NEW SYLLABUS

Hokitika Guardian, 15 January 1929, Page 2

NEW SYLLABUS

FOR PRIMARY SCHOOLS

REGULATIONS issued

TO COM E INTO FORCE NEXT

MONTH

The now primary schools instruction syllabus, evolved as the result of the revision made some months ago by a special committee of educationists, will operate at*the commencement of the school .’year next mouth.''Length} icgulations governing the instruction in the various classes are published in last week’s “Gazette.”

Tu an explanatory introduction, the Education Department points out that the last complete revision of the syllabus for primary schools was made in 191!), but that since then very marked changes have ffaken place in educational thought with respect to school organisation and curicula. The picsont revision has been undertaken with the view of modernising both the piescript ions of instruction.

- “The Department particularly desires that the present syllabus be regarded both by inspectors and teachers as mainly suggestive.” says the statement: “Teachers are to consider themselves free to make any alteration oi rearrangement of work they think desirable and the inspectors will approve any reasonable scheme that appears to meet tho needs of children of a particular type or of a particular locality. It is not necessary that the teacher should follow the order tof instruction adopted, in tho syllabus.

“As a matter of fact, the topics set down under each subject have not been arranged according to any hard-and-fast rule, and part of the duty of the teacher will be to select and rearrange the material in accordance with his own ideas as to the best method of treating the subject. He is also at liberty to transfer parts of a subject from one. class to another, always provided that the requirements for the primary scliooie leaving certificate awarded at the end of the Standard VI or Form Ji course are complied with. Further, the teacher may with the approval of the inspector base bis instruction mainly on one subject to which all or most of the other subjects are related. It is recognised also that the pupil as well as his teacher has a right to a certain measure of freedom, and that the most'carefully planned schemes of work may not satisfy the pupil’s desire to'‘pursue; a course of study that appeals to him. The inspector will recognise that it is not always possible for a teacher to adhere closely to his daily plan of work. At the same time nothing can excuse neglect on the teacher's part of adequate preparation of his scheme of instruction. It is most important that the teacher shall use his freedom wisely and that lie shall not allow the instruction of the pupil to degenerate into any unsystematic dabbling with only the more interesting, subjects or parts of subjects. BEAL HELP TO THE TEACHER. “An attempt lias been made to make the syllabus much more definite than its predecessor, so that the young teacher will receive more real help from a perusal of its contents. This effort to avoid vagueness may give the syllabus an appearance of being overloaded, but a careful examination of the various prescriptions will show how much the amount of work expected from the teacher and the pupils has been reduced or simplified. This is particularly the case with arithmetic. “The syllabus lias been enriched by the introduction at an earlier stage of the study of examples of good literature and also by the earlier commencement of subjects that have heretofore been considered as belonging to the secondary school course. The prescriptions in music and drawing have also been written with the same purpose in view. The making of a truly cultural course depends, however, more on the teacher's conception of the way the various subjects should be treated than on any prescription that can be devised. The prescription can at best be only suggestive of the richer and more fully cultural type of education it is hoped will become more and more prominent in all schools. RABID PROMOTION FOR BRIGHT CHILDREN. “If. is intended that the teacher should provide, for the rapid promotion of children of quick and bright intelligence, so that these may read) the secondary schools at an earlier age than at present. The plan for providing an extended course of study for the brighter pupils has been indicated in syllabus in arithmetic and elementary mathematics, and this plan might be followed in other subjects. A more modest scheme of work might be provided for the pupil of moderate ability, and promotion should not be denied a pupil on the ground that bo has not mastered every detail of the class prescription. Rather should his promotion depend upon his ability to cope with the benefit from the. studies set down for the next higher class. A certain amount of repetition in the prescriptions for the various classes permits action to bo taken on these lines without prejudice to the pupil.” CHARACTER BUILDING. The Department furnishes brief introductory notes on each subject in order that the main purpose of the prescriptions may be understood. In regard to character training the report says: “The whole of school 1 lie should

centre in character-training. Every subject- of instruction, and indeed every lesson, provides the teacher with opportunities lor teaching right coni duct and implanting such moral habits as if rightly supervised, enable the teacher to train liis pupils to be selfreliant but at the same time to seek the general good rather than selfish ends, to be patient, .self-controlled, honourable, and fair to friend and foe. Incidental training of this kind is probably much more effective than set moral lessons, which tend to be uninteresting and tedious to children. I be most potent factor is undoubtedly the personal attitude of the teacher towards character-training. If bis attitude :s one of half-veiled cynicism bis influence is likely to lie negative if not definitely harmful. The teacher should show in bis scheme of work that lip is following a well-defined plan, even though lie provides no set moral lessons. The programme, in one class will differ very little in subject-matter from that of another, but the treatment should be adapted to the capacities and outlook of the pupils.’’ Then are given the suggested lines which instruction mav follow.

