FREEDOM IN SCHOOLS.

Manawatu Standard, Volume LX, Issue 133, 6 May 1940, Page 6

FREEDOM IN SCHOOLS.

VIEWS OF TEACHERS’ PRESIDENT “Some three years afeo the primary schools of this country were ireed from external examinations of any kind. As a result we have been able to introduce into our schools a freedom which was not before possible—to bring the curriculum in our schools more closely in town with the daily lives of the pupils. 1 sincerely believe that this has resulted in a. wonderful uplift ill the work of our and of the product of our schools, 7 ’ Thus stated Mr D. C. Pryor in his presidential address to the 57th annual meeting of the New Zealand Educational Institute in Wellington to-day; “Teachers all over the country have been able to introduce' into their classrooms methods of instruction and revisions of curriculum which have meant, in many cases a completely new outlook on methods and objectives of the work -in the school. “It was to be expected that such a change, amounting in many cases almost to a revolution, should have led to mistakes being made. Some teachers have perhaps been over enthusiastic—others over conservative. But we have now reached a stage where a happy medium has been attained, and I venture to say that the elimination of the proficiency certificate has resulted in a : tremendous improvement in the work of our schools. “It was to be expected, also, tlial tho introduction of new methods—new freedom—should lead to some criti cism. In the main that criticism lias been fair, hut in many cases seems to lie based on. a wrong conception of what is meant by ‘freedom.’ To suggest that it means lack of discipline is entirely wrong. I hope the day will never come when our children will be freed from discipline—in some cases I hope of a rigid type. “Under new freedom, far from encouraging lack of discipline, we should be, anil indeed we are, developing discipline in its' highest- and most enduring forms—self-discipline and the ability to so conduct oneself that whilst retaining the greatest measure of personal freedom full recognition is always given to the rights and "privileges of others. “We must continue to emphasise all the traits of individual mpralitv and the development of individual character, as the main objective of all education. But we must go further. W<* must develop that character in such a way that it may he able to adapt itself to tho society in which it must exist. We must go further still—it must be such that the generation \ve train may be able to raise the standard of that society, if only by a process of slow impregnation. ;

“The' ‘New Freedom’ as I see it means placing emphasis on .such methods of action as these : (1) Understanding and appreciation instead of blind obedience. (2) Fair and honest dealing instead of exploitation. (3) Investigation instead of- thoughtless acceptance. (4) Open-mindedness instead of. prejudice. (5) Promotion of the . common good instead of individual aggrandisement. (6) Acting on one’s own initiative "rather than blind following of the dictates of another. . “Properly exercised, the teaching in our schools should equip our pupils to give an intelligent judgment on controversial matters and a desire and ability to act on that judgment.”