Imagining 19^th-century schooling might bring to mind characters like Thomas Gradgrind from Charles Dickens' novel Hard Times. Gradgrind was a disciplinarian, obsessed with drilling facts into pupils' resistant brains. He had little time for art or poetry.

Like any caricature, Dickens' portrayal of Victorian English schools no doubt contains truth. But a close look at New Zealand's early school system reveals a rather different picture.

Dame Elizabeth Rata is making a documentary lecture series on the history of New Zealand education. The four episodes published so far focus on the 19^th century.

New Zealand's nascent school system was an essential element of nation building. Like the young nation itself, New Zealand's early schools were rooted in the classical liberal value of equality. A standardised syllabus aimed to give children across the country equal access to knowledge.

Unsurprisingly, the country that later became the first to give women the vote placed strong emphasis on educating girls. There was an equally strong commitment to the education of Māori children. 

The Native Schools Act of 1867 saw schools established in Māori communities across the country. Māori had a strong say in how those schools were run through school committees.

Instruction was in English, which many Māori wanted. Being educated in English gave young Māori access to wider civic and economic participation. For those of lower status in Māori society, education was a path to greater social equality.

The Education Act of 1877 made schooling fees-free and compulsory for children aged seven to thirteen. Families more than two miles from a school were exempt, which spurred demand to establish schools in remote areas.

In today's terms, the 19^th-century school curriculum was 'knowledge-rich'. Teachers used direct instruction approaches now associated with the science of learning. Literacy teaching emphasised phonics.

For reasons Dame Elizabeth will explore in forthcoming episodes, that was all largely abandoned in the late 20th century, at great cost.

In many ways, New Zealand's reforms of the past three years bring education full circle. Phonics instruction is back. So is a knowledge-rich curriculum.

Students learn best when teachers connect new knowledge to what children already know, in rich, interesting contexts. The new curriculum is structured to support that approach.

Tedious, disconnected teaching like that favoured by Gradgrind does not work. But as New Zealand's educational pioneers were aware, knowledge is essential to prosperity and democratic participation.

Even Gradgrind was half right!

Listen to Michael's conversation with Dame Elizabeth on our podcast and watch her documentary lecture series on her YouTube channel.