THE SCHOOL SYSTEM.

Waikato Times, Volume 113, Issue 18874, 18 February 1933, Page 14 (Supplement)

THE SCHOOL SYSTEM.

CHANGES OUTLINED. j AN OFFICIAL BTATEIWENT. j SOME CRITICISM. ; The Chief Inspector of Primary School, Mr N. T. Lainbourne, in an address at Wellington, gave an outline of reoent changes in the primary school system of the Dominion, and indicated the scope of changes now in progress and those to be effected. He began his address with an explanation of the reorganisation that has taken place in recent years' in England and America. He said that Junior high schools had spread throughout the United States and Canada, and were to-day an integral part of the education systems there. In New South Wales and Victoria, hut especially in the former, primary education hacl for many ended at about eleven years. Advantages Claimed. Mr Lambournc, after giving information concerning the Intermediate schools In New Zealand, proceeded to explain the advantages, claimed for the intermediate school, as follows: — Smaller Classes. —The provision of one teacher for each 40 pupils on the roll on March 1 will make the classes smaller than they generally are in the contributing schools. Specialist teachers are also provided as in the post-primary schools. j Better Glassification of the Pupils.— > When the Form I and Form II pupils ‘ from the contributing schools are gathered into one school, it is possible to classify them in accordance with their natural aptitudes and inclinations. The pupils can be taught ac- 1 cording to their particular requirements because they can be arranged in more or less homogeneous groups. A number of the pupils will show a bent, even at this early age, towards book-learning. These are the children who later will enter the secondary schools and the university to prepare for entry into the professions. 'For them a language and mathematics will be included in the course. These pupils will make more rapid progress In a class composed of pupils with the same aptitudes than they will in Form I or II in a public \ school. Other pupils, with just as much mental capacity and no less aptitude show a bent towards practical studies. They are not attracted so much by academic studies, and include many able children who are in danger of losing their self-respect when in competition with children for whom a course that is mainly literary is provided. It is possible in the Intermediate school to provide a suitable course for these pupils, a course that will probably Include mathematics and certainly additional manual training,'or instruction in home arts, or art, or commercial subjects or agriculture. Greater Progress of the Pupils.—■ When courses are made to suit the pupil, instead of fitting the pupil into the oourses provided, greater progress is made. A higher all-round standard of education is attained and greater happiness Is secured. A Trylng-out School. The Intermediate School is a Try-ing-out or Exploratory School. —When the-Form I pupil comes to the Intermediate School the principal must take into account the report of the head teacher of the primary school last attended. From this he ascertains the aptitudes that the pupil has shown during his primary course, and provides for him accordingly. If the Judgment seems to be correct the pupil will continue with the course

he has begun, but If there Is doubt, the prinoipal, after consulting the parent, may change his course and try him in another. With the opportunities for -better classification and change of courses it is reasonable to expect that at the end of the two years in the Intermediate School & sounder opinion can be given concerning. the nature of the future education the pupil should undertake. The Effect cn the Contributing School. —The remaining pupils are more nearly of the same age, and, with few exceptions, are children who are not yet on the threshold of adolescence. The Standard IV pupils become the ’top" of the school and quickly assume the responsibilities of leadership, an opportunity they do not get while Forms I and II are present. English Experience. I Jn conclusion the speaker quoted from the English Board of Education's pamphlet, "The New Prospect in Education” (1925): — (a) “It is tiie almost universal experience that the junior school (i.e., the Intermediate School) once established as a separate institution, receives a healthy stimulus and a definite aim. The general standard of attainment rises and the brighter pupils make a rapid advance without cramming."

(b) "It has always been found that the Junior schools have provided more scope for interesting and effective work than the corresponding standards in schools of the traditional type. The level of attainment is rising and it has been found that the work required of the teachers is as interesting and exacting as that in senior schools.” (c) "The function of the Junior school (1.e., . Intermediate School, in New Zealand) is comparatively simple. ■lt is to prepare children for the more diversified development of the senior stage, that is, to give them mastery of the tools and elements of instruction and to enliven and open their minds for the more complex courses of the post-primary schools; its share, therefore, in the general system of education is one of great importance and dignity." (d) “Teachers who have been able to obtain good results under the old system will have far wider opportunities for good work under the new conditions.” Questions and Comments. ■ln reply to questions, Mr Lambourne said that as far as the teachers were concerned, the cost of the new system would not be much greater than the existing cost, because the teachers In the intermediate schools, except in very large schools, received the same grades of salaries aa the teachers who taught the pupils in. Forms I and II in th<§ primary schools. Mr J. Ilennesey said he rather doubted the wisdom of adopting th» proposed change in regard to intermediate schools. 'He thought 16 would bear investigation to see if It would not be preferable to spend the monev which would be required fop establishing intermediate schools in improving the primary schools. Mr N. A. Ingram remarked that no definite plan had apparently been laid down by the Education Department. Ha agreed that it would be better to improve the primary schools rather than expend the money on Intermediary schools. It would, he thought, bo better to defer action in regard to lnteremdiate schools. In a general discussion which followed, the opinion was expressed by several speakers that at the present time there were not sufficient funds to carry out a complete intermediata school system, and that the adoption of a system piecemeal would upset the primary school system, and no advantage would be gained.