THE COOK ISLANDERS.

Otago Daily Times, Issue 20311, 20 January 1928, Page 8

THE COOK ISLANDERS.

SCHOOL WORK PRAISED. MR BAKE WELL’S REPORT. Mr F H. Bakewell, formerly inspector of schools, was recently asked by the Government to visit the Cook Islands and report on the schools and state of education in that group. His report is mos, favourable. Mr Bakewell says that, with the ex ception of Mangaia, he visited all the schools in the southern group; also paid visits to the Catholic Missionary School at Avarua. Inspection of the schools in the northern group was out of the question, as that would have entailed a three months’ schooner trip. In order to comprehend and fully appreciate the difficulties that faced th e present superintendent. Mr H. Binsted, when he took charge in 1924, it was only fair, says Mr Bakewell, to review the condition of affairs that existed at that time. In the southern group there were 12 schools, with a total roll of nearly 1400 pupils. The instruction was in the hands of nine European teachers, not all of whom were certificated. These were assisted by some 30 native assistants and probationers, three of whom had proficiency certificates, the standard of educational attainment of the remainder being equivalent to, say, Standard II and HI. The standard of efficiency was what might quite be expected in such circumstances. The task of the superintendent was, when he took charge, a threefold one; instruction had to be provided for these native teachers in order to raise their educational status; they had to be trained in the elements of school management; and the work of the schools had to be carried on —all at one and the same time. To evolve an educational system under such conditions was a problem that angels might well have hesitated at even approaching. The plan, although it was the only one feasible in the circumstances, not only violated one of the first canons of teaching, namely, that the teacher should be master of his subject, but carried with it some obvious disadvantages due to local conditions. The time given to the teaching and training of the native assistants, some two hours daily, has been found to be insufficient, although to get even this minimum the school time of the children'has been curtailed to a four-hours’ daily session held in the mornings. After teaching all the morning in their classes, the assistants are not in a mental condition to derive the full benefit from their instruction in the afternoons. Moreover, some of them are married men with families, and as they are not being paid a living wage they have to eke out their salaries by working on their cultivations. . . For the personality and endeavour of the native assistants, Jir Bakewell has nothing but praise. He found them as a body intelligent, industrious, eager to learn, and imbued with a proper sense of duty. Such degree of efficiency as now exists in the schools is to their credit, and speaks volumes for the management under which they are working. Mr Bakewell recommends that increased payments bs given to these teachers, and that the European staffs be strengthened.

“SUITABLE FOR THE ISLANDS.” With an untrained native staff, it was essential that the syllabus to be taught by them should be drawn up on precise and clearly-defined, not to gay rigid, lines ; and constant supervision was required. It was here that the superintendent had done commendable work. His syllabus stood as a record of educational research, technical knowledge, and unflagging industry; and Mr Bakewell found its effective results in' every school he visited. The system had naturally some of the faults of itg virtues. In such a severely formal scheme, a certain degree of retardation among the pupils was inevitable. In view of the disabilities in language of the teachers, instruction i n the “ three R s ” engrossed more than a proper share of the school time ;but there could be no question as to the necessity at the time for such a scheme, and its benefits had extended not only to the children but also to the teachers. Now that th e scheme was operating effectively, necessary time would be available for other subjects of the syllabus. Mr Binsted had all along been seized of the necessity for this, and provision was being made for a broader treatment of geography, history, handwork, and Nature study. Special programmes in these subjects suitable for the island schools had been drawn up and tested in the Normal School, and would be put into operation after the • New Year.

ELEMENTARY AGRICULTURE. Agriculture being the main occupation of the natives, instruction in this subject was naturally of the highest importance, iiut the elementary school was not the place for such instruction, that was, not in its technical bearings. What could and should be done was a training of the chiid_ to an intelligent observation of. and interest in, the phenomena of Nature, plant and animal life, and the social life ?• d W Th ! hat , dai Jy Soing on around ♦u r> T • • coul , d be done . 33 was in the Dominion, by lessons based on the seasons and begun even in the lowest classsea. Such a course taken i n conjunction with outside work and experimental f« lhe”\" E“ Ch “ Shonl,i be h ;e ch ° o 1 the sports fund had benefited to the extent of £l6 the result of the sal e of produce from the school gardens. Harvesting, packing grading, and shipping had all been done by the pupiis th-emselves, who also worked out all money calculations as to price and cost of shipning— a reallv splendid object lesson. Commendable work had also been done at Aitutaki and Mangaia. Lessons in agriculture of a more advanced nature were given to teachers and trainees by the director of agriculture, Mr Reid, and his assistant. Mr Reid was most earnest in his desire to assist the schools in every way. Classes of teachers and of senior pupils were invited to he present at practical demonstrations (pruning, spraying, etc.) at the Government farm. The cordial co-operation between the two departments would have excellent results. Mr Bakewell makes certain recommendations for increased schoolroom accommodation ; also, with respect to reading books, apparatus, wall furniture, etc. ■ln conclusion, Mr Bakewell says that considering the difficulties there is much that is commendable in the work done. The children are bright, intelligent, docile, and thoroughly happy in their schools and work. Their manners and behaviour are excellent. It was a real pleasure to work with them so far as education was concerned ; they are, indeed, worthy of the very best. “ The standard of attainment in the schools compares favourably with that of other island schools in my experi- j ence which have the advantage of far more libera! staffing and expenditure of public money. In handwriting and setting out of work the pupils need fear no comparison with the best of our schools,” The people of the Cook Islands, adds Mr Bakewell, “ are worthy of every effort ve can make in their behalf.”