SCHOOL SYSTEM IN U.S.

Press, Volume LXXXV, Issue 25933, 13 October 1949, Page 4

SCHOOL SYSTEM IN U.S.

MR W. J. CARTWRIGHT'S OBSERVATIONS INFORMAL ATTITUDE NOTED Everything was done to provide suitable conditions for the pupils, in the way of good classrooms, provisions for meals and the encouragement of an informal attitude between pupils and teachers, but the conditions of teachers were not on the same plane as those in New Zealand, said Mr W. J. Cartwright. headmaster of the Normal School, when he discussed aspects of the American education system at a meeting of the Canterbury School Committees’ Association last evening. Mr Cartwright has recently returned from a four-monxhs’ visit to the United States at the invitation of the National Education Association of America. He was assisted by the Fulbright Education Foundation. The American stress on democracy was evident in the schools, Mr Cartwright said. There was no regimentation of the children, and tradition did not play the same part as in New Zealand. What was interesting in their education system was the development of human relationships, the friendly informal attitude of the teachers to the pupils. There was a greater tendency to use Christian names. The pupils were more independent and accepted more responsibility, particularly at the high school stage. New Zealand might err in the other direction, but he was inclined to think that the Americans placed too much responsibility on the pupils. In New Zealand the schools still had. and were proud of. an English tradition, but it was necessary to consider it in ’’elation to the people, environment and philosophy of the country. Perhaps we were allowing tradition to guide us too strongly. It was difficult to gauge the effects of the American education system. The Americans were keen on it. possibly because of the competition in employment. This meant that the pupil had a vocational aim. which took him away from the cultural side of education. Flag Much in Evidence The American flag was very much in evidence in the education system. There was a small flag unfurled in the classroom and one at the masthead, in fine weather. This was perhaps because of the racial problems. The pledge to the flag was repeated by each pupil, first thing in the morning. Ail schools were co-educational ar.d most of them provided for both trade and professional educations. The American teachers had a narrower outlook than New Zealand teachers, and their conditions were not as good, but they wore a serious body of workers. Because of the low wages the elementary schools (equivalent to primary schools) were staffed entirely by women teachers. Ke thought the salary for teachers was poor because the results of education were not tangible. Americans were very impressed by tangible results. The training* of teachers was larried out mainly at the university schools of education and at the teachers’ colleges. which were of university standard. He was not particularly" impressed with the system of education training in the university schools. They were inclined to concentrate on academic subjects rather than on the study of the child and teaching practice generally. In, reply to a question. Mr Cartwright said he was convinced that New Zealand had a purer democratic system of education. "In fact I feel quite smug about it." he said. t Lighting in Schools The most modern classrooms were simple in design but nothing was soared for the comfort of the pupils. Great importance was attached to lighting conditions, and the aim generally was to provide quality of light rather than quantity. To provide soft, diffused lighting in the classrooms, most of the windows faced away from the sun. The windows on the wall facing the sun were near the ceiling and the direct sunlight was diffused by means of louvres. Another idea that had been adopted in some schools was an inverted gable type of ceiling, to provide greater lighting snace on the walls, and to reflect light from the ceiling. “I. don’t say these suggestions are applicable to New Zealand, but I do trunk that we should give more attention to quality rather than quantity of light, particularly if, as an American architect has claimed, it is oossible for a child to use one third of his mental energy in actual seeing.” Mr Cartwright said.