TEACHERS’ VIEWS ON REVISION OF SCHOOL SYSTEM

Manawatu Times, Volume LIV, Issue 6887, 17 April 1929, Page 6

TEACHERS’ VIEWS ON REVISION OF SCHOOL SYSTEM

Cumbersome Control MUCH HIGHER PLACE IN CRAFTS AND AGRICULTURE MINISTER CONCURS. Per Press Association. WELLINGTON, Last Night. Members of the executives of the various teachers ’ organisations, primary and secondary, availed themselves to-day of the opportunity of expressing their views to the Minister of Education (Hon. H. Atmore) before he makes public his intentions in regard to alterations to tho education system. In spaking on behalf of the New Zealand Educational Institute, Mr. H. Parkinson said that the one object that had been considered by his executive was the . best means of providing and carrying on a system of education that would turn best to account the stores of ability and energy that lay latent in tho youth of the nation. The executive regarded as fundamental for the carrying out of such a system the principles which it had named —unity, continuity and co-ordin-ation. The present tripartite system, continued Mr. Parkinson/ was excessively cumbersome, and needlessly expensive. There was nothing like it anywhere else in the Empire and it was quite unsuitable to tho purpose in hand. The Institute had for many years been suggesting that the three existing systems of government should be combined and there should be in each locality a single controlling authority, with power to co-ordinate all tihe educational activities within its area. The important thing to be aimed at was that the pupil should go to the school where his appropriate course was followed and told that the course should be fitted to the pupil not the pupil to the course, as was the present practice. The present system did not allow of classification of either pupils or teachers. Technical Education. In speaking on behalf of the Technical Schools’ Association, Mr. L. J. Wild said that in all districts where it couid bo mado possible, as by consolidation, conveyance or otherwise,- primary school pupils should graduate into post-primary schools after passing standard IV. or on reaching tho age of 12 years. Primary schools in other districts should be prepared to carry pupils to standard VII. as from A93Q. Post-primary schools having accommodation availablo should receive as free pupils all pupils who had passed standard V.

This step would enable readjustment to take place gradually, without undue dislocation. ; The universal opinion was that during the early post-primary years, the 'course should be general. The speaker’s association maintained that training in craftsmenship was of the very highest educational value 'for adolescents and should occupy a much more important place in any general course. Training in mechanic arts and crafts and in science related to agriculture, especially biological science, should be accorded a much higher place of honoux than was the case at present in postprimary schools. The views of the New Zealand Secondary Schools’ Association were placed beforo the Minister by Mr. H. B. Kidson, who said he maintained that primary school classes must be reduced in size. Tho break between so-called primary and secondary work was best made at 11 or over. The post-primary schools, which would receive the pupils a* this age, must offer a wide choice of courses including courses non academic in character. Cause of Unemployment. Following a short discussion, _ the Minister said ho himself was satisfied that some alteration would have to be made. “Personally,” he said, “I am in favour of extending the power of one board and I do not wish my remarks to be construed that I am advocating the abolition of the education boards. The time has arrived when there should be a distinct alteration in the post-primary education. “I havo no hesitation in repeating that our unemployment is largely the result of our educative system. Whatever alteration is made, it is absolutely necessary, if we are to do .away with unemployment to restore our primary industries to the place of first consideration in the minds of all educationists. , “Tu-diy,” continued the Minister, “farming is last on the list. Such a ‘state of affairs is absurd in a country like Now Zealand, where tho towns are absolutely dependent upon the production of tho country. After all, we muqt litvo a New Zealand system of education; we must have a system that will fit tho boys and girls for the lives they will lead in our country.”