Dr. R. O. Page Questions Trends In Education

Press, Volume XCII, Issue 27737, 15 August 1955, Page 13

Dr. R. O. Page Questions Trends In Education

A challenge to the Education Department to explain more adequately the reasons for its present programme in New Zealand was made by Dr. R. O. Page when he gave a “layman’s views on modern education” to the Canterbury Science Teachers’ Association in Christchurch. Why was a leaving age of 15 years fixed for all pupils? he asked. Why was the multi-course co-educational school being prefered to those specialising in academic - professional, commercial, and technical training? He then gave some original opinions on the content of courses and ended with a strong plea for higher status for technological training and special provision for the brilliant pupil.

Was the raising of the leaving age to 15 years simply a political expedient of the slump period? Dr Page asked. Was there indisputable evidence that every child would benefit by staying at school till 15? Could not some more happily and profitably move sooner? If _ this was so, now was the time to make the change. Dr. Page said. The congestion, of secondary schools by pupils who would not benefit greatly by an extra year of academic work, complicated teaching of themselves and those who could receive more attention with advantage. “We have never been told why the multi-course co-educational school is becoming more common,” Dr. Page said. “Is it because it makes easier zoning, real or implied? Parents are insistent that their children should have the school of their choice and in that case, would it not be better to have specialised schools for academicprofessional, commercial, and technical training?’” Sense of Responsibility A general criticism today was that pupils lacked real character. People of all sorts said they had no proper sense of responsibility; Dr. Pt.ge said there might be something in that, but it was also true that modern life required much greater responsibility than other days. It was one of the problems of the welfare state. The present generation had never known the fear of unemployment, the influence of the church had lessened, and also that of the family, because it was a smaller unit. “We put the problem in part over to you teachers, not because we want to dodge our responsibilities but because, with the modern multitude of school activities, a child 'sees little of home,” said Dr. Page. In criticism of formal teaching, spelling was a perennial bptt. “The average businessman can’t spell, relies on his typist, and when she can’t, he does not know the errors in the letter presented for his signature,” Dr. Page said. Too much time was spent in the past on learning words like “abattoir.” Rather than go back to that it would be better to encourage pupils in the use of the dictionary and all other reference tools. Cramming with facts was useless when they were readily available. Dr. Page said he thought oral expression had improved immeasurably and any deficiency in the written word, he thought, came from muddled thinking through insufficient practice. Perhaps that was why appreciation of literature had dwlindled and authority was accepted without critical examination.

Shortcomings in clear expression carried over to mathematics and science, where university scholarship results showed an inverse relationship betwen performance in the sciences and in English. This was serious because there must be communication of the sciences, said Dr. Page. "How many top-notch scientists can interpret their work to the public?” Accuracy in arithmetic was essential. “Kat” could convey a meaning but two and two did not make five. The consequences extended from the family budget to higher mathematics. Dr. Page said a friend made a practice of suggesting higher change than was necessary, got it. and although (being moral), she afterwards made the correction, in five years she made

a theoretical profit of £l5O. This problem almost certainly went back to the primary school. hi school science, Dr. Page thought too much was made of facts. It was good that all should have “core science” but it should concentrate on experimental method, laboratory experience, and interpretation. Practical tests for schol certificate, university 1 entrance, and university scholarship would be salutary and sustain real interest

Technical Training To many laymen, the' technical schools were in some way inferior to the high schools, Dr. Page said. That should not be. In Britain, the United States, the Continent, and even Australia, they were intermediate between high school and university. “There is a tremendous neec| for such institutions in New Zealand,” Dr. Page said. “The progress of this country and the world depends on them.” With two years’ general secondary schooling required before apprenticeship, could these schools not take up their specialised and essential work there? The future offered such students wonderful openings and great rewards. Such an arrangement could also free' the university from technological work. , “Finally,” said Dr. Page, “I would make a plea for the few brilliant pupils of each year—the top one per cent., which would mean 20 to 30 in Christchurch. Scattered through many schools they can not be pushed ahead, they lose interest and become lazy, and they are a social problem because they usually associate with, their elders. We gather our retarded children into small classes and meet their special needs. Why not those at the other end of the scale, even after the school certificate level?” It was evident from records that the brilliant boys in mathematics and science had insufficient competition and the same applied to girls in languages. Bring them together and all would gain. They were the people destined to be the leaders of thought.