HISTORY AND GEOGRAPHY

Press, Volume LXXXIII, Issue 25308, 7 October 1947, Page 6

HISTORY AND GEOGRAPHY

NEW COMBINED SYLLABUS

“Social studies in history and geography,” i§ the title given to a new syllabus just issued by the Education Department for primary schools. It combines the two subjects to give “many opportunities for the development pf the attitudes, appreciation, and abilities that are necessary in a democratic system such as ours,” The new prescription emphasises that every opportunity should be seized to link the Story of past and present situations with practice in social living. The aims of these social studies are stated as follows:—”(a) to awaken the interest of children in rhe physical setting of the neighbourhood, country, and world in which they live; (b) to give children an understanding of the interdependence of human beings by Showing how life in the local district is influenced by the co-operation of the people in it, how town and country are interdependent, and how life in the local community is closely related to the life of other peoples in other lands and of other times; (c) through stories of men and women of past tunes to set before children ideals of brotherhood, truth, justice, tolerance, courage, unselfishness, and responsibility to others; (d) to help' every child to know his own district and his own country, so that he may understand some of thejr achievements and shortcomings and be ready to help to make them still better places to live are "W. to give children as much responsibility as possible in school organisation to give "practical fng toffrthei? the g ’ Ve take of Uv *

Four Main Themes Throughout the syllabus there is progressive treatment of four main themes—a study of the local district, of how people live in New Zealand, t{l-ey { 1 - ey in other times, and how they live in other places—sometimes separate and sometimes interwoven, .the syllabus gives neither a sustained chronological treatment of history nor a systematic study of the geography of S?2^ Qnt^ nent ?- 11 claims to 'allow for ™ Peaces arises in W & The scheme for individual classes aFfollows- detail “ th ° Sy,lab^ s is

2 '~J he . importance of communal help and of farming. The service of public figures such as the P° L lC€ iE n ? n ,’ postman, doctor, grocer, kmLJ? r + w i n £ e examined and linked with stories from myth, legend, and history of service, courage, ■ and sacrifice ranging from David and Gcliath, and Ulysses, to Grace Darling and Jack Cornwell. The nature, proaucts and methods of farming ip New Zealand to-day and when The first settlers came will then be compared with those of other lands. Standard 3,—How people Jive. After SvUdy of elementary influences on modem life in New Zealand, they will be compared with conditions and practices in early New Zealand and in other lands, illustrated with glimpses from history of life in the time of Joseph and his brothers and through various ages of invention to Edison, Morse, and the early aviators. . standard 4—Exploration and provision of food and clothing. After tracing the discovery of New Zealand, classes will go back to Hanno, Eric the Red, and Marco Polo through the great age of discovery, to modern Antarctic explorers.

Form I will concentrate on the development of the district, New Zealand, the British Empire, in conjunction with the extension of communication and transport services. This will include notice of factors stimulating industry and determining the nature of towns. Communications and tiansport will be traced from primitive times to the present services and their effect on the district.

Form II will assess more specifically! the main factors contributing to the : present condition of New Zealand : and the world. Within New Zealand the lessons will include the growth and abolition of the provinces, the coming of refrigeration, subdivision of' estates, hydro-electricity, and irrigation and science applied to farming, • linked with the contribution of leading statesmen. There will follow an examination of the physical basis of the world, distribution, and divisions? and of man and machines and houses and towns.