Scholorships.

Hokitika Guardian, 27 July 1921, Page 1

Scholorships.

WHAT' THE EXAMINERS «AY

WELLINGTON, July 23

The ©xaminers who were required to go through th© last series of papers submitted by candidates for the New Zealand National Scholarship examinations make a practice of furnishing tin* Department with reports on the quality of the work. The Department extracts such comment as would be of benefit to teachers and examiners, and from these selections it is evident that the teaching of English is not so thorough a.s it might be in the primary

and secondary schools to judge from the work done by pupfls, who by reason of their selection for the scholarship examination can be considered a.s somewhat above the average ability.

Referring to the English papers of the Junior National Scholarship candidates (who ©ome principally from tlhe primatry schools) the examiners content themselves with the brief comment: “It is evident that in some districts compared with others, greater control has boon exorcised in the selection of candidates.” As for the higher grade Public Service Entrance and

Senior National Scholarships papers, tbe examiners declare that all the papers in the Novcmher-Docembcr xaininntions were poor in quality. “T have been particularly struck by the had spelling and ignorance of the proper use of comparative adjectives and past participles shown in most- of the intermediate papers. The essays have shown a regrettable ignorance of the ordinnry rules of grammar—not even from the Senior Scholarship candidates have T had really good papers. \ few passable essays showing some thought have been sent in. hut even these have been spoiled hv the poverty of the language used.”

Geography seems to be another weakness, flic examiner pointing out that although teachers are required to sign a certificate that the candidate has a reasonable chance of passing the cumulation, a number of pupils are presented who have no hope of success in the Junior section, the work was oil tbe whole up to average but woeful ignorance was displayed of the position of the principal towns, the railways, railway junctions, and ©nnch route 1 -. “The answers given (o this question indicate that more time is being given to the study of other parts of the Empire than to our own country.” On© question for the Seniors, says the examiner, brought out (■onsnicuiu’s. Iv the utter ignorance of candidates generally of the elementary facts relating to the history of the settlement

of New Zealand. Tn the same section was a question relating to Japan, concluding with til© inquiry: “AYhy is it desirable that New Zealanders should learn as much as possible about Japan ?”

“The answers” remarks the examiner, “laid excessive stress on the danger to New Zealand of the alleged aggressive spirit of Japan, and gave grounds for thinking that lessons on Japan were too much dominated by the ‘yellow peril’ theory. Tt is possible to create prejudices in young minds which will cloud the view in Inter veers.”

The impression created by the extracts relating to the arithmetic papers is that here, too. ther© is need for improvement. “Few of the candidates’ answers were really well done”, is the comment on th© Junior National paj)©rs. Much of the arithmetic work of the Intermediate was untidy, and plainly showed that the, candidates were not equal to tlie paper. “Th© ridiculous nature of many of the answers 0.g., ‘Speed of express train equals .000002 miles’, and ‘United Kingdom receives 150 per cent of New Zealand’s exports’-- shows that much of the work is empty symbolism, and that- the teaching has done little to cultivate the reasoning power of the pupils.” The examiners’ reports on th© pupil teachers' examination for class D. cor-