PRIMARY SCHOOLS.

Otago Witness, Issue 3870, 15 May 1928, Page 9

PRIMARY SCHOOLS.

THE NEW SYLLABUS. NO REVOLUTIONARY CHANGES FREEDOM FOR TEACHERS. The new syllabus of instruction for primary schools which has been in preparation for some time is now in the hands of teachers. It is a document of voluminous length and is accompanied by a dissenting report drawn up by a minority of the committee to which the preparation of the syllabus was entrusted. As the publication of the syllabus and the minority report would occupy a great deal more space than we can afford—about 20 columns in the case of the latter document alone —we are presenting an outline of the principal changes that are proposed. The new syllabus will not come into operation till next year, but it is being issued at this early date, in order to give teachers an opportunity’ of becoming familiar with its contents and the teachers’ organisations an opportunity of making constructive suggestions for further improving it before it is gazetted under an Order-in-Council. An early issue is also necessary to enable new text-books to be prepared for use next year. The last complete revision of the syllabus for primary schools was made in 1919. This revision divided the primary school into four divisions —(1) the preparatory, -those children who have been under instruction for not more than two years; (2) the junior division, covering another two years and divided into two classes —S the first and S2 the second;

(3) the middle division, covering another '< two year,s divided into S 3 and S 4; and ( (4) the senior division, covering another two years, divided into S 5 and S 6. At the of this period the pupils were examined for ceraificates of proficiency and competency. Pupils who obtained proficiency certificates were passed on to secondary, or technical, or district high schools, but in places where children were unable to travel daily to any of these schools an advanced programme of work was allowed in a class called S 7. This syllabus met with much criticism from several points of view. One criticism was that a want of co-ordination existed between the work done in the primary schools and that done in the secondary or technical schools. Another was that, as most of the children' who were trained under the primary system left school at ages varying from 13 to 15, their education had not been practical enough for the needs of their daily life, and that the curriculum did not make sufficient provision for a training to lead to either industrial or agricultural occupations. Another, and probably the most influential of all in leadingto the proposed changes, was that many’ bright children who did not reach the secondary school until ages varying from 13 to 14, might very easily have had an earlier introduction to what are called secondary subjects, such as languages, mathematics, different branches of science, etc., and thus have benefited more by a longer instruction in these- subjects before leaving school. In addition, pupils who wished to proceed to a university course would also benefit by being able to obtain greater familiarity with such subjects by this lengthened course. As far as curriculum is concerned, the problem for a primary school syllabus was a dual one. A good general education had to be laid, but at a certain point such a curriculum had to be elastic enough to enable the pupils to proceed in several directions; one leading eventually to the university by a greater attention to classical and scientific subjects and the other, perhaps the more important for the community' as a whole, dealing more with practical work preparatory to the needs of industrial or agricultural life. No primary syllabus should deal with trades or occupations, instruction in these should be given in special or technical schools, but the primary’ syllabus may endeavour to give a trend to the training of boys and girls who afterwards wish to follow a special trade or occupation. A syllabus leading to a classical course, and also to a practical course, should have a general foundation. If this foundation be called the primary course, the other courses from the time when diversion begins, may be termed post-primary. The problem was to determine practically’ when a primary course should merge into a post-primary. “ The scheme which we advocate,” says the Hadow Commission (1926), “can be simply’ stated. It is that between the

age of 11 and (if possible) that of 15, all the children of the country who do • not go forward to ‘ secondary’ education ’ in the present and narrow sense of the word (meaning the classical course alluded to above) should go forward none the less to what is, in our view, a form of secondary education, in the truer and broader sense of the word, and after spending the first years of their school life in a primary school should spend the last three -or four in awell-equipped and well-staffed modern school (or senior department) under the stimulus of practical work and realistic studies, and yet, at the same time, in the free and broad air of a general and humane education, which, if it remembers handwork, does not forget music, and, if it cherishes natural science, fosters also linguistic and literary studies.” Before 1894 Britain had established “ higher grade ” elementary’ schools, giving instruction beyond the seventh standard. America, by establishing in some of the States, junior high schools, had also made an attempt to solve the problem. Both attempts seem to have been made by educationists holding the opinion that some subjects, hitherto looked upon as secondary, pure and simple, could begin at an earlier age than either the British or American systems then permitted. The principle adopted was practically the following:—“That education should ;be regarded m such a way as .to make eleven (11 or Ilf) normally the close of the primary or preparatory’ course. This principle was practically, followed by New Zealand when it began experi-

