INFLUENCE OF THE TEACHER

Dominion, Volume 15, Issue 195, 15 May 1922, Page 9

INFLUENCE OF THE TEACHER

ON THE DOMINION’S CHILD LIFE SOMETHING ABOUT REFORM Speaking at a social function for ' women teachers at the Pioneer Club on Saturday, the Mayor (Mr. R. A. Wright) iii a speech of welcome to the delegates, said he knew the work of teaching was most exacting how exacting the average citizen did not altogether realise. This, however, was recognised—that the teacher was the moulder of the character of the child life of the Dominion. It was expected that .in • their homes the children would get wholesome teaching—at any rate he hoped the large majority of them did. But it was in the schools that the children got their first and last impressions from their teachers. It was a great thing to know that we had in New Zealand so fine a body of teachers as we possessed. It was admitted that the great majority of them were men and women who strove to mould the characters of the children so that they might become good citizens. He believed that the educational system of this country was a very excellent one. It might be imperfect—but he was sure of this: that the children had a splendid opportunity of securing a firstclass primary and secondary education ; and behind ths syllabus, behind the system, was the individual work of the teacher. Unless the latter were good it was imnossiblo to have the system carried out so that it was a benefit to $ll concerned. Mr. J. Caughley, Director of Education, told his hearers that ho had found that in taking up administrative work there was a tender cry to get out of touch with the active work of teaching and teachers. Unless the administrative side knew what tha teachers were doing, what they thought what were the conditions under which they worked —good or bad—there was a lessened opportunity of giving help. He congratulated the Women reachers’ Association on the fact that it gave much time to the matters that dealt directly with teaching itself and with the children’s welfare and interests. and did not trench upon semipolitical matters. He considered that the women teachers were keeping well abreast with modern education, and particularly so with regard to the infant schools. There was a freer spirit displayed in the lower_ part of the schools in general —a freedom that was apt to fade away the closer one got to the top. Speaking of reforms, Mr. Caughley expressed appreciation of a desire on the part of teachers to experiment, to follow or try original methods, but in doing this it was well to strike the happy mean. They had first of all to assure themselves that the new methods and ideas were suitable, were applicable, and had something to give that was of value and |hen incorporate in their teaching what was educative to themselves <s well as to the children. He would say: take nothing that had not a definite educative value to both.