NEED FOR REFORM

Poverty Bay Herald, Volume LXIII, Issue 19031, 3 June 1936, Page 12

NEED FOR REFORM

EDUCATION SYSTEM REPORT BY DIRECTOR DISCUSSION IN HOUSE DOMINION NUT BEHIND (Per Press Associfttion.) WELLINGTON, last night. The Mouse of Representatives todiiv proceeded to discuss the report of the Director of Education on his visit overseas. Mr. Clvde Carr (Lab., Titnaru) said the report was a valuable one. He said that obviously the visit of The director was to have the best points of other systems adopted in the New Zealand system and to eliminate the worst points in the New Zealand system. The New Zealand system was based on the English system, but it had not advanced, and was nowchaotic.

Differences of opinion were so great that in New Zealand they had not even decided on the starting off point for reform, and it was time something was done to put the Dominion's house in order as far as education was concerned. New Zealand could learn much from England and America. He praised the intermediate school system and hoped the time was not far distant when that system would bo extended and the benefits derived from it would be apparent. New Zealand had adopted that system, tout had improved it out of sight.

The aim. of education to-day should be to bring out what was in, not to try to put in what was out. The recommendations of the director regarding art, handicrafts, and domestic science appealed to him very much. An assembly hall for each school was also a valuabel suggestion.

DIFFERENCES OF OPINION. Mr. W. A. Bodkin (Nat. Otago C), said it was difficult t,O obtain a clear perspective of education and the value of the report, because leading educationalists differed on the main principles of education adopted in' almost every country. He thought the .consolidation of schools had gone a long way towards solving educational difficulties in the country districts and that it would toe a retrograde step to restrict consolidation to single school teacher schools, as the teachers themselves suggested. Mr. G. H. Wilson (Lab. Rangitiki) said it did not seem to him that it was necessary for the Director of Education to' have made a world-tour in order to have put forward the few ,'omparatively minor improvements that he suggested. His statement that the period of from seven to 11 years must remain one of almost drudgery was not in keeping with the experience of other parts of.the world, and it was largely responsible for a desire to avoid cdttcal ion. in the later stages of life.

The cramming of facts into children at early ages, most, of which were soon forgotten, prevented them from thinking. He thought more time should be devoted to economic and political science. He also thought the age. of l.'i was too young for a child to toe started on a vocational system of training. He paid a tribute to the. teachers, who were interested in theii work and who did it because they were interstcd. He hoped New Zealand would be able to go a good deal further than it had been aide to go up to the present.

X.Z. WELL ADVANCED Mr. S. fi. Smith (Nat., New Plyrouth) said considerable progress had affon made in Xew Zealand in its educational system, and those who had sad the opportunity to teach in othc: uiutries agreed thai New Zealand .as well advanced, though there were iill many things thai could be learii'l. New Zealand had a good general /stem of post-primary education. A ttge percentage of the primary school .'lildren went on to the secondary -chools and a very small percentage •".ere paying pupils.

He considered that if they could inly divorce the financial aspect from lie academic side of education, much cause for criticism would be elimin-

ated. He thought; the Minister, when reviewing the education legislation,

should have some amendments made to the present grading system. He did not think a teacher should be appointed to a vacancy merely because he had higher marks when there were circumstances that should have special consideration. He claimed that any criticism of the director's report would be recalled when the full effect of legislation the Minister would do doubt introduce was seen.

Mr. T. If. McCombs (Lab., Lytteiton) said Xew Zealand schools had a;: academic bias and that more time wa<spent on arithmetic and spelling than in America and some other countries. Many arithmetic processes were taught which would never bo used and spellinc was not very important. He though!

State Advances Corporation and gave the Minister power to order the corporation to do as he wished. He thought it wrong that so much political control should be given and said the Minister was letting himself in for a nice little task.

Mr. H. G. Dickie (Nat., Patea) said the clause opened the door to suspicion and political graft and that was to he regretted. The clause was challenged but was retained by 49 to 14. AMENDMENTS REJECTED

Mr. Coales moved an' amendment to Clause 23 deleting the provision that every direction in writing given by the Minister shall be binding on the board. The Hon. J. U. Cobbe {Nat., Uroua) said that if the amendment were lost supreme power over the board would be given to the Minister. It was not fair that such power should be placed on a Minister.

Mr. Coates asked why the Minister wanted the board, when he had such power. The Minister had all the power in his hands to distribute largess and the House should take care proper safeguards were provided. The Hon. A. Hamilton (Nat., Wallace) -aid giving the Minister such power was making a farce of the board, it was not wise that the Minister should use such power and it should not be put in the bill. The amendment was lost by 43 Id 14. Mr. Hamilton moved a further amendment that every transaction carried out by the corporation under the written direction of the Minister shall be the responsibility of the Government, not of the corporation, but (bis was also lost by 43 to 14.

Progress was reported and the House l'ose.

the New Zealand syllabus was too. watertight. PRACTICAL REPORT '' Mr. R. A. Wright (Ind.. Wellington South) said he wished to congratulate the director on several parts of the report, but on one in paTticular; and that was that he had not brought in a, fancy report, composed of things that would cost hundreds of thousands of pounds, and things that it would be absolutely impossible to carry out. Ho had never favoured a crowded cur-i riculum, and thought- the teachers! should be well prepared and that there should not, be too frequent changes of teachers-. He hoped (he Minister and' his department would do their best to help students at training colleges and' to turn them out properly equipped. Mr. H. Afriior'e (frid.. ' Nelson) opposed large classes of 60 or 80 in primary schools, because, in those large classes, the. aptitudes of children could not. be discovered. He thought, too, • hat higher salaries should be paid to teachers.

Mr. 11. E. Herring (Labour. MidCanterbury) regretted that the Director of Education had not visited Germany .and Russia, where progressive steps in education were being taken. He said the allocation of expenditure on education should be increased. Much more was spent on tobacco and drink than on education. Technical schools were, very largely the. Cinderellas of the education system ; they did not get the money or grants they should get. High schools very frequently had endowments, but he knew of no technical school that had anything of that kind. He could not see any reason for discrimination between the two classes of schools. He also thought more headmasters of technical schools should be engineers.

NO SMUG SATISFACTION The Hon. P. Fraser said that ho would be sorry if the* idea got abroad that the director had returned filled With smug satisfaction regarding the New Zealand educational system. The director was very sympathetic towards any advance in education and he. and .lie department Were contemplating real advances in education. But it was just a question when, with the help of Parliament, they would be able to put these into operation. Technical colleges were a little better off than high schools, but that did not mean .they were getting enough. In .Vow Zealand education in the past was as good as could be found anywhere and, in part, it was not as bad as ould be. found anywhere. He. believed that if the system were given an opportunity to develop, as good results could be achieved as would be found anywhere in the world. He thought New Zealand, in common with other countries had been too nuch under the tyranny of examinations and the question of examinations and grading of teachers were fundamental matters that must receive consideration. Some thought must be given to the question of whether the time had not arrived for removing all examinations that acted as a barrier to the progress of a child. He was looking to all who were interested to help 30 that children could be helped to be given an opportunity to develop and to think for themselves.

The report was referred to the Gov eminent for consideration.