UNIT DISCUSSES EDUCATION

Cue (NZERS), Issue 2, 30 June 1944, Page 1

UNIT DISCUSSES EDUCATION

MANY interesting conclusions have been reached to date on various topics discussed by Units and groups in 2 NZEF, and reports indicate that given the opportunity personnel have shown increasing enthusiasm over the prospect of expressing their views. There has also become manifest a desire that these opinions ‘should be collated and recorded. for future reference.

It is with this in mind, then, that the report of a recent discussion on Education is outlined. Some idea can be gleaned by Discussion Leaders as to the opinions expressed and r the conclusions reached. In order that opinions expressed in 2 NZEF can, for the purpose of compilation and recording, be adequately covered, Discussion Leaders are asked to forward to NZERS, from time to time, any worth while discussions, their trends and findings. Thus the discussion plan will be carried to its logical conclusion and the greatest benefit to all will thereby be derived. When sufficient material on each subject has been collected and findings assessed, a summary of these will be given in « Cue » from time to time. UNIT DISCUSSION. Following a discussion on the population question as affecting ( hiZ, and the methods necessary to remedy the downward trend of the birth rate, says the report, this unit, after considering the various economic factors involved, suggested that an improvement could best be achieved through a revision of the present education system , in NZ, and its adaptation to provide a stronger link between the school and the parent, with the result that the authority of both could function jointly and harmoniously and with the maximun benefit to the child. Opinion definitely tended towards the maxim that the parent required educating to appreciate

what the child was learning and how best this could be furthered and consolidated in home life. The present primary school system was then discussed with particular reference to its influence on the home life of the child. It was . suggested that the authority of the teacher was liable to become paramount, but on the other hand the group was in agreement that the interest of the parent in the child’s school life was generally confined mainly to examination and sporting achievements. NOT EVIDENT. Direct interest in what was being taught was not evident, and the only time full co-operation, between the parent and teacher became a reality was' in the case of a correction often beyond the teacher’s jurisdiction. , In fact there was a general failure on the part of thq parent to respond to the efforts of the teacher, particularly on special occasions when the attendance of the parent at some particular function would assist to strengthen such a desirable liaison. INDIVIDUAL CONTROL. To overcome the detrimental effects of mass education, greater individual control through the appointment of larger teaching staffs was advocated. Greater stress was required in enforcing and practicing the moral code in school life, although it was, pointed out at this stage that when the question of the moral code was brought forward it was liable to become confused with religious

questions, with a resultant tendency to cover the subject only superficially. The need for a greater variety of social studies to prepare -the child to embrace an earlier and fuller understanding .of the responsibilities of citizenship and allegiance to the State, was stressed. It was generally ,agreed that a system of adult education to enable parents to understand and co-operate with the . present trends was urgently required. In dealing with secondary school education there was a striking unanimity in the belief that in this avenue parents were even more out of their depth in cooperating with the teacher and his knowledge of what was required to facilitate a pupil’s education. SOCIAL DIFFERENCES. Another difficulty created was from the fact that it was at this stage that differences both social and economic, became manifest. Comparisons were made with advantages enjoyed by other pupils in their homes to the detriment of his own personal standards, while, it was freely admitted, it was at this period also that on various tonics opinions were being formed which often conflicted with those, held by the parents. CO-EDUCATION. The question of co-education was productive of many diverse opinions. It was held by some that introduction of mixed schools in the Dominion had been brought abdht mainly by economic considerations and had not formed the basis of a planned experiment. For instance, in educating a class of boys and girls of the same age, it was realised that, physically, girls were superior by almost two years, and on this account there was a definite tendency for boys to develop an inferiority complex. It was also held that in unmix-, ea schools each sex would be able to develop its individuality with a greater degree of success.

Another speaker contended that while it seemed contrary to principle to separate adolescents, who later on would necessarily live their lives together, he favoured segregation at this vital stage of their education. As against these opinions r ere those held by other speakers who maintained that the relationships between the sexes would be facilitated and that adjustments would take their normal course without detriment to either. NO DIFFICULTIES. / In such schools, it was added, only basic subjects were taken together and no undue difficulties were created for either pupil or teacher. On the matter of sex education general agreement'was reached on the principle that the foundations for this and the initial training should be given in the home, with supplementary and necessary additions by the teacher. Thus once again the , discussion centred back on the necessity for parental education or instruction on the matter of learning their responsibilities for co-operation with secondary school authorities. As far as university education was discussed, it was contended that there was a distinct tendency on the part of male students to look on women students as being inferior, separate organisations within the universities were a rule and that as far as bringing the two parties together, this had not been achieved. MOST IMPORTANT. : Thus it will be seen that while many interesting conclusions were reached from a variety of opinions, adult education; or some method to familiarise parents with their responsibilities to the child and the teacher, was declared to be of ' paramount importance. Co-education required careful planning, greater variety was needed in social studies, and more individual interest and control ■were essential for the successful and complete education of the child.