PARENTS APPROVE

Wanganui Chronicle, Volume 80, Issue 104, 4 May 1937, Page 6

PARENTS APPROVE

INTERMEDIATE SCHOOLS I THE SYSTEM FINDS FAVOUR | HAPPY ATMOSPHERE PREVAILS : Something tangible in the way ot approval of the work of inter- ! mediate schools was offered at | last night’s annual meeting of ' parents of the Intermediate ! School in Wanganui. The mcetj Ing, which was a representative i one, unanimously carried a ino- ! tion expressing appreciation of ' the work ot the staff during the I year and support for the system I ot education which the school encouraged, those present endorsing the opinion that the school fostered a very happy and efficient atmosphere. The headmaster, Mr H. Rochefort, M.A., by special request, outlined the aims and objects of the Intermediate School in Wanganui. "This city was visited recently by Mr F. L. Combs, M.A., president of the New Zealand Educational Institute, and while here he gave an address to teachers, during the course of which he made critical reference to the work of intermediate schools,” he said. "His remarks were reported in full in the local papers, and again, in the teachers’ journal, National Education, they were given prominence throughout New Zealand. "Mr Combs’ remarks about the aims of intermediate schools seemed to me to be entirely wrong, and I wish, at this meeting, to combat them by giving you an account of our aims here. The chairman of the Education Board has replied to Mr Combs, and pointed out his inconsistency in saying that pupils of intermediate schools were a privileged class, and yet at the same time opposing the extension of their privileges to other pupils. What I am more particularly concerned with is his statement that the aim of the intermediate school was the highly specialised teaching of subjects and courses of subjects that it chose as its main objectives those that should be secondary. He went on to say that the prime aim of education was independent of mere instruction—it was the human relationship that was created between pupils and teachers.

"This is quite a serious charge to make against intermediate schools. It is certainly not true of this school. The aim this school has set before it since its establishment has been the full development of the child—the harmonious growth of its mental, moral, spiritual, social, and physical qualities. Nor is this merely an empty aspiration. I know of no primary school which does as much as this school does for the cultivation of the human relationships of the pupils, and for the complete development of individual personality. “To say, as Mr Combs does, that it has as it main aim the highly specialised teaching of subjects and courses of subjects is definitely not true. There are specialist teachers o:. the staff, and subjects are taught that are not dealt with in the oi dinary primary school; but these are not introduced inorder to produce mere technical skill; and to suggest, as has been done by implication, that the members of the staff are mere instructors, and not teachers in the truest sense, is a totally unwarranted aspersion, which, on behalf of my school, I very much resent. "How is this aim secured? In the first place, we attempt to group the pupils into classes of equal or similar ability. Having done so, we are able to secure the steady development of every child by helping it to work to its utmost capacity. In the ordinary class, where pupils of all abilities are placed together, the up-to-date teacher endeavours, by dividing his class into groups, to provide sufficient work for each pupil. Even when this is done, however, it is very difficult to avoid the condition where the brightest children slack and learn habits of indolence, and the dullest feel out of their depth and fall helplessly behind. Where no such grouping is attempted, this state of affairs is still further accentuated. "How different is the condition where the class, as a whole, is composed of pupils of reasonably equal ability. The bright pupils are given more work, and more advanced work and are kept constantly employed, so that they develop vital habits ot industry. The bright child who is so quick that he does not need to do any work, disappears in our system. In the same way, the pupils in each group are given work in quality and quantity suited to their needs and abilities, and each has his full chance of development to the utmost that lies within him.

“This system has the further advantage of doing away with the feeling of superiority on one hand and of inferiority on the other. We emphasise the equal inherent worth of all pupils and of all kinds ot work done. We endeavour to explain to the pupils that all have ability, but that this ability is of different kinds, no one of which is inferior to any other. The marked differences among the pupils themselves, with their disturbing influences, largely disappear with our system of grouping. We do not allow any class to oe regarded as a ”dua” class. "Then we are able to introdu.e different subjects for different groups. Those that have ability in this particular direction commence languages, or mathematics, or commercial or technical work. This serves the double purpose of introducing pupils graduall” to secondary subjects, so that they wiii not feel these entirely new and strange when they pass on to a post-primary school; and it enables the pupils to test themselves out in different courses, so that they will not need to find what they are best fitted for after commencing secondary school work. "1 cannot to strongly emphasise the fact that very much of the work of the school is done outside the classroom. The development of the moral, the spiiitual, the aesthetic and the physical sides of the pupils is of no less value than their mental ana academic development. We attach the greatest importance to the creation of a school spirit. In this hall, every morning, all the pupils of this school are assembled, and by every means in our power we endeavour to inculcate a school spirit and to lead the

pupils to fulfil our school motto: 'ad sumna intentes’—'striving for the highest.' No visitor can enter the school without recognising the existence of a powerful school spirit. "Games play a large part in school life and have the effect, not only of developing the physique of the pupils, but also of developing those qualities of leadership which are so necessary for our country's welfare. "The house system and the system of self-government by means of prefects, do much more, not only to develop leadership, but also to cultivate those social qualities which never appear unless produced at the appropriate time. By our numerous clubs, and other activities, too numerous to mention, we fill the lives and develop the many-sided interests of our pupils. "Finally, the most striking feature of the school is the happy atmosphere that prevails among the children. Nowhere could you find a happier school. This, in itself, is the greatest proof that our aim is not mere specialist instruction, and that here the true aim of education is being in large measure attained." The retiring chairman of the Wanganui Intermediate School Committee (Mr W. S. Jones) endorsed Mr Rochefort’s remarks. On the motion of the Rev. L. H. Ker, M.A.. the meeting placed on record its appreciation of the staff’during the year, and its approval of tha system fostered by intermedia! schools.