23

E.—7A,

tion. The examination is wholly external to the schools. Secondary - school teachers, and even those controlling secondary-school organization, have no share in making the necessary arrangements for it ; nor is their counsel taken in framing the conditions of the examination. The examiners are not concerned in any way with the school records of candidates. They must judge them entirely by the work done in the examination-room. Such a system is not in accord with the best educational practice, and is unfair to the school, to the examinee, and to the examiner. How great a hold this examination has in the Dominion is evidenced by the fact that in 1924 no fewer than 4,982 candidates entered. It is certain that an exaggerated public esteem given to such an external test of the work of a school, together with the cumulative effect of such a system upon the ideals of the teaching staff, must produce in both teacher and student the attitude of mind which regards examination values as all-important in both teaching and learning. Naturally, therefore, progressive teachers chafe under the restrictions imposed, and clamour for the introduction of a system of accrediting so that they may be free to adapt their teaching to the necessities of their school and attest the qualifications of their pupils. In fairness to the university authorities it must be stated that the evil is not inherent in the Matriculation Examination as such, but in the popular demand which has resulted in the examination being used for a purpose for which it was not designed. But there is another aspect of the matter which demands serious consideration. New Zealand is a young and undeveloped country offering abundant opportunities for developmental work of the most varied character. It should be the part of the high schools to send out keen and capable students trained, so far as secondary education can train them, for occupations in which they can render the Dominion great service. But the fact is that under the influence of educational habit and of the exaggerated social esteem given to the Matriculation Examination the schools are responsible for diverting these bright pupils, by means of a bookish and unreal education, into occupations in which many are not needed and for which some are ill-adapted. Every one who is familiar with school-work will readily admit that the prescriptions for an examination which meets a popular demand do govern absolutely the course of study in the schools. It is true that from time to time the university authorities have included in the list of subjects examined, those newer studies regarded by the school authorities as necessary for a modern school curriculum, but while this makes the position more acceptable to the schools it complicates the issue for a sound matriculation test. The question is nearer solution if it is practicable to make one examination serve satisfactorily for both entrance to the university, and for a school leaving certificate. The experience of other countries shows that this is quite practicable, especially if the name " Matriculation Examination. "is not attached to the test. The object should be to devise a scheme of public examinations for secondary schools which shall allow of a large number of options, which shall satisfy the natural demand of the public and of students for a school leaving certificate, and shall at the same time under carefully considered restrictions serve as a qualification for entrance to the university. The different University Faculties usually demand evidence of proficiency in certain fundamental compulsory subjects as a preliminary to entrance, but in recent years, with the steady improvement of secondary education, these compulsory subjects have been steadily reduced in number. In this connection we quote with approval from the report of the Royal Commission on University Education in London : "We agree with the Consultative Committee in thinking ' that a good general education should be sufficient to secure admission to a university,' and, provided the spirit and methods of university studies are such as they ought to be, and furnish the student with a purpose and a responsibility in his work through the emphasis that they lay upon the pursuit of knowledge for its own sake, we believe he may be entrusted to acquire the necessary acquaintance with those ancillary subjects requisite to the mastery of his main line of study which his school curriculum mav not have given him."*

This stresses examination values of subjects.

Bookish education promoted.

A school leaving certificate advocated.

Compulsory subjects in preliminary qualifications for entrance to special courses.

* London University Commission, 1913, sec. 92, p. 39.