THE SCHOOL SYLLABUS.

Taranaki Daily News, 14 October 1933, Page 6

THE SCHOOL SYLLABUS.

The ably-expressed concern of Mr. L. J. Wild, principal of the Feilding Agricultural High School, at what he terms “the pernicious system that permits our .schools to be dominated indirectly by university professors whose vision is limited by specialised and academic training and experience” revives once more the frequently recurring question of whether our educational system has kept pace with the times. One is compelled to the conclusion that it has not. “Art for art’s sake” may be sound and desirable, but learning merely for learning’s sake has outlived its usefulness. To turn a neat and graceful Latin phrase was once the hall-mark of the cultured, until it became the accepted standard of education to be on speaking terms, no matter how awkward, with Latin and Greek. No one ever seriously challenged the value of such learning, arid the conservatism of the educational system was perpetuated amazingly. It is true that a knowledge of Latin, from which a large part of the English language is derived, is of assistance in preserving purity of diction. Knowledge of history is of even greater value as a mirror of evolution and for its inspiration and its warnings to those who interpret it correctly. But with the vast increase in problems affecting our daily life there Is a distinct limit to the value of the study of dead languages and ancient history. There is so much to learn that it is imperative to regard it all in proper perspective. If more attention were given to modem history and current events children would be far better equipped to face the world than many of them are to-day when they leave school. The examination system and departmental control of schools have serious weaknesses. A certain amount of national organisation and supervision is necessary to ensure reasonable efficiency, and too great an extension of the accrediting system in lieu of examinations gives opportunity for a lowering of the standard of culture and even serious abuse. But there is too great a tendency to educate children to a hidebound syllabus years behind its time, and to turn out from our educational institutions an unlimited number of young people conforming to the departmental pattern. The point raised by Mr. Wild is is one worthy of serious reflection.