‘ORDER OUT OF CHAOS’

Evening Star, Issue 21991, 29 March 1935, Page 13

‘ORDER OUT OF CHAOS’

EDUCATIONAL INSTITUTE'S PAMPHLETS ADOOESS 10 SCHOOL. COMMITTEES' ASSOCIATION The attack launched by the New .Zealand Educational Institute upon the education system in vogue in New Zealand was advanced a stage further last evening when Mr D. Forsyth placed the views of the institute before a meeting of the School Committees’ Association.

Mr Forsyth dealt briefly with the reasons the N.Z.8.1. had for issuing the pamphlet, 1 Order Out of Chaos, ' emphasising that it was the system that was being attacked, and not the present Parliament, Minister, or Director. The system had grown up in a most haphazard manner as the educational requirements of the country had expanded. It was now cumbrous and costly to a degree. The institute was not out merely to get something for its members, but was definitely convinced that some reorganisation was necessary. That was why it was advocating some change in the. system of organisation.

Hie speaker went on to show the enormous powers that Parliament had delegated to the Minister of Education, quoting regulations to show that the Minister had power to make regulations which had the force of law, even if contrary to the Act, He quoted examples which, showed the great powers vested in the Minister. He went_ on to deal with the chaos of controlling authorities, showing the enormous amount of overlapping which was in existence among the various sections of the education system. The staffing, grading, appointment and salary systems varied with the different sections, primary, intermediate, secondary, ana technical. Figures and facts were freely quoted to prove this. The speaker referred to the recent complaint, from the Wakari Committee regarding the number of head masters the school had had in the last few years. He maintained that the fault lay with the system of payment of the position, not the teacher. This system did not obtain in technical education, with the result that there changes were very much less frequent. There the teacher was paid according to efficiency, responsibility, and length of service, and it was possible to gain a reasonable amount of _ promotion without moving. In the primary service teachers were compelled to move as rapidly and as frequently as possible in order to get promotion. The more efficient the teacher the more rapidly he had to move in order to gain the promotion which no one could blame him for seeking. The teachers were just as much opposed to the present system as were the committees, both from personal reasons and because the efficiency of schools was impaired through such frequent changes of staffs. Head masters could speak very feelingly on the subject of too frequent staff changes. Mr Forsyth dealt fully with the varying rates of allowances to the schools under the different sections, and showed how unfavourably primary schools were treated in comparison with other branches. It was not necessary for other branches of the service to have to raise large sums, almost annually, to help to keep the schools going. Teachers generally were always willing to assist school committees, but they were becoming alarmed at the increasing necessity for raising large sums. In fairness to the work of the school, too much time should not be taken up by pupils and teachers in having to raise money. He avowed, too, that secondary and technical schools were more favourably treated regarding the variety of objects and purposes for which grants were available. The speaker then dealt with the institute’s proposal to improve the state of affairs that existed. He referred to the establishment of a National Board of Education. The Natonal Board was visualised as a representative body framing and directing tho educational policy of New Zealand. Under such a board there would be a dominion policy outlined and directed by persons closely connected and conversant with educational problems and in touch with the Government of the time. Local interest would be maintained through the district boards, which would establish, maintain, and control all schools in their district, subject to the approval of the National Board; and through the local school committees for primary schools and school councils for post-primary schools. The new proposals did not mean centralisation. tinder the proposed scheme boards and committees would find that they had at least as much power and influence as at present, and in the ultimate they would probably have considerably more, for to-day the powers of boards and committees were very much subject to the pleasure of the Minister.

