SCHOOL EDUCATION

Otago Daily Times, Issue 25629, 1 September 1944, Page 6

SCHOOL EDUCATION

Sir, —Certain. Issues raised by your correspondent “Also Anxious have prompted me to reply. That pupils undertaking secondary school work often find the work beyond them is not new. Quite a number of pupils entering the secondary school are not fitted by virtue of intelligence to cope with the academic work. All children are not cast in the same mould. Authoritative psychologists, among whom are Drs Alexander and Cattell, have proved beyond all shadow of doubt that in the main there are two distinct types of intellect, verbal and practical. A person may be under par academically, while, on the other hand, he may be a genius practically. If the education system has failed anywhere, it has failed to provide a teaching technique for the child who can learn best through concrete methods. In this respect we are lagging behind England. Thirty years ago there were more private coaches in Dunedin than ther.e are toda, rhat my school Is failing In certain respects, as suggested by your correspondent, is disproved by the fact that recently in an extra-mural scholarship examination, In which candidates were tested In composition, formal English, spelling, arithmetic, geography, and history, the first five places were gained bv pupils of my school, the competitors being pupils from all parts of Otago. In December, 1941, a magazine, ’Wider Horizons," containing samples of English prose written by children of all classes, was produced at the school, as funds did hot permit the printing of it. In my opinion, the specimens, which were the original efforts of pupils whose average age was 13 years, would have been worthy of any secondary school. The text books used by my teachers aio those which are used in the best schools of Great Britain. Such being so, it is difficult for me to believe that the standard of education In the Homeland is deteriorating. . „ That I have adopted, or am adopting, a complacent attitude towards my work is definitely not correct. Heredity and my ideals preclude such a decline. Three years ago an inspector’s report stated that I was " over zealous.” Because (and my own conscience is the best judge) I have been prepared to sacrifice my own economic Interests for the wellbeing of my pupils,fc-I have spent at least £2OO of my own Shoney in equipment. There are on my staff teachers who are, out of a meagre Income, emulating my example, and are, therefore, entitled to something fairer than a destructive criticism of their efforts. In education, as in other spheres, it is highly desirable that New Zealand should solve her problems with her eyes on the world outside. To this end my policy has been directed towards conferring upon my pupils benefits that are enjoyed by the scholars in the best English schools. Your correspondent’s reference to Dr Elder and Professor Rutherford is beside, the point. As a matter of fact, I am pleased to acknowledge publicly my debt to Dr Elder, who, for three years, was my history teacher at the Otago University. The principles advocated ;by Dr Elder with respect , jto the teaching' of English are being assiduously applied in my school.—l am, etc., A. M. Davidson. Dunedin, August 29. [We have found It necessary to abridge this letter—which is still too long—while endeavouring to preserve the substance .of Mr Davidson’s reply. It should be pointed out, however, that “Also Anxious.'* has already disclaimed any Intention of referring specially, in his original critic clsm, to the Macaridrew Intermediate School. We must again Insist that If this correspondence Is to be continued, writers shall confine themselves to the first subject—the general system of school education. We have not the space to give to long letters, and we are not disposed to permit the Introduction of personal irrelevancies.—Ed. O.D.T.]