THE OTAGO DAILY TIMES SATURDAY, MARCH 10, 1928. DR RUSSELL AND EDUCATION.

Otago Daily Times, Issue 20354, 10 March 1928, Page 10

THE OTAGO DAILY TIMES SATURDAY, MARCH 10, 1928. DR RUSSELL AND EDUCATION.

Interest attaches ta the arrival in Dunedin this week-end of one of the greatest authorities on educational organisation and administration in the United States,—to wit. Dr James Earl Russell, Dean Emeritus of. the Teachers’ College of Columbia University, New York, under commission by the Carnegie Foundation to visit New Zealand, Australia and South Africa in order to make certain investigations into the education systems of these countries. The Carnegie Foundation has a worldwide reputation —so has Columbia Teachers’ College. The former has sent its money everywhere, —the latter its graduates from among the seven thousand students who annually take under-graduate and post-graduate courses in education. This great institution has been built up largely by the organising ability of its dean. It is therefore fitting that a man of such vast experience should go abroad as an educational emissary to countries that need the best possible advice in developing their educational systems. Dr Russell comes to New Zealand at an opportune time. Within the last few years this country has had its postprimary education reported on by, Mr Frank Tate, and has had a royal commission reporting on its university. Again, towards the end of 1926, the Minister of Education, the Hon. R, A. Wright, set up a committee of nineteen men and women representing both business and educational interests, and excluding official representatives of the Education Department. This committee handed in its report to the Minister a week ago; but the contents have not yet been made public. It is to be expected that the main bedy of the report will bo published in extenso, as this committee took evidence from a large number of people and enlisted a great variety of contributors to the stock of educational ideas. It may be taken for granted that the inspectors’ conference, whose doings were summarised in our columns on Thursday, is in possession of the full report of the Ministers’ committee, and consequently it should not be long before the public is made aware of proposed reforms. In general, it may be confidently anticipated that educational development in New Zealand—as elsewhere in the British Empire—will follow the lines laid down in the now famous report of Sir Henry Hadow's .committee, published about fifteen months ago, of which the main recommendation was that primary education should end at 11+ (eleven plus, as it is called) and that differential courses should be provided in four different types of school during the closing years of school life. It is noteworthy that while Sir Henry Hadow’s committee—officially appointed, of course—was sitting, there was already in existence in England a committee of seven eminent men representing nobody and nothing officially, and yet representing in reality every thinking man. This committee, presided over by Viscount Haldane and including Professor Nunn,

Mr Albert Mansbridge, and Sir Benjamin Gott, has just issued its report in book form under the title, “ The Next Step in Education.” Their main resolutions embody compulsory attendance till 15, and the closure of primary or preparatory school work normally at 11. The Minister of Education in England, Lord Eustace Percy, has refused to bring in a Bill to raise the school age to 15, but is ready, to consider application to this end from local authorities—of whom four have already been permitted to raise the age. The same movement is gaining strength in France where the higher tdemeutary school (ecole primairc superieure) takes pupils from 11 to 15. The Middle School (Mittelschule) occupies an analogous position in Prussia. These movements reveal that educational organisers are re-casting the traditional system, having found serious overlapping, want of articulation, and the absence of any rationale for continuing the ordinary primary curriculum till 14. The elementary school grew up in England first as a charity without any definite principles underlying it, except • the hazy belief that ability to read necessarily conferred enlightenment. The world is now in a re-organising mood and is critically inspecting fundamentals. Hence New Zealand is particularly glad to see the veteran Dr Russell, because, out of his long and extensive experience, and because of the rapid growth of intermediate schools in America, he will undoubtedly bo able to offer some sage advice, although his mission is only to investigate. It is to be hoped that our educational leaders will make full use ol his presence. This country may at times have its criticism of American doings, but it has only the heartiest feeling of goodwill to offer to our distinguished visitor who comes on a mission whose primary task is to increase not only human knowledge, but also, and, more especially, human friendliness.