EDUCATION.

Hokitika Guardian, 15 June 1921, Page 1

EDUCATION.

MR CAUGHLEY’S VISIT TO AUSTRALIA. WELLINGTON, June 13. Air J. Caughley, Director of Education, has come back from his investigations in New South Wales and Victoria convinced that New Zealand has little to leam from these States in the matter of education. The Victorians are, however, ahead of the New South Welshmen. He was impressed with the excellence of the results of the correspondence system of education for children in the back-blocks of Victoria. The children educated in tins way were well advanced, especially in English and composition, although they had never seen a teacher.

Mr Caugliley states that several of the best schools in New Zealand, particularly the Normal schools of Auckland, Wellington, and Christchurch, provide quite as good models for visiting teachers as any that can be seen in Australia, as tlie former are adapted to local conditions. Mr Caugliley thinks teachers have little to gain by making special visits to Australia to obtain a knowledge of kindergarten and Montessori principles. In the course of a lengthy Veport, Mr Caugliley writes: —l spent a good deal of time in examining the work of sixth grade classes, the pupils of which will qualify for entrance to the secondary schools at the end of this year. In no respect was it equal to the work of children of the same age in New Zealand, while in many respects it was far below in both quality and quantity. I feel certain that tliere would be a considerable outcry among our secondary school teachers if pupils wftli this equipment were sent to them to receive secondary instruction. I found that it was the general practice to keep pupils for two years in the sixth grade in order that they might be able to obtain the qualifying certificate, particularly owing to the fact that the children had often been pushed through the classes according to age without due regard as to whether they had completed the work of the class. In New Zealand, with half the population of New South Wales, we send more children from the primary schools to the secondary schools at theage of thirteen or fourteen, after completing the present longer primary course, than are sent forward in New South Wales at thirteen or under at Ihe end of the two-year shorter course. As previously started, the unsatisfactory working of the system in New South Wales‘does not alter the fact that the principle in itself ,is sound. Neither is it the fault of the administration. It seems clear, therefore, that with the more favourable conditions obtaining in New Zealand, the plan should bear results of a highly beneficial character. The central schools and junior high schools in both Victoria and Now South Wales are intended to provide for those children who set out on a separate postprimary course, after passing the sixth grade. As above stated, only a very small proportion of the pupils so qualified avail themselves of the privilege, and in some respects the department is not able to meet their needs, owing to lack of accommodation. The courses of work planned for the various types of scltools are very suitable, and would form a good basis for the planning of similar ponrses in New Zealand, where I feel sure the conditions woudl be much more favourable for success.”