AFTER THE WAR.

Grey River Argus, 14 April 1916, Page 5

AFTER THE WAR.

( *+. — _ LECTURES TO TEACHERS BY

MR. G. HOGBEN.

"Education After the War" Ava.^ the subject of a lecture delivered before the Wellington branch of the New Zealand Ediica tional' lnstitute on Friday by Mr. George Hogben, C.M.G., ex-Direc-tor of Education. There was a good attendance of members, and Mr. J. C. Webb was in the chair. ; Mr. Hogben said that the people of the British Empire had entered the war animated by the highest deals, and they were setting them selves frmly and determinedly to the task of asserting against the powers of militarism the principles of liberty and justice for which the British Empire stood He did not think that the Empire would bc o justified in nursing the spirit of hate aftev the close of the war, horrible though its incidents had s been and criminal though its authors were. The point touched the subject of his lecture, since the maintenance' of Prussianism in trades during the days of peace would make necessary the reconstruction of British educational methods. The young people, if they were to be taught, to hate ami robbed of all dreams of the brotherhood of man would require a scheme of education that British genius had not yet cv olved. His own hope was that the giveness, and that the British people were going to face the new era determined to uphold the ideals for which they had fought. NEED FOR ORGANISATION. 'However that might be, the Em j)ire would need organisation. Pos sibly real organisation had been found at three, points in the natio nal life prior to the outbreak of' the war — the Navy, football, and trade unionism. Since o then Germany had given the world an object lesson in national efficiency and the British people must learn the lesson. They must add to their old ideals of truth, self-sacrifice, and freedom the new ideal of thoroughness,. Mr. Hogben proceeded to make a survey of New Zealand's education system. He referred with regret to the tenacity with which the secondary schools had clung, to the aolder forms of education. Even the University had failed to rise to the great opportunity of showing what splendid use might be made of higher education in inspiring the life of a young country and provding expert leaders in every department of tbe State. . The curriculum was largely a weak imitation of that given in the older universities of the Mother Country. In forty years the New Zealand University had produced only two graduates in agri culture, although . that was a branch of applied science in which the Dominion had a most urgent ueed of experts. New Zealand had many able and distinguished graduates, but ho did not know that they would have- been, less able ot* less distinguished if there had been no university. NECESSITY FOR PROGRESS. He hoped that after the war there would be no proposal, unless under the pressure of direct neces sity, to -cut' down the' expenditure on education. The need of education would be greater than ever before, and the .system ought to' follow the lines of practical efficiency. Progress was being made in that direction. The teaching of English was giving better results than ever before. The position with regard to history was less satisfactory. Nature studies and the provision of school gardens had provided a basis for the agricultural education that was so important. Probably the greatest need of the schols was an increased supply of trained teachers to conduct the* work already undertaken The present school age, 14 years, was too low, and the Dominion should try after' the war to get very boy and girl into continuation classes so as to raise the leaving age to seventeen years. Powers had been provided in that direction already, -but they were not beingused. Attendance at continuation and secondary classes was voluntary, ' und for. that reason was irregular. If the local authorities Aveiie compelled to provide continuation classes suitable to localities and to bear, a portion of the cost," they -"would put into operation the compulsory clauses of the Act in order to secure capitation. The hours of attendance presented a difficulty. Many boys and nearly all girls, Avere too tired in the evening, after a day's work to derive substantial benefit from continuation classes. Employers might object to giving time off, although this method had proved successful in Switzerland, Scotland and -elsewhere. Employers had found that the lost time was more"- than balanced by increased efficiency. The Swiss law provided that an employer could not employ any young person who could not show a certificate of regular attendance at a continuation class CONTINUATION CLASSES. Mr. Hogben emphasised the value of afternoon continuation classes, in the oft'-seasons, to coun try 'youths, .who would acquire some of the scientific knowldege that the Dominion's farmers lack cd. The training of the country children in agriculture was being largely neglected. Referring to the work in the secondary schools he said that a. great deal of th-e

children's time was given to the study of two languages. Latin and French. Neither language Mas carried to the paying point. The boys and girls did not learn to speak, road or write either lan g:au.oe. it Avould be infinitely better for the young people to give, increased attention to 'French and to, study Latin history through the medium of good translations. History was a most important subject, and no child should be alloAvecUto drop it at any stage of education. Mr. Hogben mentioned tkc danger of a dis sipation of energy oA^er a multitude of subjects, and said there should be better facilities for specialisation. He would like to see the central educational author ity holding increased power of determining the character of the schools in any particular district. The meeting accorded Mr.. Hogben a hearty vote of thanks for his lecture. Mr. H. A. Parkinson moved and Miss P. Myers seconded: "That the committee of management be asked to send a circular letter to the householders' meetings setting out (a) the opportunity the Education Act proAddes for establish ing compulsory continuation clas ses; and (b) the advantages that would follow to the future citizens of the Dominion if these classes were established.' The motion Avas carried unanimously.