POST-PRIMARY EDUCATION

New Zealand Times, Volume LII, Issue 12251, 24 September 1925, Page 7

POST-PRIMARY EDUCATION

INTERESTING REPORT FROM MR FRANK TATE DISCUSSION IN PARLIAMENT DESIRABILITY OF SPECIAL RESIDENTIAL SCHOLARSHIPS * At the Invitation of the Minister for Education* Mr F. Tate, C.M.G., 1.5.0., M.A., Director of Education, Victoria, visited New Zealand early in the year in order to investigate and confer with the Education Department concerning postprimary education. Mr Tate spent six weeks in making hit investigations. Owing to the epidemic of infantile paralysis the schools were closed, but Mr Tate was accompanied by Mr J. Caughley, M.A., Director of Education, who was able to assist him in ascertaining the present position regarding post-primary education. In addition a very large number of witnesses, representing primary, secondary, technical, and university education, together with representatives of employers, employees, and commercial associations, gave widely varied and very valuable evidence on all phases of the question. Mr Tate's report was presented to Parliament yesterday.

THE RECOMMENDATIONS Mr Tates recommendations are us low:--1. That primary education, as such, bo ended at about the age of 12 years at the completion of Standard IV. 2. That qualified pupils be encouraged to enter seoondary schools at this age for' full secondary courses. 3. That opocialised courses of three years’ duration be provided for those pupils who are likely to leave school at fifteen years of ago at latest. 4. That, subject to -the provision of suitable staffs of teachers* the Junior High School system be extended. 5. That opportunity be taken where suitable buildings exist to establish postprimary schools of special character, e.g., Junior Technical Schools, Schools of Domestic Arts, Schools for Preparatory Commercial Work. These schools might be established by a new arrangement of the present V. and VI. standards in thecity schools. PREPARATORY TECHNICAL COURSES 6. That the Technical High Schools concentrate upon preparatory technical courses so as to provide a sound basis for higher technical education and trade instruction. That these schools, and such junior technical schools ae may be established. be worked in close cooperation with a technical school.

.7. That a system of public examinations, covering different types of school courses of three years' and six years' duration respectively, be established by the university to supersede the present matriculation examination, 3 That the universtiy be asked to appoint a schools board on the lines of the schools board of the Melbourne University to arrange for such examinations under the Senate. That on any such board the teachers of secondary schools be adequately represented. 9. That „ixi the conduct of the examinations, the methods adopted for the Scottish Intermediate and Leaving certificates be, ns nearly as practicable, adopted, especially in regard to requiring examiners to take into consideration the cohool record of the candidate.

10. That tho examination provide for oral and dictation tests in modern languages, inspection of school laboratories, and of students* laboratory note-books in science, and field excursion note-books in geography. 11. That when. adequate safeguards can bo assured, a system of accrediting schools for the purpqee of certifying pupils as fit for the award of Intermediate and Leaving Certificates be cautiously introduced. TRAINING SECONDARY TEACHERS 12. That a sound system of training secondary teachers be developed by a cooperation between the TJniyersity and the Education Department and local school authorities. Such a system should include all types of post-primary teachers. 13. That the secondary departments of District High Schools be recognised as gart of the secondary education system (a) inspection by secondary inspectors; (b) inclusion of the teachers in grading scheme for secondary teachers. 14. That service in the District High School should be a usual if not a compulsory preliminary training for appointment as assistant in a High School. 15. That the Department issue fortnightly to teachers in secondary depart?ments of the smaUer District High

Schools practical suggestions for the development of courses of -work and typical assignments for pupils in order to lessen 'the difficulties incidental to secondary teaching under such conditions. RURAL COURSES 16. That the District High Schools dovote more effort to the introduction of suitable rural courses in secondary education. , 17. That the Secondary, Technical and District Inspectors be brought more closely together in the inspection of postprimary work in all grades of sohools. 18. That a close inquiry should be made into the courses of study of primary and post-primary classes tp provide a better articulation of the instruction.

19. That consideration be given to tho desirability of special residential scholarships in the larger High School* for advanced pupils in the District High Schools, where it is difficult and expensive to provide advanced instruction. w . - 20. That the present system of scholarships be revised and brought mt 6 hat. mony with the newer conditions.

21. That in the smaller centres, new secondary schools established should be of the present Technical High School type, ana should provide evening classes o fa general and a vocational character.

