HOME & SCHOOL ASSOCIATION

Putaruru Press, Volume XXI, Issue 1231, 15 May 1947, Page 4

HOME & SCHOOL ASSOCIATION

HEADMASTER’S ADDRESS There was a fair attendance at the Putaruru Hpme and School Association meeting held on Thursday last. Mr. T. L. Pearce presided, and was assisted by the secretary, Mr. A. M. Shanks. Picture Benefit Tile secretary reported that a picture benefit night, organised by the special social committee formed to raise funds, for improvements to the school grounds, had realised the sum of £3l net, a most satisfactory result. It was decided to write thanking the theatre manager and his staff for their services, given free for the occasion. It was also reported that approximately £2O had been raised on the competition for the doll’s set of furniture, made and donated by Mr. Phillips. Appreciation of Mr. Phillips’ fine gesture was placed on record, amid acclamation. Mrs. J. R. O. Lochhead proved the winner of the competition. Passing of Stationary Buses On the motion of Mrs. Morris, it was decided, to write to the Minister of Transport and to the Automobile Association suggesting that some action be taken to prevent traffic from ' passing stationary school buses. The mover of the motion pointed out the danger involved when buses stopped to let children off, particularly on) main roads. Headmaster’s Interesting Address The speaker for the evening, Mr. T. H. Sissons, headmaster of the Putaruru District High School, thendelivered an extremely interesting address on “The Purpose of the School.” The school as a whole, stated Mr. Sissons, was under the jurisdiction of the head teacher who was responsible for (1) the standard of work, (2) the tone and discipline of the school, and. (3) the general environment. In order to function smoothly, the school is divided into three main sections: Infants, primary and postprimary. Within these departments teachers with specified duties assist in co-ordinating the work from Primer 1 to Form 6. The curricula of all these classes have to be carefully graded, and; must allow for continuity and progress, so- that gaps, and/or too much overlapping in subjects from class to class are avoided. The work of the primary school must dovetail into that of the secondary, particularly in what may be called l the bread and butter subjects, for in the secondary department new subjects are introduced. To ensure harmonious progress and development it is essential that class teachers are conversant with the work of at least three-classes: (1) The previous year’s work, (2) the present year’s work, and (3) the succeeding year’s work. This knowledge is of primary importance at the Forms 2 and 3 stage where the greatest change occurs. During recent years, continued the headmaster, many changes have been made in the curricula of schools. The changes occurred in primary schools several years before the changes in secondary schools. This led to a certain amount of confusion, and was responsible for a good 1 deal of criticism levelled at primary schools by teachers- of secondary schools. Recently the post-primary curricula have been remodelled and brought more into line with the primary, so that in future the transition should be effected with much less dislocation.

The main changes have been ir. the following subjects: English, arithmetic, spelling, geography, and history—the last two now being known as social studies.

In English, stated the speaker, the modem tendency is to eliminate a great deal of the formal grammar —a good thing in itself, pro-vide-1 that sufficient is retained to afford a background for the understanding of the use of words in the sentence. Far greater stress is laid- on developing in pupils the ability ,to express themselves correctly and lucidly, not only in written work, but in oral. -Mr. Sissons also dealt with the modern methods of teaching arithmetic, spelling and social studies. Comparing the old standards and methods to the new, the speaker stated that not many years ago, •children, unless they measured up to a certain standard of attainment, were retarded throughout their whole .school career. What did we find—several girls and boys in almost -hll (djasseg years older /than limit, classmates’ln some instances these children bdcqme the mi tit-of children of their tnvn age, developed an inferiority complex, and ai citizens plater in life were useless to themselves and to the community;

Others- agbin to counteract this tendency towards inferiority developed an attitude which the speaker, for want of a better term, called “the class fool”—.a type who to satisfy his ego had to act the ass under any and every occasion, in order to attract notice. He or she developed into a very disturbing element and upset the remainder of the class—to say nothing of the sorely-tried teacher. The third type, fortunately smaller in number, developed into outlaws, defied school discipline and later the country’s laws and often ended up in Borstal institutions or even- in gaols. These unfortunate children left school at the age of 14 or (if they could- get away with it) earlier, in standards 3, 4 or 5, hating. school and- everything connected with it. When we consider that education’s aim is character training, the old system, said Mr. Sissons, left a good- deal to be desired. Owing to that drift from schools-, it has been estimated that only about 35 to 40 per cent, of pupils entering schools m primer classes passed out at the top with a standard six certificate. Statistics may show that a greater percentage of standard six pupils in those days were more proficient in the three R’s, than the percentage from a similar number of standard six pupils to-day, but does this prove anything when it is remembered that they were only the survivors of a rather cruel system, whereas to-day every child who gives of his beet and attends regularly is entitled to a standard six certificate? The speaker considered it proved there was- still the non-academic pnp-il for whom a non-academic course must be provided. This course ha s already arrived in technical schools, and is spreading downwards to embrace pupils- in standard six as well. School’s Function in th'e District It is the head teacher’s duity to write into the schemes the spirit as well as the letter of the new outlook in education, said Mr. Sisson’s. Much of the good that might have been- derived from this new approach has been lost owing to conditions- brought about by the war years. Lack of experienced staff, a stream of relieving teachers, lack of equipment and- accommodation have all added to the difficulties during the transition years. These deficiencies, we hope, are a passing phase, and will right themselves in time. '

The ideal school should become the centre of social activities of the district, and when this conception becomes -generally recognised, we shall then -be able to say the school is fulfilling its natural and ordained function. Parents, pupils and teachers should on specified- days foregather at the school to put into operation- the ideal behind this association—that of bringing the home and school into closer contact. Week-end games, such as basketball, football, tennis, cricket, etc., should be played on the school grounds, and parents as well as staff should put in an appearance to show the children that their interests are our interests. It is axiomatic that example teaches better than precept. In these ways the school coujd be made to have a meaning to everyone, so that the whole district—parents, pupils, friends and staff would develop a pride in their school, which, carried to its logical conclusion, would develop into pride in themselves, pride in their work and pride in their town. When that stage is reached, concluded the speaker, the teacher’s life, unlike the policeman’s life of comic opera fame, would be a happy

one. Mr. Sissons received warm acola mation for his interesting talk.