THE PRIMARY SCHOOLS.

Evening Star, Issue 22031, 17 May 1935, Page 8

THE PRIMARY SCHOOLS.

To get “ order out of chaos ” has been described as the need which lies before educational reformers in New Zealand, and that stern judgment on the existing organisation has come from teachers of the primary schools. Doubtless there are faults and inconsistencies in the present system of control, but, though the teachers murmur like other people, they no doubt find compensations in their calling, and the report, just issued, of the Otago Education Board for the year that ended last December does not bear any resemblance to the results of chaos. Inclusive of side schools, there were 242 schools under the board open during the year—one more than at the close of the preceding twelve-month—-and the percentage of children who obtained their proficiency certificates was 80.1, as compared with 77.4. The board and Minister are more satisfied than some teachers tend to be with the rationing system introduced to lessen unemployment in the profession. There were 221 teachers on the unemployment register at the beginning of the year and 180 at the end, and most of those represented by the reduction found permanent positions. Allowing for a similar absorption during the next two years, the board’s report points out that the number remaining at the end of 1936 will be ninety-eight, which is very little more than the number continuously required to fill probationary assistantships and actual relieving positions, The rate of absorption may, however, be much greater, as boards with proportionately smaller surpluses will require to draw to a greater extent on the dominion surplus. It is suggested that, even when the present surplus of teachers is exhausted, some modification of the present rationing scheme, with provision for adequate salaries, might be made a permanency, so that full use may be made of all teachers without permanent employment during the early part of each year. There must always be a surplus at the commencement of a year in order to provide for the gradual absorption which takes place as the year proceeds. The New Zealand Educational Institute has suggested an immediate improvement upon present methods at a cost of £63,000, but that, in present conditions, is a large sum to provide. As regards a subject of even more discussion, the board points out that the case for the reopening of training colleges where these have been closed down will be very much stronger in 1930, when the normal number of students will be again in training. The concentration of 450 students in a single centre cannot be looked upon with equanimity. Another factor to be considered is the diminution of interest in teaching as a profession already evident in the districts which have lost their colleges. In this district, although no trainees had been selected since November, 1930, therc were only 89 applicants, as against an average bf some 140 annually over a number of years while the Training College was in our midst. Very few present secondary school pupils applied, the actual number being 27. The remaining 62 applicants qualified some years previously, and may be regarded as the remnant of those who have been waiting for the colleges to reopen. The board has reason to say that it is indeed a short-sighted policy, which restricts the field of recruiting and places difficulties in the way of securing the very best material for the making of future teachers. A tribute is paid to the work of school committees, many of whom have been stirred to greater efforts of self-reliance by the reduction of Government aid in adverse times, with the result that some “ phenomenal ” amounts have, been raised for school equipment and amenities. From city examples we know that that term is not exaggerated, and the strain put on parents, as well as on committeemen, will have its saving side if it helps them to take a closer interest in the schools. It is a liberal and broadminded, hut by no means a faddist. view of education that is shown in the inspectors’ and other reports on class work during the year.