Taupo District High School

Taupo Times, Volume I, Issue 41, 22 October 1952, Page 5

Taupo District High School

HEADMASTER POSES QUESTIGNS FOR PARENTS [The Headmaster of the Taupo District High School, (Mr J. R. Osborne) in anticipation of the end of the current shool year, poses in the statement hereunder, certain questions for parent and guardians faced with the problem of making decisions concerning* the post-primary stage of their children's education. The function of the secondary department, and the advantages offered are clearly explained. The crux of his problem in making the fullest use of the secondary department is staffing, and that is linked with the housing shortage. The statement, in a sense, is an open letter to the public of Taupo. ]

Parental Responsibility As the end of the year approaches, states Mr Osborne, parents with children in Form II quite naturally begin t6 look to 1953, and wonder what they should do for the best for their child, who is to begin his or her secondary education. Should the child be sent to a boarding school or kept at home to attend the secondary department oi this school ? . Just in case someone could miscon- i true the purpose of thi& statement let it be understood that, although the headmaster and staff are very inter ested in the development and progress of the school, they have nopecuniary interest in the number of children atfcending the secondary department. No teacher's salary or present pos-'tion is dependent in any way, upon roll numbers. You will, it is hoped, appreciate that in putting the following facts before you, no one is trying to bring any influenee to bear upon you. What you do with your child is something you yourself must answer. At the same time it is f elt that your decision should not be based upon false premises, or ill founded rumours. Let us therefore, consider ;jfirstly, the courses of study. "The Common Core" In all post-primary schools, the Education Department has laid down by regulations, dated 1945, certain minimum requirements which are called "the common core" and which must be taken by all children regardless of what school they attend. This common core consists of English, Social Studies, General Science, Elementary Mathematics, Music, Art or Craft, and Physical Education. This common core occupies about 75 per cent. of the time available for the school work in each week. The time not occupied by the core may be taken by the study of any group of approved subjects. The subjects studied in addition to the core, vary widely from school to school, •according to local conditions4 and needs.

Provision in Taupo Here in Taupo, the following provision is made: Those children who *wish to follow the Academic Course take, in addition to the common core, ! Mathematics, Electricity and Magnetism. This provides them with 5 subjects for School Certificate (English, History,. Geography, Maths, Electricity and Magnetism). Those boys who wish to follow an Industrial( or non- Academic) Course, take E. and Mag. and Commercial Practice. It is hoped that in 1953, the Manual Training Block will be built, in which case Commercial Practice will be dropped from this course in favour of a full Woodwork Course. Any boy taking this course may gain his School Certificate in any four oi the following subjects: English, History, Geography, El. and Mag., Commercial Practice (to be replaced by Woodwork as soon as the Manual Training Buildings are provided). Any child wishing to follow a Commercial Course may take Bookkeeping and Commercial Practice. Finally, those girls wishing to take a Home Life Course may take Clothing and Homecraft, both of which subjects are being taught at present by Miss Walters of the pri:mary staff. 1 Subjects Not Taught Now there are certain subjects which do not appear in the above

summary and which are not taughr in this department. Firstly, there is no foreign lar.guage taught. In general, there has been a swing from foreign languages. However, this school would consider Latin for any child who was academically fitted to cope with its study. To do this, the school would make provision to have the child taught from the Correspondence School under the schooPs supervision. Secondly there is no Shorthand and Typing. Few schools are qualified to teacli Shorthand and typing suecessfully, and in most cases the child secures only a smattering of skill which is of little value. The child has far more to gain from a general education leacling to School Certificate followed by a six mo^hs* course of intensive training at a specialised commcercial college. Surely it is wrong for a child to half acquire a skill which can be gained thoroughly in an intensive six months; and what is more such col- ! leges guarantee employment to all their graduated students. Unless it be thought that these remarks are about shorthand and Typing represent purely a personal opinion, the following recommendation from the Scottish Report on Secondary Education (H.M.'s Stationery Office, 1947) is quoted: — 9 That the teaching of shorthand and typewriting should be by regulation excluded from the first two years of the secondary course. These are purely manipulative skills, almost devoid of educationa! value, and the evidence is cenclusive that they are best and most expeditiously acquired by intensive practice after fourteen or fifteen years of age. To set ungrown children of twelve or thirteen with their still unco-ordinated muscles, to learn such skills on a couple of periods a week is an educationa! folly that has gone on far too long.

The Staffing Problem '^rssampSf Let us now consider the question of staff. When a secondary department roll is in excess of 26 as at 1st March in any year, it is entitled to two teachers. This department should have two teachers at present, but unfortunately there is a serious shortage of secondary teachers throughout New Zealand, and although the vacancy has been advertised many times there has yet been no applieant prepared to take the position without the guarantee of a house. If anyone could provide a house on a long-term lease the staffing problem would be solved. Unfortunately, the absence of a second teacher throws a heavy burden upon the Senior Secondary Assistant, Mr J. K. Bogue. Nevertheless, as a result of his hard work, the children are progressing well. If by any chance, the secondary roll exceeds 51 next March, the school will be entitled to three secondary teachers; and these would be in addition to the cookery and woodwork teachers which this sehool will have for two days per week if the manual training block is built next year. The building of this block was put on the supplementary list by the Auckland Education Board this year and should therefore be on the estimates for 1953. The School Committee is at present seeking an as-

surance that it will be so placed. Examinations ! As a last general point for these notes, let us deal with examinations. As was pointed out in the coinments on subjects taught, provision is made for any children regardless of the course of study followed to gain his or her School Certificate at the end of three or four year's study. The bright to very bright child stands a reasonable chance of gaining his or her S.C. at the end of three years provided always that he or she is prepared to work hard and reduce social engagements — pictures, dances, etc. — to a bare minimum. Once a child has gained S.C. and it is desired to continue his or her education, the Government pays a bursary of £40 a year, tenable for 2 years to 'enable your child to attend what is called an Accrecliting School. An accrediting school is a secondary school which has the right to grant University Entrance without examination to any child whom it deems capable of undertaking suecessfully University work. The nearest accrediting, schools to Taupo are Napier Boys' and Girls* High School, and Rotorua High School. Those children who are not accredited — usually about 50 per cent. — may sit the examination in the ordinary way. It may be added that no child can be accredited for School Certificate — a pass can only be gained by examination. And finally it may perhaps be worth pointing out that a secondary school bursary is payable only to a child who has passecl the S.C. exam. in this brief statement it has not been possible to cover all the points which suggest1 themselves. However, an endeavour has been made to deal with the more important facts. Any parent who desires more information is invited to see the Headmaster who will endeavour to answer any question without prejudice. At some later date, it is hoped to consider some of the advantages and disadvantages of the small secondary department. » - i '