JUNIOR HIGH SCHOOLS

Evening Star, Issue 18048, 16 August 1922, Page 4

JUNIOR HIGH SCHOOLS

SUCCESSFUL IN OTHER COUNTRIES,

ADDRESS BY DIRECTOR OF EDUCATION-

The object, of the establishment in New Zealand of junior high schools was explained to an attendance of several hundred of those interested in education by the Director of Education (Mr J. Caugiiley, M.A.) at Bums Hall last evening. Mr J. Wallace (chairman of the Otago Education Board) briefly introduced Mr Gaughley, and remarked that it was a wise thing for the Education Department to send a representative through tho country to explain changes in the system of education. Mr Canghlcy said tho idea was not a new one, nor was it a theory from America. It had been well tested for from six to nine years in most English-speak-ing countries. Now Zealand would, probably be the last of these to adopt the system. Many years ago education was looked upon as necessary only to a certain section of the people. As we had progressed. however, education; had 1 been rightly extended to como within tho reach of all. Secondary education was established in England as a means of preparation for the university, and not a continuation of the primary school. The system had been .transplanted to Now Zealand, and even to this day our secondary schools maintained a great deal of tho character fixed by tho object of preparing for the university. Matriculation predominated in the secondary schools at the present day, and the professors of the university predominated tho matriculation examination. Primary schools had not been established with tho intention_ of loading up to the secondary school. Since tho intlroduction of free secondary education into New Zealand there was more free secondary .education in this country than in any other country. Still, no adjustment had been made .between the two systems. At one time 90 ‘per cent, of the children went no further than tho primary school; to-day 90 per cent, of those attending secondary schools were pupils who had como from, tho primary schools, and who were receiving free secondary education. That was a most remarkable result. Further, a third of the university students of tho country were receiving free education. Ho knew of no oilier country where the proportion was so groat. There was an idea that the boy or girl who did not succeed in an academic course was not a clover boy or girl. It was often assumed that such boys and girls were not clever, and they were sent on to a technical school to learn something to enable them to earn their own living. The post-primary school would provide for all types of pupil. Most boys received the greatest “educational” shock.in their lives during their first year at a secondary school. One system was foing upwards and the other downwards, here was tho clash in the middle which the boy met. He would endeavor to show them how that clash would be lessened by tho junior high school system. There should be a more gradual transition from the primary school to the secondary school. It wa.s suggested that the junior high schools would cover tho thirteenth, fourteenth, and fifteenth years, and the high school proper tho sixteenth, seventeenth, and eighteenth years. These ages were, of course, approximate, because there wore quite a number of clever pupils who would finish the primary schools at ten or.elcven. Tho matriculation course in New Zealand was too long. The mind of tho pupil who passed the matriculation examination was not fit to go to a university and listen to the kind of lecljliresa professor ought to give. Tho pupil did not know enough, and was not mature enough. There was not much difficulty in securing tiic matriculation pass, which could be obtained at about sixteen years of age. Would anyone say that, at that age a pupil had done enough thinking, enough reading, or knew enough to go to a university and start a course? Tho age could be raised a year or two, and the standard of the examination could be raised accordingly. Then a great many professors would not be acting as high school tutors. Two-fifths of the time of the junior high schools would bo taken up during the second and third years by differentiated courses, such as an academic course, a manual course, a commercial course, and perhaps an arts course. If the pupil was taking up languages they could be commenced at an earlier ago; ail would take mathematics and a certain amount of science, and, as desired, the other courses enumerated. By that means there would be given a general education, with facilities for a gradual specialisation. The junior high school would also encourage boys and girls to stay longer at school. It was said that this would have a drastic effect on existing schools. But the change could be made gradually.- In Aucukland a junior high school of 600 pupils had been established by touching only the Fifth and Sixth Standards of three primary schools. In (ho larger towns it would, not mean that new buildings would have to be put up at once. A start could bo made by emptying one school and using it as a junior high school. Tho junior pupils of that school could be distributed among other schools. It would not mean any hardship to children in towns where there were schools, say, a. quarter of a mile from one another. The hoy was not there for the school, the school was there for the boy. Experience had shown that where a school stood for a certain class of education it showed bias in favor of that class. It was no disrespect for him to say that secondary schools were onesided on the academic side, and technical schools were distinctly one-sided on tho vocational side. A distinct change was required an our educational system. We could not carry on with the system which took children to the Sixth Standard, after which they were sent to the secondary school. Once a boy or gill went to a secondary'or technical school it would not be possible for the child to change its course with the same freedom as it would in a place where all the courses were available. The Americans were inclining strongly to the opinion that the junior schools should bo 'kept the secondary and technical schools. If, said Mr Cnughley in conclusion, they were to keep the new idea of education they must admit that they could not go on under the old system, and they must admit further that the standard of entrance to the universities had to be raised. They could

not limit the facilities of education because a child was going to be an artisan. There was no reason why the carpenter should not have a complete secondary education, and he held that the junior high schools should aim at general education rather than at teaching a vocation, Mr Gaughley declared that in the interests of the country it was essential! that the standard of education should be raised. The intellectual life of a country could never rise above that of tho mass of its people. (Applause. 1 QUESTIONS. In answer to Mr J. Rennie, Mr Canghley said that there was no intention that the smart child should have to take three years over the course. If it got through in twelve months it would be allowed to pass on. In reply to another qcustion, Mr C’aughley said the teachers tor the junior high schools would l be drawn from all classes of schools. Appointments would not be made on tho grading used only for primary schools. The appointments would be special appointments, in which certain special qualifications would.be required. In reply to a question regarding the control of the school, Mr Caughley said that tentatively tile school established in Auckland would be governed By a committee which had the same relation to the Education Board as the ordinary school committee, but which' was elected in the manner of a high school’s board.

On tho motion of the chairman, Mr Oaughley was accorded a hearty vote of thanks for his instructive and interesting address.