THE NEW SYLLABUS

Hokitika Guardian, 28 February 1929, Page 7

THE NEW SYLLABUS

WELCOMED BY' AUCKLAND

HEAD MISTERS.

AUCKLAND, Feb. 2fi

Alter three week’s experience of the new primary school syllabus of instruction, lead ini' head teachers have no regrets at tin? passing of the old, more rigid one. Considered to he theoretically sound when produced, the new syllabus has lost nothing in being put into practice. The syllabus does not embrace any radical change in what is taught in the schools. The whole change really lies in the different outlook on education, and in- the new method of handling the pupils. The teacher with the help and guidance of the inspector is now able to instruct his charges along lines which appeal to him. The syllabus becomes a veliich for expression of the individual as opposed to a set course of instruction.

It is evident that teachers intend to take full advantage of the opportunities for freedom. Head masters have discussed the provisions, and the feeling is that there should he no restraint on the individual teacher. The syllabus is still in i£s trial stage, and it will no doubt, he some time before the teachers settle down to the new routine. Now ideas will be continually picked up ,and discussion of the syllabus will be of great advantage to many as a means for exchange of ideas. In the case of French teachers have the option of taking this or not. Many head masters have found that they have not a staff capable of giving instruction in this subject, and consequently. will not take advantage of the provisions in this respect. At all events, the majority will consider it more advisable to wait the decision of the Minister of Education regarding post-primary education. The extension of the junior high school system, if carried out, would make a material diflcronco as to the highci subjects. “The mow syllabus spells the emancipation of the teacher and the child. One can move in his own way, and at his own rate,” said Mr F. A. (lurry, head master of the Mount ltoskill School. Speaking of the optional subjects introduced Mr Garry said that the practical difficulties ill the way of instruction in French would mean that this subject wuold not be taught at all.

The fact that the new syllabus presupposes a new organisation atogother was mentioned by Mr Garry. He said it was made to fit an entirely now scheme. Until a reorganisation was made, the possibilities of putting the new syllabus into full practice were limited.

Other leading educationists also find much to • commend in the new syllabus. Mr Spenceley Walker, head master of the "Newton Central School, and president of the Auckland branch of the New Zealand Educational institute, said that teachers felt that a load had been lifted from their backs with the introduction of the new provisions. He saw a difficulty which might arise regarding proficiency examinations, as under the new system instruction was bound to vary greatly at different schools. He considered the examination might be dispensul with, and its place taken by accrediting on the year’s work. One effect of the syllabus has been a marked increase in co-operation- between tiro head master and his staff. This is particularly noticeable at Newton Central School, where meetings are held daily to discuss the best methods of imparting knowledge to the children. At these meetings certain su jeets are chosen, and the helpful dis-

mission ensues. At the (Gladstone Road School the head master, Mr A. J. U. Mali, who is also president of the New Zealand Educational Institute, has met his staff, and it has been decided to take full advantage of the, opportunities offered. While deploring lack of sufficient text hooks, Air Hull said this had its advantages, as it would he the means ol sorting out the good teacher, who could do without thorn, from the poor one.