EDUCATION.

New Zealand Herald, Volume LXII, Issue 19149, 15 October 1925, Page 9

EDUCATION.

I Sir, —I am constrained by the letters of j " Disgruntled Schoolmaster " and i "Rhythm," to give my estimate of pre- | sent-day education, as we see it in some I country schools. As one who has had 30 I years' experience as a successful teacher I in all classes of primary schools, I claim ' to know what methods in education are i and results when I see them. During the I war we had to put up with inferior ! teachers, but surely, with the number of I teache.rs now trained, there is no need | for the children to be handled by those l who do not seem to know the first prinS ciples of teaching, and care nothing for ! the welfare and future of the schol; . . | I make no apology for the opinion thai I it is perfectly criminal to waste the golden j years of childhood. No matter what the ! conditions these are never overtaken. No i teacher has a right to hold a position, | take the salary and treat the work with I utter indifference. From observation, 1 I have no hesitation, in saying in some conn- | try schools the children aro not only j not receiving progressive education, but they are simply marking time. How any teacher can feel any satisI faction' in such circumstance:; beats my i comprehension; and it is time such 8 I teacher chose another line of life, j There is no attempt to get hold of the ' child and create a lasting influence over ' him. He simply is left to flounder along, jlf teachers would set themselves the I task of seeing smart obedience, punctualj ity, conscientiousness, truthfulness, love lof 'work and learning become part and | parcel of each pupil, much would be comfortably accomplished. You hear them complain of home influences, nevertheless it is for them to do their stern duty and have backbone enough to do it. X am reminded of a remark made by an old pupil to me. He had distinguished himself in the war, was given a commission and took honours. Ho said: " I was a dud at school, and what I am I owe entirely to the principles of life that you made part and parcel of me." Let us demand a steady forward push for our young people, not a continual playing at something easy. Make them feel each day should witness something new attempted, something done. When difficulties come along, as they should, there 'must be no burking them—they are to • be faced and done. Even if we ignore the prevailing ignorance in the cases under review, no character worth the name is being created. P.etsj2..