A LECTURE.

Hauraki Plains Gazette, Volume XXXVI, Issue 4853, 15 July 1925, Page 2

A LECTURE.

MODERN ASPECTS OF EDUCATION. METHODS IN ENGLAND. On Thursday evening last, in the Centenary Hall, Paeroa, Dr. J. W. Mcllraith, the recently appointed Senior Inspector of Schools for the Hawke’s Bay district, delivered an instructive address on “Modern Aspects of Education.” Mr J. W. T. Jonesj President ot the Goldfield,s branch of the N. ZEducational Institute, presided, .and iu introducing the lecturer spoke of the recent tour of the British Isles and Europe made by Dr. Mcllraith, during which he studied’all the latest methods of education. In opening his addres Dr. Mcllraith stated that since the Great War many new methods of education had been evolved, and in all parte of the country new experiments were being tested. In the London schools provision was made for the training in practical subjects, such as bookbinding, leather-work, the making of electrical instruments, etc. The speaker said that lie had examined a great deal of this class of work, and stated that excellent results were being obtained.

In the schools of Poplar, the poorest quarter of London and on which the “sun never rises,” the children were found producing articles of such high quality that many of them were earning as much as fifteen shillings a week by the sale of their work. In the schools for girls, dress-making, millinery, cooking, and such subjects played a promininent part in the curriculum. the schools were equipped with the latest appliances and the children displayed great interest in their activities.

At the age of eleven yeans the pupils left the primary school and entered the secondary schools. The boys nad girls were accommodated in separate institutions, facilities bein o afforded for the study of the subjects best suitable ,to their various walks in life. The age at which the pupils left the primary departments! was found to vary in different parts of the country, while the syllabus of instruction was drawn up to suit local conditions. In this respect the English system differed from that, in yogue in New Zealand, inasmuch as that no official syllabus of instruction was issued by the Central Governing department. The compiling of a syllabus was left entirely in the hands ot the headmaster and the local governing body, but before being put- into operation His Majesty’s Chief Inspector must approve of the work. By adopting this method the education of the children in the various provinces was suited to local requirements. Our newly introduced system of junior high schools was a step in the same direction as the system followed in Scotland since 1900. To finance this work local rating was in vogue, the local authority being called upon ot furnish 40 per cent, of the required finance. So long as the buildings and the syllabus of instruction were approved by the chief inspector financial help was given to private as well as to Church schools, but notwithstanding this concession many of these schools had closed, owing chiefly to the better facilities offered in the State institutions.

The classification of the pupils was found to differ considerably from that of the New Zealand system. Each child was graded according to its mental ability. The division into standards such as is understood in New Zealand was unknown In England. In some schools as many as ten divisions were found, whereas in others only five divisions were necessary.

The matter of retardation of pupils was also mentioned by the speaker. He stated that in one senior school he found boys who could not read but who were doing splendid work in the practical subjects. In discussing this matter with one of the leading headmasters Dr. Mcllraith stated that the opinion w,as expressed that no good whatever would.be derived by keeping a boy two years in one class ; in fact, great harm would result, for by being proved a failure a pupil might perhaps lose all faith in his own powers. On the other hand, by being in company with his mental superiors he would derive benefit from their company and would maintain his own self-respect, while the physical benefits derived by taking part in their outdoor activities would in themjselves compensate for any mental weakness.

In all the secondary schools modern languages were taught. The language teachers, before being qualified, were •compelled to spend, at least twelve months in an approved foreign school for the purpose of acquiring a thorough knowledge of the language. The lecturer stated that in. very, few schools was Latin or other ancient languages taught. In Scotland no entrant to the teaching profession was accepted unleiss he had acquired a University degree. Notwithstanding this restriction sufficient candidates were offering, with the result that at the present time only 1 in every 300 Scottish teachers were uncertificated. The status of the teachers had recently been raised, and the salaries now paid were sufficient to induce the best minds of the country to enter the profession, for it was acknowledged that if the British race was to maintain its supremacy the ravages and the losses suffered during the war could only be remedied by properly educating the boys and girls of to-day, who would be the men and women of to-morrow.

The speaker also dealt with the consolidation of schools in America, and outlined the elaborate arrangements made for the accommodation of not only the pupils but also the mothers, who were housed during the winter months in certain western States. By adopting this principle the country children were thus afforded equal opportunities of acquiring a thorough education as the city children. Tn passing, Dr. Mcllraith suggested that Paeroa was an ideal centre for instituting consolidation

principles. fn moving a vote of thanks to the lecturer the chairman took the opportunity, on behalf of the teachers of the Goldfields district, of congratulating Dr. Mcllraith on his recent appointment, and wished him success in his new position and expressed regret at his departure. Dr.' Mcllraith suitably acknowledged the good wishes.