THE ECONOMY REPORT.

Press, Volume LXVIII, Issue 20499, 18 March 1932, Page 15

THE ECONOMY REPORT.

SCHOOL TEACHERS PROTEST. COMMISSION ATTACKED. DISCUSSION BY LARGE MEETING. An emphatic protest against the economics in education proposed in the report of the Economy Commission which were declared to he "slashes" rather than "cuts"- —was made last night by the largest meeting of Cliristchurch primary school teachers which has assembled for some years. It was claimed that such reductions would be inequitable for the teachers and disastrous for the children. The meeting was called in the Canterbury Chamber of Commerce by the North Canterbury branch of the New Zealand Educational Institute, and was attended by more than 200 members. The protest of the Institute was expressed in the following resolutions, copies of which will be sent to all members of Parliament, the Federation of Teachers, the New Zealand Educational Institute, the Canterbury Education Board, the School Committees' Association, and the Canterbury Standing Committee on Education:— (1) That this branch of the New Zealand Educational Institute, while recognising that economy in education is inevitable at the present tiaie, believes that some of the proposals brought down by the Economy Commission are inequitable. Cases in point are: (a) Ikidue hardships placed o"h Training College students. (b) Unjust treatment of primary women teachers. (c) Other specific cases such as double cuts. (2) This branch also believes that some of the suggestions may effect immediate economies, but will result in reducing the opportunities of the children of New Zealand for an efficient education; more particularly in respect of: (a) The proposed restriction of free education to the age of 17, the cancellation of freo railway passes for secondary pupils, the withdrawal of bursaries, and the raising of the entrance age to six years. (b) The reduction of opportunities for manual training. (c) Withdrawal of grants for libraries; and (d) The increase in the size of classes. (3) That the Government be urged to give to the people of New Zealand, as was done by the British Government, an assurance that any such economies in education ' as may be effected, will bo reviewed at the end of March, 1933. "Economies Inequitable." Mr W. A. Rumbold, who presided, I explained that the meeting was called specially to discuss the Economy Commission's report. The committee set up to examine this report had invesI tigated it thoroughly. They con- | sidered it advisable to divide the recommendations into two parts: — (1) The inequitable nature of the report. (2) The effect of the proposed ecoI nomies on the child. 1 Since the committee was set up cerI tain correspondence had. been received from Wellington. This was later read to the meeting. Mr J. G. Poison moved the first resolution. At a time when feelings ran high, he said, it was very difficult to take a well-balanced view of the general situation, and very easy to be led into extravagant statements. It had to be admitted at once that the extraordinary conditions to-day demanded unusual, measures and the right of the Government to economise had to be acceptea. Economy in education as well as in other directions must be faced. Their object was not so much to oppose the general principle of economy, but rather to show first that some of the proposals were inequitable so far as teachers are concerned, and more important still that many of the proposals would deny to the children of New Zealand opportunities for • educational advance that every child and every parent had a right to expect. The main object was to point out the undesirable consequences to the child that must inevitably follow if some of the proposed economies were accepted by Parliament. So-called economy that seized on means to save money at the most easily available point might easily prove to be in, the long run a false economy. They appealed with confidence to every parent and every member of Parhament to review the proposals in the light of the future welfare of the child. Wfiile teachers were prepared to bear their share of the burden, hc continued, the motion did not necessarily commit them to accepting any further cuts. If it could bo proved that a further all round cut was necessary and advisable they must grin and bear it, but a mam-

