector should have power to grant the exemption subject to

ith the Child W

n, by regulation, with the Child Welfare Division. A high degree of co-operation already exists

e knowledge that the principal of a school should know as much as possible of his pupils, and in most cases h

e to the notice of the Child Welfare Division for acts of de

d either independently of, or jointly with, that of the Child Welfare Officer. At the present time the principal is merely asked to report to the Chil

nstructio

emphasized that, apart from the biological aspect as a part of nature study in the primary schools and general

l arise naturally from physical educat

e taught, and it should not be looked on as a duty of the school to forge this link. But where ignorance persists, through the failure of the natu

ew Edu

ression of personal opinion. Similarly, the terms "play way" and "free expression" have been quoted to show that traditional external disciplines have given way to a concentration on the development of the personality of the child-a development which

partment of Education attending meetings of Parent-Teacher and Home-and-School Associations to enable responsible