JUDGED BY RESULTS

Dominion, Volume 13, Issue 226, 18 June 1920, Page 3

JUDGED BY RESULTS

v — : THE EDUCATION SYSTEM, . THE SCHOOL AND THE HOME , The Council of Education had before it yesterday the following resolution adoptfd at a conference of : the Education Boards' Association • in Wellington last year '.'That the conference request Hie Council of Education to consider whether: the result of our education svstem is in a satisfactory degree a thoughtful, industrious, and reverent, child: arid if not to suggest a remedy." Captain J. li. i{irk said the question put by the education boards demanded •in answer. Ho said that the people of i'ho Dominion hn<l provided cfirtiun funds fur education and _ had entrusted tho training of tli'e children' to' certain authorities, Tliey were judging the system ov results, and it was a pertinent question whether or not the system was producing thoughtful, industrious, and reverent children. He believed tlmt the educational authorities, in facing that question, should give attention to primary tilings, lie proposed, to move: "That the council inform 4 the Education Boards'; Association that in tt'o opinion, of the council better results in education would obtain, especially in relation to thoughtfulness, industry, and reverence in .the child, if— (al Parents, guardians, and others entrusted with the upbringing of the young would in the home more closely interest themselves in iJis education of the child; (b) if they would more earnestly recognise and entourage the observance of the practice of their faith:: (e) if pupils applied themselves more than they do to-day to study outside school hours, in oHit words, that more home work be undertaken; (d) if teachers of all grades would more often as inspiration for the child the''history, life, and work of the great of all ages, and if books to inspire ideals were made available and recommended; (p)'-if games for the young children were more generally organised and engaged in bv some at least, of tho teachers in all schools: (f) and if from the end of the elementary course to the/end of t>e school life a graduated course in economics wereadnpted 'and applied." ,> Captain Kirk elaborated his suggestions at some length. He urged strongly that much of' the improvement in educational results must have its origin in the homes. Ho regarded the demand for religious Instruction lin schools as a symptom of the neglect of duty in the homes. The teaching of sound economics lo the senior children would be ft particularly valuoMe reform.

Miss Bntler seconded the motion. She, agreed that much of t'<e trouble lay in the linmrs. The school could not produce discipline and thoughtfulness if. tho parents permitted laxity, and carelessness. She felt that the. education system left the moral side too 1 -severely alonu. Hundreds of parents could not tackle the religious problem in the hoiiies, ■ hml if the schools neglected religion, tho children could not be expected to develop reverence. Until the homo assisted t.lie school in curtailing the liberty of the children outside school hours discipline was impossible to attain." Mr. T. W. Wells said the schools were not perfect, but it would not be reasonable to expect them to turn out "thoughtful, industrious, and reverent" children at 1 H- years of age. The schools had the children for only five hours per day, and if the homes were not of the right kind : the task of tho schools was enormously difficult. It must be remembered, also, that the. conditions of work in'the schools often were very bnd, owing to cramped accommodation and overcrowded classes. ■

Mr. j.'Howell said the boys and girls lip had .handled in New Zealand compared very favourably with the children he had taught in other countries. Judged by the product reaching the secondary schools, the primary schools were doing good work. Caiitnin Kirk was given leave to add the following clause, to his motion:— "That tbo facts that at lit years of age the child generally leaves school, and that the working conditions in- school frequently larfe not: ns desirable; as they might lie arc factors that should be renumbered." , c " • ' «•••'••*• Jlr. ;W. Et(dy agreed that the blnine.fpr weaknesses in educational results belonged to the homes rather than to the schools'.' I 'The'teaching of economics was most 1 important. The ' future, electors should not be left without elementary knowledge of economic problems. The motion was carried.