Standard IV Should End Primary Schools

Sun (Auckland), Volume II, Issue 350, 10 May 1928, Page 13

Standard IV Should End Primary Schools

REVISION OF SYLLABUS REPORT SUGGESTS MANY CHANGES (From Our Resident Reporter.) WELLINGTON, To-day. Many important changes, and in some aspects, drastic reforms in i the present system of the primary education of children are recommended by the Syllabus Revision Committee in a report which it ! has just presented to the Minister of Education, the Hon. R. A. Wright. The committee began its deliberations early in December, 1926, and terminated its work in the middle of last February. It reviewed the whole history of primary education in the Dominion and heard the evidence of no fewer, than 7U witnesses. The most minute attention has been given to examination of the working of the syllabus with particular reference to its present-day needs. Such recommendations have been made as appear necessary to secure better articulation with the work of secondary and technical schools. "It is found that the present syllabus is not fully suitable for present-day needs,” reports the committee. "Our main recommendation, that primary education should terminate at the end of the standard IV. course, we believe, if carried into effect, would solve the problem of articulation.” The committee is of opinion that at the ages of 11 or 12—that is, at the completion of standard IV.—all pupils should then be transferred to a postprimary school. Attendance at school, irrespective of pupils' attainments, should be made compulsory until the age of 15. QUESTION OF HOME-WORK The committee recommends that home-work in the form of school tasks should not be required from pupils up to 12 years of age and only to a very limited extent up to 15 years of age. Secondary subjects should be commenced in Standard V. and Standard VI., and that the syllabus in general should be enriched in content and the treatment of cultural and occupational subjects should be modernised. "With the oncoming of adolescence it is a distinct advantage for the child to have the companionship, stimulation and inspiration of social, mental and physical superiors,” says the committee.

"The transfer of all pupils to some type of secondary institution would tend to obliterate social distinctions by giving all equal opportunities for advanced education. It would enable ability, and vocational aptitude to be more specifically revealed and more fully developed.” With this age of transference difficulties arising from increased secondary school attendances would be overcome. Further, to meet what is more important—the needs of the pupil who at 12 undergoes a definite physical and mental change—it is proposed that the break between the primary and postprimary should take place at thi3 time. THE CURRICULUM Four courses of instruction are favoured: —(a) The present academic course for those proceeding to university work and entering professional life. (b) A commercial or general course. (c) A course for those specially skilful in handicrafts and construction work. (d) A course, where possible, for those interested in (i) agriculture (boys); (ii) domestic science (girls). (Sixty per cent, of the whole work to be common to all four courses.) While the committee hopes that all pupils will receive a good training in handicraft, it declares itself “emphatically opposed to any definite vocational training till the pupil has completed his 15th year.” ABOLITION OF SCHOLARSHIPS "It is felt that in the primary school the proficiency certificate and in the secondary school the matriculation examination have dominated the courses of study and cramped the methods of teaching,” the committee declares. It is recommended that the prolicency certificate be abolished and a leaving certificate granted to pupils upon the completion of a three years' course of post-primary instruction. Abolition of the junior national scholarship is also favoured and instead, of the award grants be made for the assistance of deserving pupils. On the satisfactory completion of the 12-15 course a certificate should be issued entitling the holder to further free education. Qualification for further free education at a technical or high school shall be determined after the completion of a three years’ course of post-primary education upon the recommendation of the head teacher after consultation of an inspector of schools and the parents of the scholar. TEACHERS’ APPOINTMENTS The system of appointment of teachers to secondary schools is in urgent need of revision; there should be no barrier to the transfer of primary teachers to secondary schools and special provision should be made for training secondary teachers. Further, the inspectorate should be unified—an inspector’s activities should lead him according to his qualifications over the whole field from the primer classes to Form VI. of the high school.

“OVERHAUL OVERDUE” REPORT BY MINORITY "It is felt that a radical change, a drastic and sweeping overhaul of the whole system, is overdue, and that the expert educationalist with all his methods and suggestions has failed and will again fail until he has been convinced that rapid, profound and bewildering changes have taken place in the child and in the world beyond the school.” Such is the opinion of the minority members of the Syllabus Revision Committer, who. disagreeing with the committee’s recommendations on several points, have also embodied their views in a report. Criticising the majority’s report, the minority report says:—The committee generally sought after a grandoise and embroidered system of work, involving disruption in the existing organisation, whereas the real task’ was to evolve a practical scheme to secure better articulation without additional expenditure. Mass transference of primary school pupils to secondary schools Is not favoured. Instead, it is considered the curriculum for Standard V. and Standard VI. should be enriched to provide for an earlier commencement of instruction in subjects that have formerly been studied only in the post primary course. The control of education in each district should be vested in one elective body, functioning as a primary, secondary and technical education authority. Teaching staffs of all schools should be appointed by local adminis-

trative authorities in consultation with controlling committees. It is considered the existing grading system for teachers should be annulled, and, under a grouping system, in conformity with the grading of schools and positions, committees would have the right of selection from a group of eligible teachers. “PRESERVE EXISTING SCHOOLS” Minority members consider existing technical schools should be preserved and their place in the system definitely determined to articulate with the primary school below and the university above. The district high school should be sympathetically developed, strengthened in staffing, and more generously equipped. More effective educational guidance, with a distinct bias to rural life and more liberal provision in country districts for the practical instruction of rural children is also advocated. Thorough investigation of the problem of retardation in the primary school and the education of subnormal children is considered long overdue. As it is considered several phases of educational policy did not come before the Revision Committee, minority members recommend the appointment of a thoroughly representative consultative committee to investigate vital problems.