UNEMPLOYED TEACHERS

Auckland Star, Volume LX, Issue 134, 8 June 1929, Page 12

UNEMPLOYED TEACHERS

NUMBERS INCREASING.

TOO MANY BEING TBAINED.

SAYS EDUCATION MINISTER.

A reduction in the number of- students being trained as teachers, and (if finances permit) the creation of more posts by reducing the sizes of classes, were two remedies indicated by the Hon. H. Atmore, Minister of Education, to a strong deputation from the Education Institute, that asked him this morning to do something for the large number of teachers not in permanent employment, i Mr. Spenceley Walker, president of the local branch, said Auckland was more troubled than other districts, with the difficulty of teachers not in permanent positions, one reason being that the district was larger. Teachers not in permanent positions who had come from the Training College, in the years mentioned, were: 1923, 6; 1924,.7; 1925, 12; 1926, 23; 1927, 103. Sir James Parr, when approached about the position, had stated that it would be righted by 1930, but as a matter of fact the trouble was progressive, as the figures showed. The Minister: Have any of the teachers you refer to been employed.

Mr. Walker explained that they had been found work as relieving teachers, but that did not give them a standing; the positions were not permanent. The consequence was that their grading suffered, and their general standing affected. He must admit that the Auckland Education Board had been most sympathetic in the matter of giving what employment it could in a relieving capacity, but that did not go to the root of the difficulty. The branch of the institute had gone into the question and came to the conclusion that there were not enough positions for the number of students trained.

The Minister: There will have to be less students.

Mr. Walker said the institute had another solution; that was to reduce the size of the classes, and so open up more positions for teachers.' Probationary assistants sent out each year from the Training College should not be permanent members of a staff, because they still had to be trained; they should be classed as supernumeraries. Unwieldy Classes. The Minister said he recognised the difficulty. If financial circumstances permitted the reduction of classes would help to , solve it. A previous deputation had instanced classes with 61, 56 and 51 pupils. The Deputation: We've all got them, sir. Mr. Atmore said he was just as keenly desirous as the members of the institute (perhaps more so, because he saw more of it) of getting the classes reduced to a workable size. Classes of 61 or 57 were wrong, and meant a waste of money, because in such classes there could not be proper teaching. The Deputation: Hear, hear.

Mr. Atmore reiterated that there was the difficulty of finances, but the matter of overcrowded classes admitted of no argument. He believed there would have to be a reduction in the number of students trained at the colleges. It was no use encouraging students if there were no chance of them getting permanent position 6. He felt that even if the task of reducing the size of classes were undertaken there would still be need for reducing the number of students entering the colleges. It was not fair that the trainee should be held in a bond where there were no prospects. He could not understand what Sir James Parr meant when he eaid the difficulty would be adjusted by 1930.

Mr. Hall explained that the idea of Sir Jamee was that the size of the infant classes would have been reduced by 1930, but of course the financial position would not admit of that being done. Mr. Atmore said he should have thought Sir James would have been aware of the financial position. Personally, said Ml". Atmore, he would- work for limiting classes to 40. Function of Colleges.

Adverting to the training colleges, he paid a tribute to the good work they were doing, and also to the calibre of the principals whom he had met and admired. At the eame time he would like to know whether the students were getting training or subject matter for teaching. If the latter were the case, then the colleges were not carrying out the function for which they were established. He put the matter forward as he would like an expression of opinion from the institute. If the students were getting subject matter for teaching instead of training he did not blame the principals. The Department was to blame, that was to say the Minister, and he accepted it. If a change were necessary, it was the duty of the Department to see that it was brought about. Mr. Atmore promised to go fully into' the matter the deputation had raised and communicate with the branch later.

Mr. Walker, in returning thanks, said they realised that they now had a very fine Minister.