SCHOOL AND LIFE

Hokitika Guardian, 20 December 1928, Page 8

SCHOOL AND LIFE

CLOSER RELATIONSHIP. A DDR EH BY DR I TIGHT. CHIMSTC HUH CM. Dee. IS. Mi dilL-al.iun of the edueal ion of the child so as to provide- more pre.iTir.nl subjects, to bring the school curriculum nearer to ilial ol the life ol the child, was urged by Dr •!. I light, rector of Canterbury College, in his address at the annua! prize-giving of the Bovs’ High .'school Lot night. Alter I racing the early hislorv of the high school. Hr Hight said that i lie curriculum lmd change vastly ‘-imo

IMuch stress was still placed on academic training, ns far as instruction and the imparting of knowledge were eoni-erned. Criticism had been voiced that there was too much secondary education in New Zealand and that too main pupils were entering soi undavy schools. The speaker did not agree with the criticism, which, however, might ’he right if the construe! ion were put on it that the ‘-y--tem of teaching was wrong. Business men would say that secondary school hoys did not receive a training lilting them for responsibility. Making comparisons with his experi-iem-es abroad. Dr I light said that in the last- ten years there was keen -interest shown in education, which, it was felt, must he a preparation lor life in all its aspects. Life was becoming more and more complex, and we in New Zealand were drawn into the intricacies of world polities. to cope with which proper training was required. It was being increasingly recognised that the late ol nations depended on tho character of the mass of the people. The age was a revolutionary one. with rapid changes in ideas find ideals. It was necessary to mould educational institutions to give expression to ebanges of outlook.

“In the countries of advanced thought, such as Great Britain, part' of AVestcrn Europe and America, one finds that, the age limit for secondary education is higher than in New Zealand,'’ continued Dr lliglit. “The edu-

cation system in those countries art better adapted to the stages ol tie

cliilll's life, and have a view to Dis or her future path in life. '! here is a greater interest in education generally and this is due to the greater powm and responsibility devolving upon the town, county or pro\ inre abroad. “The view is general there the: 'lost-]mimary edueal ion should begin earlier, and that the work of both the primary and pos.l -primary si h<>ois should lie made more real and brought more into touch with the life ol the child out of school. I here are alternate courses for t’ pmotical and lor tlie literary and scientific. It is belo (hat primary education should finish at the end of the twelfth year. I 1 education is carried on on the oh! and t radii iotm! linos the pupils tiro stultified. New ami practical subjects di mid he ini roiiiu I'd. making for

wide variety with a common core ol genera I subjects for sound culture.

"A variety of subjects gives i!: •bib! many avenues ol study and activity and enlarges the field for his o her choice of a vocation.

‘The cost: of modifying the system in iiiis direct ion would not be excessive. T welcome, therefore, the proposal that a junior high school be ald Blu'd in ( lirisU him h. The Board of p.diicat ion in England de. ..•hires that a definite break in the libof tln' child should be made at tlm age of eleven years, when he or she should pass o*i to a dillerent school. “The Minister of Education in this country has an opportunity lor great worlc, l! lias often been said in Xi-v Zealand that we stand in i.eed ol the be s' education the world cm oiler. We are far removed Irom the intelhv tu.u! centres of the world, but are i--a line land peupied hv fine stork; an" we owe it to the young peojile to allow' them to work mi! their edicts to the full. Wo can do this only by providing tin-, best type of education available.”