EDUCATIONAL REFORM.

Evening Star, Issue 12867, 17 July 1906, Page 1

EDUCATIONAL REFORM.

The Otago district branch of the New Zealand Educational Insiitate held its annual meeting last week, and the members cannot complain of lack of matter for dascuesion. For various reasons educational questions bulk eo largely in the public mind at the present time that the sessions of such a body as the Educational Institute arouse more than ordinary attention. The subject of education is one of oniversal and perennial interest, and the discussions arising upon it can be "undei - - 6tanded of the people," notwithstanding the fact that teachers almost always have (in addition to addresses from their own members) lectures by learned and scientific men. This year, in addition to the able and comprehensive address of the president (Mr J. Robertson, 8.A.), members and the general public were treated to most interesting and instructive discourses by Mrs T. M. Hocken on the work of the Victoria League, Dr Marshall on 'Volcanoes and Earthquakes,' Dr Malcolm on 'Fatigue,' Dr Mason on 'The Health of Children,' and Dr Truby King on 'The Teacher as a Creative Agent.' The mere mention of thb names of the lee turers is sufficient guarantee of the high quality of the addresses, and the titles of the lectures show their immediate interest to members of the teaching profession and the general public. The annual report draws attention to the fact- that 40 per cent, of the teachers of Otago are still non-members, and urges on members the importance of their doing their best to persuade those outside their ranks to join. The advantages of union are, especially in the case of teachers, so obvious that it is matter for wonder that all teachers have not long ago joined the Institute. It is, however, the experience of most unions, doubtless, to find some who will be persistently blind to their own best interests. In some districts we understand that the local secretary has every teacher's name on his roll of membership. Let us hope that the secretary of the Otago district may yet, at no distant period, bo in a position to say the same. The report also draws attention to the Education Board's resolve to return to the local scholarship examination instead of using the department's examinations, and the proposed change is commented on adversely. We think that any course that leads to an unnecessary multiplication of examinations stands condemned, and that the teachers' recommendation to leave matters in the hands of the department, as at present, is a wise one, for the reason given (Le., that one standard of examination for the Colony is thus ensured, and the duplication of instruction and examination is prevented). The presidential address draws attention to the memorials of his work that the Premier has left on the Statute Book, especially in the Department of Education—for example, the Teachers' Court of Appeal Act, the Colonial Scale of Salaries, Teachers' Superannuation Act, not to mention the provision made for manual and technical instruction, free secondary education, national scholarships, etc. As the president truly said, Mr Seddon's memorials already exist "in the beneficial measures "he placed on the Statute Books of the "land he loved, bringing within the reach " of even the humblest the benefits that ht- " himself missed in bis early life." Teachers still have to complain of the illiberal provision made for "back service,' 1 and it is pleasing to note that,a representative of

the Executive of the Dunedin and Suburban School Committees' Association waa present when this matter was discussed, and promised the best support of that body in any efforts made to hare this state of affairs remedied. It is a sign of the times that teachers and. school committees are working together in educational matters. This is as it should be. The result undoubtedly will be for the good of education. The. expert, knowledge 'of the teacher will be supplemented by the business experience of committeemen, while the tendency of the teacher to be onesided owing to the narrowing effect of his profession will be corrected by committeemen's greater knowledge of the world of affairs. When teachers and committees combine we may rest assured that we cannot go far wrong in educational matters. We note that the president' makes a short reference to examinations, in the course of which he states, what we hare all along held to be the case, that the results of the ordinary examinations carry too much weight. He is speaking more as regards the quality of the teacher's work, but his remarks would certainly apply also to the results as they affect the pupils, for'he says the system tends to encourage unskilful and thoughtless teachers to gain these results in whatever manner they can, and he adds that methods, not results, should ba the main thing to attend to. In closing, he summed up the immediate objects to be aimed at to be—(l) Further inducements to teachers to improve their methods of work; (2) limitation of the number of pupils in school classes to enable these mothods to be used to the fullest advantage ; (3) a better system of promotion and appointment of teachers; (4) doing away with the age restriction as regards free secondary education.' The third point—a better system of promotion and appointment of teachers—has for as long as we can remember been a burning one with teachers, and will continue so until there is a colonial scheme of promotions, all the positions in the service being filled on one uniform system. This question evoked a good deal of discussion, the general result of which was that no scheme would ho satisfactory that did not provide for a proper grading of schools and positions and a pioper classification of teachers; and, further, that it was necessary to make the teacher's salary independent of the average attendance. This desirable reform will doubtless come in the course of time, and the sooner the better in the interests of education; but teachers will require to work as persistently for it as they did for superannuation. If they work hard at it, they will get the support of school committees and the public. Mrs Hocken's address on the objects of the Victoria League proved most interesting, and was a revelation to some as to the work that is being done in spreading information regarding the Home -Jountry and the Empire generally, and the >,ssistance that is being given by the League lu students and visitors to the Old Land. Even University matters were touched upon during the discussions, a resolution being carried to the effect that "the time. "has arrived when University degree examinations should be. conducted within " the Colony." The mover advanced strong arguments in favor of bis proposal, and apparently convinced the meeting of their soundness. Certainly, if it is M argument against the removal of our School of Mines that the diploma of A.O.S.M. is known all over the world, and has brought fame and renown to our School of Mines, we do not see why the diplomas of the New Zealand •University should not be held in equally high regard throughout the Empire. There is much to be said for the proposal, which sooner or later will be carried into effect. We congratulate the Institute on a mo cessful meeting, and wish them continued success in their good work.