THE BOYS' HIGH SCHOOL.

Otago Daily Times, Issue 12783, 2 October 1903, Page 3

THE BOYS' HIGH SCHOOL.

PROPOSED REVISION OF THE SCHOOL CURRICULUM. THE RECTOR'S VIEWS ON THE QUESTION. Tho Board of Governors of the High Schools had before it last night tho following memorandum from the rector of tho Boys' High School on the question of revising the curriculum: — As at present organised the Otago Boys' High School cannot he regarded as a classical school in tho sense in which tho term is understood in Great Britain and Germany. Compared with German schools of a similar scope, it would not be classified with the Gymnasium, but with those Keal-Sclmlen which retain Latin as a possible subject. It ought to be clearly understood that in the Boys' High School Latin is in no sense a compulsory subject. It is in no case insisted on, nor is it even strongly recommended except in ft very few cases whero Latin for special reasons is desirable in the interests of the pupil concerned. Further, as regards those boys who take Latin as a school subject, an examination of tho time-table will show that, except the hours given to Latin, the time is occupied with subjects which arc in no sense special to a classical school. Thus, in the Sixth Form, excepting the periods allotted to Latin, the timo of the form is exclusively occupied with subjects that lead directly to the B.Sc. Degree —viz., English, Mathematics, French, and Science (two sciences) or German. In Great Britain the education there given would not be regarded ss a classical education, hut as a general education for boya who do'not intend to enter a University. And I venture to think that if a. second modern language, and not science, were made the alternative for Latin,* and if, further, the exigency of University examinations allowed the requisite time to be given to drawing, geography, and modern history, the courso would be our ideal programme of general education 'for boys remaining at a secondary school to the age of 18, whether, subsequently, they entered the University or not.

In considering how far the arrangements of the High School satisfy tho requirements of the community it must-bo remembered that such a school has tc meet the needs of several classes of pupils. It lia3 to cducito those who intend to continue their education at the University, and those also, and that the greater number, who have no intention of entering the University; and in so far a3 these two classes of pupils require different treatment their several requirements must bo met.

1. As regards preparation for the University, the entrance examination of the University is of three kinds:—

(a) Matriculation with Latin as a subject, requiring five subjects other than Latin, of which five English and arithmetic are compulsory. For this matriculation—which may ho regarded as matriculation with a view to the B.A. and M.A. Degrees—tho three optional subjects may be chosen from the following:— Geometry, algebra, French, German, science, geography, history, etc. The school course is fully ample for this examination.

(b) Matriculation without Latin, requiring seven subjects, of wli'icli English and arithmetic arc compulsory. The optional subjects would be Frnecli, scicncc, geometry, algebra, history, geography. The number of those who matriculate in this group of subjects is small; but it might become considerable if good University subjects—say a modern language and a science—were offered for Latin. At present the non-Latin subjects taught during the Latin hours are the various commercial subjects, which, however, pupils who desire to matriculate without Latin may not find, for their purpose, a profitable course. For such pupils the best equivalent for Latin would be a modern language (German) and an extra science. Thus if the Latin group took Latin, French, and one science (or two) the non-Latin group would take German, French, and two sciences (or three). This would, of course, mean a subdivision of each form during the Latin hours into 'two sections, one of these taking Latin, the other taking a modern language or a science,

(c) The Medical Preliminary Examination.— A form of matriculation requiring Latin, one modern language, English, and mathematics (geometry and algebra), but excluding science. Tho school course fully provides for this examination.

The belief is prevalent in the community that, in preparing pupils for the matriculatioii examination, we are narrowing them down to a specialised course, of service only ss admitting to tho University. This is an erroneous belief, tending to impair the usefulness of High Schools here and elsewhere. As a matter of fact, matriculation, if tho regulations insist on a reasonable number of subjects, and allow a sufficient latitude of choice, is the best tost of the broad, general education which is as necessary for the merchant and the farmer as for the lawyer and the doctor. Consideration of the matriculation regulations of tho University of New Zealand will show that its scheme (except as regards the medical preliminary examination, which excludes science) has been framed to secure a broad basis of general education, requiring a reasonable proficiency in six or seven subjects, but leaving the chfiicc free except as regards English and arithmetic. Pupils, therefore, who proceed oil matriculation lines arc getting tile best " all-round" education, whether they reach .matriculation or stop short before reaching that point.

