SCHOOLS IN EVOLUTION.

New Zealand Herald, Volume LXVI, Issue 20243, 1 May 1929, Page 16

SCHOOLS IN EVOLUTION.

Sir.—Organisms, plant, and human, are said to repeat; during "their individual life histories, the . history of the race to which eaclr belongs. Modifications generally occur in each succeeding generation, due both to genetic,,, influences and to environment. Thus there ! arc modifications or variations, slight or „ great, -which alter the organism cither to make it bettor or worse-suited to the, conditions under which it. must exist. Our primary education system has; created an environment for the child which, princi- ' pally by the aid of the teacher, "moulds and influences the development of--- character ; trains it in social conduct, personal hygiene and methods of recreation; develops its vocal, literary, mental and rmanual expression and dexterity. These and other factors we may be permitted to summarise as mental, moral, manual and physical training. This, is well and thoroughly accomplished. In addition the State system is free, compulsory and secular. In the post-primary grade the larger secondary schools of the State have excelled in continuing this mental, moral and-physical training, but have made excellence in mental ability, as expressed by passing certain written tests set by the higher-authority, the university, the hall-mark of distinction for their scholars and those that aspire, to become scholars. But aspirations and abilities, carefully guided in the one same direction by gentlemen of professed learning in arts and science, mav not be the most; suitable environmental training for tho great majority of post-primary pupils. A realisation ox this has brought about, during tho last 20 years, the evolution o£ the technical school, 'designed for thoso whose aspirations and abilities do not lead them to tho arts and science courses at tho universities, but lead them to tho trades, where manual and technical training are an additional requisite to tho general mental, moral and physical ling. Thus wo have the fourth fact6l* added to our post-primary environment, i.e., vocational training. What has-been ~ the result? So much has the State postj primary system been systomatjsed that wo have situated in our cities and towns schools, secondary technical housed in magnificent edifices of great architectural merit. These arc annually pouring forth many thousands of boys arid girls who have to make their living and live their lives in a country whose economic fabric is woven by cattle - and sheep; by pastures and crops; by forests and orchards; by broad acres and small holdings. While, no doubt, nearly half our population may be employed in tho cities and towns modern methods and the use of machinery manufactured in other countries aro not increasing tho avenues for employment. Under the so conditions should wo not consider post- * primary education in the .light of providing suitable environment for the adolescent human organism by making that environment more in keeping with the conditions under which it must, to a very large extent, ultimately exist? If vocational training is to be given in post-primary schools training for occupations, on tho land nuist bo raised from an almost unappreciable amount of an archaic type tc> a full and. fair proportion. The school farm must be the environment more than magnificent buildings. Sunlight rather than shadows should constitute the environment of tho adolescent. Why havo our large State secondary schools in tho cities been established in the cities while the Church secondary schools, bv closely following tho principles of organic evolution, are nearly all in a rural atmosphere ? In New Zealand, of all countries, post-primary education must place agriculture foremost in training and environ-, ment if the product of the education system is to take its place efficiently in the economic system of the Dominion. Thus the latest political policy in placing agriculture, foremost where vocational training is given may be termed a refreshingly normal but belated ph&se id the evolution of our education system. CURUYCCXMB.