The Daily News SATURDAY, DECEMBER 28, 1929. EDUCATIONAL AIMS.

Taranaki Daily News, 28 December 1929, Page 8

The Daily News SATURDAY, DECEMBER 28, 1929. EDUCATIONAL AIMS.

The close of the school year brings with it, as a matter of course, numerous reports and addresses at the ceremonies connected with the occasion. Parents and others interested in educational problems and aim should find much food for thought in the various themes expounded by the heads of schools, colleges, and experts. At the same time, many of those who becoire acquainted with the subject mattei’ of the pronouncements may be pardoned for an occasional bewilderment arising from conflicting views expressed. There are, however, so many phases of school life and the general aims of education that every contribution to the main problems should be welcomed, for it is only by examining divergences of opinions and convictions that progress towards the ultimate good of education can be facilitated. It has to be remembered that although there are prescribed curricula for primary, secondary and university establishments, there are many avenues of life after the close of the varying periods of tuition; therefore, in the main, there must be two classes of education, the first being general, and the second special. Although there must necessarily be in force certain general principles designed to obtain systematic methods in the whole scheme of education, yet no head of a school or other educational establishment can be worth his salt ii he does not have his own views as to the most successful means of attaining the aims of the system as a whole. The larger the school or college the nearer it approaches in the abstract to the constituent elements of a community, so that whether the pupils do full justice to their abilities depends not so much upon the curriculum as upon the personality and ability of the headmaster or headmistress. The ideal head of a school, whether it be primary or secondary, is one whose influence over the pupils is actual and durable; whose precepts and example are such as to make a lasting impression on the scholars—a guide, philosopher and friend. Such chiefs are all too few; they are born, not made. Those who have read the published report of the headmaster of King’s College, Auckland (Rev. H. K. Archdall) could hardly fail to be impressed with his view that higher education should be given to boys who at present leave secondary schools to enter upon commercial or agricultural pursuits. As a headmaster, it can readily be understood how strongly he deplores that so many boys who' • take the commercial

and agricultural courses do not stay at college for the whole of the secondary school course of at least four years. The subject is one that has produced considerable difference of opinion as to where theory should end and practice commence- There was, however, one important phase of scholastic ethics mentioned by Mr. Archdall as to which there should be general agreement. He said: “We are sure that it is not advisable to segregate in different schools boys who take different courses.” The reason advanced for that opinion was incontrovertible, namely, that the mutual impact of different kinds of temperament and outlook is in itself a creative and broadening influence. Such an ideal pointedly illustrates the great difference which exists between education in its real meaning and the mere giving of information. That Mr. Archdall is animated by high”ideals is to be seen from the fact that his aim is to send out into the country districts young men of intellectual culture possessing the power of moral and social leadership, for it is, he contends, such men who will help to raise the general level of country life and help to stop the drift to the cities, which has, he considers, assumed dangerous proportions in New Zealand. The crux of his address is to be found in the contention that boys who underwent a longer period of organised education at school, and possibly the university, would have the opportunity of offering their more highly trained services for posts of special importance, but it cannot be forgotten that education must necessarily be in the main for ‘ ‘ general utility purposes.” If that education is thorough the majority will benefit. Specialists come in another category.