A LESSON FOR NEW ZEALAND

Nelson Evening Mail, Volume LXXI, 19 June 1937, Page 11

A LESSON FOR NEW ZEALAND

IN SCHOOL BUILDINGS A special illustrated section of the “American Architect” shows that in the building and equipment of modern schools the authorities in U.S.A. are setting a helpful example for New Zealand and other countries.

“The changes that have occurred in educational policy in recent years are due in great part to a renewed public consciousness and responsibility,” it is Stated. “They demanded in turn fundamental changes in school buildings and in the attitude and approach of those responsible for their design and construction. (

“Education is believed to-day to be more a process- of skilled guidance than of instruction, and the-mental growth of a child held dntimatfely related to his physical growth rind health. The problem confronting the educators and architects is findihg-the means that will carry this theory Into practice, to see that the surroundings of education are healthful, and that physical activity receives as much attention' as mental activity. The building in Which the student is taught and in which he spends more than half his active youthful life should have an influence that conforms to the values and principles of the teaching afforded him.”

“American elementary schools are undergoing rapid change. Large acreages are being provided. Recreation and contacts with, nature are assured. The hulldifigs themselVes.. are no longer thought of as mere' nests of classrooms. The clasSroothS are being transformed into attractive liveable spaces. Activity Workrooms are ■ supplementing classrooms. The library ■ .entices because of its beauty aftd attractive layout of books. The auditorium affords opportunity for combined adult and child activity. The music and the art studios, the industrial ahd hohtemdking laboratories provide for parent as well as child instruction. Such a community school stimulates wide use. It encourages citizes of ail ranks to accept opportunity. It supplants the humdrum inarticulateness of community life with communal action and better understandings. It arouses latent talents; it creates democratic attitudes. “Every commiihity school should have its museum of community achievement, its record of community accomplishments. Its corridors should teem with exhibits of educational interest. Its talking pictures should bring world understanding to its citizens. Every boy and girl should be recognised as the wards - f the community whose successes are' recognised and whose failures are overcome by professional care and community solicitudes. School and community must be integrated arid the child resources of the community conserved to the htmost.

“Such elementary schools are not mere theoretical fancies. They exist in many states. May their niimbers increase! Enlightened lay initiative and follow-up action are prerequisites. “The high school of to-moi'row may to the greatest degree Show change among all present day public education institutions. Its programme has already undergone drastic modification. Acknowledgment of its rapidly mounting responsibilities will produce further improvement and adaptation. schools cannot solve their increasing problems and retain traditional curricula or attitudes. When mature professional groups study this problem conscientiously, their first attack ig upon the nature of the curriculum.”