WHAT IT IS FOR

Hokitika Guardian, 10 December 1929, Page 8

WHAT IT IS FOR

EDUCATION ENQUIB Y. HON. Mil ATMORE EXPLAINS. CHRISTCHURCH, Dec. 7. On tlie completion of an inspection of the Roys’ High School yesterday morning, members of the Parliamentary Education Committee were introduced by Mr C. T. Aschman (member of Board of Governors of Canterbury College) to the scholars, who were drawn up in front of the main entrance, and the Hon. Mr Atmore, Minister for Edu cation, briefly addressed them, incidentally explaining the purpose for which the Committee had been set up. Mr Aschman said members of the Board and teaching staff were very pleased to be honoured by the visit of the Committee.

Mr H. Holland, M.P., said that as a member of the Education Committee of the House, he was deeply interested in the rising generation. In the course

of the Committee’s travels from Auckland to Dunedin he had been charmed by what he had seen in the schools.. The purpose of the Committee was to remove any disabilities which had arisen in our educational system, and to rectify any errors of the past. He wished them a happy Christmas and New Year.

Mr E. J. Howard, M.jP., “speaking as a politician,” said the last thing he wanted to do was to talk, although he sa d it was the first thing such a being 1 wanted to do, too. “The Minister has it in his power to give us what we want | for education,” said Mr Howard. “I wish some of the northern members of the Committee would speak, because 1 know how jealous some of them are of our lovely schools and grounds in the south. As compared with some of those in the north, we are exceedingly well placed.” “It is true we have, something to give,” said Mr Atmore. “There are 250,000 girls and hoys in New Zealand, and we have only £4,000,000, so there is not much for each.” But the expenditure of this amount each year was a very concrete and solid illustration of the importance New Zealand attached to education. The school grounds furnished testimony to the forethought of those who controlled the school. A realisation of the importance of education in the Dominion was facilitated by the knowledge that we had so much further to go, because our ideas were so much higher than hitherto. “I believe we can usher in a word of reason with the help of the children,” said Mr Atmore. “We want’the contribution of the children to making democracy safe for the world to be no small one. New Zealand led the world for a long time in advanced social legislation, and delegations of public men visited us to study its effects.” The committee was united in its work, no matter how divided its membership might be on other matters. “W e are visiting all distinctive schools and seeing if we cannot devise a policy, on education,” said the Minister. “We believe the present system is too academic and not practical enough. We do not want so many watertight compartments or so many governing bodies, the multiplication of which causes so much wasted effort. Education must lie a continuous effort.” He believed that some of the children were in another part of the building, suffering the agonies of an examination. He wanted those who were leaving school this year to realise that theirs was a great responsibility. “I want to see you freight each minute with honest endeavour,” said Mr Atmore. “We believe that if the girls and boys can be imbued with high ideals we shall make real progress and ultimately be able to usher in an age of reason, in which there will be no resort to force.” “We believe we can make a contribution to education which will bo superior to that of any other country in the world. We want our boys and girls to have a superior equipment, and it is with that object that we are seeking an ideal system. Members olf Parliament have been banded together in tins Committee without considerations of Party.” The New Zealand education system was founded on that of England, but adjustments had to lie made here in consideration of the fact that 98 per cent, of the boys and girls of the Dominion would have to earn their own living. “We believe we can found a system under which the boys and girls will be more in touch with the facts ol life than before.” The Governor-Gener-al had told them that whereas no great differences could be detected between the pupils in the primary schools at Home and those here, the standard of the scholars in the secondary schools in the Dominion was far higher. Air Lancaster thanked the Minister for bis wise words, and the boys gave three ringing 'cheers for the Minister.