MUCH ACCOMPLISHED

Te Awamutu Courier, Volume 66, Issue 5601, 5 April 1943, Page 2

MUCH ACCOMPLISHED

REVIEW OF EDUCATIONAL SCHEME COMPREHENSIVE FEATURES MAKING GOOD CITIZENS On a recent inspection of the District High School, the visiting officials asked for the following information, which is now published in the hope that it may have some interest for parents. The report was prepared by Mr G. S. Maloney, first assistant. The aim of the school is to provide a sound cultural foundation for all, rather than to equip pupils academically. This involves an application of democratic principles and also the provision whereby other people may cooperate with us in giving the pupils a balanced system of training. Many of the school’s outdoor activities are operated through the Prefects and the House system. There are four Houses in the-school, to each of which is attached two girl and two boy prefects elected each year. The election gves the pupils the right to reject a prefect of the previous year, all prefects in the first instance being nominated. The Houses are then established by selection by the prefects.

From this stage much of the outdoor activity is controlled through the prefects. On the sports side, we carter for ball games, swimming, athletics, tennis, quoits, softball as well as the usual other games. In swimming, for example, every inducement is given to House leaders and members to train all non-swimmers in that House, points for this activity not being allotted solely for individual swimmers’ performances over distances. The ball game points secured by each House are added to their athletic points, and so on. Every attempt is made to maintain a balance between the usefulness of a pupil as an individual and as a member of a group. The tidiness of the grounds is also maintained through the Houses and their prefects, each House having a week of duty in turn. These duties include care of the clock rooms, disposal of lunch papers, inspection of lavatories, distribution of apples, control of pupils desiring to go up town, and similar matters. Prefects also control School Socials, make supper arrangements, etc. The broader constructive phases of school environment undertaken by boys specially chosen e.g., lawn mowing; or by agriculture groups, as for example, planting of shrubs, shifting of fences, etc. The drill squads function to give prefects opportunity for leadership and command, prefects being assigned to squads and work under the drill teachers’ guidance. Co-operation is sought at all stages. Where funds are required for school purposes, we, through the pupils, work in hand with the Parents’ Association or any other interested bodies. The latest example is the cooperation with the Plunket Society in the establishment of a nursery, in the course of which many other groups have also been brought in. Toys have been made in the woodwork room and coloured in the Art room ; the domestic science groups have a big share in this interesting activity. Every attempt is made at co-ordin-ating class activities. The metal work classes, for example have functioned in at least two directions. (1) In co-peration with the E.P.S., in providing stirrup bucket pumps and stretchers or similar material. (2) In providing rakes and hoes for example, for the agriculture classes. Similarly, the woodwork room makes its contribution. Beehive equipment and a poultry house are forming part of woodwork projects. The provision of some equip-: ment has been a contribution by both. Every attempt, too, is made, to give to boys desiring such, facilities for going to the garage to observe and participate in activities, such as changing tyres or wheels, observing engine parts, cleaning and replacements, using the bowser, learning the use of garage equipment and the- like. Similarly, any lads keen on aspects of electricity are encouraged at act. Two of our last year’s pupils were responsible for putting in more bellbuzzers. Likewise they operate and attend to the repair and functioning of the loud-speaker equipment.

Another phase of outdoor activity not listed within -the curriculum has been the establishment of a gardening area, designed chiefly for the purpose of giving pupils the opportunity to make some acquaintance with- garden practices and seeds and vegetables. Although the return has not been a highly lucrative one so far, it has : returned a goodly quantity of produce 1 and more receipts than expenditure; ! at the same time it does provide a mental break at certain periods of the year. With further cultivation this year the plot promises to be a source of stimulation as well as of profit. Through it, as well as through other channels, the- pupils participate in the raising of funds which provide for amenities that might or would be otherwise difficult to obtain. Few schools possess the number of basket balls or sports material we have which has been provided by some effort on the part of the pupils. “Clubs” is 4 another phase of school activity not bounded by a syllabus. As far as possible we try to allow each pupil to join that club from which he is most keen to derive some benefit. Here again, the principle of co-operation is in operation. The Careers Club, for example, depends for its success on the degree of contact maintained with the outside comminity. The Models’ Club will depend, likewise on its success for co-operation within the club. This year we are 1 attempting also Maori Club in addition to such others as Red . Cross (again involving outside co-operation), Science, Drama, Arts, Woodwork, and the other manual activities. The school library operates with

the aid of the Country Library service. Here again, pupils responsibility is established, monitors working on a roster. The majority if not all of these give their service voluntarily. We have a similar voluntary service in Traffic control boys who direct the school population movement (on bicycles especially) after school. The whole trend of outdoor activities is to provide an environment in which the pupils live, to the highest possible degree, a commonsense life, in which harmony, co-operation, responsibility, good methods of approach, respect for others, and similar virtues are developed through a system operated for the pupils by the pupil.