EDUCATION SYLLABUS.

King Country Chronicle, Volume XXVII, Issue 4457, 14 October 1933, Page 4

EDUCATION SYLLABUS.

A scathing attack was made on the syllabus for the University E'ntrance Examination of this Dominion by Mr. L. J. Wild, principal of the Feilding Agricultural School, some days ago, and this comment is well worth investigation on the part of the educational authorities. Mr. Wild is of the opinion that too much attention is given to past history without any though of present-day history or the trend of world happenings. It can well be said that we are now living in one of the most critical stages in world history. We are pass-

ing through a period of transition. Machinery is displacing man-power to a greater extent year by year; transport has been revolutionised and is still changing; methods of government are changing in a kaleidoscopic ma'nner, and the ideas of people are changing in a marked degree. Prior to 1914 the world changes were few, and for half a century there was a period of comparative quiet. When the Great War struck the world the people were stimulated, whether for better or worse, cannot yet be estimated. In any case they took a different outlook on life. Conditions of life underwent many changes; international relations also changed, and strenuous efforts are being made to bring about more happy relations between countries. One of the things that has not changed in most countries of the British Empire is the system of education. How many of the young students of to-day could tell of the present position in Germany; the objects of the League of Nations; of the plans of Japan to find an outlet for her surplus population, and of many other world happenings that must have a decided influence on their lives in time to come? The same pupils could write a very creditable essay on the fall of Rome, the conquest of Britain by Julius Caesar, and the discovery of America by Columbus, but will the study of these age-worn subjects help them to play their part in the battle of life? It is the present and future which require study and not the past. The study of history is interesting to many people, but from a practical point of view is not of very much use except in the training of the memory, but the same objective could be achieved by teaching the young people more of the present trend of world affairs. The system of education in this way is one thing that has not changed with the times. As Mr. Wild states, this system is academic without being practical. There seems to be no reason to teach those languages which are dead, and a phase of ancient history. A course of study in modern history would go a long way in making young people realise what is expected of them when they are called upon to fulfil their part in life. The comments by Mr. Wild make a strong indictment of the educational syllabus, and it is to be hoped that it will be the means of altering that system, which is a century behind the times.