Size Of Classes

Press, Volume CVII, Issue 31383, 31 May 1967, Page 14

Size Of Classes

Sir,—“Ponderable” asks i whether the Post-Primary 1 Teachers’ Association can be 1 positive that smaller classes 1 will improve the quality of i education in New Zealand. : Teachers certainly cannot i support their case by refer- ; ence to practical experience, : since for most of them classes 1 of the size recommended five years ago by the Giirrie Commission are an unheard-of luxury. But they are certain that the . chronic staff shortage in the schools is eroding the standard of education in : this country,, in spite of the best efforts of those concerned. Teachers want more qualified teachers and smaller, classes because they want more time invested in each pupiL In the meantime, it has been announced that the quota for recruiting British school teachers to teach here: bas been increased from 100 to 130. In this field, as in others, overseas borrowing may prove i to be nothing more than a palliative whieh diverts atteni tion from real solutions to . real problems.—Yours, etc, L- G. LUKEY. I May SJ. 1967. • Sir,—“Ponderable” has a , point but hls comment needs qualification. It is not only . the size of class but the level : of conduct 'of the members . and the standard both of > teaching equipment and of ; teaching provided that must .be considered together. If . “Ponderable” has made a j thorough job of bringing up I his children I would be willing to teach 100 of them at

one time, but if he has not, then even one could be a horror to attempt to instruct It is a pleasing fact that the Japanese children are very well-behaved, and an unpleasant one that many New Zealand pupils are not. School boards must do their part also. One secondary classroom I visited recently boasted two electric light bulbs, walls as bare as those of a prison, and desks whose upper surfaces were uniformly scarred, stained, and dirty. Would “Ponderable” teach there?—Yours, etc., TOO BIG HERE. May 30, 1967.