NEW MOVEMENTS IN EDUCATION

Dominion, Volume 15, Issue 195, 15 May 1922, Page 8

NEW MOVEMENTS IN EDUCATION

SOCIAL AND POLITICAL PROBLEMS

Speaking at the opening meeting of the N.Z.W.T.A. on Saturday evening upon new movements in education, Miss N. E; Coad, president of the association, said that the evidence in favour of adjustments in secondary education was overwhelming. The belief that secondary education should be limited to a favoured few was fast disappearing—perhaps it had gone altogether. Such a policy of limitation meant inefficiency, which New Zealand would pay for in her comhierce, . ■ and ignorance which she would pay for in the political sphere. The need for extended civic education was due to the extension of the franchise, the extension of the field of Government activities, and the threatened weakening of the Parliamentary system. Further, the need for this kind of education was due to the growth of strong organisations serving special interests, and very naturally preferring these special interests to the common good. These worked changes in 1 society—commercial and political changes—which called for changes in the secondary schodl system. After discussing the findings of "educational scientists, and their dictum that a general training in any faculty was impossible, Miss Coad went on to speak of various new movements in education. Among these were training for leisure and citizenship, and raising the school age to 15 years. Discussing citizenship, she said that: “At the school age this ri"ht civic attitude can be developed h” a right use of history and . civics, literature, vocational training, school and civic activities. There are nui merous wavs, but it is caught rather than taught, and does not thrive in a purely examination;, atmosphere ; neither can it be reduced to, statistics nor regulations, nor is it a inere collection of facts/’ After all, the school could not solve a single social or political problem. All it 'could do was to develop the right civic attitude, which is a necessary preliminary for the solution of social problems. The school would do very well indeed if it onlv developed the attitude of readiness to serve, instead of the attitude of readiness to squeeze tho State. If it can develop that attitude the necessary civic knowledge will generally be acouired when wanted for use. Education for citizenship, like education for leisure, was not entirely a matter of mere “mental discipline.” It was that arid something more. With regard to the raising of the school age, as soon as'the time was opportune there were three questions to be settled: (1) (The Curriculum; (2) the tvpe of school; and (3) methods of transfer, and thr-a" three questions Miss , Coad dealt with at length, taking into consideration the tyne of school, the interests of the pupils, the interest of economy, and the unifying influences tbit mi"ht be brought to bear upon school life.