POST-PRIMARY EDUCATION

Press, Volume LXXIV, Issue 22518, 28 September 1938, Page 7

POST-PRIMARY EDUCATION

+ England, America, And New Zealand ADDRESS BY DR. A. L. M. PERKY Some interesting observations on education in England, the United States, and New Zealand were made by Dr. A. L. M. Perry, of Christchurch, in an address on “Post-Primary Education for Democracy.” at the weekly luncheon of the Christchurch Rotary Club yesterday. Speaking of the problem of postprimary education. Dr. Perry said that education beyond the primary stage in the last century was economically selective. The curriculum arose through the mental discipline theories, the conception of a cultured man and the requirements of traditional necessity. “The twentieth century brought the spread of opportunity,” he continued, ‘‘and the demand for the identity of education because this was the education of the hitherto privileged classes. This remained until recently the conception of an education suitable for adolescents. “Recent considerations were the tendency to extend the legal leaving age, which would be 15 in England next year, and was from 14 to 18 in different states in the United States, and also the necessity for a worthwhile education for this extra or new period,” he said. English System “What are England and the United States doing in these respects,” he asked. In England there were the public schools, some of which were intensively academic, some liberalised in curriculum, and some stereotyped and no better than New Zealand. Turning to the state-aided schools, Dr. Perry said that these schools had an examination for all at 11 and over and selection operating on the result of this. There was differentiation, therefore, of pupils into secondary schools like those in New Zealand, central schools, which were often “watered down” secondary schools with industrial and commercial biases, senior schools, which were really a continuation of Standard IV work with much manual work, and trade and technical schools which gave intensive and specialised training. “This organisation allows of differentiation of pupils on the 4 grounds of abilities and interests, but it makes the differentiation too early and the differentiation is too watertight,” said the speaker. “Transfer between the jypes of schools is largely theoretical. American Schools “In the United States the tendency is to set up six-year elementary, threeyear junior high, and three-year senior high schools. There is opposition to the setting up of technical schools, hence all abilities interests are dealt with in comprehensive high schools. This scheme is criticised and Americans now realise the necessity for differentiation on the basis of ability and interest, a curriculum of subjects common to all, and educational guidance. The former system, which is really the present one, allows of lack of continuity of study, and a heterogeneous collection of smatterings of a variety of subjects, and the failure to allow for the right teachers for the right pupils.” Position in New Zealand In New Zealand we did not have the English differentiation nor the effective American guidance into suitable courses. There was not the good English standard in academic studies, and there was little attempt at linking these studies with citizenship training—a question which was exercising English and American minds at present. New Zealand did not have a period of education from the ages of 11 to 15 which was effective and a whole. The fact tMtet more than 30 per cent, of entrants to post-primary . education left Within a year proved this. How much do we really train in leadership or in acceptance of responsibility? he asked in conclusion. Dr. Perry was accorded a vote of thanks on the motion of Mr J. D. Hutchison.