PRIMARY SCHOOLS.

Otago Witness, Issue 3860, 6 March 1928, Page 28

PRIMARY SCHOOLS.

REVISION OF SYLLABUS.

WELLINGTON, February 28. A conference of primaiy school inspectors to consider a revision of the school syllabus was opened at the Parliamentary Buildings to-day. Addresses were delivered by the Minister of Education (Mr *R. A. Wright) and the Director of Education (Mr T. B. Strong). After stating the principal business of the 'erence, the Minister said that the 1919 syllabus bad outlived its usefulness. Since that year a considerable alteration had occurred in the educational outlook. There was the junior high school movement, vocational guidance, the problem of the retardate child, and closer acquaintance with the processes of the <•' ’’mind through scientific research. New methods ol instruction had therefore become necessary. “ The three R’s no longer meet the needs of the child,” said the Minister. “ The purpose of education is to equip the child mentally, morally, and physically for the work of life. As a sound mind requires a sound body the physical development of the child and the general laws of health become an important factor in the school curriculum. Lastly, during his time at school, much of the foundation of the boy’s -character is laid, and in the moulding of this 'he primary teacher plays a large and important part. lhe syllabus of public instruction has therefore to take into account these factors and present them to the ( teacher. It is true there are teachers ( who really have no need for a prescribed sj’llabus. They are able to plan a satisfactory scheme of education from their •>wn wide knowledge and professional skill. In England, I believe, there is no syllabus. A handbook of suggestions 13 issued, and, guided by its precepts, the teacher shapes his course. In America, on the other hand, the syllabus is frequently arranged by specialists, perhaps having no direct connection with the work of teaching, and they prescribe for the teacher the amount of work he is to cover in every subject durinp- every week. In New Zealajid we have the bioader conception. We issue a syllabus, not as an absolute limit to the teacher, but as our conception of a reasonable course o p progressive study. We do not require it to be observed with the utmost rigidity. Wo give a large measure of freedom to tho teacher, and experience shows how tho capable teacher avails himself of this freedom. Hence we aim to secure efficiency while avoiding the monotony of uniformity. In other fields of human action we are constantly finding new ways. We want to encourage new methods in teaching and the amount of freedom in our syllabus leaves the way open for this.

“ Education is a matter of national interest in bringing our syllabus more into line with present ideas and recent developments. It appeared, therefore, desirable to have the opinion of the., ordinary business man. For this reason I set up a committee to suggest ways in which our present system might be modified, and the general principles which it thought should be observed in drawing up the curriculum for the New Zealand child. My intention in calling this conference together is that you shall consider the results of the committee's labours, bringing the light of your professional experience to bear upon our suggestions.” The Minister concluded by expressing the wish on behalf of the Government that the results of the conference would be highly successful, as he was sure they would be.

The Director of Education (Mr Strong) said that very careful attention would bo given to the recommendations made by the Syllabus Committee, whose long deliberations had just ended. It has been suggested by some,” said Mr Strong, “ that there exists a marked gap between the primary and secondary school courses of instruction, and that the primary school system should be remodelled on the lines of the American junior high school to bridge the gap. Others suggest that any gap that exists is due to the secondary schools, not to the primary schools. It is alleged that Standard VI pupils, taught by the strongest and most experienced teachers in the primary schools, pass into the hands of the junior, untried, and often untrained teachers of the secondary schools. Tho question of bringing the primary and secondary schools into closer relation one to tho other has been debated on several occasions already, but must again be considered, and some conclusion arrived at before it is possible for this conference of inspectors to deal with detailed sylla- * buses or prescriptions of work. There are likely to be divergent opinions on the matter, but whatever conclusion we come to our chief care must be to see that the schools perform for the State the social service entrusted to them. Character forming must be our first aim, but at the same time we must ignore the need there is for well-informed citizens. I can assnre the Minister that the inspectors are fully seized of the importance of reaching finality as speedily as possible, so that not only will a new and improved syllabus be ready for use next year, but nev? text books as well.” The conference then went into committee to consider the new syllabus, and committees were set up to report on the different branches of the proposed curriculum.