EDUCATION NOTES.

New Zealand Herald, Volume XLVIII, Issue 14806, 9 October 1911, Page 4

EDUCATION NOTES.

BY mentor.

Educationists, and indeed, all who have the welfare of tho country at heart, will very heartily endorse the pregnant remarks made by the chief inspector at.the recent meeting of the Educational Institute on the importance of instruction in morals and civics.' It will be generally admitted that there are no more important subjects than these in the school syllabus. It may be questioned whether the former should be given a specified place on the time-table. Personally, I am. inclined to think that it should not, for the average small boy has a deep-rooted dislike to anything in the nature of a sermon, and he scents out from afar way off the moral that is going to adorn the tale. But there is never a day goes by but brings the opportunity for a timely word or a pointed reference that will impress upon children the importance of good manners and language, of ' cleanliness, of ; neatness, of prompt attention to duty, of consideration and respect for elders and Of honour and truthfulness in word amd deed. I believe that our teachers are thoroughly alive to their duties and their responsibilities in this respect.

Civics must have a place on the timetable, and the subject is of the utmost importance, for, as has been pointed out, tho boy of to-day is the voter of tomorrow and has to take his part in the government of the country. The first duty of every true citizen is to exercisc his vote in an intelligent and conscientious manner. It is absolutely essential .that every citizen should have some knowledge of the principles underlying modern politics, and it is, therefore, very necessary that the teacher should train his pupil for, good citizenship, that he should imbue him with a sense of his duties to his fellows, and instruct him as regards his place in the community.- The syllabus puts the matter forcefully. It. says in effect: " The civic purpose should dominate the whole school life, and the influence of the school and its teachers upon the pupils should be such as is calculated to be a, real factor in the formation of good citizenship. We should help to make the place we live in a more beautiful place, socially and politically. The welfare of the State should be the care of ; all, for we are all members of it." ThVis teachers are called upon to create and to develop what may be termed the civic attitude. They are engaged in the "making of citizens," and hence the importance of due attention to the teaching of civics in a broad and intelligent manner.

The importance of this subject is recognised to the full in many countries. In France, two and a-half hours a week are devoted to the teaching of civics, while another hour and a-half is given to history. They endeavour to train the child to civic impulses, and he is stimulated in every way to qualify himself for the duties of citizenship. That he -shall so develop. the aid of history teaching is invoked, for, as has been well said: "By history he has at his disposal the acquired experience of the race." By a study of history the pupil learns his place in society, and his duties and privileges as a social unit. It makes the life of to-day intelligible to him, and he becomes an actor under the influence of complete know, ledge, and, therefore, of right judgment.

It is to be hoped that the earnest appeal made by Mr. G. W. Murray at the last meeting of the Teachers' Institute on behalf of the benevolent fund recently established by the New Zealand Educational Institute will meet with the response it deserves. True, teachers have a superannuation fund, but this by no means meets all requirements, for it» may be, drawn upon only when a teacher retires by virtue of long service or in the case of va- permanent - breakdown in - health. There are many cases of a temporary break down entailing leave of absence for six or 12 months. - In such cases genuine hardship may, result, yet no help can be obtained from the superannuation fund. It is to provide assistance in such cases that the benevolent fund was instituted, and to Mr. Murray the honour of its inception is largely due. The Educational Institute is now devoting its surplus funds to this object, and the teachers of each district are asked to make voluntary contributions towards the same object. The " purses " thus raised in the various education districts are presented with all due formality at the annual conference. It is reported of last meeting that the oldest members of conference could recall nothing so inspiring as this - presentation ceremony proved to be. Auckland's contribution then, be it noted, totalled £50 10s. .' . .

