ON THE WAY

Evening Post, Volume CXI, Issue 123, 25 May 1926, Page 8

ON THE WAY

BUT DIRECTION UNCERTAIN

THE EDUCATIONAL SYSTEM | ■ ■

A SPIRITED CRITICISM.

"Somewhere I have read the sentence, 'AYe don't know where we 're going, but we are on the ' way,' and I think that is not a bad description of the state of educational affairs in this country. We are going somewhere, but only . God knows where." With these words,, Mr. J. A. Colquhoun, M.Sc, began his presidential address at the annual meeting of the New Zealand Secondary Schools Assistants' Association to-day. In the course of his address Mr.. Colquhoun surveyed the present educational system, and dealt with many points from a rather original point of view. "W. K. Clifford, in his 'Ethics of Belief," says: 'It is *wrong always, everywhere, and for anyone, to believe anything on insufficient evidence." -I suggest to you that to-day it is a characteristic of all classes of society to believe on insufficient evidence, and that we, who are (connected with education, are not exceptional in this.respect," continued Mr. Colquhoun. "Out of the vast amount of discussion on educational reform . there are two propositions that stand out, and that, I think we shall all agree have been demonstrated by sufficient evidence. These are: (1) That the child: ren of this country should begin their post-primary education at an earlier age, and (2) that the curricula of our secondary schools should be widened. But I have always; failed to understand why these reforms should be referred >to as Junior High Schools, or why they should be regarded as new, Thirteen years ago, the late Mr. Vernon advocated them, and as far as regulations would permit, put them into practice in his school. Neither do I believe that sufficient —I was almost going to say any—evidence has been brought forward to show that the adoption of these two principles must necessarily involve the disruption of our present educational system. Evolution is always to be preferred to revolution, and it seems to me that instead of attempting a sudden change in our present system, these two reforms could be .introduced by a gradual, process, spread over several years, of shortening the primary course, and widening the secondary curricula, but retaining almost the present organisation. Also, as the secondary teacher receives his pupil earlier he should, for the average pupil, finish with him earlier. This improvement could be made with.little, if any, extra cost—a matter of vital importance in the present economic state' of the world." ' "VAGUE GENERALISATIONS." "Although the aliove two principles have been backed by sufficient evidence; there are many other matters which for the most part are vague generalisations. It is fashionable to look for nice sounding terms that will appeal to the popular ear, but which, I venture to assert, the advocates themselves do not fully understand. These, combined with halr'-traths and assertions not supported by evidence,, have led to parents getting a false idea of what can be accomplished in education. Only a short while ago, I heard an authority on education make the following two. statements . at: a; meeting of par-. ents: (1) The Junior High School had saved a year of the secondary course; (2) after one year at a Junior High School the-.principal was.able to tell what, a boy was fitted for. If true, these are great results, but in spite of a diligent search I have been unable to find the evidence upon which the statements were based. ■ VOCATIONAL GUIDANCE. "Among the nice sounding statements we' hear are 'vocational guidance,' 'education for life,' 'too much white-collar education,' 'an accrediting system,' 'education for the land,' and I purpose very briefly to touch on | a few of these. We hear a great deal about square pegs in round holes, and giving a child that course for which it is best fitted. When the establishment of junior high schools wag first suggested, one of the strongest arguments in favour of the experiment was that they were to be trying-out grounds. The children were to be tried with different courses, and,that for which they were best adapted was to be found. We have had the experiment running now for some years, but I have yet to find any evidence that in regard to vocational guidance any better results have been obtained than under the ordinary system. In any, case, is it wise to suggest to a boy that, if he tries this and then that, he will ultimately find his own special niche? Will not this have the result that when the strain comes, as come it will, in after life, he will be inclined to think that he i« a square peg in a round holef The genius will find his level without our assistance, but most of us are jutet common individuals who can do our job fairly well. I think the better ; suggestion to instil into the boy is that, provided he ia willing to sacrifice himself, and work hard enough lie can so train his voluntary attention that he can be what he wants to be. WHITE-COLLAR EDUCATION. "Too much 'white-collor' education! I'am a strong believer in manual training for all boys—those going for professions as well as those going ■, for trades; but I thinkthe problem of white collar education is an economic problem and not aii educational .one. In this country the prizes are at the selling end, and so long as we have this we shall have a large percentage of our boys preparing for this end, whatever our educational system. There is a greater chance of economic success in selling 'fags' or motor-cars than in manufacturing kitchen ranges or making but: ter. This problem, then, is one for the statesman and is outside my province. ON THE LAND. "I believe in agricultural education', and think that it is a good training not only for the prospective farmer, but also for" the commercial man, seeing that so much of our commerce deals with our primary products; but every improvement in machinery for agriculture means that le3S labourers are required on the land. This improvement in,machinery has far outdistanced the greater subdivision of land, so that it follows as a collorary that there must be a drift towards the cities as civilisation advances. Those who are trying to stop this by educational means, are trying to make the water of Niagara run uphill by praying .on the shore. THE ACCREDITING SYSTEM. "Lastly, I want to touch very briefly on the accrediting system in regard to the matriculation examination. Sufficient evidence has undoubtedly been brought forward to show that the matriculation examination as at present conducted should be abolished. But this is not evidence to lead us, as an association, to approve of an accrediting 6ystem. A's" secondary assistants we enjoy a freedom that is very valuable. The present Inspectorate recognises good solid work, and we have no irksome interference. Before we approve, of an accrediting system we owe it to our colleagues and to ourselves that we thoroughly understand what this system involves, and at present we do not.