NEW SYLLABUS

Hokitika Guardian, 11 May 1928, Page 4

NEW SYLLABUS

COMMITTEE’S REPORT. CHANGES R ECO AIM ENDED. An a'bst met of the report of the Syllabus Revision Committee lias been furnished by the Department. Following are the more interesting sections of the report: The committee found that the primary school syllabus is not fully suitable to present day needs, and that if primary education were terminated at standard 4. the problem cf articulation between tiie primary

and the secondary schools would be solved. The committee recommends that homework in the form of school tasks should not be required from pupils up to twelve years of age and only to a very limited extent up to I.) years of age.

The committee is of opinion that secondary subjects should be commenced in standard 5 and standard 0 and that the syllabus in general should lie enriched in content and the treatment of cultural and occupational subjects should be modernis-

THE MAIN PROBLEM. The annual influx of an increasing number of pupils inlo the high schools has given rise to new problems, the complexity of which is increased owing to the number of pupils who stay but one. year in the secondary schools and in the institution of technical high schools which create undesirable distinctions among children. In order to overcome these difficulties and to meet what is more important—the needs of the pupil who at twelve undergoes a definite physical and mental change, it is proposed that the bieak between the primary and post-primary should take place at Ibis time. “With tiie oncoming of adolescence it is a distinct advantage for 111" child to have the companionship, stimu livfcir.n :n»:! inspiral ion of social, mental, and im.v®ical superiors. The transfer ol alt pupils to some type ni my-c Hilary institution would tend to obliterate social distinctions by giving all equal opportunities for advanced ed neat ion. ft would enable ability and vocational aptitude to be more specifically revealed and more fully developed.” The committee therefore decided to recommend that the primary course, of instruction he completed between the ages of 11 and’l2. that is, at the completion of Standard I. THE POST-RRTAIARY SCHOOL. The committee favours four courses of instruction: — (a) The present, academic rote.-e f'-'T those proceeding "to university work and entering professional life. (b) A commercial or general course. fc) A course for those specially skilful in handicrafts and construction

work". fell A course, where possible. For those interested in—(i) agriculture (boys); (ii) domestic science fgirlsl; (GO per cent of the whole work to be common to all four courses!. The question then arose as to where and how those courses were to he given. After much investigation the committee decided if? recommend the

following:— (1) Tli at ni nbouf i ho n.£e of 1L ) th* pilin’ls sl:n:iid t rjo to n soenndn rv school.

(2) That it is realised tint in the large cities it is uc'-esSary to establish addition'll! secondary schools to take pupils till the age of In. ; :J) Thai in I lie smaller towns where a high school exists, pupils should go to that school. (I) That such schools should be of a single tyno, in which there should 1)0 varied courses of insl ruction, (."M That in the rural areas there should he a ronsolida'ed school on the lines of a district high school. (6) That m isolated districts “trips'' be added, where possible, to existing prim wy schools, (or lo one of them). EXAMINATIONS'. The committee recommends that:— (1) Proficiency certificates should he abolished. (2) A leaving certificate should he granted to pupils upon the completion of a three years' post-primary course, such certificate to indicate vocational aptitude. AYitli reference to the, Junior National f-Yhola rship and selection ol pupils for free education beyond the ago of To years, the committee re-

commends : Cl) That Junior National Scholarships bo abolished and in lion thereof grants be made for tbe assistance of deserving pupils. ' (2) That on tbe satisfactory completion of tbo 12-15 course, a certificate be issued entitling the pupil to further free education. ,'fl) That qualification for further free education at a High or Technical School shall bo determined after tbo completion of a throe years’ course of post-primary education upon the recommendation of the head teacher of the school after consultation with an inspector of schools and the parents of the child. MINORITY REPORT. The minority report presented by the three lay members of tbe Primary School Syllabus Revision Committee, Messrs Lawrence. Sando, and London, is a very lengthy one and rovers a wide field.

I It objects to the majority report in ! the following respects;,— (1) Mass transference of pupils afI ter passing Standard TV to composi ito secondary schools. (2) Dec lpitniion of primary schools. (3) Destruction of technical colleges and schools and manual training centres. (4) Abolition of entrance examinations and withdrawal of scholarship awards. .The. flvstem of administration of education in the Dominion is also reviewed. Coneernng it. the report states that “the control'of tbe teaching staffs of nil schools should be restored to the people who not only find the cash to moot tbe ever in- ■ creasing expenditure on education -“Dlit most important of all. are tbe parents of the pupils.” The report strongly opposes the system of grading teachers and urges the ‘substitution of a grouping system in conformity with the grading of schools and positions with possibly separate gradings for male and female teachers and a clear definition of positions which may be filled by each sex or by .either male or female in accordance with the exigencies of tbe occasion.” With regard to technical education, tbo report says; “In Now Zealand technical education has never been given a fair deal. . . Obviously there must be two types of school in this country and no policy is sound which undermines technical education.’’ Vocational education should be fostered and “employers engaged in industry and commerce are not satisfied that the average product of our schools is readily assimilable.”