THE EDUCATION SYSTEM.

Press, Volume LXIX, Issue 20790, 25 February 1933, Page 9

THE EDUCATION SYSTEM.

ADDRESS BY DIRECTOR. INTERMEDIATE SCHOOLS. REORGANISATION EXPLAINED TO SHIRLEY HOUSEHOLDERS. The evils which he considered were, inherent in the old system of education, and the need for the new system embodying specialised education for children along their particular bent, were emphasised by the Director of Education, Mr T. B. Strong, in an address on the intermediate school system to householders at the Shirley School last evening. Mr Strong, speaking to a targe audience, went very fully into both the old and the new systems, referring to the injustices which he claimed were done to children trainod under the old system of heterogeneous classes, and. to tho beneficial changes being brought about under the new system of' teaching 'children by developing their strongest capabilities, either along academic or practical lines. He made a strong plea to bis listeners not to allow prejudice, lack of. knowledge, or some , more .mercenary object I to impede, the progress of the ' new; i system of reorganisation. / ' ■ There was a lively discussion at' tho end of tho address, before a'motiott was, passed approving of the establishment ! of an intermediate school'. j Mr S. Evison, who presided, saidthat the . meeting was an ' adjourned j one, called' to consider the annouflcemorft that the Cabinet had decided* to pas* a grant for an intermediate school at Shirley. It was found that.; mere inform rnation was necessary about - the proposal than was available,,and .it was decided to ask Mr to address the meeting. The circumstances were peculiar for the Canterbury„Education Board, for before the announcement of the Cabinet 's decision, tie Board had not been: a party to the matter, and was not implicated In it; but the Board had had to deal with the question in tho usual way, and place it before the various school committees'concerned. • . Mr Strong's Address. , 1 ,

Mr, Strong stated that.he wanted to disabuse the minds of 'his hearers of the view that the intermediate school system wa§ a fad" or a fashion .which the Department wanted to follow. The reorganisation being carried out in the education system of New Zealand , was being done because the Department felt that it was needed. -He asked that those present would approach the /matter jVith an absence of preconceived views. One of the most fbolish things ,to do was "to be to satisfied with the present, The Education Department had the most important part to play of. all departments' in the future development of New Zealand. . It was- an important duty to fit children properly for the future and to devise a system of education whieh would prepare them. It might happen in the future, that the children of to-day would have tb face' the difficulties which were being experienced now in finding employment; then it was right to see them educated to take the available jobs for which they were fitted. . Faults in Narrow Training. "It is alleged: that our old system was onesided, and that we concentrated on the academic side of education, producing men and women fitted' for 'cuff and collar' jobs" alone, whereas the employment. available has been of a more practical nature. Then if that is so we should train more of then! for practical occupations. But wo have also to prepare v children not only for the practical, side of life. We have to prepare them for .living life to its full extent. The emotional and spiritual side has not to be forgotten. No boy or girl will get the best from the schools, or develop best in the interests of the community and in his own interest, if the training is too narrow.'' Natures Differ. . It was easily seen how there were differences in the natures of the members of one family, said Mr Strong. How ( then, must the differences be between families, as was the case in a schjgjol! And how great the task of n teacher who had , to teach, within one narrow system, children of such varying natures. All expert examiners were awjire of-' the differing powers of the tdbchors to develop the lives of those "pupils with they were associated, but it was not easy to size up these differences on paper. He had seen one class at St. Albans where the impression made by . the personality of the teacher on a diverse

selection of pupils was very obvious. But was a teacher more likely to achieve success with a heterogeneous class than, with a class homogeneous in character? the speaker asked. Surely work with a class of children of the. same bent would be easier. Under the present system the particular talents of the pupils were being buried underground in many ways. A tremendous amount of injustice was being done the children by the sympathetic parents and intelligent teachers. It was impossible to do justice when there were so many diverse elements to be controlled. Causes of Opposition. It was because of the realisation of the weakness in the old system that the new system of reorganisation, which was evolving the intermediate school, was considered desirable, the speaker continued. Opposition to the system was being caused by lack, of knowledge and the prejudice of tradition. Some closely concerned with the Bystem merely did not want any change. But these things ought not to be allowed to stand in th? way of the future happiness of children. "Don't let any mercenary objections stand in, the way of the progress of the system," Mr Strong pleaded. "We will get over temporary set-backs and be successful in our effort to better the welfare of the children. Nor should sentiment about the old days of school life interfere with progress. I have: seen the change in the«child as he comes under the influence of this new system, and . I want to _ see the same change in all our children."

A School Without Bias. A separate intermediate 'school*, unbiased, and without inclination towards thp secondary school or the technical school, was designed' for the City. A separate school was needed to show the parent for which senior institution the child was properly fitted. Mr Strolig was loudly applauded when he finished hife address. In answer to a'question, .Mi* Strong explained that' the .Minister for Education had the power to compel Surrounding schools to contribute pupils iSi the affected standards, to the intermediate school. A Protest RaisedL After , further questions: and. answers a resolution was moved by Mr C. S. a member of the Education Board and chairman of the, Shirley School Committee, thatappreciation-be expressed of the address" by Mr Strong, and that the meeting approve .of the decision of the ' Government to establish a school in the district. . "

,A protest was immediately raised by more than one' inember pf the audience that the other schools concerned, who were represented at tko meeting, should have an opportunity to consider the •question again .from their -point of view. Richmond and St. Albans householders, *s well bs .those of the Shirley School, were concerned, it was claimed. One lady present voiced a new protest, She asked, amid applause, *if it was \ right that future accommodation should be discussed when the housing at the \ present Richmond School was so inadequate..

The chairman: You know as well as J do that it was intended to. build extensions« at Bichmond. But we haVe had a complete change in the system explained, and the director Raised the question whether we want to perpetuate the old type or education, as we would bo doing by adding to. bur oid schools. Mr C; D.: W. L. Slieppard, chairman of the St. Albans School Committee, suggested that Sir 1 Thompson amend the motion to one of approval "of the system of intermediate schools. He was, explaining at length the claims., of St. Albans to the intermediate school when Mr Thompson stated that he was quite willing to withdraw the words ' 'in the district" from the motion, which was carried in its amended form after further discission. There were several dissentients.