THE New Zealand Herald AND DAILY SOUTHERN CROSS FRIDAY, SEPTEMBER 7, 1934 EDUCATION POLICY

New Zealand Herald, Volume LXXI, Issue 21899, 7 September 1934, Page 10

THE New Zealand Herald AND DAILY SOUTHERN CROSS FRIDAY, SEPTEMBER 7, 1934 EDUCATION POLICY

The Minister of Education, in his annual report to Parliament, has intimated Ms intention of developing the services of the national system when financial conditions improve. In general terms he has indicated the directions such development should take. From the context of Mr. Masters' announcement it is possible to' gather much of what he has in mind. He had opportunity, not so long ago, of seeing something of education in England and America, a.nd then came to the conclusion thsit, although New Zealand is in some respects behind the best practice of these older countries, on the vhole the education received by New Zealand children x-ompares favourably with that given to most English a.nd American children. Comparisons of this kind are not easy to make with precision. There are always pitfalls in the broad path of generalisation. However, Mr. Masters' summary is of interest-not so much for its estimate of comparative valuesi as for its indication of one activity in which our national system lags behind the best practice in the other countries named. This, in Mr. Masters' phrase, is on the social and humanitarian sides. His judgment may come as a surprise. Child welfare is not neglected in this country. National expenditure on it, as administered by the Education Department, * amounted to £111.631 last financial year, and besides ths special investigations undertaken by school medical officers since 1926 and the school dental service in operation since 1921 under the Health Department there are the provisions of the Child Welfare Act of 1925, under which the protection and training of indigent, neglected and delinquent children have expert attention.' Special schools and special clauses minister to the need of the blind, the deaf and hard-of-hearing, the defective in speech, the under-nourished, the physically handicapped, even those below school age ; and the broader aspects of physical education are inculcated in connection with regular medical inspection of schools. It cannot be contended that this manifold service is perfect and ample, but its institution is creditable and the passing of financial stringency should open the way for development in kefeping with its salutary purpose. Rightly the Minister has placed emphasis on the requirements of the child as he has outlined desirable improvements in the national system. After all, these requirements have the best right to dictate policy. All else, even the Minister's own portfolio, is meant to serve them. It would be a mistake to think of any part of the organisation of the system as existing for any other reason. Circumstances, of course, have to be taken into account in deciding what is to be attempted and how much of an ideal policy can be carried out in any particular period. Hence the practical wisdom of the Minister's resolve, "when more money is available," to give consideration to some features of education not yet fully incorporated :in the New Zealand system. Much remains to be done in connection with the reorganisation of primary uchools, especially in relation to secondary schools. So far, although the general lines of policy have been laid down, only tentative and experimental steps have been taken toward a comprehensive alteration. The rest must await a time of greater freedom in capita] expenditure, for some important sites and buildings decisions will be necessitated; the requisite changes, when undertaken, tihould not be hampered by financial obstacles. Theso have now to be allowed to dictate policy, but the experience is not to be lamented as wholly evil: it has given opportunity, even imposed it, for the thorough review of ideas, removing the temptation to adopt hastily and implement fully the new notions that strongly attract by their very novelty. To have to cut a coat according to the available cloth may, likely enough, lead to better tailoring, with much eventual advantage. That possibility should console—and reinforce patience with present limits of development. Of other matters in the report the roost significant is an increase, at the expense of farming, in the percentage of boya leaving post-primary

schools. It has dropped fi'om 27 to 22 per cent, the number of those leaving primary schools to go on the land being, as in 1932, 24 per cent. Other items in the statistical treatment of occupational facts are encouraging —an improvement is shown, for instance, in the engagement of children of school-leaving age in either some definite occupation or a full-time educational course of a higher grade—but this apparent decrease in agricultural inclination is to be noted with regret. It maybe no more than apparent, for attractive openings on the land are probably diminished by prevailing economic conditions. However, as this decrease is accompanied by an increase in the percentage of those taking positions of a clerical sort in commercial firms and in shops and warehouses, the presence of a town bias is indicated, a suggestion strengthened by an appreciable increase also in the percentage of those going to trades and industries. A considerable amount of proof is thus given of the continued difficulty of creating a desirable preference for farming. The practical problem thus set is not to be solved by educational method alone; the factor of economic conditions is doubtless exerting a strong anti-rural influence. But the' problem remains, as much as in prosperous times, one for the resolute thought of educationists in this country. All that has been done hitherto, even by "vocational guidance," has not accomplished what was intended. Until the figures reveal a marked change for the better there should be active and remedial dissatisfaction.