The Dominion. MONDAY, AUGUST 21, 1944. THE EDUCATION CONFERENCE

Dominion, Volume 37, Issue 278, 21 August 1944, Page 4

The Dominion. MONDAY, AUGUST 21, 1944. THE EDUCATION CONFERENCE

Whatever may be the practical reactions of the Government to the recommendations of the Education Conference to be held next month, the agenda which has now been circulated may be expected to produce some interesting, and it is hoped, constructive suggestions. Although it provides opportunity for a survey of questions touching pre-school education, youth services, adult education, religion in education, and rural education, there is in a prefatory note a stated reservation that “the Minister wishes it to be made clear that the inclusion of any item does not imply any policy or intention on the part of the Government.” He has also made it clear, in his annual report, as noted in previous comment on the subject, that Government policy with regard to the education system is fixed, and in respect of this fixed policy a statement of its plans for the future is now in preparation. The agenda now circulated is based, it is stated, upon reports and suggestions sent forward for discussion, and appears to be a selection from these. While the range of topics under the main headings presents a considerable variety, it is not intended, apparently, that the education system as a whole should be subject to review. Yet each of these topics touches upon a proposition in educational theory and practice which, if accepted, must involve some adjustment of the system as a whole, raising the question of modifying or discarding some non-essential parts of it. As previously noted, the Minister in his annual report .remarked that “the great bulk of the people must not only understand what is afoot, but must take an active part in working out the kind of education system they want for themselves and their children.” Used in connexion with the coming conference this statement conveys in unmistakable terms an invitation to the public to make known its opinions and requirements on the subject. It has become increasingly clear that the existing schools’ curricula—primary, secondary and technical —have become so congested with the addition of new topics to the original fabric that it is impossible within the time available to do justice to the essentials. There should be a complete recasting based on the fundamental proposition that the function of the schools is essentially a preparation for life, work and culture; that it is a means to an end, not the end itself. If this is clearly understood, then it should as clearly follow that the process of recasting must be toward a radical simplification of the schools curricula, with the discarding of much material that is more or less window-dressing. The importance of this question is obvious enough—more systematic, concentrated attention, within the very brief time available, to the things that really matter for the mental and moral equipment of the younger generation.