Mr Forsyth dealt with the criticisms of leading articles in the local Press. The Press had admitted that the N.Z.E.I. had a case-so far as the present chaos was concerned, but had expressed doubts as to the advantages that might accrue from the establishment of a National Board. They had also “twitted” the institute concerning its approval of this one recommendation only, of the National Economy Commission. Had the institute, said Mr Forsyth, issued a criticism that was solely destructive it would have laid itself open to serious criticism. It had, however; tried to offer something constructive. The institute approved of the general principle of the National Board when the suggestion appeared in the “ Atmor© ” report, and it again approved of the suggestion or recommendation of the National Economy Commission. It did not approve of several of that commission’s recommendations. Most of the recommendations were in the nature of a pruning of the present system. Could anyone expect the institute i,o wax enthusiastic over recommendations such as the closing of training colleges and the reduction of student allowances; the closing of manual and domestic science centres; the reduction of 10 in school committee allowances, already very inadequate; the cutting out of handwork material, free books to necessitous cases, etc.; the charging for school journals and proficiency certificates; the reduction of building maintenance allowances; and the raising of the school age to six years? The suggested board was almost the only constructive recommendation, and the institute did not amplify _ and “father” the scheme for a National Board without consideration. A strong committee of educationists was set up and this committee fully investigated the systems of France, England, Australia, South Africa, Denmark, and U.R.A. before coming to a conclusion. Even then the institute did not at any time suggest that the National Board was a “ cure-all ” _ or a short cut to “ educational utopianism.” If anyone had a better suggestion the institute would be delighted. It had been said by speakers eminent in education circles, speakers such as

Professors, Hunter and Gould, and Archdeacon Whitehead, that never in the history of the country were teachers so keen and so efficiently trained as at present, yet the results were not commensurate with the efforts expended. The system had been blamed,, and the speaker, on behalf of the institute, had tried to show that the system really was at fault. Teachers had been accused of having a selfish and “ a pounds-shillings-and-pence ” motive whenever they advocated any change. Mr Forsyth said .that he honestly believed that that was an unjust attitude. He did not deny that teachers were interested in the improvement ' of their own conditions. ■ They would not bo human if they were not so interested. But he affirmed that teachers and the institute. were genuinely interested in the improvement of the system under jvhich they worked. Teachers agreed with Miss M. Magill, past-president of the institute, when in her presidential address, Education, the Hope of the World,' she made the statement, “ I say. with all conviction that the children in the schools are the most important people in any country.” The institute was out to see that the children under its teachers were getting the best, possible education for the money available. The institute had on more than one occasion had it suggested by critics that teachers would be better to ‘ confine themselves to teaching, but they wotild be failing in their jduty if they con-' fined themselves solely to “ inside-the-scbool ” activities. They were interested in all that appertained to” the welfare of the children. The speaker closed bv appealing to those present to study the problem and to give the institute such support as they found they conscientiously could. At question time Mr H. H. Johnson

received an assurance that the institute was aiming’at unification of local control and he explained that the as* sociation had been endeavouring to ar4 rive at that conclusion for some siderable time. Mr D. C. Cameron expressed douhifc as to whether there was chaos unden the. present education system. N® doubt certain improvements weref needed, but these he thought could 1W achieved through the existing machind ery. Mr J. Wallace said Mr Cameron’* j-emarks appealed to him. He wasJ however, in favour of unification ofj local control, but he had rather a hazyi idea that a great deal of the chaos re-j ferred to by the speaker, arose from hi.v own Educational Institute. He wa*= always - suspicious of men - who had no experience of education; ’Teachers were good educationists, but not good ad- - ministrators. Mr Forsyth: We are not asking to run the system. Mr Wallace: To say there is chaos ia electioneering propaganda. (Laughter). Mr Forsyth: What for ? The chairman: I asked for questions,I did not call for a debate. Mr Wallace raised further laughter when he moved a hearty vote of thanka to the lecturer for his illuminating; address and claimed the right to speak 3 to the motion. He said that he diefj not think it was fair that Mr Forsyth? should think that the whole of-them-were' heart and .soul with him. Nevertheless, there were -many things with’ which they did agree and he thought that Mr Forsyth should convey to the . institute the association’s .thanks for the manner they had gone about the work and for the amount of work they had done. The motion was carried by acclamation.