When Should a Child Begin School? An Inquiry into the Relation between the Age of Entry and School Progress

Abstract

MR. WINCH'S book is an admirable example of educational inquiry as it should be pursued. Instead of arguing on a priori grounds that children under five are better at home than at school, he shows by careful statistical methods what the actual effect of early entrance upon school courses is. His research shows in a thoroughly convincing way that those who begin school about five years of age do quite as well—often very much better—than those who begin at an earlier age. Stated quite moderately, it is clear that it makes no actual difference to the future school record whether a child begins at three or at five, though incidentally the figures suggest that delay beyond the fifth year is actually disadvantageous—a point in favour of English as opposed to German practice. Of course, many school authorities have already ceased to provide for childen so young, not because of Mr. Winch's work, but because the State has with drawn the grants. Yst it does not follow, of course, that the social value of the babies' classes in the in fants' schools is nil. It is something that overworked wives are relieved for a few hours a day of the strain which young children in a small house commonly bring. But it is abundantly clear that formal school lessons of any kind before the fifth year is completed are quite unnecessary. Hygienic surroundings and playful occupations with abundant opportunities for sleep are chiefly wanted. Trained nurses rather than trained teachers, creches rather than schools, would perhaps meet the situation. When Should a Child Begin School? An Inquiry into the Relation between the Age of Entry and School Progress. By W. A. Winch. Pp. iii + 98. (Baltimore: Warwick and York, Inc., 1911.)