THE ENGLISH SYSTEM OF EDUCATION

Southland Times, Issue 17455, 9 March 1915, Page 2

THE ENGLISH SYSTEM OF EDUCATION

The following la the text of Professor White’s lecture delivered In the Technical College Museum Hall on Saturday:— 1 have been engaged In educational work for forty years often giving all my waking hours to my work, other teachers have done the same thing, but I am not sure now whether this exclusion devoted to one's work is not a little one sided. There are disadvantages in labouring all one’s life In our own narrow field. It would be easier perhaps to have a look round and sec what others are doing who are labouring In some other part of the vineyard. Teachers are apt to get into a rut and to be quite content to work in their own little sphere of activity. It is, of course, the duly of every teacher to read up educational literature to try and get in this way some benefit from the labours of others, but that is not sufficient. We must do something more than this. As teachers we must see for ourselves how other nations deal with the problem of education. I have had the opportunity for the first time of seeing the primary schools of England of studying their organisation, and I have derived much benefit from that study and that observation. And the first tiling that t have learnt is this. That it is the duty of those who administer education in New Zealand to see that inspectors and teachers get frequent opportunities of seeing the work done in other districts and of visiting neighbouring schools. In this way we would learn a great deal, get valuable suggestions that would enable us to fulfil our arduous duties more efficiently, make our dally work better and brighter. In this we should compare our work not with what we see in our own school, but in a wider and more varied experience. In tliis way the teacher will form a finer estimate of his own standard of work. Teachers are often, too. satisfied with themselves, perhaps even disposed to think that they teach much better than others. This is not a wise nor a safe lliing to do. It is often said that tin: English primary education is not as good as that given in New Zealand, that pupils coming from ttie English schools are not so far advanced as the boys and girls of the same ago in our own schools. I have no wish to discuss this point, it may he a fact or it may not, it may be an advantage to the pupil not to know so much: but for rny present purpose all I wish to say is that teachers ought to see the matter from the English teachers' point of view. Are we not inclined to conclude that because England is a very old country that she is necessary old fashioned in all her ways, that her primary education is not up-to-date? Wo are a young country and we arc apt to think that all the enthusiasm for education is on our side. I am quite satisfied from what I have seen that the English education department, and particularly the Education Committee of the London County . Council are applying themselves most earnestly to secure a sound system of education for the people of England. We have to remember that State controlled education is of comparatively recent date in the Homeland. The first Education Act —only a partial measure of control was passed in IS7O, our system being established eight years later. Primary education was made free and compulsory in England in IS9I, and we must hear in mind in any comparison we may make between their system and ours, that has had enormous difficulties to encounter, that we in our more favourable environment know nothing about. To appreciate what England lias done for education we must take these difficulties into account. I shall refer briefly to some of them. The expense of such a wide organisation. how to raise sufficient funds, what sources of wealth they should draw from. Then again there are hereditary class distinction, political and ecclesiastical that retard progress of educational reform; but in face of all these the educational teachers arc doing a great deal for popular education. They are quite convinced —this is their ideal — that l he people must he educated, that ;m educated demorcracy is the only safeguard against autocratic rule, autocratic government, either in civil or in military affairs. Let rue point out briefly the main feature of the English primary school system. In a sense it is not a national system, not us we have it in New Zealand. There exist alongside ' each other two different types or classes I of schools, the' voluntary or non-pro--1 vided and the Boards' schools. In Engt land and Wales there arc more denominlatiunal schools than these under the Board. There are 10,000 primary schools, and of these 7000 are Board schools and 12.000 under denominational eontrot. i And the number of pupils in each type I of school is much the same. There is accommodation for 15 Vi million pupils in England and Wales, and of these some three millions are in the non-provided schools. The dual system of schools has made it very difficult to get a common basis for a national to uniform system. The advocates of denominational schools arc a very influential section of the people, and It is perhaps doubtful if they will ever submit to be managed as the Boards' schools. This has been with them a historic controversy—denominational schools versus board schools. Another phase of English education, even more difficult of solution. England lias many targe cities with their poverty stricken masses, the poverty of Hie masses and lh<- low physical health of thousands of children is appalling, and how to educate them is a most perplexing problem. At first glance it seems misdirected zeal to try to educate. Why talking of educating them poor children when their stomachs are empty to put the matter concretely. The London Council provide food and clothing for the hungry and indigent. Voluntary charity alone was quite unable to cope with 'he difficulty, anil the Council provide meals for neecs.silious children. This assistance is not given indiscriminately, a must careful inquiry is made into the circumstances of the children before they tire placed on the official list for free meals, in London as many as 5(1.000 arc fed in it week, and the educational authorities supplement voluntary effort to the extent of £IOO.OOO annually and provide meals for 558.000 children. Now it is little use, our knowing these things becoming acquainted witli tile stale of affairs, unless we learn how to prevent such a state of things arising in outown country. Will such conditions ever prevail in this bright prosperous land of ours? Our legislators have to look this problem in the face. New Zealand will one day have its great centres of population, and the same state will inevitably arise. Now is the time for our legislators to take steps to make such a state of affairs impossible, and to tliis end more attention must lie given to town-planning, providing better homes for the people, to placing industries and their workers, in rural districts, housing accommodation after the manner of toe garden cities. This I repeat is a matter that demands urgent attention it we are to avoid the social and economic condition that have retarded the progress of popular education in England. Let me refer to one other difficulty that the Home authorities have had to contend with. In recent years there has been quite a dearth of teachers. They have to employ large numbers of uneertificatcd teachers. The Education Department lias places in their training colleges for nine nr ten thousand students, but not one half that number entered the colleges in 1912-15. Here is a real difficulty, and one affecting the efficiency of primary education for some nine or ten thousand students. Not halt tliis number entered the training colleges in j912-1 :i. The Minister of Education (Hon. A. J. Pease) admits tliis. stated in the House of Commons that a complete solution of this difficulty could only be found by making the profession more attractive, as a career both in status and in salary. 1 am not acquainted with the state of affairs in New Zealand at present with regard to the supply of teachers, but if there is the same difficulty hero as at Home, the only remedy is a better status and better salaries for teachers. When one realises all the circumstances under which primary education is carried on in England, both by the Government and by voluntary effort, we must admit that they have done great things for the education of their people. In education as in industry and commerce England is not an effete-deca-dent she is only on the horizon of her greatness. Now let us have a more detailed look at the matter. It is not an easy thing for a casual visitor to quite understand the organisation of their schools. I do not pretend to have more than a superficial knowledge of the working of their rural schools, their provincial schools and the London school system. My remarks generally refer to the London County Council schools. A visitor sees the system from the outside. official public point of view that of course Is not sufficient. We must see It from the teachers point Of view. I met

