SCHOOL TEACHING

Hawke's Bay Tribune, Volume XXIII, Issue 113, 27 April 1933, Page 4

SCHOOL TEACHING

THE COMMERCIAL SIDE ALLEGATIONS OF NEGLECT. REPLY TO PRINCIPALS. The view that the commercial side of education is neglected in the secondary schools of New Zealand, as expressed by Mr V. A. Thompson a/ the Hastings Chamber of Commerce on Monday evening last, does not gain the support of the principals of the Napier Boys’ and Girls’ High Schools, whose opinion it is that far from a commercial course being a comparatively negligible element, it receives due recognition in tho secondary schools of the Dominion. M. W, T. Foster, the headmaster of the Napier Boys’ High School, mada the following statement regarding commercial education yesterday:—

“1 have no wish to enter upon a newspaper controversy, nor have I any intention of doing so. I feel, however, that certain statements made on Monday evening at the meeting of the Hastings Chamber of Commerce are so inaccurate and so unfair to secondary schools as to require immediate correction. Mr V. A. Thompson is quoted as saying: ‘The commercial side is absolutely neglected in our secondary schools.’ It is possibly true that some schools do much more than others in the matter of commercial education, but my experience as an inspector of secondary schools showed me that commercial work, especially book-keeping, has for years been taught in practically every secondary school in the Dominion. “ It would be interesting to know on what information Mr Thompson bases his statement. At the Napier Boys’ High School, book-keeping, typoing, shorthand, and economics have been taught for many years. The commercial subjects at present taught arc as follows: —Book-keeping, 85; economics, 15; typing, 41; shorthand, 41; mercantile law, 10. • COMMERCIAL EXAMINATIONS. “Moreover, many of the boys aiming at University Entrance (matriculation) take book-keeping for two years, drop it in the third year because it is not a University subject at that stage, and resume it again in the Sixth Form. For the past two years at least we have entered candidates for the Accountants’ Professional Examination, while last year for the first time we entered pupils for the commercial examinations run by the Wellington Chamber of Commerce. “Again, Mr Thompson makes the surprising remark that ‘it is a deplorable but well-known fact that professional accountancy qualifications are considered no qualification at all for a teacher at our secondary schools.’ In some schools, I am prepared to believe, bookkeeping is taught by men who are not specialists in that line but most schools have a commercial master with special qualifications in commercial subjects. At present on my staff are three men with all the qualifications necessary to teaeh all branches of commercial work that can be expected in a secondary school. One of these was chosen specially on account of his qualifications in professional accountancy subjects long before the two schools were amalgamated. The teachers are appointed by boards consisting largely of successful business men. It is unthinkable that such men, in selecting a commercial teacher, woald pass over men with professional accountancy examinations to their credit.

•‘Mr Thompson contends that these commercial subjects are not properly taught. He is supported by another speaker who claims that business people find that tbe young people have very little practical knowledge of what is wanted. Surely what is wanted in our schools is a clear knowledge of the general principles upon which varioes practical schemes of accounts are based. Secondary schools cannot be expected to turn out a fully qualified book-keeper or accountant, any more than they can bo expected to produce doctors or lawyers. Pupils must get their practical experience after leaving school. Whereover opportunity offers a good teacher will naturally give useful practical hints, but the practical training for any special line of business must come later. The only line of specialisation followed affects agricultural pupils, who are definitely taught how to keep farm accounts. CONTRARY TO FACT. ••To say, as Mr Thompson is reported to have said, that there is nothing done to encourage the pupil, is quite contrary to fact. If there is any discouragement it comes from the business men themselves. I know of one prominent accountant who says that he would rather have a boy with a good general education than one who has taken a commercial course. And I have also been told by the head of a big mercantile firm who wanted a boy for his office that he preferred a boy with matricula .ion to one w-ho had taken a commercial course. Personally, I think that both gentlemen are wrong, but that does not affect the position. Every facility is given to pupils wishing to equip themselves for office work. “I am quite certain that the secondary schools do not claim to be perfect, and in such vocational subjects as bookkeeping, etc., I for one am willing to meet the wishes of the business community in any reasonable way. A. point that must not be lost sight of is that the true education should train our young people not merely for earning a living, but for life itself.’’ It is also the opinion of Miss D. M, Arthur, the lady principal of the Napier Girls’ High School, that the commercial side of the school curriculum received fair consideration. Pupils in their first and second year who take the commercial course spend nearly one-third of the week’s school time studying shorthand, book-keeping, type-writing and office tontine, she said. Tn their third year and later they spent half their school time in that work. NO OPENINGS. So far us higher subjects were concerned, such as those required for accountancy and other commercial degrees, there were no openings in after school life to warrant girls spending their time on such study, but Miss Arthur would be quite prepared to allow them to study more advanced subjects if they would prove of practical value to the pupils. ‘ ‘lf it is thought by some jfeople that i im commercial side of education is being neglected, that view is quite >; icing.” she went on. “In thfo school in-dn;.- nl.uui 30 per rent, of the ruplE

are taking a commercial course. Many girls leave school at the age of 13 and 14 and are givcu positions in offices, and employers arc inclined to judge a girl’s capabilities at that age, before she has completed a full course in commercial work. To criticise the commercial course of a school on such a girl’s capabilities is quite wrong, because a pupil who obtains a position after covering only one year’s-work in commercial subjects cannot be expected to bo properly fitted for office work. “The mere teaching of commercial subjects alone is not all that is required. A girl must have her character and personality developed. In the early stages of her secondary school career, a pupil is not allowed to spend so much of her time in studying commercial subjects as she does later on, because it is first necessary to give her * thorough ground work In general education '’