The Dominion. THURSDAY, MARCH 30, 1916. NATIONAL EDUCATION

Dominion, Volume 9, Issue 2733, 30 March 1916, Page 4

The Dominion. THURSDAY, MARCH 30, 1916. NATIONAL EDUCATION

Replying to a deputation which, interviewed him last week in regard to the provision of a new site and building for technical education in Wellington, the Minister of Education had something to say about the respective claims of secondary and technical education. His remarks on the subject are welcome, as indicating that he is alive to the necessity of so amending the national system of education as to give it a more practical and profitable bearing upon the business arid industrial activities in which most of those who pa6s through the schools of the country are destined to take part. This is a necessity which was visible before tho war; it is given additional prominence and imperatively demands consideration and treatment now that the war promises to introduce radical and sweeping changes and to create conditions which will make it more than ever desirable ■to reach the highest possible standard of efficiency in the ' strictly practical affairs of life. _ The war has brought a sharp realisation that nations must earn and deserve _ a future by strenuous and unremitting exertion. This lesson is no less applicable to a little country like New Zealand, at an early stage in its 'development, than to the' great nations in the vortex of tho struggle which is now shaking the civilised world to its foundations, If we want to insure our future we must aim at practical eflicienc}', not only in the domain of industrial production, but in all the details' of public, local, and even family, administration wherein efficiency assists to make a nation strong and healthy and en,dow it with resisting power I against any ills and dangers [ that may arise. This line of reasonin? alone amply warrants a stocktaking survey of our national' education system, and 1 unsparing efforts to amend and improve it, where amendment or improvement is possible. It is equally possible, of course, to justify such a scrutiny on more immediate grounds _ which are summed up when it is said that the education system in working operation is not more immune from the possibility of wasteful and futile expenditure of effort than other human activities. But it is' hardly necessary to go beyond the fact that the time demands a growth and development in national working efficiency, and that the demand is to be met first and foremost by doing all that can bo done to improve the national system of education. In its full proportions the problem raised is of serious magnitude and complexity,' and demands a wealth of expert consideration,, and treatment. But tfie Minister of Education, on tho occasion referred to, pointed to one branch of education, or rather to the meeting-point of two branches iri tTie national system of education, which plainly offers an opening for practical and useful reform. The broad effect of Me.. Hanan's remarks was that many pupils now pass from the primary to the secondary schools who might with much more profit to themselves and to the country pass into the technical schools. Taking this view, the Minister has in part an eye to economy. He thinks that a certain saving is to be effected by diverting into the technical schools many children who now take up high school education. This is not an unimportant aspect, but" it is vastly more important that tho change which the Minister, suggests would make for individual and national efficiency. s Some exception may perhaps be taken to one section of the Minister's statement. "You can't make a racehorse out of a Clydesdale," he is reported to have said. "There are too many misfits in life." The equine metaphor hardly seems to fit the facts. Many young New .Zealatiders no, doubt enter the working years of life ill equipped with a light smattering of general knowledge and classical culture who would be much bettor oft' with a solid grounding of practical instruction, even at some sacrifice' of general culture. But this seems to reflect not so much upon the mentality of the pupils as upon the efficiency of the system under which they arc educated, or are-supposed to be educated. This apart, however, _ it is possible to cordially agree with the Minister's contention that the system as it stands is apt to turn out misfits, and tlflit many children now take a course at tho high schools who would do better ior themselves and for the country if they entered technical schools. General conclusions as to the working results of an education system are to be ventured with caution, but it is fairly safo to say that a substantial proportion of the children who pass through the high schools arc little benefited in after life in return for the time so spent. That the qualifications of the average youthful citizen passing from school to working life might be materially raisod and lettered by_ an extension of technical, as against high school, education will hardly be denied by those who have had the opportunity—and few have riot-nsf judging and testing the education system by its fruits. How best the change suggested by the Minister 'ia to be effected is a matter for expert determination. A process of selection is .involved which constitutes one of many complex problems contained and included in the_ general problem of education. It is not to be pretended, cither, that the extension .of technical education on broader and more comprehensive lines is a simple and easy matter to arrange. But problems of tlfis kind are in no way insuperable. The problem of selection could presumably be overcome by demanding a higher standard of ability arid attainments in pupils entering the secondary schools, while affording the same easy access as at present to the technical schools. This and other problems involved are,, of course, amenable to expert treatment, and certainly ilo expenditure of thought and effort will be wasted

which is directed to better equipping the rising generation for the working battle of life. Finally it is to be said that such an alteration in educational methods as has been considered need not involve any reduction ill general educational standards. On tho contrary, it -would more probably result in an improvement here as in practical working efficiency. Technical instruction at a high standard does not exclude a reasonable grounding in general knowledge, while, on the other hand, nothing is le?s ■ calculated to promote educational standards than a system which leaves many, pupils at a loose end while their attainments are still elementary.