NEW SYLLABUS

Evening Star, Issue 20132, 23 March 1929, Page 11

NEW SYLLABUS

ADDRESS BY SENIOR INSPECTOR MORE FREEDOM FOR TEACHERS At the annual meeting of the Otago branch of ihe New Zealand Educational Institute this morning, Mr E. AV. A. Stuckey, senior inspector of schools in Otago, contributed a most interesting paper on some aspects of the new school syllabus. As Air Stuckey felt indisposed the paper was‘road to the gathering by Air L. F. Do Berry. Air Stuckey’s paper, which was entitled ‘The Spirit of the New Syllabus,’ stated that it was particularly important that they should renew the quest for self-knowledge, that they should take stock of their educational ideas, their aims and aspirations, their methods and procedure at the present time, on the introduction of a syllabus which absolved primary teachers more than ever from the obligation to adopt externally-imposed ideals —a syllabus the kevnotc of which was freedom. They could not properly exercise that freedom unless each of them understood his real significance in the world, in socictv, and in the school; unless they could"weigh with discriminating nicety their educational aims and values. How could they accord to their pupils the exercise of the freedom to which the svllabns made them entitled equally with themselves unless they followed the acquisition of self-knowledge with n full and sympathetic knowledge of the children, and unless they studied closely their physical, mental, and spiritual natures? Both the physiology and the psychology of the child must he understood. The freedom which the new syllabus gave was the result of a, widespread demand that lor some xcais had grown in persistence. It was a demand which had been made uofc from any considerations _ of self onlv but from higher motives. Ho was* very unwilling to strike any discordant note, lint he should be coless than his duty by withholding from their meeting disappointment which had resulted from some of his visits to schools. _ Jn some places it was evident either that the teacher did not understand and value the gift of freedom, or that lie was unwilling to exercise it. J lie new svllabns was not a- new discovery, hub rather should he regarded as a new interpretation. The syllabus must bo interpreted as an essay in adventure. They were given freedom to Iramc their own’ programmes of work. They would, however; he neglecting their knowJed"e of their pupils and of local conditions if their schemes of work were more transcriptions of the syllabus. He was at the making of the syllabus, and took bis share of the work, as be took Uis share ul the responsibility, but he neither agreed with all that was in the syllabus, nor did be expect all tcacheis to agree with all that was there. Creativeness was his second interpretation of the syllabus. Lreativcncss should be the aim of the educator—creatirenews, which arose Iron) tnc education which liberated ability and thoimlit, setting the individual free to develop the best that, was in him. Creativenoss implied action, which was a twin brother' of duty. Dufy and action were his third interpretation, hut the less they were talked about the more likely they would he done. His fourth interpretation was responsibility, in conferring freedom the ne\v syllabus had imposed added responsibility—■responsibility which to some extent bad been borne hitherto by others. -Nothing was added to the teacher s responsibility of educating^the pupils to take their places worthily as citizens of the country, but the manner of carrying out this high duly was Iclt more to the discretion of the teacher. A teacher must now adjust Ids own educational values. He was no longer constrained to place stress on unimportant matters which had a low educational value, hub which were previously given full value as gainers of examination murks. (Applause.) There woj'o whler opportunities ntnv lor the cfitiiblishment of a real and creative- system of education, and Jor the ending of the paralysis of imagination which had been one "of the grievous faults of the schools. On a future occasion lie hoped in say something about freedom Jor the pupil. (Applause.) Air Hawke asked if a definite decision had been made as to the typo ol examination to be held at the end ol the vear, or as to the type of certificate to he issued to children leaving school. Air Stuckey replied that it was entirely a matter for the Education Department. “ We understand and hope,” continued the speaker, “that the proficiency examination is now at an end. We arc awaiting the issue of piew regulations to go with the new syllabus, and the old regulations must stand till they arc issued. AVc hope that before the end of the year the department will issue a new set of regulations which will make clear what is to he done in the way of a final examination.” Numerous speakers thanked _ Air Stuckey for his very fine and inspiring address, and ho was accorded a hearty vote of thanks.