A BROADER CONCEPTION

Dominion, Volume 21, Issue 129, 29 February 1928, Page 10

A BROADER CONCEPTION

PRIMARY SCHOOL CURRICULUM LARGE MEASURE OF FREEDOM MINISTER ON SYLLABUS EXPANSION Factors to be taken in account in the preparation of the pri. nniry school curriculum and the principles underlying the issue of the syllabus were reviewed by the Minister of Education (lion. R. A. Wright) in his address yesterday before the conference of primary school inspectors which has met to consider revision of the existing plan ot instruction. The Minister said that although a general conference of inspectors had been held in February, 1925, the last full conference of inspectors to discuss a proposed revision of the syllabus was held in 1919. "The 1919 syllabus has now outlived its usefulness,” continued the .Minister. "Since that year considerable alteration has occurred in the educational outlook—the junior high school movement, vocational guidance, the problem of the retardate child, and closer acquaintance with the processes of the child mind through scientific research are some of' the changes—and new methods of instruction have therefore become necessary. In ancient times the syllabus must have been extremely simple in character, but it must have been intensely practical. Nothing was ever written, as people could not write or read in those days. 'Die youngster learnt to hunt and fish, to build a hut, and to maintain himself in the struggle for life. The advance of civilisation requires a much more highly developed system of preparation, and hence the syllabus must expand. The three R’s no longer meet the needs of the child Purpose of Education. "The purpose of education is to equip the child mentally, morally, and physically for the work of life,” the Minister proceeded. “The aim of the school is to develop in the child’s mind habits of observation and reasoning, to teach him to understand and appreciate Nature and his fellow men, to understand the institutions of his country, to enable him to use his language correctly, al d to provide the best -.nd most profitable and enjoyable means of spending his leisure. As a sound mind requires a sound body, the physical development of the child and the general laws of health become an important factor in the school curriculum. Lastly, during his time at school much of the foundation of the boy’s character is laid, and in the moulding of this the primary teacher plays a large and important part. “Not an Absolute Limit.” “The syllabus of public instruction has, therefore, to take into account these factors and present them to the teacher as a connected whole. It is true there are teachers who really have no need for a prescribed syllabus. They are able to plan a satisfactory scheme of education from their own wide kiiowledge and professional skill. In England, 1 believe, there is no syllabus. A handbook of suggestions is iv'tued, and, guided bv its precepts, the teachet shapes his course. In America, on the other hand, the syllabus is frequently arranged by specialists, perhaps having no direct connection wim the work of teaching, and they prescribe for the teacher the amount of work he is to cover in every subject during every week. In New Zealand we have the broader conception. We issue a syllabus, not as an absolute limit to the teacher, but as our conception of a reasonable course of progresside study. We do not require it to be observed with the utmost rigid, ity. We give a large measure of freedom to the teacher, and experience shows how the capable teacher avails himself of ttiis freedom. Hence we aim to secure efficiency while avoiding the monotony of uniformity. Encouraging New Methods. "In other fields of human action we are constantly finding new ways; we want to encourage new methods in teaching, and the amount of freedom in our syllabus leaves the way open lor this. As the wel(|re of the State depends upon a sound education, every member of the State has an interest in education and in the preparation of the child for his manhood. "A Balanced Ration. “In bringing our syllabus more into line with present ideas and recent developments,” continued Mr. Wright, "it appeared, therefore, desirable to have the opinion of the ordinary business man to ascertain as far as possible his views upon what should be included to form, so to speak, a balanced ration in education. For this reason, as you are aware, I set up a committee to suggest ways in which our present system might be modified, and the general principles which they thought should be observed in drawing up the curriculum for the New Zealand child. The result of their deliberations is now to hand. Thev have devoted a great deal of time and thought, and sacrifice, I am afraid, of their own business interests and leisure moments, and have worked conscientiously in grappling with the problem set them. My intention in calling this confercnce together is that you shall consider the results of their labours, bringing the light of your prolessional experience to bear upon their suggestions. “Other matters affecting the general administration and organisation of your work, and questions which you yourself have brought forward for discussion, will also be included,” concluded the Minister. “I feel sure that the change of ideas round the conference table will be of benefit both to yourselves and the Department, and the result of your labours will be to add further to the high esteem in which inspectors are held in the community.”