meriting with the junior high school system. As the age of 11 practically corresponded to the end of a Standard IV and the beginning of a Standard V course, the first junior high school established was made a separate entity, and admitted all Standard V and Standard VI pupils from neighbouring primary schools, thus decapitating these schools at the end of the Standard TV course." Further experiments were made by establishing junior high schools and attaching them to secondary schools already in the ndeighbourhood. At first Britain attached the advanced instruction classes to the elementary’ schools, and called these schools “ higher grade elementary schools,” but later central schools were established for practically a post-primary’ course. Of these London alone had 71 in 1927. Thus there arose the problem whether the post-primary course should be a separate entity, or remain attached as a senior department to the primary school, or be made the junior part of an already established high school. Some educationists in the Dominion were of opinion that New Zealand could solve the problem by an adaptation of her district high school system. Finding himself faced with a number of applications for the establishment of junior high schools in all parts of the Dominion, and seeing that the expenditure on those already built had been considerable, the Minister of Education began to think whether all this extra expenditure was justified. On inquiry, he came to the conclusion that, in the meantime, no more junior high schools should be established. He, however, set up a Primary School Syllabus Revision Committee to report on the question generally, to make recommendations for improvement in the curriculum, and, inter alia, “to report whether it is possible, without additional expenditure, to provide expurgatory courses in the Standard V and Standard VI curricula in order to ascertain the pupils’ aptitudes for or u-nt, toward different types of occupation.”

uiir, ...port has not yet been published, but it has been considered by’ a conference of inspectors, and the conclusions arrived at have been reviewed by the principal officers of the department and thrown into the form of a “syllabus of instruction for public primary schools covering a complete programme up to a three years’ course beyond that of Standard IV. The aim of the department was to endeavour to meet the criticisms mentioned above, and in doing so it has drawn up a syllabus intended to meet the requirements of a good general education, and has provided a variety of curriculum as far as is practicable for children of varying tastes and abilities. A cursory glance at the principal changes seems to indicate that the work has been well done. That, when put into operation, it may be found necessary to make revision from time to time, will cast no reflection on the different bodies who have been engaged on this work, for every’ country which prides itself on its system of education has found it advisable to revise its programme every few years. Changes will be necessary in organisation and administration, but that there are no revolutionary changes in the curriculum itself is due to the excellent work done by' Mr Hogben when he changed the New Zealand syllabus from a rigid to a flexible one, and also to the work of the directors who followed him, and who in conference with the inspectors made changes from time to time ill order to meet the trend of educational thought. THE SYLLABUS. A syllabus of such a nature as the department aimed at must comply with certain conditions, it must be elastic, it must give more freedom to the teachers, and it must be mainly’ suggestive in the prescriptions laid down. These conditions have been complied with for the general introduction states. “ Teachers are to consider themselves free to make any alteration or rearrangement of work they think desirable, and the inspectors will approve, any’ reasonable scheme that appears to meet the needs of children of a particular type or of a particular locality.” Each subject of the curriculum is no longer to be treated as if it were in a water-tight compartment, and teachers are to be allowed to transfer parts of a subject from one class to another. While an attempt has been made to make the syllabus much more definite than its predecessor, this does not mean. any’ ap.proach to rigidity. On the contrary’ the freedom allowed to the teacher entirely counteracts a tendency of this kind. Definiteness is intended merely as a guide to the younger teacher and gives him a greater scope in making selections for his own programme. No longer will the charge of an overloaded syllabus have any justification—if it ever had —for the freedom now definitely given removes the possibility of any such imputation. More rapid promotion of children of quick and bright intelligence that these may reach the secondary’ school at an earlier age than at present, is recommended. In the past only’ a few teachers availed themselves of this privilege, but pow that the syllabus definitely urges a teacher to promote a pupil who shows ability to cope with the studies of a higher class, even if he has not mastered’ all the details of his present class, such promotions should be more .frequent than they have been hitherto. ENGLISH. Greater prominence than heretofore is ■given to the teaching of English. The syllabus emphasises at every stage the importance of accurate speech, correct spelling, correct arrangement of ideas, and the extension of the child’s vocabulary. The teacher’s aim should be to develop in his pupils facility in speaking the language correctly, expressing their thoughts clearly, fluently and correctly in speech or in writing. The pupils are to be trained in the proper use of books, so that an appreciation of English literature may be fostered.

