WHERE TO?

New Zealand Times, Volume LIII, Issue 12456, 26 May 1926, Page 6

WHERE TO?

EDUCATIONAL DRIFT “WE ARE ON OUR WAY' SECONDARY SCHOOL?’ VIEWPOINT A very apt expression of the drift of education—which many authorities in the Dominion are discussing daily—was uttered by Mr J. A. Colquhoun, M.Sc., president of the Secondary Schools Assistants’ Association, when delivering his address to the annual meeting yesterday. “I have read the words, ‘We don’t know where we are going but we’re on our way,’ ” h© said, “and 1 think this is a good description of the state of educational affairs in this country. AVe are going somewhere, but only God knows where. “Out of the vast amount of discussion on educational reform there are two propositions that stand out, and that, I think we shall all agree have been demonstrated by sufficient evidence. These are: (1) That'the children of this country should begin their post-primary education at an earlier age, and (2) that the curricula of our secondary schools should be widened. But I have always failed to understand why these reforms should be referred to as junior high schools, oi why they should be regarded as new. Thirteen years ago, the late Mr Vernon advocated them, and as far as regulations would permit, put - them into practice in his school. GRADUAL CHANGE “Neither do I believe that sufficient —I was almost going to say any—evidence lias been brought forward to show that the adoption of these two

principles must necessarily involve the disruption of our present educational system. Evolution is always to be preferred to revolution, and it seems to me that instead of attempting a sudden change in our present system, these two reforms could be introduced by a gradual process, spread oyer several years, of shortening the primary course, and widening the secondary curricula, but retaining almost the present organisation. ON VOCATIONS “Among the nice sbunding statements we hear are ‘vocational guidance,’ ‘education for life,’ ‘too much white-collar education,’ ‘an accrediting system,’ ‘education for the land,’ and I propose very briefly to touch on a few of these. AVe hear a great deal about square pegs in round holes, ana giving a child that course for which it is best fitted. When the establishment of junior,high schools was first suggested, one of the strongest arguments in favour of the experiment was that they were to be trying-out grounds. The children were to be tried with different courses, and that for which they were best adapted was to be found. We have had the experiment running now for some years, but I have yet to find any evidence that in regard to vocational guidance any better results have been obtained than under the ordinary system. “THE WHITE COLLAR" “The genius will find his level without our but most of us nr. just common individuals who can do our job fairly well. I think the better suggestion to instil into the boy is that, provided he is willing to sacrifice himself, and work hard enough lie can so train his voluntary attention that he can bo what lie wants to be. “I am a strong believer in manual training for all boys—those going Vo; professions as well as those going for trades; but I think the problem of white collar education is an economic problem and not an educational one. In this country, tho prizes are at the soiling end, and so long as we have this wo shall have a large percentage of our .boys preparing for this end, whatever our educational system. There is a greater chance of economic success in selling ‘rags’ or motor-cars than in manufacturing kitchen ranges or making butter. This problem, then, is one for the statesman nnd is outside my province. COMMERCE AND AGRICULTURE “I believe in agricultural education, and think that it is a good training not only for tho prospective farmer, but also" for the commercial man, seeing thnt so much of our commerce deals with our primary products; but every improvement in machinery for agriculture means that less labourers are required on the land. This improvement in machinery lias far outdistanced tho greater subdivision of land, ho that it follows as a corollary thnt there must be a drift towards the cities as civilisation advances. Those who are trying to stop this by educational means, are trying to make the water of Niagara run uphill by praying on the shore."