NEW SYLLABUS

Hokitika Guardian, 10 May 1928, Page 4

NEW SYLLABUS

“A REFRESHING CHANGE.” HEADMASTERS- OF SCHOOLS APPROVE. CHRISTCHURCH. May 7. When approached by a ropi'es.mlniivi of “The Press,” Severn I lieadiiim-tor were chary of giving their views on tb now school syllabus, except a common dation in general terms, until they Inn had time to scrutinise it mure closely Two gave very constructive reviews. “ In some ways it shows a desirabl-swing-hack to the older syllabuses, bn it has taken none of their had fen tines,” said Dir A. C. Maxwell, head master of Pliillipstown School. A good feature, lie said, was tli increased freedom of selection give! to teachers in order to meet particula needs, such as different types' of, cliil tlren and different localities.

A most welcome change had been in stituted in .English. Emphasis wn laid on the study of' literature rathe than on that of formal grammar, : very, desirable departure in the treat incut of English, especially in tli higher grades. The cultural side hat been rightly emphasised and the teaclici would now have an opportunity to in stil a real love of good literature inti the pupil. DIORE INDIVIDUALITY. Every facility had been given to th pupil to work according to his indi vidual ability, which was a move stil further from the old clasp methods This was a change which ■emphasise' the need for smaller classes and th classes would have to he made smaller before the principles of the syllable could be carried into effect efficiently CURSIVE WRITING.

“ I heartily approve of the cursive writing taking the plate of point script,” continued Mr Maxwell. “At an early stage point script may be suitable for lower infant classes, but not for"pupils in the standards. It is not a training for subsequent transition into the cursive hand because totally different hand muscles tire exercised in the two.” One of the most satisfactory reintroductions in spelling was the study of derivatives. One of the best methods ■ of learning the spelling and meanings of words was to find their derivation, and derivation formed an invaluable aid to the understanding of words in reading in later life. A wide and generous field of selection bad been offered in history and geography. AN ANOMAT-Y ? “It seems that there is some anomaly about the introduction of lan gunges. in Standard YIl., which will be known as Form H 1.,” said Mr Maxwell. “It is not clear how long pupils will remain in this form. If they are to reach the stage (in Latin) of being able to read easy continuous passages of prose, such as Caesar’s ‘ Invasion of Britain.’ as tho syllabus specifies, this seems to indicate three or four years spent in Form 111. It is to be noted that there is nothing mentioned about a preliminary study of Latin in Standard VI. How long is it expected that pupils will remain in this grade?” Full and comprehensive appendices would be a valuable assistance to teachers and these would probably

appear later. The addition of geometry would give a valuable means of training in elementary mathematics and this would have a direct hearing on arithmetic. In arithmetic it was essential that there should he uniformity of method in all the schools. This had been laid down in particular cases such as the teaching of subtraction as complementary addition.

DANGEROUS FREEDOM. “ It is pleasing to see the free scope given to intelligent and progressive teachers,” said Mr S. A. Clark, headmaster of the Addington School, “ but tliis freedom may prove rather dangerous in the hands of inexperienced teachers, especially in sole charge.” The prominence given to English was one of the most' pleasing features.

i Grammatical dreariness had been reduced to a minimum, emphasis had been laid on correct pronounciation and speech training and literature had at last been brought into its own. The new syllabus in arithmetic would make it much more real and of more practical value, while at the same time not seeking to prepare the child lor a training in any one set course of commercial work. All teachers would welcome the trend towards speed combined with mechanical accuracy. The optional courses in mathematics for the higher .standards were necessary and desirable. HISTORY AND GEOGRAPHY. The course set out in history, where each standard was to cover the whole period under different aspects, was to be commended. No child changing from school to school would lose the continuity of history. If the teacher was capable the course laid down in geography o.uglit to make it a real live subject, but it .would prove a bugbear to the indoor type of teacher who delighted in presenting a dry summary of facts. The drawing and music courses were nlso inspirational. “ While some parts of the syllabus may require elucidation and amendment.'’ .‘'.aid Hr (lark, “vet, on the vholo, I think it is illuminating and i decided advance. The proper interpretation of it lies with the teacher and conscientiousness and eiuhusiasin will be the main factors., A REPLY TO MINISTER. ‘‘ I notice that the Minister in his itatemeut advocates the children being dated in primary schools at an earlier ige,” concluded -Vlr Clark. “I eondder that this is an undesirable step. !t is better to let them go on to Standard VII. and thus receive the rudiments of secondary school subjects. They are then fit to he recommended by headmasters to secondary or technical school as the case may he.”