NON-STATE SCHOOLS.

Press, Volume LXVII, Issue 20412, 5 December 1931, Page 7

NON-STATE SCHOOLS.

K 4? OR PJ^UISIVENESS. K'' * . .TO* THE PESSS.) ' M.A., HeadAhdrew ' B Coll °g c -] lias invited me to write the standpoint of a assistance." I welwords. For non-State lly referred to as which indicates a and- exclusiveness Non-Btate schools, that their owner' control are non-State, all boys and girls WffiffiMim. -ahftjac ter and health, a"- - • the fec3 upkeep of these BBHHwlvir so-called private for profit and ideals of education, "tuadeir the aegis of Jkfcjreover, the opporin straitened cirtheir children is in unfortunate and a sense of personal it can be registered and at least over 4500 pupils, a thousand teachers, schools' had' a MIHpP 24,000 boys and girls. ' ending 1930 the InMHHHHritbe jvm-State seconilearly 130 per fitlmfc?? schools, <~f the boya and girls are these BMBIMIPWfr iWtlUdtet They portion of tho ; they & taosi 'valuable. contribution getttil training of of the ,'fOnntry pay HjjHßb (U of one' HHMn AitUfepa. Further, HHw* prefer to send their sqMolb, pay as nHB taxation.. tor', the upWfflm ~ why should HHHwfjl, aire actually a ti the educational jHHBWMP* annual grants? HHHlfch &*. the education of of its future

citizens. English public schools, such as Eton,' Winchester, Mill Hill, Harrow, Rugby and Marlborough, receive large annual capitation grants. The Government of England carries out an obvious duty. I understand that in Scotland, always credited with an enlightened, democratic, and thoroughly sound educational policy, some of the recognised non-Stato schools receive annual grants. It is the principle of the award of 6uch grants, not their urgency at present, that requires emphasis. "Vital service for the State should bo at least partially State-paid. It is the principle of the award of such grants that requires support and emphasis. The Label "Private." In 1928 the principals of the registered non-State schools formed the Registered Secondary Schools' Association. The word "private" was omitted with the approval of the Education Department, which, to be only fair, has shown of late years an increasingly helpful and considerate attitude to the non-State schools. To be registered, a school must be classed by the Depart meat as efficient, and "shall, during' school hours, and at all other reasonable times, be open to inspection by the Minister, for Education, the Director of Education, the Assistant Director of Education, and every other person for the time boing authorised by the said Minister in that behalf." The place of the registered school is well stated in the 1931 Report of the President of the Association, Rev. 11. K. Archdall, headmaster of King's College, Auckland:—

It is undoubted that the existence, of independent schools is of general benefit to the, whole community in so far as they stand for freedom in educational experiment against the ever-present danger of stereotyped, bureau-cratically-controlled instruction. The risk gf standardisation in a Statecontrolled system is that it may all too tfasily foster contentment with something less than the possible best. To have a number of schools independent of the State system and free to t make untrammelled adventures in policy is to admit the opportunity of breaking away from hampering monotony, "lest one good custom should corrupt the world." Therefore, it is to the interest of society at large that nothing should be done to limit our freedom unnecessarily, or to prevent us giving our full" contribution to the common educational efforts of the community. Our registration by the State is proof that our schools are efficient front the point of view of classroom teaching, and the community can test ,us by external examinations as well as by the character of those we tuiA out. Beyond that we ask t<v be left alone, 60 that *we can mate an lift- * trammelled contribution to the welfare of the community. Represented qja University Entrance Board. The Association has .been largely re-' sponsible for the fact that the registered secondary schools, have now two representatives on the University ; Entrance Board. But the functions > of this Board are limited to ''the consideration of the curricula, and courses of study., ; at secondary schools and techneial high schools, in relation to the, educational and other requirements fftf matriculation at * any constituent college."' Tho University Entrance Board has the power only of rec6mmendation. The registered secondary Schools should hove the right to participation in the higher university bodies and,educational councils. Recommendations. The Association has at heart not only the interests of-.the. schools it embraces, but also the furtherance of education throughout tho Dominion. To this fend the annual conference held in May, 1931, had carefully worked out recommendations to make regarding* a) The principle of accrediting. (2) The issne of,"higher apd lower, school! certificates for- those "pupils not proceeding to university colleges, and estimated to be ninety per cent, of

those leaving secondary • schools annually. (3)_ The sotting up of a Schools' Lixamination. Board (e.g., as in Victoria). . with equal representation of the university, the State secondary schools and the secondary schools, this Board to take over the conduct of all examinations, and thus provide the link between examiners and teaehprs which is so greatly desired,, with its attendant opportunities to review papers, etc. (4) The technique of examinations. (5) Proporly defined outlines of the courses of study for secondary schools. (6) The creation of a Consultative Committee thoroughly representative >..{ the best educational opinion to act in an advisory capacity with regard to ideals and methods in New-Zoaland education. There is not space to elaborate these recommendations which are typical of those discussed from year to year. Variation of Type. The registered secondary and primary schools of the Dominion provide "a necessary variation of type. Their value is proved by the appreciation accorded them and by the stout support they receive even in these days of financial anxiety. Both secondary and primary schools give religious instruction; and this Christian laud of New Zealand denies to its Stato primary school children the right to study the Bible as part of their school life. Thrown wholly,' upon their own resources, they develop an exceedingly high esprit de corps. They can hold their own as academies of learning. Like the best Stato schools, they are strongholds of patriotism to their Empire and their native land. They aro playing their part in the teaching of true citizenship, and claim that they are sharing this privilege with, but are not in competition with the many excellont Stato schools. Appeal for Recognition. They desire recognition Ity tho State and society at large, that they are a definite atttl integral part of the educational system, and that they are got outside that system. Tho state should expect and receive the best from those to whom it entrusts the education of its boys and girls, whether they are in departmental or non-departmental schools. Both types of schools aro scrying tho State, and to the best of their ability. Union is strength, and the present is an opportunity for united and'harmonioua co-operation in attempt; ing tho solution of our educational problems and in/ advancing to the; highest standards of educational; -achievement. 1