THE SCHOOL SYSTEM

Evening Post, Volume CXXV, Issue 81, 6 April 1938, Page 13

THE SCHOOL SYSTEM

TEACHERS' OPINIONS

UNIFICATION DESIRABLE

THE NATIONAL

INTEREST

• Support for the principle of unification, as outlined in the Education Amendment, Bill, was given by the New Zealand - Educational Institute, which tendered evidence today on. the Bill to the' Education Committee. The Rev. C. L. Carr, M.P., presided.

The institute's representatives were Messrs. B. McGlashen (president), D. C. Pryor (acting secretary), and F. L. Combs'(vice-president), and Miss M. E. Magil".

"The institute regards unification as a matter of outstanding educational iihportance," said Mr. McGlashen. "At present, there is-a break in the continuity of studies, activities, and outlook seriously prejudicial to the. interests of pupils. Secondary schools are definitely asking why.'the prescriptions of primary schools do not, so to speak, interlock with their own prescriptions. The primary school, anxious to modernise its teaching in' accordance with the most authoritative educational opinion in the world today, finds the setness of tradition in the secondary schools an obstacle in its way. Only unification will bring about a harmonious correlation, of primary and secondary prescriptions

and teaching.

"The present position may not unfairly be summed up in two sentences. Because primary pupils are riot prepared along lines suited to secondary traditions, the secondary school feels thwarted. Because there is no reliable guarantee of continuity in the secondary schools of what the primary, schools are doing*- the primary teacher feels in a measure frustrated. It will be'a major reform .to get these two divisions of education to march in step. EFFICIENT SERVICE PARAMOUNT.

"The institute is. not unsympathetic with the, desire of many secondary schools to preserve their traditions. Long-established /primary schools, however, also have their traditions and do not feel that unification will menace these in any essential way. ... It is difficult to see how unified administration so imperative for major educational reasons can in any way impair this corporate tradition. . . . "On the other hand, it is pertinent to point out that in most cases practically all the revenue of secondary and primary schools is derived from public funds. On the score of finance, legitimate national interests can, therefore, claim to be paramount. _. The national service that education is today called upon to perform to an increasing extent is an even stronger reason for instituting a kind of control that' will make this national service most effective. "The institute advocates unification along the lines of the Bill. If it cannot be gained in this form it will be worth considering whether it cannot be obtained by placing particular groups of primary schools under the control of the secondary boards whose schools most of : their pupils will sooner or later enter. '

ORIGIN OF SEPARATED SYSTEM. "In one respect the present administrative separation of primary and secondary schools is obsolete. This separation, was copied from the Home country, where it, corresponded to class distinctions in the community. These class distinctions -have < never existed in New Zealand to a marked extent. Owing to many i^ff 5 they areUending to be effaced. It is, therefore, logical to argue that there is no reason-for a dualism in educational administration which tends to perpetuate them. Modern democracy not content to require the according of common rights to all adults, is also requirihg the according to all preadults of the advantages of common educational institutions. Thus .only will equal civic status based upon equality of social standing be achieved. §Sr&g so, the historical mson d'etre for the separation of primary and secondary education would seem to be rapidly diminishing to PThe' statement included a schedule .of suggested functions proper to.district education boards.

BASIS OF BOARD ELECTION. Mr Pryor said that the basis of election of boards would give an unduly large number of members topostrJrimaryschools. The institute would prefer that representafaqn should be from wards, and suggested. that the basis of representation should secure a board two-thirds of whose members represented primary and one-third post-priiriary schools. Mir. Pryor said, that the institute'considered that all the permanent appointments toany type of school should be in the hands of education boards, but part-time and temporary appointments could be delegated to education boards. , It was suggested that the chairman of the Appeal Board should be a Magistrate. RELIGIOUS INSTRUCTION. Mr. Pryor said' the institute interpreted the Bill as making what was known as the Nelson system, and the Nelson system only, permissive in schools. It was, therefore, welcome as a solution of a very thorny problem —one which from time to time disturbed teaching circles to the detriment of educational interests. "While welcoming the clause, however, the institute is desirous of hearing it fully explained by those best capable of showing how it will operate. ;It is particularly concerned to see that; no direct or indirect constraint be" put upon any teacher or group of teachers, either to give or not to give religious instruction." -