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A study of the role and activities of the English Christian mission schools in the post-war period with special reference to a self-governing and independent Singapore
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Type
Thesis
Author
Wu, Francis Ven Yuen
Supervisor
Chin, Long Fay
Abstract
This thesis seeks to record the responses of the English Christian mission schools in the post-war period with special reference to a self-governing and independent Singapore. Activities related to the response would be included so as to permit a clearer understanding of the stand taken by the English Christian mission schools.
This study was based on a survey using a stratified random sample of 21 English Christian mission schools, in the Republic of Singapore. As two schools declined to participate in the survey, the final population sample stood at 19 with seven primary schools, seven secondary schools and five full schools. The main objective of the survey was to collect information at the grass roots level and accordingly a questionnaire was prepared for the Principals and an interview arranged with the Senior Assistants of the 19 English Christian mission schools. Secondary sources like school magazines and newspaper cuttings were used to help verify the answers collated.
Both the questionnaire and the interview questions were tried out in a preliminary survey of six English Christian mission schools. Modifications were made in the light of the preliminary survey. The final survey took place in November 1975 and the last return was in January 1976. The main findings are recorded here.
The English Christian mission schools through the years have evolved an organisation and structure of their own. They can be divided into two main groups - the Catholic English schools and the 'others' comprising the Anglicans, the Methodists, the Presbyterians and the Seventh Day Adventists. The Catholic English schools are managed by members of a religious 'teaching' order while the 'others' are staffed by lay teachers. This distinction is slowly being erased because of the decline in the membership of the religious 'teaching' orders in the Catholic English schools.
All the English Christian mission schools do impart some form of religious instruction to their students. For those children whose parents expressly object to their attending such classes, they are exempted and instead attend moral science classes. It will be seen that the religious character of each English Christian mission school is strongly influenced by the enthusiasm of the Principal.
Structurally, the English Christian mission schools favour the 'feeder school' system. All the Catholic English schools operate on this basis. The Methodist Boys' school also work on this system but the Methodist Girls' schools prefer branch schools spread over the island. Which ever system or modification of it they adopt, the English Christian mission schools are usually meant for students of one sex - either boys or girls and transfer of students from one English Christian mission school to another (within the same religious denomination) is possible.
The trend towards decentralization is very obvious. As the 'feeder' system becomes too complicated, former 'feeder' schools now assume the role of major schools. This has permitted the establishment of a number of smaller 'feeder' systems. This expansion is in part dictated by the need for such a school and also the availability of funds. With the massive school expansion programme of the People's Action Party Government, the English mission schools saw a diminishing need for expansion.
All English Christian mission schools are governed by their own Board of Management according to the Education Ordinance of 1957. In this respect, the Senior Assistants and the teachers have only a vague idea of the functions of the Board. Very often decisions are made by the Board and channeled through the Principal to the teachers for implementation.
With the coming of the People's Action Party to power in 1959, the English Christian mission schools found that more was demanded of them. There was a new emphasis on the teaching of a second language, technical and vocational education and parity of treatment for all the four streams of education. In the teaching of a second language, the English Christian mission schools encountered a problem in that not all their students could effectively tackle two languages and some of the English Christian mission schools are reluctant to go all out of this. As for technical and vocational education, the established English mission schools, due to physical limitations, are unable to provide the necessary facilities. The English Christian mission schools share such technical facilities with the government schools at centralised workshops.
Apart from the Gabrielite's Boys Town which is a vocational school, all students aspiring to a vocational education have to join the government's vocational institutes.
The English Christian mission girls' schools preferred 'Home Economics' to technical subjects and consequently, those girls wanting to pursue technical education had to seek transfer to other schools.
Surprisingly even with parity of treatment, the English Christian mission schools are unable to achieve any form of integration which could be due to the physical limitations of space. The English Christian mission schools, except for Marymount Convent School (primary section), remain single stream schools. This deficiency has been corrected with the establishment of the three Junior Colleges by the English Christian mission schools in the 1970s.
Generally, the English Christian mission schools are able to maintain their claim of a high academic standing due to a number of factors which include long service, experienced and dedicated teachers and principals, and the ability to attract good pupils.
The English Christian mission schools established their Parent-Teacher Associations whereby the schools and the parents could work closely for the benefit of the students. Not all the English Christian mission schools favoured this system. Some preferred less formal methods in approaching the parents.
Many of the teachers, because of their long years of service, possess valuable experience thus contributing to the learning and the teaching process. Interested teachers help to supplement the efforts of professional social workers in the field of counseling while others are involved in the standing committee of the Advisory Committee on Curriculum Development (ACCD). Generally a deep sense of commitment is found among the English Christian mission school teachers.
