General Science And Specialist Teaching

Press, Volume XCVI, Issue 28414, 22 October 1957, Page 14

General Science And Specialist Teaching

“In preparing a pupil for specialist training in any science, New Zealand post-primary schools today are beset with the problems of a general syllabus and the general public demanding a wide background of general science," Mr T. H. McCombs, headmaster of the Cashmere High School, told the Canterbury branch of the New Zealand Institute of Chemistry last evening. Mr McCombs said he would not deny the desirability of this general knowledge, particularly when post-primary pupils today would take up every known calling. There was also the knowledge that only 10 per cent, of pupils would go to university and that only 2 or 3 per cent, would take science there.

Even assuming that pupils likely to be successful graduates in science could be detected early, there was a great shortage of teachers with honours degrees. In Christchurch schools, Mr McCombs said, he could think of only seven with honours in chemistry and very few of them were actually teaching chemistry full-time. It might be significant, too, that all these men came from one period of the university—in the early 1920’5. Vast Change The essential point in the present situation was the vast change which had taken place in post-primary education in the last 30 years, Mr McCombs said. Previously only 20 per cent, of pupils went on to post-primary education and almost all of them were destined for the professions; there was a marked division between the few academic and technical schools and their syllabuses were simple; and many dropped out at the scchool leaving age of 14. Today 90 per cent, of primary pupils went on to post-primary schools and they were destined for every imaginable occupation; academic and technical courses were merging and the of subjects had broadened considerably; few dropped out at the higher school leaving age, many apprenticeship committees demanded two-year post-primary education, and many pupils sought the School Certificate or University Entrance qualification. “We are dealing with quite a different type of population in our schools," Mr McCombs said. “Previously even attendance at post-primary school implied some form of selection. Today we have to cope with a very wide range of abilities and interests. Science must be considered against this background of the people to be taught and what they will do with it.’’

The modern curriculum, based on the Thomas Report implemented in 1945. was designed to serve all tastes. Everyone took the “core" of English, social studies, general science, elementary mathematics, art, craft, or music, and physical education. General science might include elements of astronomy, chemistry, physics, biology, human biology, nutrition, electricity and applied mechanics. “This is a general background of science for the citizen, not for the specialist, and it is desirable in this age that he should have it,” Mr McCombs said.

It might be possible to provide classes in all the options later offered but there were not

enough “bodies" to fill them. In practice. Mr McCombs said, grouping began during the fourth form year of those with ability in science and mathematics, languages, social studies, commercial subjects, home science for girls, and trades for boys. If only 10 per cent, were to attend the university and a fraction of them to take science, who was to teach them in upper forms? The honours men he had mentioned were graduates 30 years ago. The only master of science in chemistry he knew of since then in a Christchurch school was appointed last year. Yet headmasters preferred teachers aged about 30 fresh from university but with experience of teaching, for their upper-sixth science forms. “If we want to encourage chemistry, we must encourage more graduates to teach. If we do not get competent teachers, the supply of potential graduates will dry up," Mr McCombs said. In recent applications for a position to teach “science subjects." one had qualifications in chemistry, one in mathematics and physics, and five others had elements of botany, zoology and other sciences. “The specialist teacher of science today is rare in New Zealand,” Mr McCombs said. But it was also true that many schools wanted the more general experience because of the demands of general science.