EDUCATIONAL MATTERS.

Hawke's Bay Tribune, Volume I, Issue 120, 6 May 1911, Page 7

EDUCATIONAL MATTERS.

THE TEACHING OF LATIN.

Wellington, May 5

A proposal by Mr. Robert Let; to make the course of education at the Wellington boys’ and girls’ colleges less general and more in accord with the pupils’ future occupations was discussed by the Wellington College Governors to-day, but only the mover of the resolution favoured the change.

In connection with the advisability or otherwise of limiting the teaching of Latin at the Girls’ College the principal. Miss McLean, submitted a report, in the course of w’hich she observed: “A three years’ course of Latin is eminently w'orth while, because, with the modern literary method of teaching and the use of interesting books, the ground can be covered quickly, at the same time thoroughly and accurately, if sufficient help is given, and it is thus possible for some of the best master-pieces of classical literature to be enjoyed by even average pupils, and literary taste and precision of language be cultivated as by nothing else, in addition to learning to appreciate literature of the first rank, they feel the spirit of the past in a way not possible through mere translations, and they are reading history from the original sources, which is one of the most profitable ways of studying history. In reply to the question as to what subjects should be substituted I may, perhaps, mention what is being substituted at present at the school. Of the 230 pupils to which w’e are at present limited by our limited space, 142 take Latin ; the remainder take the following subjects: In the lower form, nature study and extra English ; in the middle forms, domestic science and hygiene (two classes junior and senior), also English (at present the important movements in European history) ; and in the senior forms, extra French.”

Mr. J. P. Firth, Principal of the Bays’ College, reported as follows : —“(a) Confining the Latin classes to approved pupils; the parents’ wishes and the object aimed at deserve consideration ; though a boy may be very dull yet his father may w’ish him to have every opportunity of entering a profession for w’hich Latin is compulsory, (b) Boys remaining long enough to gain a really useful knowledge of the language ; parents frequently changed

their minds, perhaps after a boy had been two years at school, perhaps, as in tw’o cases this year, after two-thirds of a term, and even a little knowledge of the rudiments of Latin is of value in the matter of the exact use of English ; the same objection that the knowledge gained does not reach “the paying point” may be urged against other subjects, (c) Under present conditions no boy is compelled to take Latin (bookkeeping is the alternative subject), and the boys are strongly advised not to begin the language unless they are to remain at least two years.” Mr. Lee said some modification of the old lines was desirable. He hoped his proposals w’ould not meet w’ith antagonism simply out of prejudice against disturbing existing affairs. Out of 400 pupils in the boys’ schools 300 w-ere from State schools, while the girls’ school was being enlarged to meet the influx from the same quarter. The conditions were changing, and proper co-relation was required betw’een the primary schools, secondary schools and universities, and there was much greater equality of conditions in the colonies than in the Old Country. Our system need not follow English lines, as a classical education was there a big factor. He moved. “That the Principal of the Boys’ College be asked whether he can see his way to organise the classes next year so that the pupils may select one of three courses of instruction suitable for their after life: (1) For those who wish to enter the learned professions, including teachers and others w T ho desire a classical education ; (2) for those who need a training for commercial life ; (3) for those w r ho wfill go on land.” The resolution w’as lost, only the mover "voting for it.