SCHOOL STUDIES

Evening Post, Issue 25, 30 January 1935, Page 12

SCHOOL STUDIES

MISS GREIG'S TOUR ,

EDUCATION IN BRITAIN

METHODS COMPARED

As a result of her observations and talks with headmistresses of some of the leading schools for girls in Great Britain, Miss V. M. Greig, principal of the Wellington Girls' College, who has returned from an extended trip abroad, is firmly of the opinion that far too much is being attempted in a minimum of time in the secondary schools in'New Zealand,

In an interview today, Miss Greig said that there 'were many parents in this country who expected their girls to matriculate after three years at high school. In England a three years' matriculation course ' would not be tolerated. Girls in England contrived to stay at least five years at school, and did not expect their teachers to drive them through a matriculation course in threo years. Of course, in New Zealand economic conditions during the past few years had been an important factor, many parents having been anxious that their children should get a billet as soon as possible. ~

FREE PLACE SYSTEM. The free place system was not nearly as extensive as it was in New Zealand. People for the most part paid for the education of their children, and they: valued it. Another feature noticed by Miss Greig was; the attention paid to the study of languages. In commercial and professional life in England knowledge of • French and German particularly was of great importance, because of the vast amount of correspondence received from the Continents There was a tremendous revival of the study of arts and craft3. Music had an important place in school curricula,' and she had found that girls were even being taught carpentry and pottery work. At the Boedean School, Brighton, one of the leading schools in England, the girls were/doing some wonderful work, making chairs, vases, etc., and doing their own designing. Music was very much developed. In England also there was a tremendous feeling of friendliness among the different schools.

Miss Greig said she found that girls studied for as long as threo years in the sixth forms and did work that was very advanced. They qualified for their leaving certificate and then worked on for entrance to Cambridge and Oxford. They appeared to take few subjects, but they did them thoroughly and their1 work was of a very high standard. Scripture and divinity held a very important place. At the headmistresses' conference special papers were given on the teaching of divinity, and the value of it in character building was particularly emphasised.

ORGANISED TOUBS. Organised tours for schoolchildren was another phase of education at Home, and they were highly valued as a practical means of learning. Then, too, use was made of the cinematograph and radio as educational media. The attention paid to physical drill was another strong feature of the work being dose at Home. Girls were also encouraged to take up photography—anything that would be a hobby for them. It was realised that with the prospect of shorter working days people had to be educated, in the ways of spending their leisure time. The influence of the League of Nations was most noticeable in the schools. Tho idea behind the movement wks to teach friendship among the young people. A tremendous amount of "hiking" was still.being done by young people in England, said Miss Oreig. They seemed to know a great deal about the English countryside, and they loved it. Miss Greig found everyone interested in New Zealand, and none more courteous than the people in the schools. They were thrilled to have one visit them and to hear about New Zealand. Another feature that interested Miss Greig on her visits to schools in England was the system of distributing milk to the pupils. Milk was being sent even to the better class schools. At 11 o'clock, for a halfpenny, she thought, children could get a bottle of milk and a couple of biscuits. '

.Miss Greig found the girls at the schools at Home of the same type as in New Zealand. They had no feelings of animosity and were bursting with enthusiasm. There was an international spirit throughout the schools.

BRITAIN'S. PBEBTIGE. ') Miss Greig has now made two visits to England, and she said she would like to go back 'tomorrow, ~ There was wonderful scope for people of leisure and people who had retired. There was no excuse for a person being idle in England if one had any interests at all. It was simply marvellous what was being done there and the feeling of socurityand pride one had in being in England, particularly after touring on the Continent. Britain enjoyed a wonderful prestige on the Continent, and she had found that English money would be taken anywhere. The motor transport services were a great boon to the people, but on the other .hand there was the danger in the development of these facilU ties of the old English villages disappearing. The' English countryside with its beautiful hedges was glorious. The planting of hedges in substitution for wire fences was something which she thought could well be emulated by farmers in New Zealand.