No particular method of teaching reading is prescribed for the preparatory classes, ,but suggestions are made to guide the teachers. 8 In the standard classes the school journal and supplementary continuous readers are prescribed, and silent reading is to be encouraged and to receive greater attention as the pupils progress. Dramatisation is tQ be introduced to assist comprehension and appreciation,

and dialogues and scenes from plays are to form part of the programme for recitation. In Standard V (or Form I) debates, dramatisation, and short prepared lecturettes are to be given by individual pupils. Free discussion is to form part of all branches of classwork. The study of easy examples of figurative language such as metaphor, simile, etc., and the simple appreciation of metre and rhyme introduced in Standard VI (or Form II). In Standard VII (or Form III) a special study is to be made of two English classics, one prose and one verse. Elementary lessons in either French or Latin are to be given in Standard VII. French is to be taught by the direct method. Special instructions are laid down for spelling. It will be interesting to business men and others to learn what the syllabus, say’s about writing. No particular style of writing has been made compulsory, but the pupil must be so taught that by the time he is to enter Standard V (borm I) he shall have acquired mastery of a cursive style of handwriting, whether it be developed through print-script or through muscular face-arm drill in purely cursive forms. It will be noted however, that in the syllabus teachers are advised to adopt print-script in the preparatory division and a free style of cursive writing in the standard classes. GRAMMAR. Grammar, over which there have been many arguments, “is given a place if only a subordinate one in the school curriculum. Such grammar as is included is of the type that may be termed “ general grammar,’ or the grammar common to most modern languages. Grammar of this limited and general kind is likely to be of service to the pupil when he subsequently begins the study of a foreign language and of service also when he finds instant decision necessary' as to the accuracy of alternative forms of expression.’ Compared with the earlier programmes in grammar, it may be said to be now more functional than formal. ARITHMETIC. The programme in arithmetic has been considerably lightened from the preparatory class upwards. Tha aim has been (1) to secure mechanical accuracy in every class, (2) to make the teaching practical, so that school arithmetic may be related as closely as possible to the arithmetic required in everyday’ life; and (3) to provide an introduction to elementary- mathematics. It is not considered that more than four hours per week should be devoted to the subject. At the discretion of the head teacher, girls of Standard V and Standard VI who take needlework may be exempted from elementary mathematics. Practical geometry and symbolical expression, introductory to geometry and algebra, are introduced in Standard V, and additional mathematics in algebra and geometry in Standard VI as optional subjects for advanced pupils. A definite programme in arithmetic, algebra, and practical geometry is laid down for Standard VII. An optional additional programme in elementary mathematics is laid down for advanced pupils, and an optional programme in book-keeping is also laid down for this standard. HISTORY. The revision is mostly on the lines already in the syllabus, although a little more attention is given to New Zealand history. GEOGRAPHY AND NATURE STUDY. As far as possible a pupil should secure his facts first-hand, and therefore encouragement is given for out-of-door work, both in regard to geography and Nature study, and more attention is paid to realities than to words in text books. Excursions and visits to various places are strongly’ recommended, and the study as a whole should begin from the study of local geography, and extend outwards to the study of the world in general. Nature study is more localised, and leads up to general science un the upper classes. DRAWING, HANDWORK, AND MANUAL OCCUPATIONS. Drawing, handwork, and manual occupations are planned, as it were, to develop the creative power of the child, and also to allow it to feel the satisfaction of doing something for others. These occupations, without unduly- forcing a correlation, should be arranged so as to enable a child to gain a clear conception of the general contents of the subjects of instruction. MUSIC. The programme in regard to music evi- 1 dently shows the influence of the new director. The aim is to awaken the imagination of the children, and widen their capacity for artistic self-expresson, and also to cultivate a musical ear and a love of sweet sounds, to train the pupils in the use of their voices, and gain some elementary knowledge of music in addition to laying the foundation for further progress, and finally to develop a musical taste. OTHER SUBJECTS. Programmes are mapped out for hygiene, first aid, and physical education Throughout the syllabus attention is called to the value of moral instruction.

“It is a scandal! The papers say that the prices have come down ! ” “ Maybe, madam,-but in this shop we do not read the papers.” —Buen Humor, Madrid.