The Waipawa Mail. Published Tuesdays, Thursdays, & Saturdays. Saturday, October 23, 1897. THE EDUCATION SYSTEM.

Waipawa Mail, Volume XXI, Issue 3667, 23 October 1897, Page 2

The Waipawa Mail. Published Tuesdays, Thursdays, & Saturdays. Saturday, October 23, 1897. THE EDUCATION SYSTEM.

A groat many persons throughout the colony who hare interested themselves in educational matters hare come to the conclusion that the time has arrived when some modification of the system should be made. It cannot be denied that the syllabus is overcrowded, that pupils are not thoroughly grounded in those essentials of education which are to stand them in stead in after life, and that the children who attend the State schools have to bear a constant strain upon their memories without having their reasoning faculties developed. The fact is beooming more patent every day that we are not getting value for our money in this direction. The “ pass ” system is responsible for a deal of “ cramming,” and so long as it is in force, teachers in their own interests and often against their will, are compelled to train their pupils to negotiate a certain number of educational obstacles every year. In order to do this it is necessary that many plodding but not over bright pupils have to devote considerable time to what are known as “ home lessons." No parent having the welfare of his children at heart would object to a reasonable amount of time being devoted every night to the preparation of the lessons for the following day, but the requirements of the syllabus necessitate too much time being devoted to this purpose. In many instances parents refuse to have the health of their children ruined by the eicessive demands made upon time that should be devoted to play, and we must confess we sympathise with them. We notice that the Dauevirke school committee have protested against the amount of time that children hare to devote to home lessons and the Inspector of Schools reported as follows to the Education Board :—I think it a pity that committees Bhould endeavor in any way to limit the influence and authority of teachers. Under the- standard regulations a teacher has a definite amount of work to do, and he should be allowed to exercise his judgment freely as to the best way to do it. A fair amount of home work is necessary, and children should be trained to expect lessons and encouraged to do them. Besolutions passed by committees which limit or tend to limit in any way the authority of teachers has a bad moral effect upon the children, and it would be much better to issue a ‘general circular’ to teachers, suggesting that home tasks should be limited to 45 minutes’ preparation below standard 111,, to 60 minutes below standard V., and to 90 minutes in the ease of senior pupils. As to

whether the home work should be written in exercise books or simply memorised, the principal teacher should be the sole judge.” As was to be expected, the Board agreed with the Inspector, and the system of cramming continues with the Board’s approval. The Lyttelton Times, in au article ou this question, voices public opinion when it says that the scholars who were turned out ten or twelve years ago, were in every way better grounded, more thoroughly taught and more fully acquainted with general ideas and principles than the average scholar who passes to-day through the Sixth Standard. The fact is that a vicious principle has been established, according to which each child, whatever his ability, must be advanced a standard each year. The whole system of teaching, therefore, is one of mere cram, from the first standard to the last. If any evidence were needed to prove the truth of this, it is to be found in a recommendation of the teachers themselves, made through their Institute, that seventh standard should be established. They find that children are hurried through the six standards in six years, and arrive at the end of their course at the age of eleven or twelve, possessed of no more general knowledge than a Third Standard child ought to have. The school hours are supposed to be from nine o’clock to three ; but what school is there that does not extend its time to four or even five o’clock for the purposes of additional cram ? We are convinced that so loDg as the percentage of passes in the Inspector’s examination is allowed to govern a teacher’s salary or position so long will this evil state of things continue to exist. The remedy will be found in a more thorough method of teaching which will not require children to be turned out in exactly the same mould without an idea beyond the demands of the syllabus.