OUT OF LONG CLOTHES

New Zealand Times, Volume XXXI, Issue 6995, 8 December 1909, Page 5

OUT OF LONG CLOTHES

EDUCATIONAL NEEDS. WHAT THE FUTURE DEMANDS. Mr W. A. La Trobe, director of the Wellington Technical School, made somo pertinent remarks last night at the prizo-distribution ceremony in connection with the school. "The year 1909 has been one in 'which educational matters in this country have been somewhat freely discussed," he said. "There is, I thinly a feeling abroad that the Dominion is growing out of long clothes and that, excellent as the present arrangements are, in many respects, they are-not adequate to the needs of a growing people. The problems that present themselves aro of great importanco and also of considerable complexity. They cannot, I think, bo satisfactorily solved without having _ regard to the social and economic conditions, present and prospective, of this country as well as to those educational ideals which aro common to all highly civilised countries. PRESENT LIMITATIONS 1 . ''The limitations imposed by tho social and economic conditions .of tho country must bo taken into account in considering how far it is possible for tho young people to bo completely educated. The varying capabilities of the youth must also bo ■ considered, and, at the same time, facilities should bo provided for the highest possible development of those whose natural abilities, in whatever direction, mark them out as future leaders. It must bo remembered that the fundamental object of education is not tho acquirement of knowledge, but tho development of the mind, soul and body, by exercise; and that learning, or skill in any particular exercise, in whatever branch, is secondary and non-essential. Provided, therefore, that the- subjects chosen for exercise can be arranged to give, in tho case of any particular student, all tho faculties free scope, it does not much signify—from the point iof view of education—what they are.

From the eoonomio point of view," however, it is of the highest importance Ithat the subjects of instruction should' be carefully'chosen to suit the needs' of the country; and it is quite possible for the'demands of true education to clash with the economic needs of the community unless the arrangement of the educational system of the country is sound and also, elastic, and unless, also, the education of the young is in the hands of teachers who not only understand the art of exercising the' faculties of the young, but are. also the . limits of the work done—in the commercial and economic aspect of the subjects taken. This latter condition is a new one, in the educational problem, created.'by the desire, in advanced communities, for universal-education-- and the necessity for combining vocational training with education for the vast majority of the students; in fact,- it. may be safely said, from primary school to university, in all cases. TRADE APPRENTICES. "When we consider that 60 per cent, of the pupils c-f the primary schools do not. obtain certificates or proficiency, and leave school for work at about fourteen/years of age, wo realise the need for elementary evening continuation schools, and I think I am justified in saying the need for further training, especially of tho.se ■who are apprenticed to a trade, and should beooroe intelligent and cultivated industrial . workers. . When w consider further, that, of the remaining 40 per cent., the vast majority leave school after, at most two years in a secondary or technical day school, we easily see that our educationists cannot afford to consider mainly these who are going further m all-day courses, but must largely concentrate their attention on the very important problem of the further education of the vast majority who go to work between the ages of sixteen. Nor can it be thought that in bo doing the claims of mediocrity are being preferred before those of true ability, for the leaders m many spheres of life. are almost entirely derived from this large class. \et this large class has been almost wholly neg- | lected in the past, and is not yet at all adequately provided for For this class some form of so-called" technical education is probably the most effective and the most economical in the sense that the State and the individual will derive the most benefit from it. SOLVING THE PROBLEM. "The problem of education for this - class reduces __ itself to that of pj^rrirl-

ing■teachers who hnvo good, practical,and sound scientific knowledge of their subjects, as well as skill in the art of education, of providing the students with the necessary time for their educational exercises, and of providing the buildings and equipment, without whioh the efforts of pupils and teach-; ers would be largely thrown, away. It; is tho solution of this problem, so far! as Wellington is concerned, which has' had for some time the earnest consideration of this board, and it is a) matter for sincere congratulation that) some substantial progress has been' made."