Teachers throughout* the Auckland district will watch the forthcoming election contests with much interest for two prominent local educationists* have announced their intention. of standing for Parliament. Mr. R. D. Stewart, formerly • headmaster of the Wellesley-street school, and " more recently a member of the inspectorial staff is "out" lor Manukau; while Mr. E. (J. Purdie, formerly an inspector under the Auckland Board,, and more recently headmaster of the Wliangarei school, has announced himself as a candidate for Marsden. Both gentlemen are ready and fluent speakers; both have time 'and, again represented local interests in the "teachers' parliament "—the annual conference of the New Zealand Educational Institute — both have won their spurs there as ready ; and effective debaters. Should they be elected there is no doubt that they will fully hold their own in Wellington, and, as they are, both broad-mind-ed educationists, with a thorough grasp of the needs and the necessities of our primary school system, they should be able to do good work when educational topics are before the House. - - «

For some years it was the custom in this education district for inspectors to forward to individual teachers after ah inspectorial visit a short confidential .report on the work of the class or the school. In this report the various good points were noted, while any weaknesses were , duly pointed out and commented upon.. These reports were much valued by teachers,both as testimonials to good "work done, and also as friendly warnings of pitfalls to be avoided. Some time ago these special reports were discontinued, mainly, 1 understand, on account of the large amount of clerical work they entailed on the office staff. At its last meeting, the Country Teachers' Association decided to ask the Board and the inspectors to issue them again. In view of the fact that many teachers feel tho' reports to be of real assistance to them, it is to be hoped that the request may, be granted. '

The remarks made by the chairman of the Wellington Public Schools' Association on the importance of organised games, and the leading article on the same subject in last Wednesday's Herald, will be very heartily endorsed by all thinkingpeople. The schools are as much concerned with, physical development as they are with intellectual progress and the formation of character. Indeed, physical intellectual and moral development are so closely interrelated i that to neglect one is to retard the others. Physical exercises on approved lines are now practised in practically all the schools of the Dominion with infinitely good results to our growing boys and girls, but much more remains to be done by means of well organised games. At present there is far too great an inclination for the many to look on- -while the few play, an utterly undesirable state of things. It is generally noticeable too, that the very ones that are looking on are those who are most in need of the exercise involved in playing. The wretchedly inadequate playgrounds attached to most town schools severely handicap teachers in their attempts to do much in this direction, but persistent agitation will, no. doubt, work an improvement in this respect. It has often , been pointed out that there is no better work in the field of education than to inculcate a. wholesome;- love .for; games in the.

school playgrounds, for organised ft mean; the . creation. of an esprit , de||fSfffl 8 a readiness to endure fatigue, to | discipline, to subordinate one's oWpoa&l, | and wishes to a common end. | Schools which can raise football $ 1 cricket- teams, ' cadet corps, and swinJ 31 ming clubs aa'e usually able to 1 1 correspondingly good work within tS- 8 school walls. Indeed, there is small ttaV 8 son to fear that the pursuit of organiZi"'games will in any way interfere wl? .?i school work. Even in a small space gajS' may bo instituted to replace the 'dun? ® ganised rough and tumble which Ml tenses so many of the activities 'of {]l average schoolboy. Especially ~ are the teaching of swimming and the in,, structicn in life-saving. Self-reliance, flp cision, power to obey, as well as toVoftCftf? 8 mand, can be cultivated outside the school H just as well as within its walls', 'aridWxfPl 8 seems clear that a school that does not!r«!fß| 1 cognise its opportunities in these respectj 8 fails to perform in the highest degree, i{| 8 full duty to the children for whom it'&lfiifl 8 ists. I sometimes hear it urged as a < :: IiSP 1 I sometimes hear it urged as a repfcas against teachers that they talk "shop,"l but personally I believe that the very;b&|f?ti i kind of talk is that which is thus scoffed ■ at. When a man talks "shop" it mean* i that he is talking of something of which 1 he has some real knowledge. If you meet 1 a lawyer, a doctor, a soldier, or a : school?-, I teacher, isn't it more interesting tolheafife I him on the subject of his professional - I and most men are only too pleased to talk I "shop" when they realise that their lis-1 teners will not be bored—than to listeafiH to him on the Budget or the general election? Most kinds of "shop" are interest- ili ing. The reminiscences of doctors,■ law.i, : vers, and journalists are indeed fascinating -; 18 School teachers too, ; talk del;ghtfjs|j§ I "shop," for they are so keen and their I hearts are so thoroughly in their work.-' 1 One real delight in "shop" talk is that 1 it enables the listener to see life from dif- -*. I ferent points of view. Most, of us want 1 not .merely to understand but to be for a ; I time, a score of different persons. ."4jfsj|» I next best thing is to encourage one's II friends to talk as much "shop'* as-ifip 9 will. " 111