In .London two of my former students, one of whom was authorised by the N.Z. Education Department to report on the work of the London primary classes, and the other a New Zealand teacher engaged by the London Council to take charge for a year only the standard classes in a big school. Their opinion will be valuable, but, of course, open to the objection that their experience wgs confined to some one school, and would not give an accurate view of the system In its general aspects. I met many of the leading educational experts, and the chief organisers, and also attended several representative conferences of teachers toiiOndonand elsewhere. These conferences have directly and indirectly a very great Influence on the work and efficiency of tlie primary schools. The cancation authorities have great faith in the good work done by conferences, both on technical millions of teaching and on the general life and work of the school. At the London conference held annually teachers of different subjects discuss the best methods of teaching the subjects of the curriculum; beads of departments and teachers of every school in London must meet twice a year when the organisation of the school, methods of teaching adopted in the schools are discussed by the staff. In this way the teachers are brought together and interest is aroused in better management of the school. Each does not work on his own, so to speak, and the result is better methods of teaching, a more friendly spirit of co-operation getting the best out of each teacher for the benefits of the whole school. I was present at a meeting of representative teachers in the Imperial Institute. Twenty-two different associations representing nearly every branch of educational work, meet annually at London University. At this meeting there were papers in discussion on the teaching of geography, drawing, language teaching, the llontessorl method, science, kindergarten work, domestic economy, and child study, etc. There was a great deal of interest taken in the discussion, and I was very much expressed with the advantages that must accrue both to teachers and to education from attendance at these meetings. The annual conferences of the National Union of Teachers had a special interest for me. The English National Union is in a sense the parent of onr New Zealand Institute. In 1877 or 1878 1 wrote to the secretary of the National Union, and also to the secretary of the Educational Institute of Scotland, informing them that we proposed forming an Institute in New Zealand, and asking for a copy drafted the first outline of the New Zealand Institute, taking their rules and regulations as a basis. At the Liverpool conferences there were some 2'ioo delegates from the local association. The National Union lias from !I0 to 100,000 members on its roll. At these large conferences, political and economic questions and other than technical and professional subjects are discussed. The most animated discussion of all was that of women suffrage. The motion in favour of giving women a vote was lost, but tlie advocate of women suffrage were satisfied. They bad an increased vote, as compared with last year, and they are hopeful of ultimate success. Tlie National Union lias 100,000 votes and large funds for election expenses, and they arc firmly of opinion that their iniiuence at the polls and in the election of members of Parliament is tlie most effective way of bringing about educational reform. These conferences, those for the discussion of professional subjects as well as those for political objects, seem to me a very praiseworthy feature of the English system. They give evidence of an interest in education for the sake of education, they proved to me that tlie teachers had a real living interest in their daily work. I don’t think teachers should discuss their work on every occasion, public or private, but they should consider it their duty to lie a memli’er of a teachers' institute. Now I shall look a little mure clearly into tlie work and organisation of tlie English system. Tlie cost of education is not drawn exclusively from (lie Uonsolldated revenue as in New Zealand: 70 per cent, of tlie cost is obtained from a. property rate —the education rate—tlie remainder is obtained from Parliament, and distributed to tlie local authorities by (he education board. Tlie rate is different in different counties. It is I fi in London, and as iow as fid or Td in others, in Hereford, for instance, tlie rate is 6d or 7d. and the teachers of that county went out on strike for higher salaries. Tlie Hereford teachers were the worst paid teachers in England. The average salary in Hereford for head teachers was till. In all other counties, excluding London, it was £146. At the instigation of ilie National Union of teachers, and as a protest against tlie low salaries the whole of the staff of some 70 schools left their posts. The teachers did not get all they asked for, but tiie scale iv.ns verv much improved, as the result of tlie'strike. Tlie strike would not have been carried nut successfully had not the National Union guaranteed to pay the teacliers’ salaries out oi its accumulated for a year or more, at least so I was informed by one ol their officials. A few years ago. it was suggested by some of the educational authorities that New Zealand ought to adopt a system of local taxation for tlie maintenance of our education system. 