INTERESTING DEBATE.
SCHOOL PUPILS AS OPPONENTS. The Centenary Hall, Paeroa, was well crowded on Wednesday evening last, when a debate took place between two teams of four members each of Paeroa High School pupils. The subject of the debate was: “That pupils of secondary schools are adversely affected in every way o.wing to the importance attached to examinations such as Matriculation and Public Sei - vice Entrance.” The leader for the affirmative was Master Ivan Hall, who was supported by Miss B. Gibb, Miss R. de Castro, and Ben. Gwilliam, and the negative was led by Master Ah an North, with Miss S. Gordon, Mrs M. Taylor, and W. Leach in support. His Worship the Mayor (Mr W. Marshall) presided, and associated with''him were the Rev. Jefferson and Mr C. N. O’Neill, who acted as judges for the debate. The usual rules of debate were adherend to. In opening the debate in' the affirmative Miss B. Gibb said .that she and her colleagues were going to prove that pupils of secondary schools were adversely affected by examinations. The meaning of education was to train children, mentally, morally, and physically, so that . their lives could be lived to the best advantage and that only the best in then; should be given to the world. She thought that an exaggerated importance was attached to passing matriculation and public service entrance examinations. ' The mental training was affected adversely in two ways, (1.) by the subjects the pupils were compelled to study, and (2) the way those subjects were studied. The work for such examinations was confined to a very narrow limit. Nine-tenths of the pupils who passed these examinations had to base the whole of their knowledge on book learning, and the cramming of book knowledge only caused a loss of self-reliance in the pupils. Miss R. de Castro followed, and said that she wished to draw attention to the physical side of being required to pass such examinations. Children were sent to school to be developed physically and morall/ for their future lives in the world. She contended that the physical attainments were sadly neglected in the isecondary schools owing to the hurried preparation for coming examinations; Pupils were forced to cram book knowledge while thinking longingly of the games they were missing. Towards the approach of the examinations pupils became panic-stricken and were compelled to cram day and night, with the result that a severe strain wa,s placed on the human system, inevitably leading to a physical collapse. To cover the work required much book work had to be done which often led to impaired eyesight. That had- an. effect upon the nerves, and the time spent bending over study bcoks caused ill-developed bodies. She thought that the emphasis on mental training was overdone, and crowded out the physical and moral training that was so necessary to pupils. What was the use of a cultivated mind without a sound body ? In Germany there was a tendency to exaggerated importance of examination work, anid as a consequence siuicides were frequent by students who failed and could not stand the disgrace. Master. B. Gwilliam spoke next, and he caused a lot of merriment with his humorous remarks. He said that it was only necessary to read the daily papers to learn of the large number of acts of embezzlement committed by members of the Public Service. He was of the opinion that employers would far rather employ those who had sound moral and physical attainments than those who had crammed a lot of book knowldege.' A man who successfully played games learned to stand the knocks in life, and became broad-minded and could be trusted. Employers would prefer a boy with a good character and sound home training to one holding a scrap of paper certifying that he had got three sums, right and could “murder’’ a foreign language. A! man who had been soundly trained physically and morally was* a hustler, and an acquisition to any community. The speaker thought that cramming limited the outlook on life very considerably. Master Ivan Hall, leader for the affirmative,- said that he was of the opinion that the competitive spirit encouraged by passing examinations was overdone, and only developed jealousy and dishonesty. The higher development of morals was neglected. The super-brilliant student ’ lacked solid character, and, after all, the development of a good character was the main feature that mattered, and he contended that it could not be brought about by book-learning and passing examinations. The examinations only gave mental training, and other branches of education were neglected for cramming; The love of beauty, art, and music were not in the syllabus for the Matriculation and Public Service Entrance examinations. The neglect of physical and moral education must reflect on a character in after life, and he was convinced that pupils of secondary schools were adversely‘affected in all l ways owing to the importance attached to examinations such as the’ Matriculation and Public Service Entrance. THE NEGATIVE. In opening for the negative side Miss S. Gordon said that she would place the mental side of working for examinations before the audience. It was essential that children should receive a sound education and absorb mental knowledge. The holding of set examinations induced steady work, combined with concentration and diligence, throughout the year. The passing of examinations must be decidedly advantageous; otherwise the world would be sadly lacking in good and wise men and women. The sys tern of education was sound, and she failed to understand how students could be adversely affected by being expected to pass such examinations. Master W. E. Leach explained the physical side. He said that if students could no,t stand the strain.
of examinations the standard would have been lowered; instead, it had been raised, and yet very little, if any, physical harm to the students had resulted. Medical men would be * the first to notice if examinations were harmful to human physique, and yet they carried on and passed sue- , cessfully far higher examinations than the Matriculation and Public Service Entrance. The cases of nervous breakdown and impaired eyesight were very few. If evil effects Of working for examinations were paramount, would they not manifest themselves, in our universities, where such high standards of mental, moral, and physical efficiency prevailed. Ths present education system had the moral support of the medical profession. He was of the opinion that if stooped shoulders were caused by working for examinations, .then the students should go into a hospital and not. into an examination room. The study at' school was broken by regular intervals for play and rest for the mind. Miss M. Taylor said that the moral and general side of examinations should not be overlooked. By working for a definite examination ,the virtue of regular application to work was acquired, and diligence, concentration, and perseverance were encouraged. The Matriculation examination was a certificate of good character. The preseht education system was the soundest known, and the uniformity of general school work was provided for and maintained. The speaker said that to get the best out of life a good character was necessary, and that could only be had by diligent applica-,. tian to learning and equipping oneself to take part in the battle of life. Master Allan North, leader for the negative side, said he could only support the previous speakers on his side. If the Matriculation standard had been faulty it would have been corrected, but there had not yet been found a better or sounder system. It could not be denied that certificates of examinations were references of sound moral character. Were it not for examinations there would be a total lack of ambition, and no definite object to be gained by learning. The present system of education had been built up steadily by the wisest men in the world. The proof that a pupil was not adversely affected by passing examinations , wa,s evidenced by our Rhodes Scholars, who were physically, mentally, and morally sound and stpmg. The Chinese had used examinations for maintaining a high standard but in ■ latter years the system had got very low, gradually causing the fall' of China. Japan had adopted a modern system of education,, and as a result the Japanese were now one of the first nations of the world. In conclusion the speaker said he felt that examinations did not cause harm, but brought out the truest and best in every pupil.
There were no questions asked of the' speakers, and the leaders were allowed two minutes each for a final reply, after which the judges retired to consider their verdict. After being absent some five minutes the Mayor announced that it was the opinion of the judges that the negative side had put up the best case, and he had much pleasure in declaring them the winners. Ho heartily congratulated both teams on their showing, and on the able and convincing way they had handled the subject. He also thanked Mr F. 3. Wilksi for arranging the’debate, and also for the help and encouragement he had given the teams. The Mayor’s remarks.were supported by the Rev. Jefferson and Mr O'Neill. The proceedings were brought to a close with a vote of thanks to the chair and the singing of tire National Anthem.
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Hauraki Plains Gazette, Volume XXXIV, Issue 4620, 2 November 1923, Page 4
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1,550INTERESTING DEBATE. Hauraki Plains Gazette, Volume XXXIV, Issue 4620, 2 November 1923, Page 4
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