EDUCATION ECONOMIES.

New Zealand Herald, Volume LXVIII, Issue 21007, 19 October 1931, Page 9

EDUCATION ECONOMIES.

VIEWPOINT OF TEACHERS. WELFARE OF THE CHILD. A REPLY MADE TO CRITICS. In a statement regarding education and economies, Air. P. A. Garry, president of the New Zealand Federation of Teachers, says that the times aro undoubtedly difficult. The economic depression has affected individuals and Governments alike. Home and business budgets aro balanced with difficulty and the cry has gono forth for economy in all directions. This is as it should be, but in their desire to point out what should be dono many have carried their criticisms and suggestions beyond the bounds of common sense and fairness. The expenditure on education has been singled out for particularly wild and bitter attacks by what would appear to bo an organised campaign; and those responsible have spoken in ignorance or with slight regard to facts. A dispassionate analysis of the position is due. In the first place, it has been a common tendency of critics to refer to the cost of education as 4£ millions per annum. It should be noted that the amount for the year ending December, 1930, was £4,101,933. Of this amount £133,660 was for the Child Welfare Department and had nothing to do with schools or schooling, while £412,034 was spent on buildings under the Education Purposes Loan Act of 1919, which made provision for : the making up of arrears which had accumulated during the war period. If a further special expenditure of £68,825 for completion of Massey College be considered a total sum of £480,859 of nonrecurring expenditure is accounted for. Savings in Coming Years. Again critics speak and write as if the educational vote is still mounting and that in the coming years it will increase at a fixed ratio. This assumption ignores the fact that a sharp decline will be shown this year due to those causes—the "cut" in salaries throughout various branches, the reduction in services and the suspension of expenditure under the Loan Act previously mentioned. The salary cuts have accounted for a saving of over £250,000, while the abolition of many positions, the curtailment of many supplies, the withdrawal of subsidies, the reduction of capitation, the increasing of the size of classes, the lessening of relieving service and many similar economies will probably save another £IOO,OOO. In view of this saving of something in the vicinity of £350,000 who can claim that the education service has been unduly pampered or protected ? Not satisfied with confusing the facts critics have gone out of their way to question the bone fides of those whose concern for the welfare of the children and future citizens of the Slate has caused them to venture to lift up their voices when they discerned danger from organised attacks. To meet an emergency drastic economy may be justified, but nothing must be done to jeopardise the rights of youth. No State can risk the dangers of an untutored and undisciplined democracy, and no passing depression should be allowed to deprive our youth of an opportunity of developing capacities to the fullest extent. This is essential that economically and socially we may be assured of the utmost preparedness to meet new and continually changing conditions. Keen Professional Pride. There may bo room for criticism of some of the types of education offered to our young people, and immediate reform may be necessary in this direction, but nobody has the right to suggest that the State's liability to its youth should cease after a primary course. Such a decision would throw on to an already glutted labour market a mass of ill-pre-pared human material which would ultimately prove a menace to the stability of the State. Wo would claim Miat our system in Ihc past has, in spile of its imperfections, produced citizens comparable with any in the world and this must be the ultimate test of its efficiency and the measure of its economic value.

The questions .it issue arc:—Can further economies be effected without destroying the efficiency of llio service? And have those economies already operating done harm to the children ? These latter may have a foundation of justification to meet an emergency, although some cannot hut be harmful. The increasing size of classes is the worst feature. Bis classes mean mass instruction and military discipline. These mean a return to all tho acknowledged harshness of the doipinie rule of 30 or 40 years back. Probably further economies can be suggested. but must not be made at the expense of the child. Misguiding figures, irresponsible statements and cheap jibes at professional efforts will do little, for the cause of those desiring honestly to assist. Quiet investigation, honest argument. keen sympathy and wide vision must be brought to bear on a problem that has tho most intimate relation to the welfare of the State. The teachers can bo relied upon to do their part.