“THREAT TO DEMOCRACY”

Evening Star, Issue 22718, 4 August 1937, Page 5

“THREAT TO DEMOCRACY”

EDUCATIONAL RECONSTITUTION ADVOCATED CURRICULUM REVISION NECESSARY PRESERVATION OF MERITORIOUS PRECEPTS The necessity for changes in secondary school routine and speculation as to the form in which the changes would manifest themselves were outlined by Mr H. P. Kidson, Hector of the Otago Boys’ High School, at the annual reunion of the Otago High School Old Boys’ Society last evening. He incorporated in his remarks the impressions he had gleaned from the various speakers at the New Education Fellowship Conference held recently in Dunedin. The likelihood of the influence of the fellowship upon the work in schools formed his introduction to the subject. It was disappointing, he said, to find that the greater part of the' public had not attended the lectures of the conference. He eulogised the constructive fenius of Dr H. Rugg, and the brilliant rain power of Professor I. L. Kandel. . These talks upon the methods which would have to be employed to meet curriculum changes had greatly impressed'him, he said. The speakers hod not introduced anything new. but stated with force tb® certain hmgs that should he stated with just sucn real authority as they had, to back the statements.

A definite threat .to democracy was prevalent, he continued, a message which all the-speakers had given in earnest and .with feeling. Professor Kandel had pointed out that m the primary school, arithmetic books in Germany, all the problems and examples were couched in military terms. . American educational authorities who had previously perused all works pertinent to educational psychology and practice with avidity, in order to maintain constant touch with educational affairs and. apply them in their own Country, now found that they could learn nothing new, and promptly ceased to obtain the volumes., , The question resolved itself into this: What was good, education fodder for the community P He stressed the value of education for. health, and for arts and crafts mastery. Education, he contended, should near more closely upon the after-life of the individual pupils; hut it should not be vocational.

There must, be better classification of pupils, freedom from internal examinations, and from interference by centralauthority. There must be a reasonable length, of stay at a school, well-paid! service,' efficient equipment, and wellpaid tutors. Recent legislation had enabled pupils to leave school at a much earlier age. . Whatever the changes were, care must be taken to preserve the better characteristics of the secondary schools, and he urged . the Old Boys’ Society and kindred: societies to aid in this direction. There had been a great deal of criticism of British secondary schools, and the time had ■ come for the old boys’; societies to become niore vocal. Professor Kandel had praised the work of these schools, stating that they, contributed greatly ;to ■ educational practice and philosophy, What, he asked, was to be preserved in secondary schools and what rejected ? First, he would advise stern and rigorous pursuit of the studies chosen. Few studies done well shouldl take precedence over many treated indifferently, .and the. attainments would be real and 1 lasting. Development of games of high tone, good behaviour, and the elimination of misdemeanours should be encouraged l . Rigorous laws should be instituted, with stern punishment' for those who contravened them. Training should be given pupils for leadership and the, assumption of responsible positions in life. Games should’ be used for the promotion of an unselfish attitude, and,, finally, high attainment should, be;demanded from tutors in order that these things should be fostered , and adhered to strictly. If administration changes are made, he said, there must be a preservation of all the things worth preserving, and the; old boys must; be enlisted! to help. However, a word of warning must be given, he continued. 1 In an endeavour to assist those of indifferent learning, those pupils with definite intellectual ability, should not be neglected. If he happened to be in reduced financial circumstances he should be aided, and all the implements of scholarship placed at his disposal and retained for, him. The keen brain should be sorted out and the intellect fed and developed to the fullest extent and given every assistance. . The philosophy of the rulers of the country might he directed against the progress of the bright boy, who would then be left to his own resources’.

In conclusion, Mr-Kidson renewed his appeal for the assistance of all old boys, making known the added strength given to a head master who knew that they.were behind him in his work.