-MORE PROMINENCE TO ENGLISH

Interesting .suggestions are made with regard to the teaching of the English language and literature. The ttim under this head is to give greater prominence to the teaching of English, the syllabus urging attention to the manner in which the child speaks as well as to the manner in which he writes. It also recognises that facility and accuracy in expression are not to be gained by memorising grammatical rules, but rather by the intelligent study of good models. At the same time it gives grammar a place, if only a subordinate one, in the school curriculum. Such grammar as is included is of the type that may be termed “general grammar, ’’ or the grammar common to most modern languages. The syllabus emphasises also at every stage the importance of accurate speech, correct spelling, correct arrangement, of ideas, and the extension of the child’s vocabulary. Regular training in correct speech or utterance (it says) should be given in all classes, to secure, through the correct use of the vocal organs, distinct articulation, clear enunciation of consonants, and purity of vowel sound. Particular attention should be paid to children whose speech is in any way defective. The value of tile singing lesson in affording training in articulation must not be overlooked. Since children acquire language by imitation it is clear that the teacher’s speech should be as pure as possible, distinct in enunciation, well modulated, and free from affectation and vulgarism. READING AND WRITING. In the case of reading, emphasis is laid in the lower classes on the importance of the pupil’s becoming word perfect—that is, mastering the initial mechanical difficulties in the subject. Hence more prominence is given to ora! reading in the lower than in the higher classes, where fuller attention must necessarily be given to difficulties in the subject-matter. No particular system of teaching writing will be made compulsory, but the pupil must be so taught that by the time lie is ready to enter standard V (form I) he shall have acquired mastery of the cursive style of handwriting in which speed and legibility are to be regarded as the essential characteristics. Teachers are advised to use print-script in the preparatory division and a free style of cursive writing in the standard classes. 'The slope of the cursive writing should not be lbss than 70 deg. from the horizontal. Spelling should be taught systematically, and the teacher should not rely on the mere setting of lists of words to be learned by the pupils. It is most important that each teacher should set out in his scheme of work for the year a definite method of teaching the subject. Good use may be made of minimal lists that the pupils have compiled under the teacher’s guidance, but care should be taken not to restrict the pupil’s vocabulary. Any spelling authorised by the Oxford Dictionary is to be accepted in the schools.

ARITHMETIC. * In regard to arithmetic, the syllabus proposes that the principal aims of the teacher should be to secure mechanical accuracy in every class; to make the teaching practical, so that school arithmetic may he rolated as closely as possible to the arithmetic required in everyday life; and to provide an introduction to elementary mathematics. Throughout the course the teacher should frequently diagnose the difficulties of individual pupils and adopt special methods to enable the pupil to overcome them. Practical work should form an essential part of the teaching, and should include the handling of coins and the use of familiar measuring apparatus—the foot rule, kitchen balance, pint and quart measures. The mere use of the measures without the application to practical problems is not of very much service. The child must he led to feci that arithmetic is a real thing—that it belongs to everyday life. It is not considered that iri any class more than four hours' per week should be devoted to the subject. HISTORY. For history the programme of work is intended to lie suggestive and is not In he regarded as compulsory. In Standard II the stories are closely relate to fairy stories and myths. In

