Post-Primary Schools Must Wait a While for Broadcasts

Radio Record, 3 July 1936, Page 17

Post-Primary Schools Must Wait a While for Broadcasts

Hurdles Yet To Be _ Overcome

IFFICULTIES sifted out by the New Zealand Secondary Schools Association committee which has just completed its inquiry into the possibilities of broadcasting for secondary school, suggest that it will be a good year yet before there is completed and operated a scheme for regular broadcasts of this sort. In an interview with the "Radio Record" last week the principal of Wellington College, Mr. W. A. Armour, outlined the possibilities and probabilities of the eventual broadcast services for post-primary pupils. He is personally enthusiastic for the development of the idea. but realises that there are many more difficulties to be overcome than is now the case with the primary schools’ regular educational sessions. "As far as the primary schools are concerned."

said Mr. Armour, "the treatment of their educational sessions is good, and the results are all that can be expected. The booklets issued for use with the individual broadcasts are most excel- ° lent productions. comparine favour-

ably with England’s best. We found in the investigation into the proposal for broadcasts to post-primary schools, however, that there were several difficult points which will retard progress. First of all, few of the post-primary schools are fitted with broadcast receivers, and therefore could not immediately participate in whatever sessions may be designed for their benefit. ° "Secondly, there is a good deal ‘of difference of opinion among post-primary principals as to the value of broadcasting-in this direction-although most of them are in favour of it. The private schools and the girls’ secondary schools seem to be more in favour of broadcasting than the Governnient and boys’ schools. Country high schools are generally enthusiastic about it, too. It will be necessary to. decide the important question of the time at which broadcasts for secondary pupils should take place. The time at which the primary schools’ broadcasts are given-from 2 p.m. to 3 p.m. would have to be changed for us. It seems to be generally agreed, however, that there should be two secondary broadcasts a week,:to be given between 3 o’clock and 3.30."

Another consideration was that these broadcasts would be best provided from one centre only, and that circumstances would impose certain limitations, continued Mr. Armour. Secondary school broadcasts should not attempt to give actual lessons, but rather to enlarge the horizons of the pupils and to provide a background for their studies. The most interesting and valuable type of broadast for the purpose of ‘this sort -of instruction would je lectures by visitors from overseas who had specialised knowledge, which would be of real value to us. There were often people passing through the country whom Mr. Armour thought would be able to deliver informal talks which should stimulate thought’ and interest. : lt was important to ensure that speakers

were of that type which could interest pupils by their manner. of presentation of their subjects-speakers who could compel attention from secondary pupils. No mat-

ter how interesting or valuable the subject, any talk would be lost on pupils if it were not designed to appeal specially to them, or if it were delivered in a dull, dry-as-dust manner. : "For my own part-and there are many teachers with the same view-I believe in the great value fo be obtained from these, and once instituted they would be highly successful," said Mr. Armour. "Australian reports indicate that their secondary schools broadcast scheme is a splendid success, but reports from England don’t seem to be quite as enthusiastic. -Perhaps this is because of the tendency toward conventional ideas which may diminish the possible appeal of the broadcasts, whereas Australia’s methods may be more progressive." . A further hurdle would be that of providing a service to suit both secondary schools and technica! colleges, where a wide variation in the curriculum is -noticeable. This feature unless. carefully tackled would reduce the possible coverage of the broadcasts considerably. Among all. classes of post-primary schools in the rural and intermediate (Contd. on p, 18.)

Equipment Is An Initial Obstacle

areas there was more enthusiasm for the broadcast lectures scheme than in the bigger centres. "We shall want something different from the classroom," Mr. Armour continued. "Formal instruction by radio isn’t going to make much of an appeal." "Ts provision likely to be made for senior pupils to learn something of the

science of living to help them a little when they leave school and start to look round?’ he was asked. "Yes, something in the nature of lecturettes dealing with the social sciences would be very useful indeed, ' The general world situation and affairs of our own country could form the basis of valuable talks-along nonparty lines-as long as they could be made interesting. They are very like-

ly to be dry as dust. Appreciation of art, music and literature could also be dealt with providing always that they are presented in a manner which would hold the attention of the pupils." As far as technical subjects were con- . cerned, visual instruction was far more effective than broadcast lectures. and in this direction it was hoped that the time was not distant when suitable equipment would be available.