In conclusion, the English Christian mission schools seek "to cultivate the intellect with unremitting attention, ripen the capacity for right judgment, provide an introduction into the cultural heritage won by past generations, promote a sense of values and ready for professional life. By creating friendly contacts between students of diverse temperament and background, the schools foster among them a willingness to understand each other".
This study was based on a survey using a stratified random sample of 21 English Christian mission schools, in the Republic of Singapore. As two schools declined to participate in the survey, the final population sample stood at 19 with seven primary schools, seven secondary schools and five full schools. The main objective of the survey was to collect information at the grass roots level and accordingly a questionnaire was prepared for the Principals and an interview arranged with the Senior Assistants of the 19 English Christian mission schools. Secondary sources like school magazines and newspaper cuttings were used to help verify the answers collated.
Both the questionnaire and the interview questions were tried out in a preliminary survey of six English Christian mission schools. Modifications were made in the light of the preliminary survey. The final survey took place in November 1975 and the last return was in January 1976. The main findings are recorded here.
The English Christian mission schools through the years have evolved an organisation and structure of their own. They can be divided into two main groups - the Catholic English schools and the 'others' comprising the Anglicans, the Methodists, the Presbyterians and the Seventh Day Adventists. The Catholic English schools are managed by members of a religious 'teaching' order while the 'others' are staffed by lay teachers. This distinction is slowly being erased because of the decline in the membership of the religious 'teaching' orders in the Catholic English schools.
All the English Christian mission schools do impart some form of religious instruction to their students. For those children whose parents expressly object to their attending such classes, they are exempted and instead attend moral science classes. It will be seen that the religious character of each English Christian mission school is strongly influenced by the enthusiasm of the Principal.
Structurally, the English Christian mission schools favour the 'feeder school' system. All the Catholic English schools operate on this basis. The Methodist Boys' school also work on this system but the Methodist Girls' schools prefer branch schools spread over the island. Which ever system or modification of it they adopt, the English Christian mission schools are usually meant for students of one sex - either boys or girls and transfer of students from one English Christian mission school to another (within the same religious denomination) is possible.
The trend towards decentralization is very obvious. As the 'feeder' system becomes too complicated, former 'feeder' schools now assume the role of major schools. This has permitted the establishment of a number of smaller 'feeder' systems. This expansion is in part dictated by the need for such a school and also the availability of funds. With the massive school expansion programme of the People's Action Party Government, the English mission schools saw a diminishing need for expansion.
All English Christian mission schools are governed by their own Board of Management according to the Education Ordinance of 1957. In this respect, the Senior Assistants and the teachers have only a vague idea of the functions of the Board. Very often decisions are made by the Board and channeled through the Principal to the teachers for implementation.
With the coming of the People's Action Party to power in 1959, the English Christian mission schools found that more was demanded of them. There was a new emphasis on the teaching of a second language, technical and vocational education and parity of treatment for all the four streams of education. In the teaching of a second language, the English Christian mission schools encountered a problem in that not all their students could effectively tackle two languages and some of the English Christian mission schools are reluctant to go all out of this. As for technical and vocational education, the established English mission schools, due to physical limitations, are unable to provide the necessary facilities. The English Christian mission schools share such technical facilities with the government schools at centralised workshops.
Apart from the Gabrielite's Boys Town which is a vocational school, all students aspiring to a vocational education have to join the government's vocational institutes.
The English Christian mission girls' schools preferred 'Home Economics' to technical subjects and consequently, those girls wanting to pursue technical education had to seek transfer to other schools.
Surprisingly even with parity of treatment, the English Christian mission schools are unable to achieve any form of integration which could be due to the physical limitations of space. The English Christian mission schools, except for Marymount Convent School (primary section), remain single stream schools. This deficiency has been corrected with the establishment of the three Junior Colleges by the English Christian mission schools in the 1970s.
Generally, the English Christian mission schools are able to maintain their claim of a high academic standing due to a number of factors which include long service, experienced and dedicated teachers and principals, and the ability to attract good pupils.
The English Christian mission schools established their Parent-Teacher Associations whereby the schools and the parents could work closely for the benefit of the students. Not all the English Christian mission schools favoured this system. Some preferred less formal methods in approaching the parents.
Many of the teachers, because of their long years of service, possess valuable experience thus contributing to the learning and the teaching process. Interested teachers help to supplement the efforts of professional social workers in the field of counseling while others are involved in the standing committee of the Advisory Committee on Curriculum Development (ACCD). Generally a deep sense of commitment is found among the English Christian mission school teachers.
In conclusion, the English Christian mission schools seek "to cultivate the intellect with unremitting attention, ripen the capacity for right judgment, provide an introduction into the cultural heritage won by past generations, promote a sense of values and ready for professional life. By creating friendly contacts between students of diverse temperament and background, the schools foster among them a willingness to understand each other".
Date Issued
1976
Call Number
LA1239.6 Wu
Date Submitted
1976