Trends in Education

Press, Volume XCII, Issue 27739, 17 August 1955, Page 10

Trends in Education

Much of the valid criticism of modern educational trends in New Zealand was logically summarised by Dr. R. O. Page in his address to the Canterbury Science Teachers’ Association. Possibly the Education '! Department knows what its customers—the general public— I want; but, as Dr. Page said, it has . not adequately explained to them t how and why it chooses Its methods l to satisfy the demand. Many of Dr. i Page’s questions could be given : i good theoretical answers. For : instance, modern educationists believe that truly co-educational schools are better preparation tor

life than the specialised schools he mentioned. But multi-course, coeducational schools are not the policy of the Education Department, only an expedient, though often a useful one; and few of New Zealand's co-educational' schools are really co-educational. This suggests a possible weakness in the strategy of New Zealand education—the adoption of good ideas without making sure that they fit into the general pattern of New Zealand life and customs. Perhaps it would help the department co-ordinate its ideas if it did go out to the public as Dr. Page suggested and answered sensible questions such as those he asked. Departmental planners should be asking themselves why obviously intelligent scholarship winners in science have a relative weakness in English, which greatly reduces their ability to communicate their ideas and to understand the ideas of others. Is Dr. Page right in thinking that schools generally give insufficient practice in the written expression that makes an exact man? It seems likely. An unusual but refreshing comparison between the advantages of being able to spell well and of being able to consult a dictionary (or anything else arranged alphabetically) must have appealed to many employers with experience of young persons unable to remember the order in which the letters come, Again, is accuracy in arithmetic (essential in countries that do not have a metric system) insisted on early enough? Dr. Page showed that inaccuracy here could easily cost anyone 10s a week. Dr. Page was certainly on strong ground when he insisted that New Zealand needed better technological education. His suggestion of grouping the few brilliant pupils in special classes, like the special classes for retarded children, is more arguable, though his claim that the most should be made of rare abilities cannot be disputed. Theoretically the brilliant children and the less gifted have much to gain from each other. After all, most of the clever children will sooner or later have to learn to live end work with those of lower intellect However, this is an educational problem not yet solved, and the department would probably find that Closer contact with the public would give it more stimulating ideas, like those of Dr. Page, in its March for a solution.