MR PENLINGTON'S VIEW

Hawke's Bay Herald-Tribune, Issue 160, 24 July 1937, Page 16

MR PENLINGTON'S VIEW

Can Specific Leavinu-Age Be Laid Down? CONFERENCE IMPRESSI0N

Interesting comment on some of the views expressed by visiting speakera at the New Educational uonierence held in Auckland last 4 week was made by Mr W. A. Remington. MA., prjncinal of the Hastings High School, who attended the conference, in an interview with a Herald-Tribune reporter this mornihg, Mr Penlington agreed with the suggestion that too much tfine was devoted to the teaching of mathematics and languages, and expressed the view that there was need for wider scope for creative work. With regard to the criticism levelled at the system of grading in schools in New Zealand and the use of inspectors, he thought it advisahle not to change the present method. He would not agree that the pupil should be kept at scnool until the age of 18, holding that the most suitable leaving age varied with the individual pupil. The problems of cd-education and the need for intermediate schools were also touched upon by Mr Penlington. Asked what he thought of the contention of Dr. W. Boyd, head of the Department of Education at Glasgow University, that the teaching of mathematics, classics and languages should be discarded,'- a statement whieh has since been vigorously opposed by Profossor H. G. Forder, professor of matbematics at the Auckland University Cqllege, Mr Penlington replied that he felt that Dr. Boyd had opposed these subjects not because he had any great objection to the subjects themselves, but rather because he thought the timo devoted to them in the case of the great majority of children could be better spont m other wavs. "As lar as this aspect is concerned. I quite agree with him. ' 3 said Mr Penlingf.on. "Modern conditions are l>ringing home to us iucreasingly the need for better understanding between human beings, both as individuals and «s socxal and national groups. In tho par e a great fault in our education has been that, while deelaring th0 aim of educatioji to be the study of man's cnvnonment, we have failed to recogidso that the most important part of hit environment consists of his fellowmen. Dr. Boyd wanted this side of education stressed, and 1 agree with hjm." More Toom should be made for the aris, Mr Penlington added. In general. this side of education had been almost entirely overlooked, and Mr Penlington agreed that opportunity should be given for creative work in poetry, painting, music and Jiandicrafts. "We should not bo conteht merely to teach appreciation of the world 's great art in its various forms," he said. "Children should be encouraged to write their own poetry, paint their own pictures. The exhibition of Austrian child axt at tho conference showed what remarkable results could be achieved by quite young children if they were given the opportunity of expressing themselves free from the restrictions of conventional prejudice and without too much guidance from the teacher." The prospect of greater leisure in the future was also, Mr Penlington thought, a strong argument in favour of developing the arts in. this way. "Let Us Keep our Inspectors" A great deal of criticism had been levelled ,by speakers at the system. of grading teachers in New Zealand and at our system of inspection of schools, Mr Penlington continued. In England, he explained, the control of schools was decentralised, being'*' in the hands oi local authorities. There was no central grading system, and teachers were given greater liberty than New Zealand teachers were allowed, both in what they taught and how they taught it There was a central Board of Education with a staff o* inspectors, but, though the board issued periodically "suggestions for teachers," it did not prescribe any rigid curriculum. It exercised some measure of control over the schools because it held the pursestrings. "I have no doubt that much of the criticism was levelled at inspectors as they -used to be," added Mr Penlington. "Nowadays they aim at being helpf ul rather than at ' f ault-finding. But, with all its faults, I feel that we should retain our system in New Zealand rather than run the risk of making educational appointments an object of local patronage." Mr Penlington would not agree with Sir Percy Meadon's view that pupils should be kept at school until they reached the age of 18, and" he favoured still less Dr. F. W. Hart's opiniop that children should remain at- school until they were 20 years old. ' ' Most young people are eager to justify their existence and to obtain independence and, as soon as they are fit to take their place in the world and to do something toward maintaining themselves, I think they should do so," said Mr Penlington. "After all, schooling is not the only kind of education and, even though they may have ceased to be pupils at a school, there are means by which young people can ceutinue their. education in a broader seuse. Go-Education a Good Thing "With the increase of leisure it must be one of our objects to mal.t? these ^ means more accesible and more effective. I feel that it is impossible to lay down any one age at whieh pnpils should leave school. It depends upon themselves and upon their circumstanees. For som0 14 is not too early, and for others 19 is not too late." The problem of co-education had been touched upon at the conference, JNi r Penlington continued, and several speakers, Dr. Boyd and Dr. Hart par-

in favour oi the educating oi boy» and girls together in mixed elasses. Ma Salter Davies had given it as hi« prL vate opinion that boys and girlt were better taugh separately. Mr Penlington said he thought e«M education, when properly^ managed, was a g^od th^ng. The interests of the boys and of ^ the girls were enriched by contact in one another 's games and other actNiiies as weP as in the class^ ro >m. "Cf they are entirely segregated," Mr Penhngton pointed out, "they dot not have thc op>.crtunity to develop tho natural and easy intercourse which makes for harmonious living, but they. aro somewhat ia danger of regarding caeh other as strange, unknown crea* tures. There are things to be said on both sides of the question, and a great deal depends" upon how such a schemai is run. -• "i am quite aware that the heads of somo sepaiate schools are equally convmced of the value of their type of school because of the opportunity it gives of specialising in the requirements of girls or boys, as the case may be. No doubt there is a great deal to be said on both sides, but the modern trend is* certainly toviu-d an increase of eo-educational secondaxy schools. "I understand," Mr Penlington added, "that before the visiting lectur•ers leave New Zealand they will discuss with the heads of onr Education Department matters regarding xeorganisation of the education system, whieh, the department now has in view. ' It is certainly a uniqne opportunity for . our department tp learn and to comparo the points of view of representatives of •oversea countries where education has progressed further than in New Zea^ land. The lecturers appeared to bf aware of the topicsl which are at present highly contentious in this Domin« ion, and were careful to avoid taking sides, generally offering as the reasoa their ignorance of New Zealand conditions. Intermediate Schools a MistaVt "The ' problem of intermedirt^schools was not dealt with by the lee« . turers, except • that they expressed their agreement with the beginning of post-primary education at the age of 11 j ears. Several stated that they . . thought the two-year intermediato school, such as has been txied in thii country, to be a mistake. In England the children are transferred at the age otll from the primary school to a postprimary institution, where they remal* until their schooling is completed. "This," said Mr Penlington, ":s, in my opinion, 'definitely the proper course, except in big centres, where tho large numbers make it impracticable. "The conference was well worth while," concluded Mr Penlington. "It was stimulating and refreshing to hear these world-renowned educationists, who are now visiting New Zealand. on their way to conduct a similar coafer- , onee in Austraiia. One realised thatj in our anxiety to be 'practical,' we in New Zealand are in danger of bfecomiug narrow and losing our .vision of Ihe wider values of education. Tho visiting lecturers brought with them many points of view, but it would bo wrong to imagiue that there . was any ' serious clash between their opinions. "An exhibition of photographs showed the progress of education in England, particularly in regaTd to technical ciasses and the recent Hadow xeorganistation of schools. We in New Zealand are still contending about th© way. in which we shaU make this xeorgan* isation, but in Britain it is an established fact, and educationists there aro passing on to new problems." 14