MAORI HILL SCHOOL

Evening Star, Issue 16824, 28 August 1918, Page 6

MAORI HILL SCHOOL

ADDITIONS OFFICIALLY OPENED. THE NEEDS OF EDUCATION. ADDRESS BY HON. J. A. HANAN. This afternoon the Minister of Education (Hon. J. A. Hanan) officially opened tha additions to the Maori Hill School and unveiled tho school war honors record. The bright sunshine added to the pleasure of tho largo gathering, included in which wore a number of representative men and women. The Minister made an interesting speech on the general question of education. The chairman of the local school committee (Mr S. N. Brown) also mado a few remarks, in the course of which he referred to the ri&e and progress of the school and the difficulties—largely, ho vontured to say, attributable to the shortcomings of tlio" Education Department —the committee had experienced in getting what they really required in the matter of accommodation for the scholars. Mr A. Walker, M.P. for the district, who had worked hard to obtain tho much-dasired additions, was among those present. THE INFANT SCHOOL BUILDING. The new building consists of two infant classrooms, each measuring 28ft x 26ft," with 14ft ceilings, and a teachers' retiring room measuring I.4ft square, with a, 10ft ceilinf. The entrance corridor extends almosl the full lctipth of tho building, it* measurement being 71ft- by Bft. Tho buildis of brick, with hollow walls, on a concrete foundation, and the roof is covcred with asbestc* cement tile-s. The walls aro plastered, and the ceilings are of fibrous plaster. The lighting and ventilation are upon the latest approved methods. Tho building is intended to accomodate 140 pupils, THE MINISTER'S SPEECH.

Tho Minister, who wis cordially received, expressed his g-reafc pleasure at being table to join with them hi tho ceremony of officially opening the new additions to the Maori Hill School. Notwithstanding the abnormal conditions caused oy tho" world-wide upheaval, and the in crowing heavy finamr.ial obligations which were falling upon, tho Dominion, grants wore being made to provide for new schools and to increase accommodation at schools to meet pressing needs throughout New Zealand. Old schools wero gradually disappearing, and being replaced by modem buildings with tho best arrangements as to lighting, ventilation, and general equipment—fill essentials in a sound system of national education. Ho desired to congratulate the member for the district (.Mr A Walker, M.P.), the chairman of the Education Board, the School _ Committee, the residents of the progressive district, and the sturdy children on securing the erection of school buildings which in style and quality wero of the best. (Applause.) He hoped that all the scholars who passed through the school would prove worthy of the instruction and training given to them by their teachers. The Minister went on to say that ho had noted with satisfaction how in some dis trie** the parents had co-operated with teachers and scholars in. matters concerning the improvement of school grounds, by planting trees and. shrubs, providing garden plots, and improving playing areas. Much had been don-c in- this commendable direction, but there was room throughout the Dominion for further improvement, and the practice of parental interest in such valuable work as a stimulating aid to general education. Tho teachers had a right to enlist the co-operation of parents in the work of improving the environment of scholars. It was also right that chil-d-en should: be taught that they, too, had obligations to fulfil townrds their school, siid that they had to render service to it in all ways that led to its improvement and its value in the life of a community. Children were unconsciously influenced by their environment, and attractive surroundings had a beneficial effect upon the progress «rwl vai-ne of their lessons within tho school. While be appreciated class room instruction, he recognised what might be termed the environmental aspect of I education. This was to bo found in at- ' tractive school grounds and playing areas. The physical welfare of children must receive an adequate measure of attention. The development of the body was equally as important as tho development of the mind, and the interests of each were_ complementary, and could not be dissociated. They all knew tho value of physical exercises, games, and sports, which stimulated and brightened interest in the class rooms, aud created' a valuable national standard of high ideals, fair play, and honor. (Applause.) —Physical Exercise for Girls. — Mr Hanan specially emphasised the necessity for encouraging the physical development of girls. "If we were to conserve the vigor and vitality of our raco it was of especial importance that more attention should be given to the question of developing robust health and vigor in our girls. Wo should aim at securing to them sound minds and sound bodies. It was folly to educate our girls at the expense of their health. The moral and physical welfare of our country depended pri.m'irily upon the training and healthy upbringing of children. This special work had been assigned by XatuTe and custom to women, who should see that their girls wero given a suitable education, such as would enable them to discharge their duties incidental to the management of tho home and the care and nurture of children. The girls were the mothers of the future. Their great responsibilities should not be left to" intuition or to that process known as " piekinc up knowledge by daily experience." There must be efficient training in such vital matters. Domestic science was being (riven its rightful place in the educational work of tho Dominion. The value of this branch of education could not be too_ strongly emphasised, having regard to its important bearine on efficient management of liomes. It had been well said that the man of to-morrow is what the girl of to-day makes him, and that the written history of great men was tho unwritten lives of good mothers. New Zealand was justly proud of the splendid character and achievements of her soldiers. Tho credit must be given to their eood mothers. It was the mothers of soldiers who were suffprin/g the greatest apony of mirsc!. tho- real heajrtaches. and the sorrow-torn breasts. —The Teaching Profession.—

