EDUCATION POLICY.

Evening Star, Issue 22192, 21 November 1935, Page 9

EDUCATION POLICY.

TO THE EDITOR. Sir, —It, seems unfortunate that the Government, in its efforts to woo the electors, has apparently failed to realise the importance of some definite statement as to its future educational policy. Tho importance of a sound educational policy must he recognised by all who have the future of tho country and the welfare of the rising generation at heart, and one test of the soundness and progressiveness of any party’s platform should surely be the nature of its educational proposals. It is a matter for regret that, though the N.Z.E.I. has drawn attention to the vagueness of the Government’s educational policy as in its election manifesto, a more definite and reassuring statement of future intention has not been imqle. After the experience of the severe retrenchments made in our education system during tho depression, and the curtailment of privileges, etc., educationists and all interested in education could surely expect to be informed, _in definite terms, what share education and our schools are going to have of the “ better times ” so freely prophesied. In the event of a definite statement not being made, can electors interested in education be blamed if they form tho opinion that the Government has so far no definite and constructive future programme ? It is realised that the director is at present “ at Home ” carrying out investigations, and that he may have many and valuable proposals on his return, which may, or may not, b© given effect to. Nevertheless, there are certain urgent educational matters which do not require the results of the director’s investigations in order that a decision may be arrived at. In this connection there are two matters in particular which are exercising the minds of those connected with .the primary schools: —: (1) Is it the intention of tho Government to act on the report of the Education Committee of the House, which recommended that the petitions asking for the readmission of tho five-year-olds be given “most favourable consideration ” ? If one realises that this committee contains a majority of Government members, with, presumably special knowledge of educational matters, and if it is further remembered that there has been an almost unanimous demand on tho part of the parents of five-year-olds for their readmission, it is difficult to imagine the' Government refusing to implement the committee’s recommendation. Surely the petitioners and parents, as well as the teachers concerned, are entitled to know, before the election, what is intended, (2) Is the Government going to resume its policy of reducing the size of classes in primary schools, and of again carrying out teacher training in the four centres? With classes of over 50 pupils per teacher becoming daily more common this is a matter of very great urgency. Modern education methods are insisted on, and these cannot be carried out efficiently with such large classes. Judging from the recent statement of the Minister of Education on “ teacher training ” next year, it seems that this long-overduo reform is to be delayed still further. These aro probably two of tho most pressing points on which the public have a right to expect to be informed. Wo believe that-there are in this province a great number of electors who aro keenly alive to the importance of a progressive educational policy, and who are keenly interested in the above and other educational problems. This interest was evinced by the numbers who signed the. five-year-old petition. We believe, too, that these interested electors and those closely connected with our primary schools are entitled to be given the opinions of candidates on the above and other vital questions. In order to ensure that this opportunity will be given to electors, a copy of the following vital educational questions is being sent to each candidate for parliamentary honours in tho hope that'oach candidate will give those interested his views on the matters mentioned. It is hoped that electors interested will make a point of obtaining tho views of candidates when they attend election meetings:—(!) _“ Are you in favour of a substantial increase in the education vote? (2) Are you in favour of implementing the recommendation of the Education Committee of tho House that five-year-old children should bo readmitted to public schools? (3) Aro you in favour of an extension of facilities -for teacher training in order to provide sufficient staff for a reduction of classes in primary schools? (4) Would you be in favour of such an increased grant to school committees as would enable them to meet essential requirements (e.g., beating, cleaning, sanitation, etc.) without being forced to rely on voluntary contributions? (5) Are you in favour of increased grants for equipment in primary schools, including more adequate and up-to-date library facilities? (6) Are you in favour of a rigorous policy of rebuilding and reconditioning old and unhygienic schools? (7) Are you in favour of the creation of a semi-inde-pendent 'national board of education to direct the broad educational policy of the Dominion? If those interested in education will endeavour to have such of these questions as interest them answered by candidates, they will undoubtedly learn whore candidates stand in regard to education. Alexander Milne (President Otago Educational Institute) ; David Forsyth (For tho Committee of Management, 0.E.1.). November 20.