HISTORY IN THE SCHOOLS.

Press, Volume LXI, Issue 18412, 19 June 1925, Page 2

HISTORY IN THE SCHOOLS.

COMMITTEE'S REPORT. The rrport of the committee set up to enquire into the teaching of history in the schools was considered from the point of view of secondary schools at a meeting of the Historical Association at Canterbury College last night. Professor J. Hight presided over a good attendance. In opening the discussion, Mr A. K. Anderson (headmaster of St. Andrew's College) said that all teachers were agreed on the value of social aspects of history, but lie did not agree with those who advocated the exclusion of wars. The causes and effects should clearly be taught. Why should not the lives' of our great £oldiers and sailors be studied? How could historv bo adequately explained without the mention of wars? In the case of New Zealand, the teaching of Maori wars would bring the children to realise the chivalry and bravery of the Maori race. On the other hand it was not necessary to stress military and naval details, but rather the effects of wars in the continuity of events. The mistake in the past had been to make war the essential pivot. The bad aspects of war must be taught—that it was futile and an evil to be avoided by all possible honourable means. "When children came up from the primary schools, their knowledge was nebulous, a state of affairs due to the syllabus. In the secondary schools too much stress was laid on examination. Historv had often been regarded as the Cinderella of subjects and had general*y been given to the Cinderella, of the staff. History must be taught by specialists in ihe "schools. A fair amount of time to be given history, Mr Anderson considered, was two hours a week. History should he made compulsory for the matriculation examination and its marks in the Junior University Scholarship examination shoulj, bo increased to 400, and the marks for French reduced to 500. Mr Anderson thought the report was inspiring and most suggestive to history teachers, and was sure to place history on its oroper basis. •Mr G. J. Lancaster (headmaster of the Christchureh Boys' High School) wrote that the report of the committee was suggestive and stimulating to' teachers, but if forced upon the secondary schools, would prove disastrous. The time necessary to carry out' the syllabus recommended by the report would make, history the most important subject in the curriculum. The work which would have to be done for history out of school under the present conditions -would stifle it as a subject.

Mr Waller (West Christchureh District High School), wrotei stating that the proposals in the report were admirable, but the syllabus suggested was too extensive.

Dr. Hight explained that the syllabus was left to the discretion of teachers. They could make their selections of the subjects offered. Mrs Yoiing (Christchurch ' Girls' High School) said that if'.thp Department recommended the adoption of the syllabus of- the report, it would be necessary to have an historical library and .she -would like the Historical Association to recommend this to the Department. ' The teachers of history should endeavour to see that the holding and expression of a definite point of view on historical subjects should be encouraged in the pupils. Too often history consisted of the assimilation of masses of facts. She had set. but with the-, aim of giving marks for the 'expression' of definite points of view, but had been forced to compromise as the majority of thenvupils would have gained no marks at all. Mr J. Wilson, one of the committee who set.up the report, said lie thought it was necessary to take the widest view of history. The democracy had to be heard to-day and the value of historv bad to be recognised. AVhat was the use of other subjects if the whole structure should fall about their ears? History was going to come into its own by the demand of the people. The international side should be stressed and even a sound basis in this could bo 'given "in the primary schools. It was necessary to get' a world view of history. The svllabus appeared very wide, but surely the teachers oould make their, own selection._ Surely they did not expect the committee to rive them the skeleton, -body, aiul very soul of the matter. Mr "Wilson hoped that teachers would realise that in present times it was necessary to consider world affairs from tho widest possible view and realise the new spirit of the ■age. ■ ■