LETTERS TO THE EDITOR

New Zealand Herald, Volume 81, Issue 25047, 10 November 1944, Page 4

LETTERS TO THE EDITOR

The Crooner Sir, —Professor Walter Milrdoch, in one of his inimitable essays, says, "Of all the afflicting sounds now audible on this long-suffering planet, the crooning of the crooner is surely the most loathsome. An eisteddfod of cats on the roof at midnight is mellow music compared with the disgusting noise of this degenerate creature telling the world of his amatory sentiments. Does anyone — anyone who is at large—really like to hear a man, if you can call him a man, puling and lowing and bleating about his 'lahv' ? I can only say that in me the exhibition produces something very like physical nausea; and I have yet to meet anyone who endures it cheerfully. And yet there must be a demand for it; it must appeal to some tastes, I suppose, or there would not be so much of it about, but I do not for a moment believe the public, as a whole, likes it; if it did 1 should despair of democracy." Who is there will not cordially endorse the professor's animadversions on a form of life, that, if uncontrolled, will assuredly lower human self-respect? Vir. The New Education Sir.—As one who took some part in recommending the inclusion of music, fine art, or a craft in the curriculum for post-primary education, I was interested to read the letter by "Sixth Form A.G.S." in your issue of November 7. The many successes in English, mathematics, chemistry, magnetism and electricity, and mechanics are without doubt deserving of hearty congratulation. The letter is also very reassuring because, judging by the letters and comments made from time to time, it appeared that the introduction of the new subjects would, if adopted, prevent the study of other subjects claimed to be more valuable, in particular that «f Latin, Greek and French; but it is now stated that no boy took Latin or French last year, in spite of the great value claimed for such studies, and, of course, before the recommendations of the Consultative Committee were published. The committee's recommendations provide time for the study of both Latin and French or any other language, but it is evident that neither Latin nor French were greatly desired. Would those who champion the study of Latin. Greek and French hare made these subjects compulsory for those boys who did so well in the subjects of their choice? And would the boys have done so well if they had? T?icrT,\nr> 0. Gross. The Auckland Grammar School Sir, —In his remarks about the student who heads last year's University Entrance Scholarship list, Professor Keys has misrepresented the position in stating that the boy concerned did not gain a pass in English by university standards. The facts are these. The total marks offered by this candidate were 2100 instead of the required 2200. He therefore elected to have his marks in English reduced from 600 to 400 —a point that should have been obvious professor. The boy's mark of 258 represents therefore a percentage of 64.5. When one considers that last year an average mark of 61 per rent over all subjects qualified for a scholarship surely 64.5 per cent from a boy of mathematical rather than literary bent shows careful teaching in English. It is certainly most unjust to suggest that the pupil concerned might not be worthy of holding a scholarship. I may add that while my colleagues are sympathetic with Professor Keys in regretting such a swing away from Latin, French and history last year they resent the continued implication that it is an indication of a lowering in standards of teaching. Analysis of their pupils' marks in the scholarship examination in these subjects over the previous years will stand any investigation. The' real reason for a mathematical and scientific bias among pupils can be determined easily if our critics will develop some spirit of impartial inquiry. G. Mcß. Salt, Auckland Grammar School.