FULL INQUIRY

Otago Daily Times, Issue 26770, 13 May 1948, Page 8

FULL INQUIRY

ROYAL COMMISSION FIELD OF EDUCATION DESIRE OF INSTITUTE The setting up of % Royal Commission to inquire into the whole field of education in the Dominion is advocated by the New Zealand Educational Institute. A remit stating that the time had now arrived for a commission to be set up was carried by the annual conference yesterday. The remit suggested that particular attention should be given by the commission to the contents of curricula; standards of achievement; the provision of text-books and general equipment; the provision of adequate buildings; types of schooling; consolidation, and its effects on pupils, teachers, and the community; the training and supply of teachers, and teacher welfare; the adequacy of the education vote; administration; and general matters. Mr J. Nesbitt, of the Rangitikei branch, who moved the remit, said that although the Education Department was willing to co-operate with the institute, it was limited in its efforts by regulations and finance. The Rangitikei branch suggested that it was now time for a review of education in order to consolidate the gains made, and to plan for the future. Recent criticisms of the system by educational leaders and administrators could not be ignored, and only a Royal Commission could undertake an inquiry which would refute their accusations or to. rectify the faults if they were p'roveef to exist.

Nedd for Continuity

Mr Nesbitt said that the University Senate and the principals of secondary schools had criticised curricula and standards of achievement. Most teachers believed that the modern curriculum was a tremendous improvement on the old, but there still appeared to be gaps in the continuity of work from the kindergarten to the university stage.. It was felt, therefore, that m the interests of the child an inquiry Bhould be instituted to ensure a continuous process. Mr Nesbitt said that the Rangitikei branch believed that the greatest single shortcoming in all schools was the lack of teaching equipment and text-books. He asserted that hundreds of children passed through primary schools without ever using a text-book. Also, unless a rapid, practical plan were implemented on a national basis to overcome the shortage of adequate school buildings, the problem would be almost beyond solution when the schools felt the full effects of the increased birthrate. The mover added that accommodation for teachers was another major concern of the institute. Often teachers on the higher gradings could not apply for vacancies because of the housing position.

The speaker added that the institute had asked in the past for inquiries into teacher training, consolidation, salaries, professional qualifications and administration, but he considered that one inquiry by a Royal Commission was preferable to a series of committees, tribunals or commissions.

Mr Nesbitt said that the idea of an inquiry had emanated from the Minister of Education, Mr McCombs, when he said that “the time had now arrived for a stock-taking ” in education. In the speaker’s view only a Royal Commission could give adequate and unbiased consideration to this matter.

In "conclusion, Mr Nesbitt said that it was not suggested that “ the bottom had fallen out of education,” but he thought that the institute should consider the field as a whole. Increased Grant Advocated

Mr C. B. Lewis (Ruapehu), who seconded the remit, said that an inquiry would afford an opportunity for education to be placed in its proper perspective. Primary and secondary schools, a 9 well as the universities, were now undergoing reorganisation, but without a proper correlation of their methods. An inquiry would be the best means of relating them. Mr Lewis said that increases in the education vote had not kept abreast of costs, and the increases were more apparent than real. Mr E. P. York (Auckland) said that the school could not be used as a community centre, for which role it seemed to be intended, unless the accommodation was adequate. He quoted cases where two classes' were taught in one room without even a curtain separating them. He claimed that army huts and other makeshift buildings appeared to be good enough for school buildings. What was required, he said, was new schools, the limitation of school rolls to 500, larger classrooms to implement modern teaching methods, and other improvements. Mr E. J. Dew (Otago), speaking on the supply of equipment, said that it was “always too late, and at a poorhouse level.”

‘Too much attention is now being paid to the increasing cost of education rather than to the inadequacy of the present expenditure,” said Mr D. M. Jillett (Opunake). He added that the average grant for each primary school pupil in 1946 was £22, compared with £37 for post-primary children. He thought that a figure of £33 for primary school children would be more fitting. On this basis, and with an estimated total of 263,800 pupils at primary schools in 1952, the education vote for this section would be £8,705,400, or an increase of £4,427,214 on the amount provided in 1946. Claims could also be made on behalf of other branches of education, and the education grant could be doubled without meeting all reasonable demands.

Mr W. A. Thompson, a member of the executive, said that the training and supply of teachers was one of the vital problems confronting the profession and the administration at present. Miss M. P. Dennehy (Wellington) said she was surprised at the confidence displayed by the public in royal commissions. She claimed that recourse to a commisison was to express a vote of no-confidence in the institute, the education boards, department and the Minister.