The Minister, while appreciating the movement in favor of bettor schools, said hrt that the grea.to.sf educational I need to-d-ay was an adequate* supply of i qualified teachers. Efficient teachers were ! the backbone of an efficient system of education. Tins need was also felt in England, Wales, the United States of Amercia, and Australia. In these cowrtries, as here, educationists were urciog the need for maintaining and improving the person- . nel of the teaching profession. No granta ' for education vronld achieve full purpose unless there wns a large in-ci-en."*© in the PTipply of properly-trained teachers. In Engl find Dr Fisher had said that by raising the leaving age to 14 years (the limit in New Zealand) am additional 5,000 teachers would be required before the schemo of compulsory continued education could become effective. Our concern in this respect was being evidenced, as was the experience in the countries he had mentioned, by the decline in the number of suitable candidates, particularly males, offering for the teaching profession. The problem xvould have to l-e tackled sooner or later, if it were desired to secure a high standard of educational work in New Zealand. The decline in the influence of parental control was increasing the influence of the teachers. So there was special need for giving moro attention to the question of securing thoroughly-trained teachers. It was not in the best interest of national education, that there should be so large a proportion of uncertificated teachers in the Dominion. Notwithstanding the fact that thoro were four well-equipped training colleges in New Zealand, no moro than 50 per cent, of the primary school teachers passed through these institutions. There was also need for more secondary school teachers, thoroughly trained in their important work. New and costly buildings, admirable equipment, and the issue of new programmes of work and methods would not achieve euccess unless there

were thoroughly-trained teachers to give life and spirit to the progrossiW® movement. (Applause.) Tho Minister also r-vferred to the criticism that had been levelled against the school syllabus and the allegations that it was overloaded at tho expense of the fweo R.B and book stadias. Judging from reports from many teachers and instructors in other countries, and in New Zealaud too, ho fowid thct. they had approved of the provide* of a considerable number of subjects, so long aa these were varied in interest ard chosen. They contended ttat these did not interfere with or really affeuti oji efficient grasp of the main subjects. Indeed, they helped the pupils to do better work in the elements of knowlodge- When these subjetcs were properly co-related they -would be of great help in ordinary subjects o_f study. No real fault could be found with, the curriculum when it was Interpreted by qualified and experienced teachers. Proof of this w«e given "by the work that had been done in gome schools. In order to ascertain what alterations aaid adjustments should be made, he had referred the question to the Council of Education. He was also obtaining a report from the Director of Education.

In conclusion, Mr Hanan emphasised the groat importance of betterment of conditions in some homes. The reports of the medical inspectors 0/ schools revealed the need of improvement in this direction- In several places the housing question, required the attention of Parliament and local bodies, and also of many parents. The Minister declared the new buildings officially openod.