right to value the intellectual, but it is folly to undervalue other qualities. Yet this isjust whatsociety does...Absurd though this may beeconomically and politically in 1965, education of any kind other than the academicis lowly regarded. The status ofa school still depends on its academic success. A school which gains many examination certificates is held to be good; a school which excels in music, art, physical education or crafts is thoughtto be of little significance. Consequently there is a constant pressure to force every child into the academic mould, a pressure which teachers should resist.. In an effort to provide greater opportunity in our curriculum at Kearsney we intend to introduce,in addition to the normal courses offered at highschools ° *yP®> such subjects as Agriculture,Artand Geometrical Drawing.Acourse in bookkeeping on the ordinary level will be considered for boys who are seeking only a school-leaving certificate. These innovations will be introduced as soon as suitable staff can be recruited. Further extensions and modifications will follow when the trend ofnational policy is known. LANGUAGE LABORATORY In our determination to keep pace with the latest developments in education, Kearsney ean now claim to have the very latest equipment for language teaching. This apparatus, which has been specially imported from the U.K. and installed at not inconsiderable eost, is as up-to-date as any in the western world today. Kearsney has taken the lead in the Republic in acquiring ^ 'tilly equipped and operational Language Laboratory. So far the installation of this equipment has been confined to some universities and technical colleges in the major centres. In the first instance the laboratory will be used for instruction in Afrikaans and French, but I hope that in due course programmes in conversational Zulu and various branches ofthe sciences will be included. The following report from one of the foremost Public Schools of Great Britain confirms the effectiveness of this form of language instruction: "Before we had a laboratory we used to get 80% passes in 'O' level French and about 10% could make some effort at speaking the language. Now we have a slightly higher percentage pass but 100% can speak French coherently and with some fluency," In addition to our Language Laboratory I hope that next year we shall be able to acquire the apparatus for a Reading Laboratory for use in the junior forms and designed to remedy deficiencies in reading by incorporating the latest techniques in programmed learning. Research overseas has proved that a child's inability to cope with certain subjects is frequently due to basic weaknesses in reading, and it is not unusual for some children to have reading ages some two to three years below their chronological age. Until a child can read with a facility and degree of understanding commensurate with his chronological age. It IS impossible for him to maintain the rate of progress that may reasonably be expected ofhim.Experience overseas hasshown that once a child has managed to overcome this weakness, his whole attitude changes and the approaeh to his work immediately becomes more positive and direct. He gains confidence from success, which in turn provides the incentive or greater effort. At this stage I wish to pay tribute to the Chairman and the Board ofGover nors for the whole-hearted support and encouragement that they have given me in my endeavours to keep Kearsney abreast of modern educational practice. I feel that we may justly claim that a fair amount has been achieved this year, but there is a great deal yet to be done — for the horizons in education are boundless and infinite. Finally, Mr. Chairman, if we, the Private Schools, are to justify our claim to be leaders in the field of education in this country it is imperative that we watch closely the developments overseas, for it is of prime importance that we 62
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