THE SECONDARY SCHOOL

Otago Daily Times, Issue 22632, 25 July 1935, Page 12

THE SECONDARY SCHOOL

TO THE EDITOK Sir, —Your article on secondary school education is most timely. Of course,-, it is not exhaustive, and one can see that it was meant to provoke thought and even constructive criticism. It would be a splendid thine if men and women who have retired from the service would put their opinions at the disposal of the public. Then leaders of thought in commerce, law, religion, and other spneres could contribute useful criticism. It would be most helpful if Labour leaders would also take part. It does not need to be a battle royal, but a friendly, thoughtful examination of our secondary work. Indifference is a sin, especially on the part of parents whose boys and girls have to face the future, and a fierce future it will be. In fact, everyone worthy of the name of citizen should be vitally interested. Now, let me begin. My own feeling is th»t the physical side of our education is not neglected, but is in a muddled state. There are physical " jerks as prescribed by the military authorities. Many physical culturists of high standing despise these as unscientific and unsuited for developing adolescents. The men who take these, general masters of the school, follow on the book lines and'often knovv nothing of what lies behind theuc. Whoever takes physical work should know a f.ood deal of physiology and anatomv, and should know how the exercises are related. Then every good school has a period of purely physical culture. But here again we are at sixes and sevens. We have advocates of Swedish drill and other systems. The latest and the one insisted on by the Education Department is that of Mr J. R. White, of our city. I have been in very close touch with it, and though not an expert, consider it the best. I was pained to notice that the lads of the new intermediate school were using " physical jerks," but 1 believe that has been remedied. We have nothing definite in our schemes. 1 would like to see some of our physical culturists write and express their opinion. I am convinced, and so are the lads, that physical "jerks" get nowhere. Then medical men must come in and teach our adolescents the great facts of life and its procreation. This must not be left to chance or to the crude attempts of the layman. There mu6t not be an idolatrous emphasis placed on sport. I think we are giving our youths a wrong view of sports. Our medals and banners and competitions are to my mind a doubtful benefit. No, Sir, I do not think physical education is undervalued; I think it is muddled.

Now your suggestion with reference to the study of modern problems is one that should be seriously considered. Geography and history periods could furnish splendid opportunities for such instruction. 1 am sorry our chief secondary school gives no geography after the first year. This is a distinct mistake. Are we not overdoing history? The whole period from 55 B.C. to 1763 a.d. in outline and from 1763 to the present time in detail is the course for matriculation. It is a matter of cram, cram, to get this covered, giving the pupil a disgust for all time. If we could teach history and geography as co-related subjects, working in modern problems, our pupils would be able to look out on the world with intelligent eyes. It must ever be remembered that a pupil of 15 or 16 is still undeveloped in mind, and these great unfoldings ot history are often confusing. History as at present taught is overdone and nauseating to teacher and taught. Talk as one likes about the new outlook on education, still the examination fiend is dominant.

There should be free time for general literature. ; Literature has had the dead

hand upon it for years. New ideas seem to be floating round, but we cannot shake ourselves free from parsing and analysis, formal composition, and all the drudgery that makes literature a nightmare to a pupil, especially to one with a veal taste for literature.- .-So..the teaching of French is spoiled. If we could have just sufficient French grinding of rules to enable pupils to read the language then the whole work could consist of plavs and stories. Cut out French composition and concentrate on reading. This, I think, would redeem the subject. I would Uke to trespass further, but will stop, hoping that others will express their opinions freely and without bias.—l-am, etc., Inquirer.