MINISTERS’ MESSAGES ON EDUCATION

Press, Volume LXXIII, Issue 22270, 8 December 1937, Page 12

MINISTERS’ MESSAGES ON EDUCATION

Views of Mr Savage and Mr Fraser

The Prime Minister, the Rt. Hon, M. J. Savage, and the Minister for Education, the Hon. P. Fraser, have each sent “The Press” a special message for ils educational supplement, vV.:h is published to-day. Both Ministers set out the past achievements of the Government and outline in general its cd 'ce.tion policy. %

MR SAVAGE “I thank .The Press’ for its courtesy in asking me to contribute a special message to its Education Supplement. “As Prime Minister, I can only refer to the factual side of our system of education as it affects administration and the progressive policy of the Government. “So let it be clearly understood that there is no pretence in this message at expert knowledge of a subject that is of the first importance to a young nation. “We all know, of course, that our own and visiting experts are agreed that the New Zealand system of education has many defects. As ‘The Press’ itself said a year ago: ‘. . . The educational problems of New Zealand are deep and troublesome, and all the more so, perhaps, because the system has a sort of mechanical regularity and efficiency. Everything is provided for, by regulation and syllabus; yet, what results from this large and detailed provision is often and decidedly not education.’ “I am not going to try to improve on that description. It says everything that need be said about the shortcomings of a system which is the product of almost a century of many different administrations. The comment really means, however, that both the system and reformers have at least succeeded in keeping upright in a rut. “That it has been necessary to say it is the clearest proof that the present Government inherited an imperfect system. It has been our task, and it still is our job, to bring methods of teaching and what has been aptly termed ‘the informative content of education’ into line with modern needs and conditions in a changed and changing world. Making Education Accessible “I do not claim that we have effected anything like the measure of improvement we ourselves desire. It is our aim to bring the advantages of education from the infant schools to the university within the reach of all children and young people. We want to make the best education accessible to all sections of the community and to use the public funds in ways most likely to lead to national advantage. And that aim covers practical as well as cultural education. But, it cannot be achieved overnight. “I do claim, however, that the Government within a relatively short period has succeeded in preparing the ground for more substantial reforms in the whole education system. Education should not be a subject of political argument, and I have no intention of indulging in party politics. In order to show the magnitude of the Government’s initial task, however, it is necessary to emphasise that during the last 18 months, administrative effort has had to be concentrated on repairing and extending the framework of education —the provision of more school accommodation; the readmission of the five-year-olds to public schools, and the extension of kindergarten training; the training of additional teachers; an increase in grants for many diffierent purposes for the welfare of pupils; and last, but no less important and essential, the improvement of children’s health. While that has been going forward all the time, the Minister for Education and his technical advisers have been giving close attention to the study and preparation of reforms. These will come into the arena of practical politics as soon as possible. “In the meantime, it is the duty of every citizen with understanding of the value of education to help as far as it is within his power to obtain the best possible measure of reform. I desire to congratulate ‘The Press’ on its special efforts in the cause of education.” M. J. SAVAGE, Prime Minister of New Zealand. MR FRASER In previous messages I have emphasised the fact that it is the policy of the Government to.give to every child in this country, as far as is possible, equal opportunity for education from the kindergarten to the university.

The proficiency c which for over 30 year’ h~H. 0 : . ' -i a strong and generally rcstric ve influence on the teaching in prim . '.' schools, was discontinued as frem the end of September lari, givirg teachers more scope for initiat : Ve and freedom in their work; allowing pupils to pi-ngrr-'-- uninterruptedly from primary to secondary and technical education. Better transport arrangements and increased boarding allowances, together with the consolidation of schools, have made it possible for country children attending primary and post-primary schools to receive an education more nearly equal to that available to children in towns. The restoration of the award of University National bursaries on the higher leaving certificate qualification and an increase in the number of special bursaries have brought a university course within the reach of many students who were previously unable to undertake such a course. Oldfashioned, inconvenient buildings are being steadily replaced by modern classrooms, mainly on the open-air design in which the Canterbury Education Board was the pioneer. Milk-in-Schoola A milk-in-schools scheme ha* been successfully instituted and at present some 116,000 children are covered and the scheme is being extended. There will be important extensions in the school dental ser* vice early next year, owing to the increase in the number of dental nurses trained during 1936 and 1937. These are only a few of the reforms which have already beeq effected; others are under consideta* tion. The most notable event of the last year was the New Education Fellowship Conference, during # which prominent and distinguished educationists from many parts of the world gave us the valuable results of their own study and experience. The fact that so many of our teachers attended the various conference lectures and discussions, with the manner in which their interest and enthusiasm was sustained, was most inspiring and was particularly encouraging to those who are looking forward to an advancement in educational methods, organisation, and opportunities. “Birthright of Every Child* Many of the reforms in teaching method and scope advocated by the New Education Fellowship lecturers are in operation in some measure, although very irregularly distributed and correlated, throughout our schools. A few days ago along with 2000 other citizens in the Town Hall, Wellington, I had the great privilege of enjoying a snlendid programme of orchestral music, choir singing, and choral speaking by the boys of Rongotai College. The concert was of the highest order. Among the composers interpreted were Beethoven, Bach, Elgar, Brahms, and Schubert, while the poets whose verses were spoken by the choir were Tennyson, Thomas Hardy, Alfred Noyes, and William Blake. It almost appeared as if the very soul of the school was expressed in the most beautiful songs, the most exquisite music, and the most lofty poetry. The programme was an inspiration and a great en- . couragement to those who value the cultural benefits of music. I want all the children of New Zealand to have the same opportunities extended to them. This Government firmly believes that a liberal education is the birthright of every child, and it will not cease from striving till all children enjoy that rightfia heritage. With every right obtained there is linked a corresponding duty. , country that gives of its best expects from its people the best that is hi their power to give—the best work of their hands and of their brains; it expects that they will use the» technical skill and the culture which they acquire, not for mere selfish ends, but in the interests of good citizenship. _ The education, of the future Win be the preparation of boys and girls for a full, active, useful, am enjoyable life, so that as adults they can serve the community efficiently and beneficially and help, ®. the words of William Blake, to “build Jerusalem” in our green ana pleasant land. ' P. FRASER.