2. As regards those pupils—much the great?r number—who <lo not intend to enter tho University, and whose time at school is not long enough to allow of their matriculating, even if they wished to do so: Many of these, tor special reasons, desire some modification ot the school course, and it is in their interests chiefly that any readjustment or extension ot the school curriculum should be made. 'Some of these will take up a trade or industry, others some form of commercial pursuit. As regards those who will engage in industries requiring mechanical dexterity and skill, I think it will be found that not many ot these can avail themselves of tho secondary school, because a boy who intends to become a skilled artisan must pass early into the workshop, and can, if he enters the secondary school at all, stay there but a, short time—at the outside, a year or two. If, however, such boys enter the school they must ho provided for. The time given by others to French would in their case be more profitably given to mathematics' and extra-arith-metic, and the time given to Latin should be divided, in their case, between drawing and the workshop. Such an arrangement, however, would mean the erection of a workshop and ample provision for workshop instruction and instruction in drawing. Tho largo proportion, however, of those who rcquiro special instruction will be boy 3 who intend to follow some commercial pursuit. Thoso destined for this kind of life will not remain long in tho school; two years probably at the outside, many of them only one year. Entering tho school at 13k or 11 years ot age, they must bo at business by tho timo they arc 10, or even before that age. Assuming, then, tliat a boy of Ibis group has two yearn before him a! flie High School, it is important io determino how far his special needs may be supplied. Such a pupil would tako tho greater part of his work in common, with the form to which ho belonged—viz., English (including history and geography), arithmetic, geometry, algebra, a modern language, a science. Presumably ho will not tako Latin; but for his purposes even the non-Latin matriculation course may not be regarded as the most useful preparation for mercantile work. It has seemed to me that in tho caso of such pupils tho time devoted by others to Latin, or to its equivalent (a modern languago and a science), might be profitably bestowed on such directly commercial subjects as bookkeeping, shorthand, preciswriting, extra arithmetic, etc.—these, along with modern languages, being tho subjects regarded in British, Continental, and American schools as specially bearing on the commercial life. Prom tho commercial standpoint, I regard languages as much less vital in these colonics than they are in Europe and America, where trade is carricd on with foreign countries at first hand. Still, tho general education of the pupil is the matter of first importance, and therefore I think that tho study of some language other than tho mother tongue should bo required of all pupils attending a High School, cxcopt, perhaps, such short-period pupils as are soon to enter the workshop, Assuming, therefore, that fivo school-periods per week are given to Latin, a subdivision carried out on tho lines I have indicated would, to meet tho needs of all, be as follows: — Latin Matriculation.

Non-Latin Matriculation.—German, three hours; extra science, two hours; or German, fiyo hours (science being shared with latin division). Industrial.—Drawing, three hours; workshop, two hours. Commercial. — Commercial subjects, five hours; or commercial subjects, threo hours; drawing, two hours. Tho general school course for these various classes of pupils would be:— 1, English, Latin. French. Arithmetic. Geometry. Algebra, Physics. (Later) chemistry. 2. English. German. French. Arithmetic, Geometry. Algebra. Physics. Chemistry. (?) Mechanics. •3. English. French. Arithmetic, Geometry. Algebra. Physics. Commercial Subjects. Drawing, workshop, etc.

It might appear that this scheme liatl overlooked the requirements of pupils destined for a country life. This, however, is not the case. Pupils destined lor agricultural or pastoral work would find their requirements met by thc-so arrangements as nearly as this can he done in a secondary school.

It is difficult to give'an exact estimate of the additional equipment that would bo required to work the school efficiently on tlio suggested lines. It would mean a considerable amount of subdivision, and the subdivisions would in some eases bo small, necessitating a disproportionate expenditure of teaching time and power 011 a few boys, as is the case at present with the German classes.

Eoughly estimated, iho requirements would be, taking tho numbers in attendance at the present figure: —

1. An additional teacher on the str.fi. His qualification ought to be a competent knowledge of French wid German, with ability to tcacli these languages in tho latest and most approved methods; a kiiowledgo of mathematics or physics sufficient (or tho teaching of junior classes. The teaching of modern languages has within tho last few years been revolutionised in European schools—more especially in the schools of tlio Continent,—the purely " grammatical " method having been generally abandoned, moro especially with junior pupils, in favour of tho more direct oral method. Educational authorities pretty generally agreo that the teacher of modern languages in a British school should be—

(1) An Englishman (using the word in its wide sense). (2) Ono who has studied the language seriously as iho university graduate, for instance, studies Latin. (3) Ono who has spent some time—a year at least—in tho country v/liero the language to bo taught is spoken. (4) One who has some knowledge by observation or practico of the newer method's as practised in Germany, France, and, to somo extent, in Englaucl. (5) One who Jias a competent knowledge of phonetics and of tho bearing of phonetics on the teaching of languages. I do not think that tho teaching of modem languages in our secondary schools will ho quite satisfactory until it is undertaken, or at Icaafc regulated and directed; by teachcra with theso qualifications; and the most valuable addition that could ho made to the staff of tho Boys' High School would be a capablo teacher of this kind. It is also of vital importance to high schools that normal schools, where teachers are taught, should each have a teacher of this kind.

2. Additional teaching in drawing, say, five hours p. week.

i). A fully furnished workshop. In point of accommodation, a class of 21 would bo the outside limit of such a workshop. Consequently a shop of ill working benclics would be required, with, probably, threo times that number o: lockers.

■1. A competent workshop instructor; that is, not aniero workman, but a teacher; who would be able to explain the principles involved and to combinc the drawing of plans in the drawing room with their execution in the workshop. 5. Additions to tlio apparatus for science teaching. A second science room would be required to cccoinnio&te junior classes. This, however, would be a simple matter, fs ono o£ tlio ordinary classrooms, if fitted up with worktable, sink, gas-jet, etc., would answer lie purpose. Consideration was deferred till next mooting, when Mr Wilson will bo requested to attend.