EDUCATIONAL METHODS

Dominion, Volume 16, Issue 172, 9 April 1923, Page 9

EDUCATIONAL METHODS

SOME INTERESTING SUGGESTIONS. “A report has been issued recently,” said Mr. C. H. Opie, chairman of the Board of Directors of the Christchurch Technical College at the meeting of that body (says a Qhristchurch paper), “by a representative English committee dealing with the differentiation of the curriculum of boys and girls, respectively, in secondary schools. Evidence has been taken from teachers, headmasters, parents, medical men, psychologists, and all others whose evidence could be of value, and +he report is of great interest to us, in view of the fact that co-euucation is carried on in our school-

“The committee states that a-differ-entiation of course should bo made according to the different social functions that are to be carried out by the pupils, but that it should not necessarily follow by reason of the difference of sex. No recommendations are made as to set curricula, but instead a wide curriculum in each school is advised, with a fair choice of ...subjects, to allow pupils some latitude in following their natural bent. “More attention should be paid to training for leisure, and in this connection the committee points out that insufficient attention is given in tho English secondary schools to education in music and art. There is no doubt that, speaking generally, tho same fault is to be found with our schools in New Zealand. At the same time the committee draws attention to the fact that girls have their leisure time more fully occupied than boys, especially in domestic duties, so that if they progress in their studies as rapidly as boys, it is only by exercise of more phyhical and mental exertion. “The committee makes a. recommendation that boys should include a measure of practical domestic work in their secondary school courses, and this is all the more interesting to us, since for several years nupibers of the hoys attending this college received instruction in cookery. “A valuable suggestion by the committee is worthy of notice, namely, that many of the activities of the schools are over-organised, and too much is done for the scholars, both in the classroom and outside it. The opinion is given that this fault produces children who are well informed but rather dull, and lacking in spontaneity and initiative. In New Zealand as well as in English schools there is an undoubted tendency to over-organise.”