WORKERS’ EDUCATIONAL ASSOCIATION.

Otago Daily Times, Issue 19219, 9 July 1924, Page 3

WORKERS’ EDUCATIONAL ASSOCIATION.

UNIVERSITY TUTORIAL CLASSES. (Contributed by the Local Branch of the W.E.A.). THE PROBLEM OF WRITTEN WORK IN TUTORIAL CLASSES. Tho latest number of the Tutors’ Bulletin, issued by tho British Association of W.E.A. Tutors, is devoted to a lons article by Mr G. 11. D. Cole on this important question. To get written work hits always been a difficulty in the tutorial class, in New Zealand as well as at Homo. This is partly duo to the fact that to write takes tune, as a student does not want to hand in ’’just anything" as his handiwork. It would mean staying at home from some necessary "meeting'—a difficult thing in our over-organised world! Many, too, have been Lightened by tho use of tho word ‘‘essay,’’ which to many calls up ideas of pages and pages of erudite matter. Some however, though able to talk fluently, cannot gel themselves down to write even a paragraph. Yet no education can bo said to get very far if it does not demand some written work of those who come to study. Cole says: "The most, important task of tho tutorial class is to give its members not so much an exact knowledge of tho particular subject studied a.s a power of selfexpression and of studying things effectively for themselves. It is a training of capacity rather than a way of accumulating information. Now self-expression may be by either the spoken or the written word. The spoken word by itself tends to loose thinking, and makes it comparatively easy for the speaker lo conceal from himself gaps or inconsistencies in his own thought, the written word is a valuable corrective; for in writing it he is compelled to be more exact, and he finds it less easy to slide over difficulties or leave gaps unliJled. “Moreover, it is essential to lull efficiency either as a student cr as a worker in any practical movement to bo able to write plain and intelligible English. Grammar is not very important, save as ministering to plainness and intelligibility. One of the best services that can lie done to the workers’ cause is to increase the number of men and women who possess this power uf saying clearly what they mean. “Yet, again, tho power of clear writing is an immense help, not only to clear thinking, but also to clearness in set speech or conversation. He who learns to write clearly and to arrange his matter well in Ins writing will also learn the clearness and arrangement necessary in speech.” These words speak for themselves. Written work also has a value to tho class tutor, for he can then get some idea as to what extent his teaching is being understood, especially with the silent member. Writing is also a great help in concentration when trying to read. W 7 ho does not know the difficulty of sitting down to read straight through a solid book! If on the other hand a student sols himself to write a paper on some subject he is interested in, and has to look up books to get ideas or information, it is surprising the amount of solid reading ho will cover, without apparent effort, in his search. This is what is called the “project method” of study. Again, by looking up material and writing papers, a studebt can bring a more valuable contribution to the class meeting than if he just talks out of his head. For all these reasons, then, W.E.A. students should regard their study incomplete, and feel they are not getting value for their money, if they arc not getting help from the tutor in writing. For two years there was in Dunedin a W.E.A. class in composition, but it was discontinued because a number of its members expected to learn to write by talking about it, and the tutor gave up the task. There is really only one way to learn to write, and that is to write, and do more writing, and more writing. Every W.E.A. student should see that every bit of written work ho does, whether it is a report to a paper or to a society, or a letter to a friend, or merely a memo for his own benefit — is tho best work that he can do. Ihe writer of this column wag much interested in visiting a member of Parliament in the North Island last, summer, to find that, when not engaged in public business, ho spent hiS mornings in his garden, his afternoons in reading, while ho devoted his evenings to writing. Such a man will be heard of later on. Would that some more ot our Parliamentarians worked similarly ! JOTTINGS.

It is hoped to start a new class at Ralmorston this week. A preliminary meeting has boon called for Wednesday night m tho Presbyterian Scholroom, when mo tutor, Mr J. Johnson, M.A., will be present to explain the nature of a tutorial class and enroll members. It is proposed to nm a course of 12 discussions on "Social and Economic Problems of tho i>ny,” and the tutor has prepared a long list from which a syllabus may bo formed. A number of residents have intimated their interest in tho class, and a successful class seems assured.

Tho South Dunedin class is due to finish, but. a desire having boon evinced by its members to continue for the rest of the winter, an endeavour is being made to arrange this. The class meetings will continue in the meantime, Mr Watson speaking this Wednesday on tho concept of "Society’’ in relation to social problems, and Mr K. Souter on July 16 on “Guild Socialism.”

r i ho meeting of the Social Club, postponed from last Saturday, will take place next Saturday evening at tho R.S.A. rooms, when, m addition to competitions, singing and supper, there will be a demonstration of the educational uses of the gramophone, for which a Cheney has boon kindly promised by Bcgg's, This year there are 23 classes meeting in the Wellington district, 21 in Otago and Southland, 20 in Canterbury, and 19 in Auckland. Auckland, however, leads with 780 students enrolled, while Wellington is least with 609, Canterbury has 772. The Otago figures are not available, as none are in from Southland.