SECONDARY EDUCATION.

New Zealand Herald, Volume LXI, Issue 18889, 11 December 1924, Page 10

SECONDARY EDUCATION.

REVIEW BY THE MINISTER. ITS STRENGTH AND WEAKNESSEXPERT REPORT TO BE MADE. [BY TEDEGRAPH.—-OWN CORRESPONDENT.] GISBOKNE. Wednesday. A statement with regard to secondary education was made to-day by the Minister for Education, the Hon. C. J. Parr, in acknowledging a civic reception. He said New Zealand was ahead of any country in the British Empire in its provision for post primary education. A few years ago parents paid fees and a high school education was the privilege of the well-to-do/but now ifc was practically free to all. The result was that over two-thirds of the children passing Standard VI. went on to high schools or technical schools. They had become the people's schools. Over 20,000 children were inJ the secondary schools. r On the whole the high Spools under a band of earnest graduate teachers were doing good work, said Mr. Parr. There was an excellent atmosphere in most of the high schools, and many of the schools had traditions that were permanently impressed in the character of their pupils. These schools enriched the Dominion's citizenship and patriotism. The scholarship offered was good, but there were facts that gave pause, continued the Minister. In 190b New Zealand plunged into free secondary education for all without working out a scheme to fit the needs of the many. It had been left to the high schools to digest this army of varied entrants, and it was well to take stock and see how we stood.

University Domination. The secondary school boards and teachers claimed that the University Senate, by the matriculation examination, unduly dominated the whole teaching 'of the high schools, yet only one in twelve secondary pupils went on to the university to the professions. What about the remaining eleven pupils, who represented over 90 per cent. ? An external university examination was not the right objective for the great majority of post primary children. It gave a bias the wrong way. The majority wanted a sound cultural course free from either the drudgery of Latin and French grammar or from the evils of too early specialisation. How many pupils got a working knowledge of the classics? 'ur own English language and English and New Zealand history and the sciences should be the main staples for the 90 per cent, who were going to be our commercial, industrial and farming people. Th» education of adolescent girls needed careful review.

Another difficulty was that 30 per cent, of students left the secondary institutions after a course of only one year or less. Other provisions should be made for these people. They encumbered the high schools. If the State guaranteed free secondary education the parents should guarantee an attendance of at least two years, with bursaries for clever, poor boys.

1 Serious Overlapping, There was a serious overlapping of work between the secondary and technical schools, with an expensive duplication of local authorities. Was there any truth in the view that the educational system was responsible for too many going to the professions and too few to industry and production? "I don't think this is the case, but it will do good," said the Minister, "to have a review of our position. To this end I have asked Mr. Frank Tate, M.A., director of education, of Victoria, who will be in New' Zealand in February, to spend a month visiting typical technical colleges and high schools, and to give the Government a report. Mr. Tate is the strongest educationalist in Australia, and stood, out at the last Imperial Educational Conference as one of the leading men of the Empire. He made a special study of Danish agricultural education, and will be able to give us advice as to what the schools should do in rural education. A good outside opinion may be valuable. Mr. Caughley arid I will accompany Mr Tate. I 'am sure the principals and teachers and the boards will be pleased to meet first-hand the veteran director of Australia. I hope to get a report from Mr.. Tate that may give us food for . reflection and the opportunity for action on sound lines."

The high schools of New Zealand, continued the Minister, were doing splendid work, and he wanted to improve them during his term of office.