EDUCATION PROBLEMS.

New Zealand Herald, Volume LIII, Issue 16215, 28 April 1916, Page 7

EDUCATION PROBLEMS.

PUBLIC School SYLLABUS.

/ SUGGESTED READJUSTMENT.

TRAINING FOR LIFE'S WORK.

Is his address to the Auckland branch of the New Zealand Educational Instituteyesterday. Mr. K. K. Mulgan, M.A., senior inspector of schools, had something to say on the subject of tho public school syllabus.

There was a general feeling amongst educationalists, said Mr. Mulgan, that there should bo no hard and fast line of demarcation between primary and secondary education—that the one should lead up to and merge in the other; that the whole training in both types of school should bo regarded as "education," and that tho preparation of teachers for the various branches of work should recognise and appreciate tho gradual expansion of child intelligence. As tho great majority of hoys and girls ceased to receive "daylight" instruction in the schools at the age i.f 14 years or less, some form of training should be devised to secure a more direct preparation for the work awaiting them at the close of school life. Scotland, for ynrs past, had recognised this, and made provision accordingly.

Certain, progressive communities in' America, it was remarked, had adapted their schemes of education in conformity with these considerations. The London County Council now required practically all normal pupils in its elementary schools between the ages of 11 and 12 years to sit for examination annually. A limits number of these obtained scholarships. From the others, who were successful in pacing the examination, a selection was made by head teachers and inspectors. The former class of children tare offered! the choice of taking up scholarships and I going to secondary schools, or of declining these and proceeding to central schools; the latter had the privilege of attending central schools, where the training had either a commercial or an industrial bias, and where they remained until they reached the ape of 16 years. The, point to be noted was that those pupils began their secondary, commercial, or industrial training at not later than 12 years of age. The system of education orjtaining in New South Wales, Mr. Mulgan pointed out, has just been reorganised by dividing the primary work into sis years' courses, each course of one vear corresponding to one year of the pupil's age. Boys having some technical profession in view attended the Technical High School for their four years' course. Successful candidates who did not enter the High School took thd seventh and eighth class courses. Thosu !covered a period of two years, and afforded I (i varied choice of subjects, including, in the city, commercial, junior technical, and domestic courses. The Iwo years' course, both in town and country, aimed at laying the foundation for the occupation which the pupil was likely to take up in his15th year. From this statement, said Mr. Mulgan, it would be seen that the time was rapidlv approaching, if, indeed, it had not already arrived, when our own syllabus of instruction would have to be readjusted so as to harmonise with the changed conditions of our national life. The "need for change in our educational outlook would become all the more imperative at tin} close of the war, when it would be neces sary for tho Stato to provide, such training as would increase the efficiency of its citizens, and enable them to fate the future with confidence.