American Education.

Hokitika Guardian, 27 September 1922, Page 4

American Education.

• AN IDEAL SYSTEM.” In a public- address at Christeliuich on aspects of American education, delivered under the auspices of the Canterbury Eduntion Association, All- 1 1 . Milner, rector of Waitaki Boys’ High School, said there was an inveterate prejudice in Australia and New Zealand against American civilisation. It was believed that Americans merely worked to gain wealth, hut there was a strong infusion of idealism in the American nation, and in nothing more, he gath-

ered, than in the educational system. There were practically no restrictions in it; no one was barred from beerailing what lie wanted. The system entailed enormous expense, hut palatial buildings and other accomplishments were all paid for by local rating. Tlie people strongly disapproved of centralisation. JUXfOR HIGH SCHOOLS.

Mr Afili jer gave full information about the Californian School establishments and the junior high school at Berkeley established in 1909. Only 10 per cent, of primary school children took secondary education, and only 3 per cent, went to the university. The junior high school was a trying out in-

stitution. Primary education was curtailed at the age of eleven, and those connected with the system claimed that it had a good scientific basis. A throeyear dourse made provision for academic, industrial, commercial, agrioulturn! and arts courses. F.eli school was cq'uipped with from five to ten workshops. and every pupil had to pass through tho courses till lie found what he »as fitted for. The result of the system was that 90 per cent, of primary children went to junior high schools, and stayed n longer time at secondary schools. The senior high schools provided extensive courses on the lines each individual pupil had taken up.

Tin''- TARTS TUB I‘TJPTT-S PLAY. A feature of ttu- system was selfgovernment and control l>,v pupils. Pupils’ councils were conducted in a thoroughly businesslike manner- and often large sums of money were handled by them. Pupils taking commercial courses did the practical work in the school offices. In correlation with the classes co-education, as far as he had been able to see, had been completely satisfactory, hut unless he had studied it thoroughly he would not advise it to he adopted in New Zealand. In the American system there was no antagonism. Technical and cultural education existed in the same building, and it made for solidarity. The bookish, academical style was out of date, and children were doing things and learning things in a. practical manner. America had a great problem of “Amerieanistion” to contend with; she was the national laboratory of humanity. In the schools there were a great many women teachers. The proportions were : —Primary schools 00 per cent, women; junior high schools. 70 per cent, women : senior high schools, 30 per cent, women ; and universities. 10 per cent, women. Mr Milner was much impressed with the junior high school system. Before any pupil took up the course there was a conference between the teacher, par-

ent-, and the ‘vocational counsellor.” New Zealand needed something on these lines. Hundreds of pupils at large secondary schools never bad a chalice to find out what occupation they were suited for. Practical sides, and especially the agricultural side, were needed.