EDUCATIONAL SYSTEM

New Zealand Times, Volume XXXVII, Issue 8366, 28 February 1913, Page 3

EDUCATIONAL SYSTEM

, To the Editor “N.Z. Times.” gi r> —Allow me to congratulate you on your masterful, if not timely, denunciation of the methods adopted advocated by those responsible for the syllabus prevailing in the primary schools. Will your efforts to, stir these high-ideaed faddists succeed? As one who has to daily struggle to try and execute the wishes-of the “lofty ones.” I sincerely hope a change will result. It is a minor matter for the inspectors to pronose, frame, and insist on their individual and collective fads being drafted into the syllabus. It also costs them little effort and probably abundant felicity to while away an hour or two in the different schools watching the "earthly-minded” teachers making drastic efforts to "cram” "naturalism” or some other "ism” into the already overcrowded minds of thet .children...

far too much demanded of teachers and pupils—by whom? By inspectors, most of whom are years behind the times, except for their fads, and who hare little or no idea of what teaching really means, or what is essential to adequately fit children for the various callings in life. Reading, writing, and arithmetic are knowingly glided over so that prominence may be given to an “ism” advocated by those who exist in a sphere far away and above the average man, and who are absolutely ignorant of the real meaning of education. Not only is the syllabus overcrowded, but the system as interpreted by the teachers is in the majority of cases sadly wrong. The teacher is reluctantly obliged to work his or her class not only to the requirements of the syllabus, but above all to suit the fads,of the inspector likely to visit the school. Not infrequently do teachers remark: “Mr So-and-So prefers big, bold writing,” and Mr Somebody Else expects it “light.” “So-and-So will probably be here this year, and I’ll endeavour to make the children put a bit of muscle into the pen.” I appeal to teachers if such is not frequently the case? Personally, I know an inspector who will .pen an unreadable report (though excellent), provided Nature study, as recommended by him. is to the front.. The syllabus, sir, is fast growing unworkable. One would imagine the inspectors’ substantial salaries depended upon the of “isms” they succeeded in compressing .nto the syllabus. Sir, well might you advise the inspectors to descend from the skies and make the three B’s the basis of primary education. The inspectors sadly require) experience, and teachers are justified in—to use school hoy language—demanding “fly” to first to do the jump.—l am, etc., TEACHER. February 26th.