SCHOOL SYLLABUS

Evening Star, Issue 19803, 29 February 1928, Page 2

SCHOOL SYLLABUS

INSPECTORS CONFER ADDRESSES BY MINISTER AND DIRECTOR JPeb United Pkess Association.] * WELLINGTON, February 28. A conference of primary school inspectors to consider a revision of the school syllabus was opened at the Parliamentary Buildings to-day. Addresses were delivered by tho Minister of Education (Mr R. A, Wright) and the Director of Education (Mr T. B. | Strong). After stating the principal business of the conference, the Minister said that tho 1919 syllabus had outlived its usefulness. Since that year a considerable alteration had occurred in the educational outlook. There was tho 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. New methods of instruction had therefore become necessary. “ The three ll’s no longer meet the needs of the child,’’ said the Minister. “Tho purpose of education is to equip the child mentally, morally, and physically for the work of life. As a sound mind requires a sound body, the physical development of the child and tho general laws of health become an important factor in (lie school curriculum. Lastly, during his time at school, much of the foundation of the boy's character is laid, and in the moulding of 1 his the primary. | teacher plays a large and important part, Tho syllabus of public instruction lias therefore to take into account these factors and present them to the teacher. 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 knowledge and professional skill. In England, I believe, there is no syllabus. A handbook of suggestions is issued, and guided by its precepts the teacher shapes his course. In America, on the other hand, the syllabus is frequently arranged by specialists, perhaps having no direct connection with the work of teaching, and they prescribe for tho 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 progressive study. We do not require it to bo observed with the utmost rigidity. Wo give a large measure of freedom to the teacher, and experience shows how the capable teacher avails himself of this freedom. Hcncc wo aim to secure efficiency while avoiding the monotony of uniformity. In other fields of human action we arc constantly finding new ways. Wc want to encourage new methods in teaching, and tho amount of freedom in our syllabus leaves tho way open for this. “ Education is a matter of national interest in bringing our syllabus moro into lino with present ideas and recent developments, it appeared, therefore, desirable to have the opinion of the ordinary business man. For this reason I set up a committee to suggest ways in which our present system might bo modified and the general principles which it was thought should be observed in drawing up the curriculum for the New Zealand child. My intention in calling this conference together is that you shall consider the results of the committee’s labors, bringing the light of your professional experience to bear upon our suggestions.” The Minister concluded by expressing the wish on behalf of the Government ilmt tho results of the conference would be highly successful, as he was sure they would be. Tho Director of Education (.Mr Strong) said that very careful attention would lie given to tho recommendations made by the Syllabus Committee* whose. Jong deliberations had just ended. “it has been suggested by some,” said Mr Strong, “ that there exists a marked gap between the primary and secondary school courses of instruction, and that the primary school system should be remodelled on the linos of tho American junior high school to bridge the gap. Others suggest that any gap that exists is due to the secondary schools, not to the primary schools. It is alleged that Standard VI. pupils, taught by tho strongest and most experienced teachers in the primary schools, pass into the hands oi tho junior, untried, and often untrained teachers of the secondary schools. The question of bringing the primary and secondary schools into closer relation one to the other has been debated on several occasions already, but must again be considered, and some conclusion arrived at before it is possible for this conference of inspectors to deal with detailed syllabuses or prescriptions of work. There are likely to be divergent opinions oh tho matter, but whatever conclusions we come to our chief care must be to see that the schools perform for tho State the social service entrusted to them. Character forming must be out first aim, but at tho same time wo must ignore the need there is for wellinformed citizens. I can assure the Minister that the inspectors are fully l seized of tho importance of reaching , finality as speedily as possible, so that I not oiily will a new and improved syllni bus he ready for use next year, but new text books as well.” Tho conference then went into committee to consider tho now syllabus, and committees were set up to report on tho different branches of tho pro posed curriculum.