TREND IN EDUCATION

Waikato Times, Volume 118, Issue 19758, 13 December 1935, Page 5

TREND IN EDUCATION

CHANGES AND REFORMS.

PROGRESS OF THIRTY YEARS.

BRITISH POLICY COMMENDED. Some, interesting comments on the trend of education over the past thirty years were made by the headmaster, Mr Eben Wilson, in speaking to-day at, the breaking up function at the Hamilton High School. Mr Wilson observed that many changes had taken place- in the schools during the past 30 years. In the elementary schools formal and mechanical routine had given way to a better order. The school no longer confined its activities to reading, writing, grammar and arithmetic with uninspiring history and a little statistical geography. The curriculum had been enriched and humanised by simple studies in natural history, drawing and modelling and by instruction in cookery and handicraft. More regard was paid to music and to physical development through appropriate training. In the secondary schools changes had come from the need of adapting courses of work to the changed and changing conditions of modern life.

No Stereotyped Curriculum

The stereotyped curriculum of 20 years ago had disappeared and every secondary school to-day offered a variety of courses. Handicraft had come to be recognised as an important part of secondary school work. Economics was now taught in the senior forms of most secondary schools. More attention was given to European history and to the history of our own time. Dramatic work had come to he regarded as a powerful instrument of education. Music -and art were beginning to find a place in every school, “Changes, too, have come In educational practice,” said Mr Wilson. “The aim of the good teacher to-day Is not so much to impart information as to train the child to learn for himself, to think out his own problems, to awaken such a desire for knowledge that the pupil will of his own accord continue his education long after school days are over. In the English lesson, for example, his main endeavour is to create a love for books and an appreciation of clear expression in speech and writing. In French, the work centres round the spoken language; its study includes some acquaintance with the life and institutions and history of the French people. “In science the hoy is no longer a mere witness of experiments carried out by the science master. He does his own experimenting and discovers facts for himself. Stress in all subjects is laid on cultural values. Teachers are better trained. They are more in touch with university life and better educated than they were. There is in consequence more co-operation, more sympathy, more understanding between master and pupil. We have made the discovery that the boy is a sensible fellow and will work best and behave best when treated as such. A new spirit has come into our schools as a result of better teaching and more humane methods of discipline. Britain’s Example. “It was good to read a few days ago that the English Government is embarking on a vigorous educational policy involving an additional expenditure of £12,000,000 during the next seven years. The leaving age is to be raised to 15 and reorganisation of the school course to proceed on the lines of the Hadow report, all ■pupils entering on their post-primary course as soon as possible after eleven. Amongst other measures contemplated is an extension of facilities for adult education. It is hoped that New Zealand, will follow the lead given. There is general agreement in educational circles here regarding the main lines of advance and the revision and readjustment of our educational system should no longer be delayed.”