EDUCATION SYSTEM

Hokitika Guardian, 11 March 1925, Page 1

EDUCATION SYSTEM

POST PRIMARY WORK. CHRISTCHURCH, March 7. A conference convened by Sir James Parr, .Minister of Education, commenced its sittings at the Education Board Otfieo yesterday morning. Mr J. Caughley, Director of Education, presided. Those present were: Mr E. Tate (Director of Education, Victoria). Miss M. Gibson (Girls’ High School); Mr W. Macliiu (Chamber of Commerce).. Messrs Lancaster (Roys’ High School), Straclian (Raugiora High School), F. D. Waller (Christchurch West D.H.S.), W. Brock (Senior Inspector of Schools, Canterbury), G. Manning (W.E.A.). 11. Wormll (Trades and Labour Council). E. 11. Andrewes (Technical College), E. J. Parr (Senior Inspector of Secondary Schools), Dr C. Chilton (Rector. Canterbury College), Dr J. Flight (Canterbury College Council), Dr Hansen (Director, Technical College). Representatives of tlui Employers’ Association were also invited to he present.

The Minister made a short speech concerning the necessity of adjusting post-primary schools and courses of instruction to meet the varied needs of different types of pupils who were awarded free places. Sir James touched on the necessity for scholars commencing the secondary school course at an earlier age than at p rose id. He also suggested that the. present system, under which a large number of pupils were following an ordinary high school course in technical schools, should he carefully scrutinised. Sir James Parr then introduced Mr Tate.

Mr Tate expressed his pleasure at meeting so many people interested in education. He made it clear that fie had not come to teach New Zealand about secondary education, hut to discuss with the Education Department and representatives of educational opinion the world-wide problem of adolescent and post-primary education, and incidentally to learn a good deal in New Zealand that would assist him in dealing with similar problems in Victoria. He referred to a common opinion that there was a necessary antagonism between what was known as cultural or academic* education, and what was called practical or technical education. Properly interpreted and applied, the socalled academic education should always he practical, in the sense that it must he in close relation to life and to living interests, and it should make the pupil a useful factor in the social and national organism. On the other hand, the so-called practical or technical education could, and should, he highly cultural. All schools should Ik’ practical, and all schools should ho cultural. The objects of all schools should he broadly and fundamentally the same, whatever tlie course of instruction might he. The Chairman, Mr Caughley. spoke briefly concerning an opinion frequently expressed that the Dominion was giving secondary instruction to too many pupils, and wasting time ami money in giving secondary education so freely. He expressed the opinion that o- tour years nflyr flu present primary a secondary education, covering three course for the general mass of the community. was no more than sufficient to meet the requirements of the present day than was a general primary education forty years ago. The question should not. he whether 100 many pupils were receiving secondary education, hut whether high schools and technical schools wore adapting their courses and methods to meet the needs of all classes and types of pupils. The meeting then resolved iisell into committee to discuss the various topics, and draft recommendations to he submitted to the Minister.