Teaching Of Science In U.S. Commended

Press, Volume C, Issue 29516, 18 May 1961, Page 17

Teaching Of Science In U.S. Commended

“New Zealand would be well advised to keep closely in touch with recent United States developments in the educational curriculum, particularly in science and mathematics,” said Mr T. H. McCombs, headmaster of the Cashmere High School, on his return last evening from a seminar organised by the University of Hawaii. “They have brought the atom into the third form and also space travel and, apart from that, they have entirely reshaped courses so that they are more suitable to modern conditions.” Mr McCombs said this new emphasis on the importance of science and mathematics was also evident in a new series of state and federal grants to encourage progress and in subsidies on laboratories and equipment. Sixth Form Work

Although standards were not the chief concern of the programme in which Mr McCombs was engaged, he said he could confidently claim that New Zealand sixth forms did work ahead of that performed by pupils passing out of United States high schools. New Zealand standards were comparable with those of the United Kingdom, even allowing for the fact that British upper-sixth form pupils took only, three subjects compared with five in New Zealand. Educational administration was the theme of the seminar attended by 20 representatives from Pacific and Asian countries. It was organised by the University of Hawaii in Honolulu and financed by a grant from the United States State Department. Additional work was done at the University of Michigan at Ann Arbor. Visitors also saw schools and universities in many other states. Mr McCombs went on for a brief visit to Britain.

“Except in Honolulu, where administration closely resembles ours, the Government of schools in the United States is very different from that in New Zealand,” Mr McCombs said. “In the State of Michigan, for instance, there is a population of 7 million and 2200 autonomous public school boards, which operate six pay scales, appoint teachers, decide on the curriculum, erect buildings, and levy taxes on the school district.”

Junior Colleges

Mr McCombs said all three New Zealand members of the seminar were greatly impressed with the value of the work done by two-year university colleges and fouryear liberal arts colleges.

Through “terminal courses” these colleges rounded off vocational, cultural, and technical training to provide a good type of candidate for employment. Thus interested in higher education (rather than leaving school), many students aspired to full university degrees and they were allowed credits for their junior college work. “We felt that these might be a better solution to New Zealand’s requirements than the branch universities opened in Hamilton and Palmerston North,” said Mr McCombs. “I had heard varying reports about these colleges but I liked them.” Mr McCombs said that, like other New Zealanders who had had opportunity for this type of exchange, he believed such discussions were of the utmost value to both parties. The Universities of Hawaii and Michigan and the United States State Department could be assured of lasting influence from the scheme.