DISCUSSION IN HOUSE The House of Representatives devoted itself yesterday afternoon to a disedssion of a general and vocational character, higher education and agricultural education. Mr T. K. Sidey ((Dunedin South) said there was room for a wide difference of opinion on the report. "It seems that the commission did not have a very keen appreciation of the economic position of this country/' he said, "when : it recommended that the age of a student entering a university should be not less than 18 yeans of age." , a- . ; y * The Minister for Education (Sir James Parr): It is, hot an economic question, but one of whether they are sufficiently mature. Mr Sidey: I consider that there is an economical question involved. BACKBLOCK CHILDREN While expressing full appreciation of the needs of the larger centres in the way of educational buildings, Mr R. P. HudsorrtMotueka) entered a. plea for the grants to backblock districts to be levelled up to those accorded the requirements of the city. * The beautification of the cities by the handsome buildings should be paid for, in part at least, by the municipalities or civic authorities, he said.

The Hon. » D. Buddo (Kaiapoi) commended the work of the Lincoln College and advocated the expenditure of «£SOCO or 000 on a laboratory there, as well as a 50 per cent, increase in accommodation.

Sir George Hunter (Waipawa) referred to the Howard bequest of .£I3OO for agricultural education and asked that when the establishment of a farm was being discussed Wairarapa should he given consideration.

A word for the boys and girls agricultural clubs was spoken by Mr G. W. Forbes, Leader of the Opposition', who also favoured winter short courses for farmers to further their education..

“NO MEANNESS” The Minister for Agriculture (Hon. W. Noswort'hy) approved the recommendations in tho report of the Board of Agriculture, and said he was pot sure as to how far Cabinet would be able to go in the execution of the policy outlined. He agreed with the usefulness of Lincoln College, and continued: "I assure the House that when I approach Cabinet on this matter, there will be no meanness in attacking it from the point of view of finance; and I am sure that I will be able to secure enough money to see the whole thing through. Perhaps not this financial year, but by the end of the present financial year, I 'hope to have made sound progress on the policy as outlined by the Board of Agriculture." ' The Minister for Education (Sir James Parr) said the commission had failed to settle the question of the university in its relation to agriculture, and so far as these two interests were concerned, conditions were most unsatisfactory in this country. Professors had been .appointed in the north, and there was the Lincoln College in the southeach trying to administer agricultural education on the university standard. The Commission, being governed by entirely outside influences, pointed out that New Zealand was far behind through th»s particular deficiency t and that Denmark, a rival competitor.m the produce markets, had adopted an extensive system of agricultural instruction. Primary 'produce being the supreme interest of the Dominion, the higher- type of education in this direction —which had for eo long been neglected-should be given extensive consideration.

ON BROADER LINES The Minister agreed with Mr Tate that the matriculation examination should he abolished, and that examinations should be conducted by the three interests directly affected—the university, the secondary teachers, and the Education Department. He intended to call a conference early next year of.these three interests to eet a curriculum to test the high schools of the Wominion. Mr D. G. v Sullivan (Avon): Does that mean you 4 will abolish matriculation P The Minister: I hope that the matriculation examinations of next, month will be the last of their kind. In continuing the Minister stated that the. Commission had recommended against four autonomous universities, and aimed at placing it upon broader lines by advocating national instead oi local control. In addition to his, observations in the House the Minister said, in a statement handed to the Press that he agreed with most of Mr Tate's findings. "I asked Mr Tate especially to look into our district high schools, which are responsible for rural higher education," he added. "I think, these schools are doing good .work, but our duty to tho country child demands a stronger development of their courses, better staffs, and more attention to agriculture. It is a noteworthy fact that some of our present difficulties are due to the liberal provision we have for establishing these schools wherever there are 20 pupils. No other country in the world attempts to give secondary education in such email centres. With so few pupils it is a difficult problem to provide suitable courses.

CLEAR-CUT OBJECTIVES committixur nuefal£ all Mr

Tate's conclusions, I think I may safely say that his report does indicate to the department * very clear-cut objectives for post-primary . education with practical suggestions towards their attainment, and next- year 1 it will bo the".-task of‘the Minister and the department to make very definite advances towards the attainment of these objectives, '"Mr’Tate's opinion that we have developed a tendency to apply the term 'technical to school work which docs not merit such a designation must have due heed. He refers to the necessity for making a clear distinction between technical work given to pupils after the_ age of 16 years, and tho general pre-vocational training given to pupils of from 12 to 15 years of age. "Although there is, of course, not the demand for technical workers in, say, Wellington or Dunedin as there is in cities like Melbourne and Sydney, nevertheless, I am satisfied that the department must work but a much more adequate course of instruction for our artisans and tradesmen in New Zealand. Mr Tate's proposed Technical Schools Board will have strong support from tlie authorities."