BEYOND SCHOOL.

Press, Volume LXVI, Issue 20104, 6 December 1930, Page 5

BEYOND SCHOOL.

THE GOAL OF EDUCATION. higher cultural COURSES. SECONDARY SCHOOL JN RELATION TO THE UNIVERSITY. {.SrKI.-IAi.LV WRITTEN- FOK THE rRKSS.J [By J)i!. ,1. Hii.iit, Rector of Canterbury College.'! The path from the secondary school, whether it be defined by reference to the kind ot' education it provides or the ago group of its pupils, is generally thought of as leading to the University. Jn September, J.K77, the Christchurch Girls' High School was opened by tho Board of Governors of the University College, in order to bridgo the gulf then existing between the primary sehool and tho University; on May ISth, 188.1, the Boys' High School was established in a similar way to act as an efficient feeder to tho University. But, of course, even from the very beginning not all thoso who passed from the secondary school proceeded to the University, even though the general character of the secondary school curriculum, then and for many years afterwards, was of what is popularly known as the "academic'' type. Specialisation. .Secondary sclioolifig nowadays, however, is rapidly becoming specialised in meaning, to that which should bo given after the ugc of 11 or 12, and is also associated with the type'of curriculum that combines general culturo with provision for first discovering and then developing particular vocational aptitudes. It is recognised that in the postprimary schools we need a variety of courses, differentiated curricula, in view both of the wide variations in the temperaments, gifts, and capacities of children and secondly of the highlyspecialised nature of occupations in modern life. The exploratory courses of tho earlier secondary school years discover, allow for, and develop a bias, not towards a particular trade or profession, but towards broad groups of occupations. But these are associated throughout the school life with general culture courses in language, literature, history, music, principles of science, fine arts, and similar "liberal" subjects, which are common to all sections of the school. And so we hope to minimise tho stunting of tho child's natural powers, and of the development of his capacities for self-education and for the full and pure enjoyment of life as - well as economic misfitting, -wastage, and discontents. In the later years of secondary education, whether spent in the same school, or in specialised senior high schools, more definitely vocational functions arc undertaken. They provide not only academic courses which are closely bound up with the general cultural foundation given iu every case, and which supply a certain specialised training for those destined for tho professions, but also courses more definitely associated with agricultural, domestic, commercial, and industrial callings. After the Secondary School. From tho secondary school so organised students pass out to various other educational institutions. J.t is generally recognised that provision must be made for carrying on the formal education of a very large number beyond tho secondary school stage, and so from the secondary schools students proceed to various professional' or technical schools or colleges or to the University. The University itself in many cases nowadays includes such professional or technical schools or colleges as an essential or desirable part of its organisation. The proportion of students who pass out from the secondary schools and seek to enter the University tends to increase. The actual number should of course be conditioned largely by the character of the training which the University, discharging its proper functions, can give them. It is a training which is appropriate mainly for the leaders of the nation, those whose worlc it will be to plan policies and to occupy the higher posts concerned with their execution and administration. It has been well said that the part to be played by a University College, dovetailing with and enlarging upon the work of the lower schools, is to develop) the appreciation of the responsibility of the individual for the well being and the progress of his community; to give him the information, the essential experience and appreciation of what is fine that are required by him if his judgments are to be sound and effective and help to forward the progress of society; to stimulate his initiative in order to guard against indifference or inaction: to provide that intellectual training, that power of analysis which is required to assure that he will have command of an effective method when trying to solvo problems as they arise; and linally to cultivate the habit of self-control so that conduct may be regulated in accordance with the principles of life which have been assimilated. Hie general part of a University training should also provide, following upon similar work in the secondary school, a. certain knowledge and skill

necessary to shorten the period of ap- ! I'irciit iceship ill those vocations which require lor the most part a. very large decree of general culture. In respect of vocations calling for highly specialised cuiricula, tho general University course should wake provision for pre-vocational studies -which underlie the specialised tiaimug liut which are rot themselves specialised. '1 he specialised training in proper sequence comes afterwards and is given in tho professional schools of tho l-nncrsily. In ni ny Universities these professional schools arc open only to those who have graduated in the general arts and science college or departments of the University; but this is not so in Jjcu' Zealand, though certain prerequisites as to general training and knowledge arc i>rescribed. A Dual Purpose. 1 lie University of K"ew Zealand <'and Canterbury College in particular * for this provides both the general and the specialised training usually associated with modern universities. There is in the first place the general culture courses in arts and science. Degrees in arts and science go far towards equippmg- aspirants to the teaching profession. Jn addition the University has a diploma, course in Kducation specially designed ior its needs. For the protessions of Law, Medicine, Kngineering, and Dentistry there are full courses' leading to degrees and providing the qualifications necessary to practise. The w 'iole of the taw course may be taken at Canterbury College. The" first year of the course in Medicine may also be taken there. Canterbury College is, of course, the recognised national School ot Lugineeii ng. Part of the degree course in Agriculture may bo taken at Canterbury College; the greater portion of course is provided for at Canterbury Agricultural College, Lincoln, which is now_ a. constituent College of the University. Canterbury College also provides degree courses in Forestry and Music. The first yeai 'or the course for the University degree i- rScience, which is largely a professional degree, may be taken at Canterbury College, the remainder being pursued at the University of Otago. The University also provides courses of training for -various professions or vocations at the end of which diplomas are issued. Such are the courses Fine Arts, Journalism, Banking, Insurance, and Social Science. All these courses are available to students at Canterbury College. Provision is also made there for full courses qualifying for the profession of Acc.ounl.ancy, the examinations for which are now conducted by the University. These courses form an important part of the work of the Facultv of Commerce. In Commerce the University grants the degrees of Bachelor and Master, and of late years there has been n very considerable increase in the number of students who enter the University with a view to fitting themselves in this way for the higher and more responsible work of the economic development of the conn-try. School Extension. In all these ways, in the fields both of general and specialised education, the University endeavours to extend and round off the work done in the secondary schools. Its success in this respect of course is conditioned largely by the resources with which the country is willing to endow it as well as by the method of selecting students for admission to its courses. Tn both these respects there is room for very considerable improvement.