CREATIVE IMPULSES.

Auckland Star, Volume LX, Issue 135, 10 June 1929, Page 3

CREATIVE IMPULSES.

IMPORTANCE IN EDUCATION.

DEFECTS OF THE EXISTING SYSTEM. CHILD'S INTEREST LOST. (By Telegraph.—Own Correspondent.) HAMILTON, this day. ■The drastic revision of New Zealand's whole school system is recommended in an article in the "Waikato Times" to-day by Professor T. A. Hunter, Professor of Philosophy -of Victoria College and VieeChancellor of the University of New Zealand.

Professor Hunter notes an "increasing lethargy and boredom" among children in Standard I. of primary schools, whereas, he 'says, interest and enthusiasm are found in the kindergartens. The interest, lie says, should be kept up, but not by introducing work which is "useful solely for the economic aspects."

Professor Hunter thinks that in all secondary schools there should be opportunity for the expression of creative impulses in handicrafts and art work, with gradual specialising. All these schools would then have the good features of the existing technical schools. Trade schools would also be needed for young people in employment. He hopes that for these a half-time system could be arranged.

The claims of primary, second and technical high schools to pupils from 11 years onwards is dictated, the professor says, by the interests of the various types of schools, rather'than those of the children and the country. "If the only form of reality that can be. effective for education is an industrial one, then indeed, our position is hopeless," he says. "Defective as our schools are, they are infinitely better training grounds for our future citizens than the great majority of industries and occupations, as directed and organised to-day.

"Realism is a very important element in life, but idealism .is equally necessary. One of the discoveries of modern psychology is the importance of creative impulses in adolescence, for which the greatest liberty in selfexpression should he provided. All schools should give training in handicrafts and afford tlie fullest opportunity for the expression of the emotional and artistic life of our youth. As children advance, some measure of specialisation should be provided— specialisation that has reference to the aptitude and interests of the.. child rather than to the nature of his vocation as an adult."