SCHOOL READING BOOKS.

Auckland Star, Volume XXXIX, Issue 70, 21 March 1908, Page 7

SCHOOL READING BOOKS.

AUCKLAND HEADItASTERS' EECOiT- , MENDATIOXS. The following resolutions were adopted by the Auckland Headmasters' Association at its last meeting:— MOTION I. "In order that education be free in reality, as well a≤ in name, it is necessary for the State to provide ali books and materials used in Public Schools free of cost to the parents" for the following reasons:— (1.) New Zealand is said to have free education, but as the cost of booka is borne by the parents it is obvious that education is not really free. In England all books and materials used in the Public Schools are provided free of cost to the children. (2.) At present the work of schools at the beginning of each year's work is materially hampered, as many children cannot bring the money required for new books. To badger these children to bring the money, though a necessary procedure, is indefensible, as it puts them in an invidious position through no fault of their own. Rather than do this, teachers provide the books out of their own pockets. Is this right? (3.) The population of New Zealand is mere of a floating one than is the case in England. It is common in large town schools to have as many as 30 per cent of the children change their schools in the course of a year. Not only then has a parent to spend several shillings in providing books for Ms child, but, owing to a change of residence, the expense has to be borne again, as different books are most likely in use in the new school which his child must attend. (4.) Children, on being promoted to a higher standard, often sell their books, which may thus be handed down for several years. Most of these books get to be in a filthy condition —leaves are missing, pages are defaced, and, altogether they present a most unhygienic appearance.

(5.) If the books were the property of the school, they would be stored there permanently, hence there would be no longer the need for children to drag heavy bags full of books backwards and forwards to and from school each day. iledical opinion strongly opposes this practice, especially in the case of delicate children.

(6.) The "School Journal" might be used as the text book for home lessons, so that there would be no need to take home the ordinary '"readers" for that purpose.

(7.) If all school books are the property of the school, the above-mentioned troubles at once disappear. The books can be backed and numbered, so that each child uses the same book throughout the year. With ordinary treatment, a set of books will last five years easily. and with care seven to ten years. When a child is admitted to a school he is put to no expense, as all the books required are ready for use. Adjacent schools can exchange sets of books, and so get more variety in the reading matter. This would be a great advantage in the lower standards. Reckoning the number of children in average attendance as 120,000, they could- be supulied with three "readers' , each—a general literary reader, a geographical and a historical reader — at an approximate cost of one shilling per reader, that is. at a cost of £18.000. Allowing £7,000 for the provision of exercise books, etc., the total initial cost would be, say, £25,000. After the initial cost, a sum of about £ 10,000 a year should keep the scheme in full working order, and be sufficient to allow for depreciation of "readers" and their replacement when necessary by new ones. MOTION 11. "It is inadvisable to have the same set of reading books in use throughout the Dominion" for the following reasons-.— (1.) Children require different reading matter according to their circumstances and environment. Some children get greater benefit from fairy stories, romance and imaginative literature, while others thrive best on more matter-of-fact pabulum. What suits any particular locality can be best settled by the schoolmaster concerned. (2.) Different schools should reach a different standard, according to the average capacity of the scholars. When the majority of the scholars come from cood homes, a higher standard should be reached than is the case where home circumstances are against good work. Hence the poorer class schools should have an easier type of reader than that in use in better class neighbourhoods. (3.) Originality and individuality are the keynotes of English education. To aim at dull uniformity is foreign to English ideals, and is unhesitatingly condemand by every educational authority of note. We do not want to turn out machines, but men. (4.) A list of books that are suited for "school use should be drawn up by a committee consisting of— (1) Professors in English, (2) Inspectors, (3) Headmasters. (4) Class teachers. This list should be revised every few years. and from it individual headmasters should make their own selection.