BRIDGING THE GAP

Sun (Auckland), Volume II, Issue 345, 4 May 1928, Page 1

BRIDGING THE GAP

REVISION OF PRIMARY EDUCATION

SYLLABUS COMMITTEE REPORTS JUNIOR HIGH SCHOOLS N OT VIEWED FAVOURABLY ( From Our President Reporter. ) G_ _ . ___ .... WELLINGTON, To-day. KEATER elasticity in primary schools tuition, as well as a more comprehensive and connected general course, is sought by the new syllabus which is to be framed from the report of the departmental committee upon the primaryschools curriculum. The circular of instructions to teachers which has just been issued provides for ? ..?? urse which will facilitate the progress of the brilliant child, and afford opportunity for reasonable advancement of the less able pupil. Drastic reforms in traditional domestic methods of teaching are advocated by the committee, and approved by the Minister. Separate junior high schools are not favoured by the Minister.

It is explained that the teacher may, with the approval of the inspector, modify the prescriptions in the syllabus to suit his own methods, the type of pupil he has to teach, and the kind of locality in which he is working. “It will be obvious,” it says, “that the exercise of such freedom will necessitate a revision of the method of awarding Standard VI. proficiency certificates, if these are indeed retained at all. A pronouncement on this matter will be issued presently.”

The syllabus will operate from February of next year. The Minister of Education, the Hon. R, A. Wright, in explaining the report of the committee, said great changes in educational thought and practice had taken place since the present syllabus was issued eight years ago, and the revision which was now proposed was calculated to remove many defects.

Greater stress was being laid on education of a practical type, but at the same time the new syllabus was more broadly cultural than any of its predecessors. A further aim was to bridge the gap between the primary and the secondary schools bv introducing in a very gradual and very simple manner in the higher primary school classes the elements of socalled secondary subjects. Provision had been made for the rapid advance from class to class of pupils who were able to progress more quickly than their fellows, so that the reproach of retarding the brilliant child would no longer be levelled at the primary schools. At the same time supplementary courses were provided to enable pupils who were more brilliant in one subject than in another to advance

along the lines of their special aptitudes. FREEDOM TO TEACHERS The fullest freedom would be given teachers to modify the syllabus in any reasonable manner in accordance with the needs of their pupils or the character of the district in which they were situated. Encouragement also would be given to teachers to adopt the most advanced methods of teaching and particularly to make their teaching as practical as possible. It was recognised that the adoption of the most modern methods of individual teaching depended largely on. the provision of adequate accommodation and reduction in the size of classes. In both these directions Improvements were being effected as rapidly as the finances of the country permitted. “The adoption of the new syllabus will not necessitate any radical alterations in the general organisation of the primary school system,” the Minister said. “Provision will be made for the establishment of a Standard VII. or Form 111. class in certain primary schools for the benefit of pupils who after passing through Standard VI. or Form 11. are not prepared to stay a sufficient length of time in a secondary school to warrant their embarking upon a purely secondary course of education. Such a class will also be of benefit to pupils who for ecnomic reasons have to seek employment soon after passing Standard VI. THE GAP BRIDGED “In this way the gap between the primary schools and technical school evening classes will be bridged and continuity in the educational process secured. Provision will also be -made as circumstances permit for pupils of Standards V. and VI. who are prepared to stay a sufficient length of time in a secondary school or technical high school to transfer there after passing Standard IV. “I do not favour the establishment of separate junior high schools to accommodate pupils of Standards V., VI. and VII. (Forms 1., 11. and III.) as institutions of that type result in two breaks in the child’s school life. By attaching the higher primary classes to post-primary schools there will be only one break. “Such a scheme, will, however, necessitate the establishment of a larger number of post-primary schools which is a very expensive undertaking and advance in this direction must b e very gradual indeed. I do not propose to embark on any forced transference of pupils to the secondary or technical schools at a definite age; but it is intended, as I have indicated above, to provide for more rapid progress through the primary schools by the brighter pupils so that they may. reach the secondary schools at an earlier age than at present.”