PRIMARY SCHOOLS

New Zealand Herald, Volume LXXII, Issue 22109, 15 May 1935, Page 14

PRIMARY SCHOOLS

ADVICE TO TEACHERS VALUE OF THE WORK NEED FOR SMALLER CLASSES The cause of the primary school was a great cause, worthy of all the enthusiasm that the teachers could put into it, both individually and collectively, said the president of the New Zealand Educational Institute, Mr. 0. A. Banner, in his opening address to tho delegates attending tho annual conference of the institute in Wellington. Tho primarv school had emerged from a pitifully limited and thoroughly subservient institution into one that was very much better, he said, and he urged his listeners to work to make it what it should be —the epitome of all that was most vital, enduring, dignified and gracious in civilisation. Tracing the history of primary education, Mr. Banner said the schools had inherited a tradition that stood in the way of pro|x>r recognition for primary education. The primary school had come into being as a place where the lower classes might receive a little education, and primary education in New Zealand had not yet . wholly escaped from that tradition. Much had been done, however, and a great change had taken place during the last 40 or 50 years. "Forty years ago it was very often warfare between teachers and taught, said Mr. Banner; "to-day, with few exceptions, it is a partnership—a happy co-opcration. Contrary to a good deal that is said, parents are taking a livelier and better-informed interest in the welfare of their children than ever before, one result of which is that the old attitude of hostility toward the school is fast disappearing." Mr. Banner went on to discuss the future of the primary schools and dealt at length with the need for smaller classes so that children could receive the attention required according to ability. With large classes the dullest pupils had to be neglected, tho moderately dull were levelled up, and those of exceptional promise were levelled down by being made to mark time to keep pace with their slower classmates. The dullest acquired a sense of inferiority, the constant pressure on the not so dull would never give them a love for learning, and the bright pupils were held back at the risk of getting into the habit of sub-maximum effort.