Standard ITf the stories are of real people and incidents in British history. In Standard IV the pupil is led to see that the growth of the nation has followed definite lines and has been gradual and continuous. Tho topical method of treatment, with a certain amount of repetition and more intensive study of the growth of the union, is continued in Standard V. In Standard VJ the aim is to give the pupil a clearer idea of how our constitution has been built up and the British system of government developed. New Zealand history and stories connected with the life of the .Maoris have been introduced into the syllabus for the first time. Throughout, tin* scheme the aims have been to make the pupils acquainted with the history of their own country, and to show that, while wars have undoubtedly played their part in the development of the nation, the story of the British people contains much that is of infinitely more importance than battles. GEOGRAPHY. One ol the main aims in the teaching of geography is to broaden and deepen the child’s knowledge ol and interest in those forces of Nature that determine not only mail's industries, but also bis racial characteristics. Throughout- tin* course it is important that as much outdoor work as possible should be arranged by the teacher. The instructions should be as vivid as possible, in order that the pupils may have as clear a conception of life in other lands* n s they have of life in their own land. NATURE STUDY. Nature study instruction should aim at giving the child an understanding of )the facts and phenomena which confront and surround him and tho environment of which he is himself, consciously or unconsciously, a part. It should also inculcate in him a love for Nature and an appreciation of its beauties. In general, the teacher should assume the function of a director of studies; the pupils should make their own investigations and inductions, while the teacher supplies the thread of necessary information and guidance which corrects error, avoids the rough places, and leads the pupils to gather a properly organised body of knowledge. The treatment of elementary science should proceed on much the sawn lines as prescribed for Nature study, but the reasons will possibly be more systematically arranged with the twofold object, first, of enabling the pupils to gather some knowledge logically arrange of the basic scientific facts related particularly to elementary agriculture and dairy science, and second of training the pupils to trace the connection of cause and effect in the natural phenomena they are studying and to form habit of seeking for and applying basic scientific principles. DRAWING. In regard to instruction in drawing it is intended that the spontaneous efforts Of the child to express himself graphically shall be supplemented by definite instruction in the craftsmanship of the subject, so that reasonable skill is attained. In other words, it is intended that definite instruction shall be given in the drawing oi natural and fashioned objects, in design and in instrumental drawin, insofar as it affects design or handiwork, so that the pupil may gain sufficient mastery over the technique rtf the subject to enable him to use drawing as a means of expression, whether in connection with literature, history or the manual arts. Throughout the syllabus the importance of the use of colour and tone is emphasised. HANDWORK. Conforming the question of bandwork, the suggestion is made that during the whole course there should be abundant occupational work providing for free expression, and affording full scope for tlie exercise of imagination, both reproductive and constructive. Jn all classes the pupils should lie allowed a certain amount of freedom to make something they particularly desiie, either for themselves or others. ’1 lie acquirement of skill is to be put to immediate use as an aid in strengthening tho ordinary means of general education, and from this point of view handwork is to be regarded both as a subject and as a method. It is rtl importance that wherever there is need for handwork material it shall be freely used, whether in connection with arithmetic, or literature, or history, or geography. or science, or any other branch of school work or school interests. NEEDLEWORK. Needlework fenching requires that duo attention shall be given to considerations of colour and design, and to securing result of .esthetic value b\ means of sound constructional woik, without neglecting the actual era It sniausbip of sewing. "Whilst tho main objective is educational, the child should lie so taught as to become proficient in commonly used stitches and to be able to cut and make ordinary garments and do mending and darning. Exercises on small pieces of material may well be used for learning different kinds of stitches, but the preparation of specimen pieces should be discontinued. At all stages the periodical construction and completion of some articles by the pupils should be aimed at. Special care should lie taken to avoid all conditions unfavourable to eyesight. Tn no case should materials and stitches be so fine as to strain tho children’s eyesight. Children of weak eyseight should not be given any exercise that would be injurious to their

eyes, and in serious eases they should not. be expected Lo do sewing at all.

It is to be constantly borne in mind that the sewing lessons should lie siien as to establish closer relations between the home and the school, the. articles for making being such as have some relation to the child’s need at home or at school. HOUSECRAFT. A comprehensive scheme of instruction in housecraft includes cookery, housewifery and laundry work, hut it is not complete without a further course in home organisation. The time allotted to the different parts of the com so and the order in which they are taken must depend to some extent on the premises and equipment available, but as a general rule about, twice or thrice as much time should he given to cookery as to laundry work or housewifery, it being a more difficult subject and requiring much more practice. MUSIC. The programme recommended in music socks to awaken the imagination of the children and to widen tlieir capacity for artistic self-expression ; to cultivate a musical car and love of sweet sounds, and to train the pupils in the right use of their own voices; to give some elementary knowledge of musical notation, and thus lay a foundation for further musical progress; to develop musical taste. HYGIENE AND FRESH AIR. Health teaching should he practical and as far as possible the school environment should illustrate the requirements for health. A high standard of personal cleanliness should be encouraged in pupils. School lunches should be organised and eaten under supervision, the opportunity thus afforded being utilised to impart information as to the requirements of a satisfactory lunch. In all classes “ salety first rules for crossing streets, etc., should be taught. In accordance with tho age of pupils, emphasis should be laid upon the value of swimming and lifesaving, and advice given how to deal with common emergencies—e.g.. a room lull of coal gas or benzine fumes ; danger from contact with electric wires; what "to ilo if a child hokes, or if his clothes catch lire. PHYSICAL INSTRUCTION. Physical education lias tor its aim the formation and fixation, tlirough conscious efforts, of correct habits ol posture in standing and sitting, ol grace and ease ol carriage, of quick, quiet and graceful movement, and also the harmonious development ol tho nerves, muscles and organs of the body. Good physical habits, once fixed, profoundly 'affect character and health, and, as those are the most important factors in complete living, this phase ot education is considered to bo ol the highest importance. The Education Act requires that at least fifteen minutes’ instruction per das vliall be given in every school.