POST-PRIMARY EDUCATION

Press, Volume LXXXIX, Issue 27072, 22 June 1953, Page 2

POST-PRIMARY EDUCATION

ADDRESS TO CULTURAL SOCIETY Changes in post-primary education were reviewed by Mr J. Leggat, headmaster of the Christchurch Boys’ High School, when he spoke at the monthly meeting of the Christchurch Cultural Society on Saturday evening. Mr D. J. Hewitt presided. “There have been astonishing changes in post-primary education in the last 30 years, and sometimes I wonder where we are going,” said Mr Leggat. “I propose tonight to outline these trends, but not to draw conclusions.” One marked change was in the control of schools, he said. In the earlier days the few post-primary schools had received endowments of land and were controlled by boards, generally comprising very able men with knowledge of business. As the number of schools increased, some changes were made, and in future all hew schools would have the same type of control. The powers of boards would be lessened, and it was possible that the right type of woman or man might not seek to serve on these boards, where they would have lesser powers. Mr Leggat then detailed the differences in the entry into secondary schools that had taken place recently, and went on to describe the different ;ypes of secondary schools that had aeen developed to suit the requirenents of the district where these were founded. When he began his career, Mr Leggat said, there were three types □f post-primary schools; now there were about 11 types. Speaking of technical education, Mr Leggat said it had developed tremendously since the war, and it was generally recognised that a higher standard of education was valuable to men who were taking up skilled trades. He explained that most skilled trades now required their apprentices to have at least two years’ secondary education, and said that the State had, to a great extent, taken over the training of apprentices. Maori Education

Mr Leggat said his knowledge of Maori education had been gained mostly in the Gisborne district where, within 80 miles of Gisborne, there were five secondary schools for Maoris. These were of great social value, as they trained girls to be good housewives and the boys to take employment in the district. But he thought more should be done for the bright and clever Maoris. They should not be segregated from Europeans and they should be encouraged and trained to attend universities so they could return to their people as leaders. Mr Leggat noted with pleasure that there were Maori students at Canterbury University College, but he considered there were too few. There should be from! 40 to 50 of them training to be leaders in the next generation. “And now about the staff,” said Mr Leggat. “There are fewer characters in the profession than there used to be. I don’t think the best of us is as good as the best of the older generation, but I don’t think the worst of us are as bad as the worst of them.” The standard of teaching, he thought, was higher now than in former years, and added responsibilities had been placed on teachers. The social relationship between parents and schools had improved, and through such organisations as the parent-teacher associations more persons became interested in the schools, met members of the staff and watched their children’s progress through the eyes of the teachers.

“I hope I have shown you that education has moved a long way in the last 30 years,” said “Schools are like boys; a bit of healthy neglect would not hurt them, and I think it would be a disservice to schools to have their individuality crushed.”

Before the address nine new members were elected to the society and an enjoyable musical programme was presented by Mrs Joan Davies, who sang three songs by Greig; Miss Rhona Thomas, who played a minuet, by Mozart; Mr Denys Manhire, who sang two songs by Schubert. Mrs W. E. Olds was accompanist. Mr H. F. Baird thanked the artists and the speaker.