Hadow (1933)

(page numbers in brackets)

Notes on the text
Preliminary pages (i-xxvi)
Membership, Analysis, Preface, Introduction
Chapter I (1-46)
History of the development of infant education
Chapter II (47-68)
Physical development of children up to 7
Chapter III (69-85)
Mental development of children up to 7
Chapter IV (86-97)
Age limits and organisation of the infant stage
Chapter V (98-115)
Medical supervision, education and training of under 5s
Chapter VI (116-148)
Training and teaching of children in infant and nursery schools
Chapter VII (149-158)
Staffing of infant and nursery schools, training of teachers
Chapter VIII (159-172)
Premises and equipment of infant and nursery schools
Chapter IX (173-197)
Summary of principal conclusions and recommendations
Appendix I (198-214)
List of witnesses
Appendix II (215-243)
Anatomical and physiological characteristics (Harris)
Appendix III (244-251)
Emotional development of children up to 7+ (Burt and Isaacs)
Appendix IV (252-264)
Notes on typical nursery schools and classes
Appendix V (265-266)
Manchester's student nurse scheme for 'helpers'
Appendix VI (267-272)
Practice in Europe and US
Index (273-282)

London: HM Stationery Office

[page 265]

The scheme offers to girls over fourteen years of age who wish eventually to become either hospital nurses or children's nursery nurses, a course of continued education up to the age of eighteen plus. They must be physically fit and are expected to do a year's work on probation but the course may terminate at any time subject to one month's notice on either side. Maintenance allowances are granted in accordance with the following scale:

Fifteen and sixteen are the usual ages of applicants drawn mainly from Central and Secondary Schools. Provision is made, however, for the appointment of girls of fourteen from Elementary Schools who wish to enter the nursing profession and who appear suitable. Of 62 Student Nurses appointed since the inauguration of the scheme 49 came from the former types of school whilst 13 only came from Elementary Schools. Helpers vary much in mental calibre, from the bright, capable, managing girl who is not so good intellectually, to the better educated girl who is anxious to make a career for herself. In most cases they are girls who have not been able to gain the School Certificate or Matriculation and so are not eligible for admission to Training Colleges or to enter other professions.

Each student nurse is attached to a Nursery class for part-time practical work with little children, where she receives a training as a 'Helper', working with a responsible nursery teacher under the supervision of the Head Mistress. She spends the rest of her time attached to a centre for the continuation of her general education. At the present the students attend a Day Continuation School for half of each week. A special scheme has been drawn up to meet their particular needs and includes the following subjects:

1. English - literature, children's literature, speech training.
2. Domestic Arithmetic.
3. Elementary Science, physiology and hygiene.
4. First Aid.
5. Civics.
6. History.
7. Geography.
8. Needlework and Crafts.

[page 266]

During the seven years ended 24 June 1933, forty-six helpers had left the schools on the termination of their appointments. Their after careers may be summarised as follows:

1. Left for various reasons:

2. Left to enter Hospitals: