EDUCATION AIMS.

Dominion, Volume 3, Issue 739, 11 February 1910, Page 7

EDUCATION AIMS.

M -£j -;'Pra£^;%s™ ■of.-'e'aucatioriists 'yet.asse'mbied ■'■;.'in. (New .Zealandj;-:.wa'E; ;,formaliy;Aqpeiied : '; in.; : ;,liv Legislative. Council .dh'4mber,'';Pariiament ; ; 'Buildings.'Jyestei'day/hiofniiig by the Mill-/ ister; for/Education, the Hon. i'.Q; IWldsV; :Thkß;Was,a:iull,-attendanceiof the'.dele-. ' gkt»sV;' : 'ispeciaUyl;'jseie9tied] : Lby;i.'tho' v various departments of: the : N,ew. .Zealand, educa^ ' higher; ;M^ ■speotivgiinterejts'''at,ltha' : ;.'cbnfeKnce,' the' ; 'numl)er^present-|>einß, ,: : i9. ;3.ie';basis' : 6f•'. :represcntation'iwas : :{ttsifblhws:7-Four!^re-. ; i preventatives, of the-professorial .'Wards'of •■■ itte university .colleges, :the;;Direc\. tor ofjthe; ,Lincoln'\'Agrieultur.il/:' Colips o , ;fpuf principals, of/the',. training pol'oges; vfbrKteachers,:".'^ : ondaryjschools, elected .by members of the. .';Secbhdary.'Schools'Cpriferehce, eight fepr'c-; .primary;;khopls i; .'inclusive ; .-'district; high "schools, '•' elected by;': m emiters of the -New 'Zealand, Educational • stitate,'eight-representatives of,..technical . 6bh'ools,. : nom^httteJ,':by,';tHe l : MinisttT," ahd; ■, thai remainder', Tepresijntative/,;inspectprs, 'one for each-Education Board,, and .inspecr, V: tors': or ; the.Dep'artment;';rSprcsenti'ng, i: sec. '.' bndary'.".s'chboh, -technical;. schools',',. .and : ; the vlnspectbr-General'and:; Assistant ~y In- ? ';};;';-- v^'^: ; -^ : -;,S: <■'' fv;THE^IH#TER^^

;C;3'THE'syST^'iß'SfSEES:'i^ -'■ '^^? - : gates, : : the'-Minister...fbr'M3ducation.r.put-.'-lined'in aVgeneraliway..the,aims of;.tl'o .:,.,Government; in-arranging', for., the confer .'.:-;• ;.'r;-,. -'/,' .V'.-'.', 'X ■ '■'.'"Wo''■■h'a?e--\h'ad''-fot- 1 many.-years, -H'M; ':'■ 6aid, ; -f'the'-annual, meetings of■ the':Teach- ;':-'■': ers' ;■ Education;: Institute, 1 .: a '.'ccnfercnci) .-;':, ; - » v . valuable-; kind, .wn'osairpsolutions, year ;" -by.'year.VHave:reqeived.'.careful; attention,, ;J We have*'also hadrjor'a'rcbnsidorable.'time - 'past, regular -.conferences of/inspectors;pt 'i'6cho6ls,- : lhe ;first;of,-which'vas.hcld^iu ,'. 1894. : .:-.The^ei.conferancc's.w.ere.mada I .tri-,. :'.'■ ennial 'in cons'ec:ueric4 7,'oix '':-. passed'at" thb ; -conference in '19pJ.:nud are -cnbw. ip '.'definitely, recognised.; VVitli"tlicse ' 'have : T&ehtlyr Deo'.i-..a£s,bci-ated..;:asf;;coli-- '':.'•■ fcrences.rdealihg.V.with ■ trail uls^.co^vpe, ---.mattersi'iConfere'ndes'.bfseojndary.-scionlß. •■'■-■• ; have.: also i'beetf-'held.i-Jthe'Mast: .of, these of ■■■■ x dat3/V Hiy^WObF.-'^'M JJ ',• d j ir^ '.Hhp: past;'year.' an .'associatibn,T.w)tti;,tne ; -.'CSBseqnent.cohi'ei'ence,-has been.formed of ■:- .inter'c.sted::-*in' :; ',technjca'l ■'■.■"■\' ; sohVo&v'vDi-'-maltofs-'ofVl'oeal-.-admmistraj ;."•;"tion conferences'have:alsb : 'bee'n' ; held -pf -.::Education*-'-Boaids;'/which'vbav.e*. ..co'ntri-': ■ buted materially: but :ofitheir wisdowrond ; ''''. experience:-to' the. adoption; of ft; practical >■■'. workingT)'asis'Ttin points. :'''->.''i'his,-'---'h6VeVerr v 'is ,r tto'?'-flrst ; f6ccasion--'''pn'' ■'-^:.■/whieh'-;^t'h■as•;.beeh^attem'pte;d.'•.tn'■•■.■hold.:;'o•. ":conference representing'all the forms of ' ■': educational'' effort" in ' tho >, public; service :'-'-'of ;•■: tho .■-BominibnHprimary,;'"..secondary, ■'.'.';';": technical, '.and;higher, education.; : >-'.-;. '•'

Educational Review Necessary

.. v **Educatipn:;in\tho; now reached'avpoint at\whicb>''■■continued' the Minister;- I .''it vbecomos; absolutely 1 -neces-; sary. ■ toyrevie,w--.the' work l ' of '■'. the, various .•stages .'in". ! relation '-to .each; other;-, and• to. thV ■general;!wants,,qfy-jthe':, community i. : Its primary objectl jj; .the' co-ordination' of. : parts < invjuchVa svrayi that' each .will-, servq .its''ownVspecialtpurpqse; ;leaVipg-nothing .undone -that* ought/ to'lbei donoi :fori that ../purpos^Hpd :^^^ .^.•.thiß^'bTpr-lapilnßV/pf".;:facilitie3'rofl.d'.. : .thß. \ 'c6nsequoht'-(jnplicatidn';o{ ; ;c6st without : :- correspohdirißVbenefit to^hS'payinß^pub-

the ;;■ -;^ciii^s; , in ;'■;"■;;' : ifc many;;instance's'.with, but-slight f bunda*-. •i'ytiorisi.aridv'littloYto '■ ;;';'{- conditions'; f'TVHetKerj. any. such/criticisms'. v;-are ■ justified; brino'tiit;wiU ;be;your'part; ;■ ':.-:■ toV.do'ybur,sh'arb/:;(a''sb^roithat\ho/Tegi- > " ! . ; ; v./: provided'into::blosefvhbbor3ap.ce ■•\ritli 'the' '>-.iequirewbiits ;-.Df:',|he. : .varioUs.. classes in . .'■lV.th'efodmmti'nity..'remains;': ."'so.' far--'as'-ybu concerned; ; -.unsatish>.d/ : 'ylt',is ;my. '.). ;/,J.duty.-.alsb;' to ..take; stepsivto -obtain" the ;;;'; same^result.-'afitl:it is .filso,iriiijai'to- see. ;.;:. that-in;meetingJthese/-wants all '-'economic v: waste is~:'avbid(id"s;'.;., \! : -' : \ •:■;<'-.'*; ■■■£V-lv.'v,: "; ; - (s : t ? lJnfbrtunately.i. : :tiuestions of, 'education;, :>:;;like.;btti&^ '.?<r frprn.' of "'money;; arid while ■: v ;'- : :,sli": trust;l:. shall''alwaysvlje'ifound'.doing: :..■'■:->.mjV best;'to' ;,V:*provision .'for'-all,;legitimate '-needs,': and ;";;;4aXcultivate; among ..my : : colleagues and ,;'CifeUbw:.membersv:of-■Parliament; an run' :;';:'.> grudging"; and;, gprierous.''spirit' in. -dealing -'■■■ i, v'prepared'' at' ; ;the; same. iihJ.b: ! tD',6hbw ; ;that :;,".; a'ojia, Ql';ttbei'irioDby;<pro7ided'l'}s!|wasted,' : : :,v;that;thevpubliciget.'not only good' value ; ; i--': for. ; ,lhat':.;mo'ney'.".in■.'the.'quality^'of; the vbutithat ;good Results ' •-.-: \:;camiot;.:bb: ■:■Dpiibtless' :',■.'-, this-.is :nbt 'a;ppjM-:bf' ; v^ew'■ : .',■,;•■; boi directly - ;to. ypri,. bvit:it-Tvill-^ie'for you ,: ."c.irhb .are/directly.Vengaged work of ■.:;- .-'. teaching; to .point ]but how far,'-'as'.the' out- ;,;. - come:of;jour(experience;'you-;arc ! enabled y-Vivte'v'sa'y^tMt;-^ •'■', ■.--.:lt :■; is necessary '■' to;-remind: •. :;'ryou'.tha't;.wh'Bre:-bcbn(>mib working -is prbr 1 ;:■;■;; :.";.sent '. there is'; much.":' the -more •' to;;be '.oy'-.i:«p>nded'.-'iii" ; 9ther^waysi , - : a'nd ; 'thji 'there ;irj is '-.' ./so, powerful as the Vcbrivictiiff "that "what ;•■'.: is: alje'ady. spent; iaVwelk spent; and, spent ;.•; .■;»,;the;,:best.iadvantage.',..-.;...':,-jv -;-''.-.:

;:';v:*;.;:;;PuHßly?'a >Conferince^r;;~i i '. •■■;■':; tKe: constitution ot tliis, cpnferi'noo \ . ?:•:'-".<V:SPPi:deal; has been■ heard;from■ various • ■•.": quarters,.'from. ; those-who-have ('considered ? ■-~.: that .in -any general 'educatibnal/confer-. ■ ■' ■ ~ence the;.wark done By fhe local c :i-;.V«ntitlesitheiiv:to'!bD.';-ddefl"iiately v repre-: f /. ■■;:; 6eh.ted.;X-Ebssibly -it/; has not^been-ltia'de } :V,: ; Bufficiently.clearfr'omitlieoutset that this ■ •.;.;;■ .been;in- ..} : ; ■■■VV^:^ll^«d.:-to;^b9,/^^^ral^6nly■r.b^' : ■;.w'nT.,''bf i ;.;■ /;dis'tinc«on ; :;frbia;!&tuer:,c6hfereiices : :Vith. ; •■rv .which.-; th,e,."pub l lio;. are-.more'.familiar—, : ..'; //.training ,;co.liege, ; ;-.and, (i iiig>ecf.ors' ■'confer-'" ;;:-.'«nces,;.:fpi'- jristanqe;--'held at; much" the ; >;. i'ea'me ■ time,' ; .and ;not entirely "dissociated ( '•:'::-;; from; it / jn' < personnel—and '.that -is;■ &:■ t; : -''«pe^iaf;-bpittj6ns:-^pies^.:inj-'tid.light - 1 '.->/...of^profes§ioaaJ:;:esperien'c6;.ythnt : on' the ,\ ; : '■! .■■-'.■'. -You..are!a"jirdfessi6nal''conference, and to '' y : ;.cation- Service,; the ' Inspector-General,' I '. ;■;■:.: leave the duty.of-piittiiis-before youvin ■ ;■/ a. more; precise "'shape/a few of Jhf points ' ;//_'■ in., which. :Sme.:improvement can. hi) : .;■'/ effected.:.,.Oh points,-donbtless.'yo'u' -, ...will, have' criticisms to. mak'sr.but'so -fat ! ; .. ; '-\ : '•■ ■■•. ; ; sure-you,..that taiticisnii:vwillVbe Vwcl- : ? ....;'coined, K;,/.; ■;/■;./'■;.;..■■•;;.;■ '■■■'•'■!■>:■-: -;'■, ;;;.;•■/ < '.':'. v j:0 : . - \ ':;:.■ ;.';; "The education" system', from an adminis- ..: ■ ,; v :-. itself to,occupy.;tho' attention 'of,a. sepa- ■-':.■■•': .Tate;conference.such.as.itho£«.-thhi.-liave //'been, held, before, and I;-hope to see held . :'■'... again,...whenprepressutativo.; members'-of. , '.. ■ education.boards, and.' their;secretaries or - : ... chief :inspcctors-have met. to discuss.inat--ters of ..comnionJnterest.r.'Ffo'm.'tiro last. -.; .conference, of this. nature-.1'.-cull;the fol- : ■ blowing-topics of.discKsion:—:'.'' ''■'"■' ,'" ' ' ~,.;'.;.'"Building:■'.grants';'/attendance'basis of ;.-. v':'..teachers'.salaries; free/school .booksj.'con- ' ;--' veyancV of '-'children' to . country, schools: -'..'.' election 'of .boards;- method of -appointing. . -.., teachers;i"'.allo\vanccs:V.to.'' school commit- '-•/;. ■■.;. tees;.'grants.'fori hew'Ysch'dOls'lir'newly; - '-•',": settled 'districts; and'cehtralisodf fclioo'.s.^ .. /..."These,.'are; ail topics;of the".'-firßkdm-.' , -■'portdnce.'On whiclii Education, Hoards, are 'entitled -to speak. with/authority; 'but.. I .X'think. I'-.niayJ.fairiy-say' "that; tliey are .....;,'..practjca.l!yVall;_outside 'the scope; of ..the .: present/conference'.; : from some /' of-the yourselves''inight properly be' invited to' discuss, questions ....''of .more 'or less administrative /. cannot, be/.separated,' jiist,as .'matters' that' '':V ".'specially concern the: efficient working of ■':. '. '■ the. education:boards-have' points of'.coil- ■ -tact with': matters .of ;nurely: professional '• ' concern;' but.. 'iioiie'.--;."tne; ■ less.' if -would •'-i clearly'bD';a. ; nii|.tnW.to attempt to.cdiri- ''•'.' bind both' 'purposes in a single' conference, ' '.:'■: 'if oiily on.- account.oL'.tW. : ' 'mimbe'r.i -."of persdnsv.thiit- would .havo'.a good ..title'. to bo invited us members." . ■_ : '.'■■■':■ -v, -;:; "■'■::■_ $'*'■)■_. ■ '■The' Inspector ...General''of Schools, Mr,' G.Hogben,; then-took the chair. It was -resolved thai-the sittings of the con-

j fbroncVbc h'eld : from 10 a.m. till 12.45 p.m:,-for the forenoon sessions, and from 2.30 till' 5.30"p.m., for toe afternoon sessions,; ' }<■'■..■?•'''■ '■,■-,. '■■-.''■/.'

'The; following'were a .business committee :-rPrbfessor Thomas, Dr. Anderson,'and Messrs;'Petrie, Marshall; Morton/' Hunter,: Cousins,.; and Fleming (secrctnry)':'t;.V ; ■ ■:■' :. N ":;..' .;..' .':."•'.' '."■"' , , ■' .-A-letter .was-received from tho'.Parlia,ineiitary;.Librarian,■•■Mr."'Charles Wilson; extending the' privileges,-■ of"; the : -library •to the,delegates. ; .'V'-"'. •;.'■;■; •'The: -president road a -telegram, from tho'sNow" Zealand Educational Institute, ■ wishing, the ; conference: ovciy success. in .Us deiiberatipxis, •.' .',.■:■-■:';..', ; tS:;> ; •■'•.■ AppRiESS:BY:THE PRESIDRNT.

' 'MR. HOaBEN'r'ON "EDUCATION.... -:.;':'' ,:••;.: '"'■ The' president of '• the;: conference;;.'Jlr. G.- Hogben,'. thenV delivered .his inaugural :address^,-"-■■■'.-";' '.- : '-v';--- : '.\ '":_■:■ \':'*' : "'': ■■''■'■''. ' ; 'The aim r bf the -conference, he 'said, was; ~ the .'consideration'of brpad questions having a direct bearing on'thb co-ordination 1 : pf ■ tho ; several-, -parts", of- ,the system of New Zealand. .-There:had been many theories as to the basis/of /co-or-dination;, in education.; These ■ depended largelyipn .the -ideal, of .'educatioh:'adopted. ■ ■'yii'V;;/. \ "Social .Efficiency." ;"' ■•■-. '.-'.'•The -ideal :that..mostappealed;-tb"-hira was that of. sopial efficieuoy-^the',(devel-opment :of' the '..'natural -powers : of : the . iudividua.l, and'the acquisition of-, know-, 'ledge, so/that he might become adjusted : to; the ideals., towards. which : suciety was "moving.'''Sbcial : effibiehcy is the best brief expression -of. their goal,.'emphasising^rhe i.was',quoting/from Dutton—the "capacity;; to, do. as well-to know." Human- society ,l)ad;'grbwn'out of'tHb;past. .'lt.lived,in 'the present,: and moved Pn'.'to. the .future; it; , :w'as';essentiolly.;organio-rno:part of it, in; time or',space,".could be Vabsolutely separated ._.from, : Education''was a: ;PUrt of life—not, merely'a' preparation tor'' it,, and. tho' true 'co-ordination of the '•'education' system" was not", to" be v found iii-' abstract theories, -but 'in, the actual;; facts...of life. '•- He held' that if-.;they •: properly ■ 'connected'.'.'education. with ;th»-'.life-'6f."tho comuiunity, ;-. they: might thereby .co-ordinate-' ;the, several payts.of the.'education system with one another,' for "the; life'of the, community was''ah organic;' u;hole; Their had, '■ of course, - ;-,to'.- taka:,as - wide ! a' new. as possible of, the .life; of.rthb community; not iiiniting-themselves to 'the consideration of.-merely external conditions as"'-eating,' .drinking, and! clothing; but-going beyond i . .to. the: highest funotions. arid power's ■- of ;m.a'n.'; ; They;- must .-.have .'regard to the various, functions',.of ;the ;State—domestic','industrial,"' commercial,'.'•■■ professional,. as . they., werbcpiiitnonly 'classed. They must . hear in mind .the'.physical,;mental, - and. . moral ■'.bapabities; of! those who:-arebeiris . 'educatedj : especially,:.if;they'agree'dUhat ■ edubatioh'-was' an,:'adtual part-of.- '.their' ■ life, must they avoid the: introduction of , .sham;and ;,unrfalit.y;.npt-attempting';to ;givo."instruotionvunsuitedtb'their stage :of development.:.As,the State.had grown .. through, the, ages' to.iits'present - achieve,-. ; njent,' vandv-ivould^grow,:'in- the .future,' ;iito; something '.approaching, the .ideal' State,-as they.regarded it, so should the ', .individual, gjwf into the .perfect citizen; perfectly,equipped for,-the :soeial.duties ! that."his';, natural.-powers; and capacities ; fitted - him. to s-perforniV-' ■In other' words, they'should -train' alt:the individuals of ' the State; each.for;his proper work, and, at; each' stage,'; should suit;the training to ,:. the; respective physical, mental'and'moral : developments of each. ■~';'(''-;';:,'•.,,-'; ..-.'. > ;'-7, : ;' ']}ryi Education 11 deals,: '};; -:;,:

".■:.'This■ .might :be [■ regarded;'.cither : as > a •'■ truism',or, an■'. impossibleideal, according: ■ to .the-.point' of■:v>ew,. i .;vApplied■''.'roughly" .' to .their, own : case, it ineaht, simply, that in. 'New. Zealand :...th« : ! Activities ; ,of .the , people '.were'direcfed'Oalorig certain lines'/ : ; The bitiaeils'of' tie/country- had: necessar•ily'to.:lie- efficiently" trained -to.;perform .work ■ along ■ those'.'■lines;';;. They', jiad,' •in ■■ their. SiibtJols■ and. .colleges,, to, il«al'-,with'. ■' boys, and'-;gitis,"'arduthS' = anil/maidens, 'at. . .varibus , 'ages';ahd l sfages'::.■';,;';; ■'■;'..^ - - X'-. j t- (a), Fj-oiiv-bjrth-fo.'jiJVß years. of-agej (h), : . i from ..5-.to .13ibr;14',;, (c),,/13 t0..15..'.0r ; IG,: •; sbnio 'of. whonV Went'.to Wbrk.'ahdsoni^'to' !.s6hobl;:(d),.ls:of 16 to .18'; or .19,more'of- . "tb;'.wor^^ i«om'ilß'.6r-jlfi to ; 22:-or"'23 or "even.2l or .- 25,.-!»me:bf whom' JwenJ'to tfie. university.. j i : j-iTHoso'•children/ 'and. young' men," ,con r ', .timied-the-speaker, jvorbjof,varied powers,' physically, ; ..'mentally, : mprally.'".. -They.; ■Qpuld'.npt'overlbok'any: section of thej; : would : injuVetho-State, if .they 'did! •Their.'responsibility \vas great,, their task, was .-hard, yet'hoiv 'easy, it-iwas-'to talk glibly.of 'the^lution 1 thereof: ; They'had to 'consider' 'the : work Of'" the.' primary schools—leaving .without; discussion";the important question ! 'of ■the"training of:the earliest years->f-..childhood—that -part 'of '.the;';education'• .syste'in in, which ■every, he* went'-. to/ a public' school 0r,., not—received,' ito a large ,Oxtent, 1 fhe same kirid:of-training shnred'in commony.byjail;normal children,- !;■ . '■' ' :.' \ v Problems J for: fnvestjgatlqn.. ■" * ; .". The questions "which, suggested ;,them--selves, for.' examination :.with".'regard to priinsry, educatiqn '.migM be. set .'out asfollow-—:. ■.;,'.■.... :.; ■'■•■■ •'..What .should'.■be: the' subject' 'matter, to' be 'dealt .withiin' the-- syllabus .of 'iri- '. stnVctio'n? .;.>.;. ;.- '::'-:' .--\~--V' xX' y "" :' - should -it. takefor 'the .we'rnge .child' to accoinplish'its.'edncatibn in that: syllabus?,;;:;.:;,:;•'...;-';":';;■.;';:.'■ X- '.'■' \- •'. -':. How.long; would it "toko v a clever child to. accomplish tho.'.stjme?;.;. .5... ' .':■ '.'AVero' there any methods; by which the : -easier .'or better?' 1 ,: What should, be its "relation to. the next secondary "'school?';' ':' 'Muqh had.beenmade,,in recent pontro-j;ersies,:-_of;' such/, pat : >phrasos•'•'■ as: the' ithree.-B's,!' 'ahd.:a':gobd::deal ; 'of cant • had .been, talked. v .,Tlipre;was : ; no foimdn-; ,n?° i' n ' ; ? n ' ot ". tfp-r-. .yrh-at /, bad/, been/said. The real'-.subjects, of, .instruction /might- ; bf(^de'scribed.'a's;.:(l) : ' science,;conveniently..subdivided. The car-: , dinal > requirement, of,education;..in .his. - opinion,: was n;, knowledge :.o{- : tke - mother tongue,.,-As to what had been said con-. " cei-niiig ■ the alleged / neglect V:bf';' formal ~ grammar,; hei "did not know/oven,'one or ,' two.counlriesvin which(so-muchntten- 1 '■ tion ■ wiis "paid ..to this' branch- of language. : , '.instruction. ' i®. in' New Zeland.' ..'He, ivoiild j like:' to"Kear''';tliat-aspect of '.'educationL , thoroughly 'in;';the' 'debate -on ; the subject'iif'th'e' ; relation-of.th'epriuiary ;• to; the/secohdary : schools.:: Other, topics ~ which-might'engage the 'attention of the j conference were the'.teaching of'ma'thej, inatics, ■ considered.; fronS. 'thei point' ■ of• t .' view. :of ■■■ an.■intelligent,• • co"-ordinatibn ; ':of 3 ai'ithmetic' and'geonietry,;history, "civics, ',and:the i obs9rvatlo'nar'6oiences in'their'ifrj 1 latibn'to'the Jifo and environment 1 of _• 'thp:.'::.'.child; : -; and,' the', question .of [. reducing the .average school ago! He put j forward .'these''.;.as' suggestions ;for a-line s of; discussion,, since, there : was 'no, formal j agenda..of.,subjects before::them.''. ;

:;'S ! PM(? PRIMARY SCHOOLS. '!> t■■. ■{ AN; INTEEESTINGt;.'DEBATE.;'"- ;. tifMr.;]). Potrie, M.A;,- senior inspector inVrthev-Auckla'p'd'-'ed'ucatibriVdistrict and ■the''! oldest'. inspector, present, ..was invited by the'confereiico ;to open, the,';discussion. On tho/primary .school':Systcm.;..He !pre- . faced his remarks by complimenting the school's ;- qn /the;'; great"■'.' progress ;■ accbm'r plisho'd' 'since lS7i; - J-A : tlie'. ; majority, of' .cases, i lie; said,- the schobls.'ofvNcw." Zealand were Conducted"in a.most cr.cditablc .manner. - The bost of them, ho'•■ believed, 'wore better. Hhan ■ the tost "he "had seen elsewhere. .On the subject of the primary school syllabus, ho thought" that in -s.omo cases too much latitude: was' ''allowed- I '' to teachers in' framing -their schemes; of .. work,; particularly to : tho;' younger ■ mem-' bers of'the profession. -More deliberate and-careful .guidance:should be' adopted with respect to tbe'intorpretation of .tho 'syllabus; and the,ground, to be.covered in' the essential' subjects. -The teaching of geography and history appeared to be in an. unsatisfactory condition, .and. had noticeably: drifted.during the Inst four or fivo years. ..There was too much-boo!; "teaching,- too'Httle of-: : express : and. deliberate teaching.' V :>. .... ~.

■'': Lcrjgthenini),\tho School -Day.'.' | . Again, ; the inclusion .of such subjects as handwork, and, so on, had materially curtailed the time available for the leaching of the essential subjects of primary school; education, ~ind: ho could seo no solution' of the ; present problem which confronted thepritnnry schools other than by an extension of tho school hours, say, of two hours,, in the senior classes. That, .'so far as he could see,'had'to come,~thc need for it ; was .. showing itself. In 'Germany; six hours, and even seven hours' daily instruction'was quite usual. ISo 'far as tho general. aspect of the

primary school system was concerned, he thought' that 'tho "country had reason; to feel-satisfied with the'results. New Zealand pvas apt. to bo. rather bashful 'about its education' system: They had every' justification for. regarding it with satisfaction. (Applause). t \;; Tho president drew tho attention; of tho'conference to his'observations on the .subject; of school hours,, placed on . record -pri' ? page 32 of a special report of his .recent toiir of educational institutions, abroad. . '-.';.

Mi'.'-T. Ritchie (North Canterbury).reghrded tho progress of education over a period of 3! .years with pride. , Education.- had become less bookish; and the general:-quality and substantial'usefulness had' decidedly improved; He objected.to the lengthening of the' school, day. Scholarships and free placo studentships had', increased- fl enormously, and rightly so. ;■'" - : - '• '••'; ■:. The Professors and. the .Schools.': •'•; Professor Gilfay: (Otago • .University) considered .that thoro. was. not enough attention given to. English in tho schools. Tho American schools -gave double tho time to English.': Grammar appeared to be, neglected, while composition was.' not so .good as it was ten or. twelve years ago.. Ho .thought that tho time given to some of. the other- subjects-'might, be curtailed'; a littlo.-:- : ; /■.--,,

■Tho president: -Professor- . Gilray has raised.two.interesting points. . What:does ho suggest' should. be included in; English? :' .;■ '.'.■... - -,':' "• ~. ■::.- ■■';

Professor.Gilray: Language and literature—the. inculcation of a real,-love'of literature. ~■■'■' '•' -.•.-.•-, . : \

.f-iProfessor . Haslara. (Canterbury College) endorsed, the-remarks of the previous speaker.: ;.The pupils' knowledge of grammar had'-'.latterly., become, less accurate. Headmasters.of secondary schools had also complained of this."- Nowadays,: when it was; sought-, to' explain 'some - phase of grammar, with .a: reference,'to certain technical terms such as gender, number,' case, and. so. ou,\ an expression, of stolid ignorance; suggestive 0 f the 'aspect of: -n "gingerbread ■ rabbit,": . settled upon, -the, 1 - .countenance of "the average student. ' They .had :'heard: a'good deal of-such expressions as'"the | 'assassination, of. the spirit of-wonder by the use of technical terms," biit a knowledge of certain grammatical ternisi' with 1 ah- intelligent 'conception of their, purport, was -essential to the proper and thorough study..of the. language. ■'.' ..-- .'iA.delegate: Students are .moro' intelligentnow:'. ■ . ,;.-.',,■•;.■. , "Professor Haslam: Not a bit-more. VA delegate: Perhaps it is the fault'of ,bad; explanation: (Laughter.),;! ' ■•". ;: Immature'Critjcism?: ! [:,■ ;;','. ~';Mr. Holmes (Havelock) did, hot see hbw the_ professors could yet bo.in a; position to 'judge'-of the, results of the,: operation : .of the nbw'primary.school'syiiabus. It was. only, four years old. .If any.of the. "pfpduols" of,, the syllabus had succeeded' dn .'entering',; the . university, .vthey:. must .have- been,very:, precocious,.children. '■ So .far.'as. the "syllabus; itself 'was concerue'd,: -continued,;the.' speaker, he thought it: was too diffuse,': and, furtlie'r, not ..proportionately designed.'' There was too much to 'do. in Standard V. and too -little-, in Standard,; yi.', '.',■:■: ..; '■ •.. ,-..' ~-'. .'.-

'Professor.-.Thomas-idcolared that the standing:,difjioulty.: of .'educationists was that of. inculcating 'in .children a love of .'literature. His experience 'showed him; .that', the'..pupils, trained in the;:primary sqhools s wrote -reasonably well. v In fact, iho .noted.'.theifi.genefnl intelligence,' was jequal ,to,,that.-shown,'in . their: compbsi-: i. tibn.'., His best. students, naturally, were scholar ship.: holders, ' Jf atriculated ystu-. > ~.'.:•'•'-.',-. ,

j ;.Tfachers.. Should ; bo- Supervised.;-^. Mr.- Hughes (Canterbury) said that. the Poachers' Institute' had ...- affirmed .'• tho ioundhess of,the,.' primary school .syllabus, :ho wide scope'of''which''was' really', its itrength:' ' WHntavev .dis'satisfaotioii .es-. stcd with' regard",to it, ~was'• based upon liffioulties- arising- out of. Its. administra:iori,;-, Examinations ■ and promotions- of jiipils/'.h'nd. 'previously ,bech; carried* 6«t mder, authority, i: -Now. that these iponsibilitieS v had.". been 1 placed upon" the etchers themselves,.'there had' ~beon:; a . lertain;, diffidence shown in -'.the,;, carryingmfc of .theseV, and;sonie teachers had been 'ptjipr-aprono- .to -Jivork:'updhv the' model supplied; as suggestions inly, ■4»'y";'.tKo." 'Department, 'instead , ,of ;hin!dng:,out .foy;i themselves -schemes',of voi-k sirited to, tlr.p life and e,nvironm'cu,t if 'their'; pupils:"; ; .He:.:thought YthatSllc idminisfration- of;tbe..syllabus; should 1)3 nofo rigidly supervised. Thisjwould, safe;, ;uard , pupils.' from ' being • experimented ipon 'by inexperienced teachers..':.Ah : oriii'nising. .teaolier,. ,who. could' work in cooperation- with: the .inspector)!, might; bo ippoihted to'.assist' teachers af/'tho -class 10 referred', to:' : "Suggestions" 'similar 'to ;hds3 'circulated to teachers 'at' Home .by ELM. .Inspectors..might' also' Bo prepared. Up '■-, would like, further,' to see' moro attention given to,'.character building; -.'■.:'•■'■ ■■'■:)■ -iSciioql ■• Essays, ;: .'-.';:'., ; . :'-'" : Referring to.. school. compositions,' llv. Hughes;'said '.that,'..-compared -with,,the artificial 'constructions, of the,'past, .chilIreii's cssjvys to-day were moro -real, they Work, the'-yitalA-'cspresslons i'.of their thoughts.- .The timo-allotted to -English and composition,- was■'■ the .best, thing in the, syllabus! - .'. "* ". -.■■•'■.'■', ' .":■ - t '. : Prafessai\;Kivk'.-(Victorin ; ,College), did not consider that the .teaching ;of formal ;riVmmar,would. improve tho.English "of tlio pupils...'The tnio,-foundation of language ivas the speooh one hoard around. . Hud tjiq ''classical..piaStersH. of j'the. English... language {icehi.'exainiricd.,in- formal granimai they, s would ■•- -havo' - .been ..'.hopelessly (Laughter.),' %.-.■, '/■ •i ..(N6lson).;cbndemiie'd the lengthening.,of-'.the school day.' ~The pressure or' the work' might, well bo relieved by . deferring- till in ' later; stago in tho -life -of tho- pupil such subjects as cookery and ivppdworfc-' :■/■■■'■■ '..''.: '•',ilr. Stracl.ari"., ; (M(irlb'or6ugh) ; 'a'sked -foi more time' for' arithmetic; -..:Hc, moved for-: the-setting-up. of a speoiat committee of investigation, consisting or eight members! representative-' of- all 'departments' of tho education-'system, to : report*iff twelve months' upon --the cardinal■• aspects" of,• tl« qduc£ition;syliabus,- and also'.upon?.questions affecting -the.'.co-ordiniitibn' of tilt viinous.dcpartmcnls.. :.., . :-;:.,'\, . ;; " T'.ho/motion'wns seconded by Mr. S.. A, Harknpss;,(iVe|son), deferied -,-tiU .--the afternoon; ;ahd; subsequently' rojeeted.'. * Jlr/Do.'-iierry...(West. Coast) complained that' the. localisation" .of tho inspectorates was.'responsible 'for '-.the' various interpretations ; .which : had .been placed upon tho -syllabus." !'n" thirteen education-dis-toots-_thoy had .thirteen.different inter pretations. ■ ' ; ,:..v.?--.. , ■ ,; ;;''.: '''infant Schools- Critlqiscd.' '* . .' ?ir-, -George.. .'-Auckland'; ; ; said .-that -thi tnlaut .schools were - the.-worst feature, oi the Ivevy.-Zealand.-education system,' ami required/immediate attention. -They wev< inferior, .to'. those 'in., America, and' Eng-land.-i'. Special training of infant - school teachers was urgently heeded; The. edn (jatioii :of.Giils;,Mr. George .went .'on, to aiiy,'. should .be'-considered-■apart' 'froir. that, of "boys.:' Their nahrral function! pointed to .the duties, of wifehood; and ■motherhood, and their,- education 'should ead in tliat.directiom'As to the question b : lengthening the'school day, there would bi no need .for, that -if,', the >school''• buildjh'.'js were well'-'ventilated and-lighted; health}-class-rooms provided. for.V maximum- oi energy, and greater 'efficiency ■■ with 'less fatigue. Tho- school' buildings in vNen Zealand compared unfavourably witii those elsewhere. Above Standard .IV the instruction given, should bo of'a vocational character,-on the lines so-success-fully adopted by. Dr. Kirehensteiner ir Munich, -whoso system atthemoment hat; riveted'' the attention of .: educationist; throughout the.world; School English' ir New Zealand, Mr. . Gcor'go considered had very,much-improved as to : expi'essiOi and interpretation;in recent years'. ■'-..:■ The Syllabus. Endorced. ■ Mr. Cousins (Auckland) said that -to< much w.as-.expected of.-school* -with- re gard to arithmetic,' and tlio human sid< of iKograph}- was'largcly neglected. Th< syllabus had vastly improved school com position arid English,,and was deservim of all honour'oil'that grbn'nd' alone. H< thought that the school-inspectors shonk be officers of the.Department. Ho inove< to tho effect that'tho syllabus was ;con structed upon sound principles,- and cal culated to, givo : a sound education,; , Tho 1 motion,.was seconded by. Mr Hughes, and carried. ..•:•-..■-,

Secondary Headmasters' Opinions. 0& the'; invitation of the -president, several of tho delegates-representative of the secondary schools., contributed some criticisms of the primary school system. Sir. C.'l 3.' Bpvau-Brown.(Christchurch Boys' High School) regretted the Absence

of moral instruction, and the exclusion of the Bible from the primary schools. As to" the primary school syllabus, ho had to confess that ho regarded it and the pupils who mastered it : with considerable awe.

Sir.' Firth.'(Wellington-; .College) . saidthat, ;.as regarded elementary English, some boys who camo to him had a very fair knowledge of parsing' and analysis. Others had nono at all. So far as articulation and language went, he thought the tendency/was -not towards improvement, but the reverse. ' Mr. -Howell (Chvistchuveh Technical School) put in a strong plea for vocational training, and -technical-.methods of instruction. Secondary education,.; he considered, should commence at an earlier stage in the life of the pupil. .. ■ Hiss. Marchant (Otago Girls' . High School) said that the .weakness of the primary school pnpils' in formal grammar and their general weakness in arithmetic was'a great burden to the' secondary schools. Tho 'State.-.might: have gained by the/operations of the new syllabus, but tho high schools had hot .gained.''.;.- . Mr. Vernon (Palmerstoh, North High School) said-that'those pupils at the pri-, mary-.schools,who intended-to proceed to the secondary schools-should be specially prepared for the'work. ,'' ''..'■'; ' 'Mr.'Goyou'(Otagolnspectorate) was disappointed with'tho inadequacy of.tho criticisms of previous speakers. on. tho sub; ject'of grammar.': Was the English sentence,- the paragraph, the- book, .such - a formless and structureless thing that the study of its system could bo dispensed with?-. A knowledge of its dements, their, logical purport, and exnc' meaning was essential to the .-.interpretation of . .the thoughts of "others, i.' ' Mr.- Watkins' (Christchurch) said that , the trouble with.grammar had been.thatpebplo had considered, it as:the end, whereas,it.was merely the v meahs to'an end. . ■■■•• '/■'■.*■'!"-,'•■■ '.'" : ' '-. "■;■- Mr. Ho'gberi referred his critics to' tlio sylla'bus.in support '.of his. contention, that" formal gramiiiar'was hot: neglected.' '.Mr.,: Strachan.(Marlborough ..suggested, the'introduction of the metric system as a means- of relieving. tho ; pressure of, tho syllabus in. arithmetic, a suggestion, jvhich met-with.considerable opposition. : ; Dr. Anderson; (Department) was, pared to ■• approvo:'of. a monotarj' i similar'to .that in' America, but said they, ought to adhere -:to tho good old. British system of weights and measures.'