The Daily News. WEDNESDAY, MAY 19, 1920. RE-CASTING PRIMARY EDUCATION.

Taranaki Daily News, 19 May 1920, Page 4

The Daily News. WEDNESDAY, MAY 19, 1920. RE-CASTING PRIMARY EDUCATION.

The Hon. C. J. Parr has signalised his accession to the control of the Department of Education by a proposal that will practically revolutionise primary education. The- scheme for re-cagting the whole syllabus of instruction, which was unfolded to the Education Conference at Wellington last week, marks the parting of the ways of the old and the new conceptions of the object of education. Hitherto'' the object of most systems of education has been largely personal, while the new aim is to give greater advantage to the State rather than to benefit the individual personally. The Minister lias been at some pains to make himself cognisant of the educational reforms that have been instituted abroad, and his proposals are mainly based on developments that have taken place in Britain, where, as Mr. Parr stated in his address, the people had, since the war, "taken hold of the problem with both hands." Briefly, the Minister's scheme proposes elementary schools for children between the ages of six and twelve; intermediate schools for those between twelve and sixteen, who do not attend secondary schools, and secondary schools for children between twelve and eighteen. Logically, the idea is unassailable, bin how it will work out in practice is quite another matter—that has yet to be tested. The chief point to be noted is the break which is advocated on a child reaching twelve years of age, when the Minister considers that a knowledge of the three R's should have been rooted and established by that time. It is obvious, however, that children vary considerably in their scholastic attainments at that age. Possibly what the Minister means is that the. passing of the fourth standard shall be the period of the break, and so far as the pupils are concerned who are to pass into the secondary schools, there is no question they would benefit by leaving the elementary schools two years earlier than hitherto, for they would more readily work into the secondary system and be enabled to receive the full benefits. The scheme proposes that elementary pupils shall be "prepared" for secondary schools. If this means that they are not to pass direct from the elementary to the secondary schools, but receive special instruction at intermediate schools, it is probable the plan, which will certainly involve considerable expense, will not attain its object, which can only successfully be gained by the secondary schools having the teaching of their recruits so as to secure co-ordination with their system. The establishment of central schools for those children not proceeding to secondary institutions bids fair to be a costly experiment. Theoretically it has much to recommend it, but it is manifest that it can only apply to towns and large centres of population. This is recognised by the provision for two years' additional instruction in the elementary schools where central establish ments are not provided. Admittedly the problem is not easy to solve, but if there is one class of children who have been handicapped in the past it is those in the rural districts, and it is time they had a place in the educational sun. It is also proposed to continue children's education up to 18 years of age, as is the case in Britain. These continuation classes will take place, where the pupils are in employment, as part of the day's work, and will not require the child to work longer hours than is required of a mnn._ It is quite evident the Minister is actuated chiefly by the desire that children shall not leave school before they are old enough to appreciate knowledge for its own sake. It has been claimed, possibly on good grounds, that much of the unrest of the period is due to the .chiiteß beta* onlv, partially ?du-

cated, and that the only means whereby order can be secured is by making education so thorough that the rising generation will be enabled to use their mental faculties in the right way and on sane lines. The Education Conference, after discussing the Minister's proposals, accepted those relating to the termination of the primary school course at about, the age o"f twelve years, the preparation of pupils for secondary schools, and the establishment of central schools. This is not surprising, but it is probable the difficulties will not be easy to overcome. More teachers will be wanted, also more schools, and, above all, an enormous increase of the vote for education. If a satisfactory scheme can be evolved on the proposed lines, the cost is a mere secondary consideration. New Zealand cannot afford to lag behind other countries in the making of good citizens. The sounder and more thorough the education given to our children the better they will be equipped for the battle of life, the greater will tie the asset to the State, and the better will be the prospect of increased industry, happiness, and contentment. Sound educational reform is long overdue.