EDUCATIONAL REFORM.

Otago Daily Times, Issue 14465, 6 March 1909, Page 14

EDUCATIONAL REFORM.

Sin,—From the altitude of some members of Iho Now Kraliiwl Educational Institute it would appear that there is a tendency to give up the keen pursuit of educational reform and seek after matters of a more technical and professional nature. Now, while continually feeling my own weaknesses and need of such professional edification, I am convinced that there are some pressing reforms the necessity of which few touchers or committees do not. feel and to the consideration of which the institute might well devote its energies. One of these arises from a prevalent ignorance regarding educational requirements and law—this, indeed, not only on the part of pa rente (which is a disturbing factor enough), but also on the part of committee men and, must I add, on the part of some teachers themselves. Why cannot we have a manual of school law' in eonsolidatod form? . At present information on this subject is scattered over some halfdozen or more pamphlets and, there being no index, much laborious search is required to get what one wants, and even then ono cannot bo sure of having n- 0 t complete information. Let .me illustrate. On my commencing at each of two of the schools of which at separate times I was bead. I forthwith sent in monthly reports to the truant officer. In neither" case, it transpired, had my predecessor done so. Rcsull: On my uitsopliislieated head was poured (he wrath and vengeance of angry parent*. And one of these was chairman of the School Committee! Would a.nv teacher transfer with me? Another school was handy. Down goes attendance The teacher pleads, "My dear sir. it isn't me It's the law." Parents don't believe it They cannot injure the law. The teacher t bey can gel, at. Nor do other parents see that injury to the school wrorurs all the pupils iii attendance. Now. Sir, if tlm law is such that a few ignorant parents can dictate to the Head Teacher how he must conduct, his school, then, on behalf of oilier parents and their injured children, and on behalf of the teacher who loads a dog's life at any salary, reform is urgent. Why did my predecessors not. forward their schedules? Were fhev ignorant of the law? This suggests two reforms- A manual of school law and the fixiri" of school boundaries. Here is work for°the institute. Let it not be neglected.-! am, e '°-. Education Student.

Sir,-I fear that us no criticism of the able articles written by "Education fctwlent has lately apneared, ho may think that his work has excited no interest among these chiefly concerned in tho matters of which he writes. Although one- may not agree with the writer in all his ideas, his articles have furnished much food for thought. One point on which I don't agree with him is the suggestion that the money spent in Otago on the elementary agriculture lectures in the winter of 1907 was wasted—or, at teaat, might Have been put to boiler use in paying tho salary of a travelling instructor on the subject. Judging from the opinions expressed by some who a-Wcnded the classes, tho instruction was sound and practical, and every help possible was given to individuals as well us to the class. The instruction could not have bosn spread over the same number of men (and*schools) in the time, nor at tlie cost. The majority of those who attended considered t.lieir attendance no hardship, and felt (hat tliev benefited not only by the instruction, but by the exchange of "ideas with other teachers interested in the name subject.

As to the question of a permanent instructor, tho most important, matter, to my mind, is tho determination of the scope of his work._ If ' Education Student" means that specialised experiment with seeds, pknts, etc., is tho only proper work for schools to tako up, I cannot agree with him, for I think our children are too young. Tho lime at our disposal is too short for experiment of this kind to have any definite result, and tho absolute necessity for teaching the methods of recording n.nct calculating- must como before even experiment, and necessarily make impossible any extension of time given to the subject. Is

" Education Student" right in saying that; practical work tin gai'dcining) in country schools should give way entirely to experimenting in special lines? In order to experiment the practical work must bo known, and " Education Student" evidently is no stranger to tho difficulty of teaching children even the propec method of turning over soil.

I think sufficient experimenting ,for children of the ages we have- in our primary schools may be found in tho ordinary operations of making and keeping a guidon anil in watching the effect of weather on soil and crops. To take up tho difficult ami prohractcd work of experimenting with seeds and plants is to my mind beyond "practical politics" in our school work. Then tho instructor. What is ho to do when t.ho scops of his work is decided? Is ho to spend his time travelling round the schools situated in various localities, widely differing in soil and climate, and even in tho area available for instruction. Ai present onn hour a week is available. Would it be worth while paying a special instructor to utilisfl this lime?

My own idei is that agricultural education should bo carried on by special schools in suitable centres, to which, as to the district high schools, children of age and taste suitable could be sent. Upon those schools the instructor could concentrate his work, and carry out some system which would allow children to begin in a small way in all country schools where the teachers could instruct, and to pass through the special schools which would lead thorn on to Lincoln College as to an agricultural university.

Such a system is, in my opinion, necessary, for even in a farming district there are many children who will never be more than workers under instruction, and only the few aro able to boncfit by advanced education in agriculture. Taking this opportunity of thanking "Education" Student;"- for tho pleasure given by his articles.—l am, etc.. Tussock.

Sib,—l have read with interest tho articles by ".Tack Ilornor," and after each have felt sorry for the writer who, in spirit, if not actually in the flesh, must have experienced all the ills that (teacher) flesh is heir to. .Still, I cannot help thinking that too much is made of the jiersonal element. Even inspectors, to say nothing of teachers themselves, are mortal, aiKl a young lady teacher, say. on a morning when a most important letter, eagerly expected, has not arrived, would be ihe equal of any mere man in qucerness of temper. Her class would easily read their " day's disasters " that morning My experie-nc.e—none too rosy—compels me to say that, even after a day of disaster, tile judgment expressed in the report shows that the inspector must have weighed all things and given due credit for work don*. Wo cannot have our men machine ma'.le, and we have to remember, 100, that teachers individually cannot expect their id-Ms of school management to be the pattern on which the inspector moulds his; he must have a standard for comparison of the many individual variations. As to the suggestion that a lady inspector would best judge the work of our lady teachers, I should like to hear the ladv teachers themselves express an opinion.—l am, etc., Mere Man.