The Grey River Argus. TUESDAY, June 13, 1933. EDUCATION CONTROL.

Grey River Argus, 13 June 1933, Page 4

The Grey River Argus. TUESDAY, June 13, 1933. EDUCATION CONTROL.

The statement of the Executive of the New Zealand Educational Institute wherein it expresses the opinion that pursuance of the movement for the establishing of intermediate schools under the recent regulations is inadvisable has recently been made, '['lie Institute points out that apart, from the financial condition of the Dominion making the introduction of such a scheme inadvisable at'the present juncture, the intermediate schools would necessarily adversely affect the

existing high schools and the already financially strained primary system. The proposal to substitute a two-year course for the three-year course is considered against the best interests of the scholars and not in accord with the accepted educational policy in England and other leading educational countries, moreover it is inconsistent with the policy formerly enunciated by the Education Department and approved by the Institute. But it is in the matter of organisation that conflict is likely to occur owing to the over-lapping of authority which is always a deterrent to the success of any organisation. Eor a generation at least educationalists have been amending and adding to the school curriculum until to-day it topples with its own weight, of “garnishing” leaving little of the fundamental principles which have stood the test of time and afforded the solid basis of an education which enabled scholars to face the world with confidence. The fact is that there has been too much experimental education introduced into the Dominion system which has been allowed to push really desirable sections <>til of the eurrieuluin or if they were retained they lost their original strength and importance whilst being relegated to a minor place. The result has been evident for years in the “finished article.” Where under the old systems scholars were well grounded in the essential subjects of say English, arithmetic, geography and history, and having reached a standard of efficiency in these were permitted to extend their learning into the other branches of knowledge. The present system has lost the old form and strength in essentials and is literally stuffed to bursting point with side issues which have a doubtful value when compared with the essentials they have supplanted. It may be said that in the universal process of evolution and progress education cannot stand still. That is admitted. By all means the country has a right to expect that its educational systems will be improved and advanced with the general progress of things but it surely does not wish to see education “advance backwards!” One important disadvantage of the continual “tinkering” with our educational system is that the scholar suffers. In education, as in every other phase of life doctors differ, and it. is quite unlikely that, the outcome of any intermediate systems will be otherwise than baneful in their effect. The position resolves itself into this—that one result of the new proposal will be that those entrusted with the preparation of the curriculum will desire to strike an original note, which perforce will have to be built upon a flaw conceived to exist in the methods employed in the lower schools. Methods of. teaching different in nature will be introduced, for those in charge of the new system must provide, some new wrapping for the purpose of attracting scholars, who upon the change operating would have to step up to the new order. which appears more like the fifth wheel of a coach than anything else. It is fair to assert, that it would take scholars some time to adjust themselves to the new surroundings thereby losing that portion of their schooling time, in which, in the ordinary course, they would be assimilating further knowledge. Already there appears to be a want of correlation between the grades of schools under the Education Department. Therefore the introduction of another intermediate grade would only serve 1o make confusion worse confounded. The maxim that “too many cooks spoil the broth” holds good in matters educational as in everything else, and where executives would certainly come into conflict as the results of the jealousies invariably connected

with joint control, the further away the Dominion will get from rendering real service in the way of education to its growing citizens. As has been pointed out, divided authority is the greatest hiuderance to success. This educational experiment will once more prove the truth of the assertion. were any proof wanted. In the now order, probably expense would be incurred to parents as the result of the adoption of other than the text books already in use. The question of a distinctive uniform may also be considered, adding further unnecessary expense. In the name of common sense it is high time that experimental teaching was discarded, and a return made to a system which would assure every child in New Zealand of that essential equipment for life—a sound education, devoid of unnecessary embellishments and needless etceteras, and one which would assist in fostering a “sound mind in a sound body.”