festo sent out by the Central Exccuti in Wellington set out to show that a further cut was not necessary. Training College Students. On the position of trainees, Mr Polson said that allowances before the per cent, cut were £BO and £3O extra or those living away from home. The proposal now was to pay £26 and £-0 tor those living away from home. Only a special section was to receive even tins amount; the remainder would get nothing or only a loan, to be repaid later on. The Commission's suggestion was that this should operate from the hesinning of the second term, 1932. 1 his was a total cut of from 50 to 100 per cent. "I therefore have no hesitation in making entry into the profession easy possible means of protesting against this differential treatment to the lowest-paid part of the profession. In support of this request I urge that _ (1) Such treatment is unjust and inequitable. . (2) It creates a class distinction, making entry into the profession easy; for the rich and difficult for the poor. (3) It is a breach of faith, since the students entered under specific regulations which it is proposed to nullify. (4) It will tend eventually to lower the quality of the profession, which will not attract the keen, far-seeing student." Women Teachers' Position. Miss K. B. Turner, who seconded the motion, said that the proposed scalingdown of women's salaries to four-fifths of men's meant an extra cut of from 7 per cent, to 16 per cent., making a total cut of from 27 per cent, to 36 per cent, for assistants and in some special cases inflicting a penalty of over 40 per cent. This "slash" had been described as an extraction of £75,000, which could be justified only because it would sa.ve money without doing much harm. She maintained that irreparable harm would result from such unjust treatment. If the nation wanted the best women it could obtain for the training of its children, what inducements would there be for women to enter the primary profession. After a period of nine years spent in academic attainment, would a salary of about £l2O (out of which training college fees had to bo repaid) suffice, when only about 8 per cent, could hope to rise to the higherpaid positions of infant mistress. Sho declared that in the long run about 13,000 children would suffer through the proposed unjust treatment of nearly 4000 primary women teachers. It was proposed to take £66 from tho salaries of the senior women assistants as well as al9 per cent. c\it. It was an unjustifiable discrimination that the work of such an assistant, which was in many cases practically the same as "junior secondary work, would be paid over £IOO less than the A Grade secondary assistant. Further,- the senior primary assistant had no such opportunities for advancement as the secondary teacher. Many of the women teachers were contributing to tho support of aged parents and close relatives; thus again the slash would create hardship. If the schools were to bo graded by the removal of the five-year-olds, women again would suffer most. The junior teachers would be the first to go. Their unequal opportunities of promotion and the differentiation in the salary scale of assistants were other disadvantages under which women suffered as compared with m Supporting the motion, Mr H. f. Penlington attacked the 1919 amendment to the Education Act, which allowed regulations to be over-ruled by Ordersin Council. Mentioning other cases of complaint, such, as double cuts, lie said that teachers had already lost their remote allowances and annual increments. . . Effect on the State. The second resolution was proposed bv Mr L. F. de Berry. It was most important that the economies should be real and not merely apparent, he said. They should make for the ultimate strength and vigour of the State. Education was the one btate activity upon which the future_ of the citizenry of the country depended. Some of the proposals of the Economy Commission would, at the expense of an immediate small economy, entail irreparable damage upon the children ana so upon the country itself. The restriction of free education 'to the age of 17 years, the cancellation of free railway passes for secondary schools, and the withdrawal of bursaries all tended to make it increasingly difficult for the boy or girl of parts but of poor parents to receive that educa J tion which democracy demanded of its future Tulers. Under all modern conceptions of education and democracy was tho right of all, without distinction of class or social or economic standing, to the fullest development of all their natural powers. Post-primary education of the ideal type was not altogether academic and did not envisage all students going on to the University, although the report was based on that assumption. He emphasised that it was a tragedy for any country to build its system of post-pri-mary education on purely academic lines. As for the elimination of bursaries, the Universities would become available for a narrowly-restricted class only, and this loss also would ultimately fall upon the country at large. Another future charge to the State would result from-the indiscriminate exclusion from schools of children below the age of six. In many of the less desirablo parts of the cities there were hundreds of childjjen who should be cared for from a much earlier age. Full Review Wanted. "It may be true that in the past full value has not been gained in return for all the money, time, and work devoted to the cause of free-post-primary education," added Mr ,de Berry, "but surely the wise and statesmanlike policy would be to review the whole position, cut out abuses, and reform the system so that the State can secure the ,full value that can accrue from the best development. It is our duty as loyal citizens to help the children develop their powers and rise to their social responsibilities. Only a wise system of education, based upon equal opportunity for all, can do this; and it is those equal opportunities for which I plead." Mr W. C. Colee, while recognising the need of economy, emphasised the need of maintaining the efficiency of equipment for the children. The Commission's proposal was to cut off Standard V. from the manual training centres and very much to curtail the opportunities at present afforded to country children to take advantage of the training. Pupils in primary schools would have only one year's training in woodwork and home science in place of the present two years. He was convinced that the children had all a great desire for action, and he felt therefore that through providing handicraft the system was filling a real educational need in fitting boys and girls for life. At no time had the need" been so great to train the girl in occupations which would not bring her)' into direct competition with the boy in the labour marand to develop in her an appreciation of home-making. There was an imperative need for all girls to be trained in the economical use and preparation of foods. This need was recognised in England, where, in spite of the depression, doioestic science instruction was being steadily increased. Finally, he claimed that there would be a smaller number of openings for students who had already been trained at Government expense. The big decrease in numbers attending the manual trainI centres caused by the elimination I of Standard V, pupils and the closing

