EDUCATION

Otago Daily Times, Issue 27514, 7 October 1950, Page 3

EDUCATION

Fortnightly Review By Mentor Some interesting information was given during an address last week by Mr W. J. Cartright, of Christchurch, concerning his experiences during a four months’ tour of the United States. In the first place, teachers present must have felt thankful that they had security of tenure, and no irritating restrictions as to their teaching contracts. They must, for once at least, have felt grateful for what the NZEI had secured for them over the years. It is hard to believe, in New Zealand, that teachers are, in most States of the USA, “ hired and fired ” annually, and that one State superintendent made a point of “ firing ” at least 5 per cent, a year. It is difficult to realise that in a country claiming to be so protressive, women teachers in many tates must guarantee not to marry, or even /to become engaged, during their year’s contract. It is strange to be told that elementary school salaries are so low, in most States, that men just cannot live on them, especially if married, and so do not apply at all for elementary school positions. These, and many other facts along similar lines, such as the absence of any superannuation schemes, must have brought home to those present that, whatever our dissatisfactions, we are not, thanks to the Educational Institute and to our educational authorities, in such an unsatisfactory position as our colleagues in the land, of the almighty dollar.

Mr Cartwright spent neraly a month in California, one of the most progressive States, educationally, in the USA, and a shorter time in many of the other States, effecting a nationwide coverage. It was interesting to hear hjm say that after he had spent almost a whole day in a Grade 5 (Standard III) class in one school, thoroughly examining the work, he felt that he might well have been in his own Normal School, Christchurch, so little real difference was there in techniques and syllabus. He did suggest that there was a stronger bias in the direction of social or civic teaching. Interesting, too. was his statement that throughout the breadth of,USA he rarely saw a “system” of writing taught. Shapes and form of letters were taught, but once these were mastered, pupils were 'allowed to develop individual styles, the one standard demanded being that of legibility. He saw ho evidence Of any free-arm system such as Palmer, in any State which he visited. Adult writing seemed no better and no worse than in New Zealand. Even more striking, and strange, was the general attitude towards spelling, where the substitution of “ tonite ” for “ tonight," etc., was quite freely accepted, the apparent criterion being that it “ sounded 0.K.,” arid that the word could be readily recognised. At higher educational levels, Mr Cartwright was struck, not always favourably, by the wide variety of courses and subjects offered, and by the intensely practical nature, so far as preparation for “the job" was concerned, of much of the post-primary education. Those who went to the better universities, however, seemed to get a very sound cultural and professional education of a high standard. Summing up, Mr Cartwright suggested that while we had nothing to be ashamed of in comparing our system with that of the USA, rather the reverse, he did feel that we were a little more bound by tradition, and that in the field of oral expression and discussion they were considerably in advance of us. Their vocational guidance work, too. in the more progressive States, was very advanced. Travel such as Mr Cartwright was privileged to enjoy is undoubtedly valuable to New Zealand teachers generally when, as in his case, the knowledge and experience gained is widely passed on to his fellow teachers on his return.

Mr Blair Tennant, Government member for Palmerston North, is an undoubted acquisition to the debating strength of the House so far as education is concerned. In his speeches to date he has shown a real knowledge of this subject. Teachers generally, and the NZEI Executive, would be pleased to hear his appeal for continued provision at the universities for part-time students. Much as it may be desirable, neither the studentteacher, nor the profession as a whole, can today afford the time required for adequate teacher-training plus the acquisition of a degree through a fullr timd course. This would require at least a four-year training period, an impracticability at present. If some form of part-time facility is not available, it will be impossible for most teachers to complete their degrees. Mr Tennant’s idea of a sort of correspondence' school at university level might well be given consideration. His request that a greater number of third-year studentships be provided should not be impossible of accomplishment. It would be the beginning of an extension of training course. Regarding his advocacy of the closer relationship between Training College and University, the NZEI in “ Educational Reconstruction,” 1944, advocated “ that teachers’ colleges, affiliated with the University of New Zealand, and incorporating the present training colleges, should be set up.” The difficulty here seems to be the breaking down of barriers which exist more on paper than in reality.

Tale-piece. —A 10-year-old was asked by her auntie how she was getting on at school. “I'm good in arithmetic, and smashing in English, but I’m very worried about my intelligence,” she replied—So much for intelligence testing.

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