EDUCATION PROBLEMS.

Dominion, Volume 1, Issue 306, 19 September 1908, Page 14

EDUCATION PROBLEMS.

4 — . DISCUSSED BY INSTITUTE. : THE SYLLABUS CRITICISED. The Syllabus, with many previous convictions, was on its trial again last evening before the "Wellington Educational Institute, but this time came out of its ordeal with a verdict of "not guilty." The North Canterbury Education Board had forwarded to the Wellington Board an indictment in two counts, or resolutions, which tho 'Wellington Board referred on to the institute .for its judgment.. The resolutions were: — . (I). That this board considers that the primary school syllabus is wanting in connection .with the scope and treatment of formal English grammar and history, and • thai the Education Department •be requested to provide for a fuller treatment . of these, subjects in tho syllabus, even at the expense of less important subjects, which receive moro attention than 'their . educative value warrants. (2) Further, that though geography takes up so much of tho syllabus, yet it is treated in such a way as to leave the human side of the subject to a large extent untouched. ; Mr.' G. Henderson was in favour, of consideration by a committee. He moved "That Miss Helligan, Messrs. H. Parkinson, W. Foster, M'Mahon, C. Watson, Grundy, and G. M'Morran should weigh tho resolutions, and report to a future meeting of the institute:" Mr. J. Caughley seconded tho proposal. Mr. W. Foster thought that it would be a fundamental mistake to ask for additions to an overcrowded syllabus. Teachers' had power now to mako their own programme, Within reasonable limits. Ho moved as an amendment:—. "That this .institute is of opinion that ■ as the intention of the franiers of tho syllabus is to give absolute'freedom 1 , to head teachers in drawing up schemes of work, tho proper. troatment of formal grammar, history, and geography, as ! of othor subjects, is already in the hands > j.of. inspectors, and head' teachers, and > 1 that, therefore, tho institute has no re- " commendation to mako in regard to the . subject matter of tbo letter from tho " North Canterbury Education Board." Mr. J. H. Hopkirk seconded the .amendment. '. The president (Mr. H. Parkinson) was opposed to the amendment. He would like to see a good deal of the now syllabus • geography, dealing with its mathematical and astronomical aspects, discarded in favour of tho old . commercial geography, which. was more ' intelligible to-children.-and-more useful..Tho new syllabus had had four years' trial, and most teachers thought that in' geography and history especially it had been found lamentably wanting. It was complained on all sides that the school children learned no geography, aud he believed that in some schools this was true. He himself had dropped the new syllabus geography, and was working pretty well on the old syllabus for that subjcct, and he know 'of other teachers who were doing the same. As for history, some schools hardly taught it at all, and in somo high schools it did not appear in the curriculum. I /He thought that the story of British' history was the very best heritage they had to give their children, and to teach patriotism without, history was useless. Mr. Caughley urged that all that the Canterbury Board wanted could be provided under the_ present syllabus. Mr. G. M'Morran took the same view. Ho himself taught formal grammar aud geography. • . ' " Miss E. Rowley felt that a narrower and more defined syllabus of primary instruction would assist high school teachers, who had to build on a variety of previous foundations, instead of on one. definite foundation. It was pointed out that history was a compulsory subject for Standards 111 to VI. After further discussion, the amendment was adopted by 9 votes to 7. The following, were nominated as officers of the New Zealand Institute:—Secretary, Mr. "W. Foster; treasurer, Mr. T. Hughes (Christchurch); non-official member, Mr. J. Caughley; representative of the-small districts of the Wost Coast, Mr. J. H.'Harkness. ' Miss Rowley read an interesting paper on " Accommodation /in Our Schools. / She contrasted this country's "antiquated school equipment'' with -that of -other countries, and urged the following improvements:— Buildings that both children .and citizens might feel pride in; means of keeping tho rooms, at a suitable temperature and humidity; efficient, ventilation; lighting and desks properly arranged in relation to the blackboard; greater attention to cleanliness; sufficient accommodation in the grounds out*side; and classrooms built to accommodate not moro .than 40 pupils. . A hearty vote of thanks was accorded to Miss Rowley, w)ioso criticisms of the present, accommodation were generally endorsed.