of country classes would greatly reduce the number of teachers required and throw many out of employment. At the same time the efficiency of the children's training would suffer vitally. Temporary or Permanent? The third motion was moved by Miss A. C. Finlayson. The report of the Economy Commission, she said, recommended certain economies which were m effect very considerable changes in policy and in the system itself. The members of tlie Commission had covered a vast amount of ground in a very short space of time. They were not experts in education, and they could not be expected to be able to judge of the effect upon the children of New Zealand of the economies they proposed. Measures which seemed to be justifiable at a time of stress or financial crisis could hardly be regarded as a suitable constructive basis for a progressive policy in education. England had recognised this fact, and there it had been explicitly stated that the cuts imposed were merely of an emergency character. The New Zealand Government had not yet given any indication whether any changes made were to be regarded as temporary, emergency measures, or as permanent changes; and the people of New Zealand had a right to have a statement on this point. They therefore asked that the whole position should be reviewed within a year. The motion was seconded by Mr H. F. Gabites. emphasised the importance of this motion, stating his fear that if the present Parliament remained in office it was intended to make the measures permanent. Each motion in turn was carried unanimously, and finally all three were adopted by the meeting. ■ Withdrawal of Readers. Miss jl.' V. Kennedy said that the withdrawal of supplementary readers, and of the subsidies with which teachers and committees equipped their schools with good libraries would deprive the child of his right to share in his just heritage—the literature of his race. Only tjie wealthier parents could provide the books their children required; here again was the beginning of a class distinction. Further, the country child was being placed at a disadvantage compared with the town child. If the children of the country were worth educating they were worth educating provido merely the shell of a structure—the four walls of a schoolroom with nothing within them. Size of Classes. Mr S. G. Prebble dealt with the proposal to increase the size of classes. "Already we know that in Christchurch there are classes of CO children and over," lie said. "There is no need for you to use your imagination to realise the effect of this on ,a child's education. Some of us older teachers remember only too well when large classes of 80 or more existed with such dire results to the pupil. The modern educationist during the last twenty years has advocated freedom of movement and individual work. Is all this to be relegated to the scrap heap? It would simply be impossible for an infant mistress to do individual or group work. For ono thing there would not be sufficient floor space; the children would simply liave to be taught in the mass, which is contrary to all' modern methods. The child's outlook and his environment would be cramped.

"A minor consideration is that thousands of pounds have been spent on the training of teachers in modern methods. This would be pure waste as it would be impossible under such conditions and with largo classes to carry out to any degree tho modern methods advocated by educationists during the last twenty years. As for the child between the ages of eight and fourteen, if ho is clever, or has come from the wealthier homes, he is partly able to overcome these difficulties. He has more opportunities placed in his way. But the backward ' child is slow to mature, or has not had the facilities. Under the conditions imposed on him by largo classes, ho could not possibly get that individual attention and encouragement, that personal sympathy that is so necessary for him."

PROPOSAL OPPOSED. FURTHER CUT CONSIDERED UNWISE. There was an attendance of about 100 at a meeting of Civil servants held in the Masonic Hall, Ashburton, last evening to consider tho proposed further Cut in salaries and wages, and the Economy Committee's report. Mr T. Hardy presided. • At the close of the meeting the following information was supplied to The Press. "The following resolution was carried: 'That this meeting of Civil servants, representative of primary, secondary, and technical school teachers, postal employees, railway servants, and Public Service Associations, considers the proposal to impose a second 10 per cent, cut on all Public Service salaries as unwise, inasmuch as a first cut was followed by increased unemployment, and a drop in Customs receipts about equal to the saving in wages. The meeting considers the proposal unjust, inasmuch as it will result in tho Public Service employees making an unduly large contribution to the relief of the country's financial position. Furthermore, considering that the programme is fundamentally a banking and currecny question, this meeting respectfully suggests that the Government examine closely the various suggestions advanced by the representatives of the organisations, and contained in a memorandum addressed to the Prime Minister on or about February 24th.' "A committee representative of all Public Service organisations in Ashburton was appointed, and it was decided to distribute circulars issued by the Dominion executive of the combined service organisations, and to circulate n petition with the signatures of all those opposed to the principle of further wage reduction."

COMMISSION CRITICISED. (I>EKB3 ASSOCIATION TBLEOBAH) DUNEDIN, March 17. A statement criticising the whole of the education economies suggested by the National Expenditure Commission ♦pas before the Otago Education Board to-day. It will be forwarded to all boards and to all members of Parliament. The Board resolved: That the Minister for. Education should be asked for an assurance that he will submit any proposal for altering the present system of local control to 'all boards before any legislation is pror-oted, and that the boards will be given ample opportunity to confer and submit recommendations.

Mr J. Wallace (chairman) said that no previous report had made such ilass distinctions. The whole trend was that tho poor man had to pay while the rich man was let off. One glaring way in which the report was a class one was that the countrv child was badly hit in comparison with the town child. The personnel of the Commission was a gigantic mistake, because the men composing it were stern, wealthy business men, knowing notliino' education difficulties.