Re Beresford-street School Correspondence.

Auckland Star, Volume XVIII, Issue 55, 4 July 1887, Page 2

Re Beresford-street School Correspondence.

(To tho Editor.)

Sir,—l have just seen a printed copy of Mr Harrison's late correspondence with the Committee of the City Schools. . As publicity is given therein to hostile views to the syllabus as prescribed by the Education Act, and the system of examination of primary schools, I would like, with your permission, to criticise some Of the statements. It seems to me that it would have been wise on Mr Harrison's part had he kept the question of the examination of the Beresford-street School a private matter, relating only to himself and the Committee. For, in the first place, the failure of the upper standards to satisfy the inspector does not necessarily happen at every school, though, under adverse conditions, such as working with an inefficient stafi", bad attendances, etc., it may happen at any ; secondly, when I compare tho statements made in explanation of the failure, there arc apparent coiir tradictions. For instance, in one place tho writer says : " I have also pointed out from time to time that the staff was numerically, weak, and in part inefficient and incapable of overtaking the work. These appeals, until quite recently, failed to produce any effect in permanently strengthening the stail." Again, the children who now obtain 40 per cent, of passes are equal in attainments to those who in former years obtained S3 per cent, and 87 per cent. In my opinion the work of the school is generally as good as in any previous year, notwithstanding exceptional difficulties. The teachers are. not as a whole less capable, and are not certainly less hardworking."

Of the syllabus generally, most of the teachers at the last meeting of the New Zealand Educational Institute expressed approval, and did not advocate the wholesale demolition that would be expected from those holding views in harmony with this correspondence. The fact of the matter is, that irregular attendance is the great bugbear of teachers. Mr Harrison notices this, and is quite right in pointing out its ovil influence. It is altogether unreasonable to encourage irregular attendance by compelling teachers to present children for examination who have made a mere fraction of the possible attendances. These children not only make it impossible for the teacher to get the results required in respect to themselves, but stand in tho way of tho class as a whole. It would bo a great pity if the 'standard requirements were materially lowered- Many of the subjects taught in the upper standards give the teacher an opportunity of not only storing the minds of the pupils with useful information, but also of educating the children in the true sense of the word. It is passing strange that while our educational system commands the admiration of those without, it is denounced as harbouring a destructive cankerworm by one of its administrators. English and Australian legislatois laud it as the finest in tho world. But, strange as Mr Harrison's statements appear to me, and contrary as they are to my experience, 1 am still further surprised to find him, at the last meeting of the Educational Institute, seconding a motion to the effect that it is not desirable to interfere with the syllabus. Perhaps he had time to reflect on his former strictures, and I commend his candour in ' acknowledging the change in his opinions. And now, sir, let me. state my reasons for noticing this correspondence. Ido not think it represents the real feelings of the majority, of our teachers or the general state of our schools. This being so', it "would be a matter of regret if our system of education should be injured by the misgivings of one, whose experiences during the past year have been unfortunate with respect .to his teachers, children and examiner. I would urge the electors, before the coming elections, to see that each candidate gives a pledge that he will be no party to any tampering with the Education Act. Let them remember it is the result of the combined wisdom of sages, legislators, teachers and inspectors. Let them remember we have no free high schools, as in America; that it is only'in the primary schools that the children of tho poor can gain a knowledge and obtain a training that will qualify them for entering the race of life fairly and intelligently. Let the poor elector not begrudge the money that procures for his children something more precious than anything he is .likely to bequeath in the shape of worldly possessions. The money lie contributes in this direction is money for which value is received by those he loves and toils for. In the industrial contests in which nations engage the race is to the swift, and the battle to the strong intellectually. They are no true friends to this colony who would depiive the people of the only means by which they can hope to keep and hold their own. We should not forget the important privileges that are exercised by the masses in a/democratic country. In order that these privileges may be exercised with discrimination, let us "have an intelligence to which we can. appeal.- There is no danger of young New Zealanders degenerating under a liber a. system ,of education. Under no other con dition can they possibly advance; there" fore,- we must be' Watchful, and wary.—l" am, etc., Vale.