1 do not think that would he advisable. This mode of raising certainly gives use In (he anomalies in salaries I have referred to in England, It also 1 think tends to make education unpopular, for everyone who contributes directly ill this way thinks that lie alone is paying for education. and probably thinks that lie is paying too much. A word or two with regard to teachers' salaries in England, the teachers in rural districts are very much dissatisfied, as well as they might, for it is no unusual thing to find positions advertised on these terms. A head with u Jiousr. A supplc*nientary teacher no to Clii, if with experience under the London County Council teachers are paid according to the following scale; Head master £ 1 r,O to MOO. head mistress tU.’.l to £2OO. assistants, male £IOO to [JU(i, assistants, female £OO lo £ 1 r>o. Tlie conference at Liverpool made a strong protest against the low salaries paid lo assistants. Many of these were imiinecl men, had been teaching from IS to 20 years, and were only getting as much as a full paid artisan. So far as I could ascertain no houses are provided under tlie scale for heads of school.';. Tlie assitants have to wait a long time for promotion. Their superannuation is reckoned not on tlie salary last received, but on the average for the whole period of training. Then again salaries are liable for heavy income-tax. All incomes in England over £l6O a year have to pav income tax. Under the new and increased rate a salary of Ulan will pay £lO 10s, and a, salary of £"00 will pay £lB income tax. Tlie New Zealand scale is better, especially as regards assistants, tlie first assistant’s salary should not be far below that of tlie head teacher, if we expect assistants to do good work in a contented spirit. From these farts regarding salaries in England, you will not 1 presume be anxious lo apply for schools in ttio Homeland. A word now with regard to English schools. it is not so manifest us it is under our school committee system, hut the school is no!withstanding really a centre of a good deal of social activity, chiefly of a voluntary kind. The Children Holiday Society of London sends annually some 40,000 into country homes for a holiday: there is a children's Happy Evening's Society and a Children's Cure committee in connection with cacti school. Next note tlie staffing of tue schools and tlie size of tlie classes. Most of tlie classes I saw were, say HO. on tiie roil. Tlie reputations of the London County Council are as follows:—"it may he pointed out that Hie average number of children per class teacher throughout the service lias been steadily decreasing of late years, and is now 42 for tlie County schools, and 27.6 for tlie nonprovided schools. Moreover, in all tlie schools 40 is the number in tlie senior departments and 48 in tlie case of infant departments, and the Council has entered into arrangement with the Hoard of Education for a gradual valuation in the future in all classes (o tlie numbers allowed in new schools. Tills is a great improvement on the slate or affairs. Some few years ago an arrangement that allows tlie teacher to give industrial attention to her pupils, makes less demand on the teacher in the matter of discipline and generally makers ror greater efficiency and a better standard of education. A reform of far reaching importance that makes teaching more attractive and interesting to both scholars and teachers. No reference to tlie English system would lie complete that did not refer to what is called in England tlie religious difficulty. In the nonprovided schools, under the control of Catholics, and Anglicans, denominational teaching is given. In the Council's schools, the Bible must be read and such explanation and such instruction therefrom in the principles of the Christian religion and of morality, as are

suited to the capacities of children. So as not to interfere with the attendance at Bible classes, and at the same time to give no ground of offence to parents, who object to their pupils attending Bible classes during school hours, and provision is made for instructing pupils in Seculai subjects while Bible lessons are given. The Blble-in-schools problem and grants in aid of denominational schools are questions which New Zealand will be called upon to settle in the near future. The school day is longer in England, the morning session is from 9 to noon, and the afternoon session from 3 to 4.30. The two hours interval for meals and recreation seems to »e much appreciated, there is not that rush and hurry we have in New Zealand. What do I think of English methods of teaching? 1 did not see many teachers at work, not more than half a dozen. We know, however, that methods of teaching came to us from three sources, the National methods of the school, the personal influences of the inspectors, and the training given in the colleges. There are few inspectors in proportion to the number of teachers, and they are not brought into close personal touch with the teachers dally work. It is difficult to say what influence the colleges have on methods of teaching. Some adhere to the pupil-teacher systems, while others advocate a liberal course of education before undertaking practical work, and methods of education are framed on a psychilogical basis. Many of the teachers speak contemptuously of psychology as a guide, to practical teaching, but on the other hand, scholarships are given to student-teachers to prosecute their studies in psychology, and they are required to report to what extent they have been successful in applying psychology and who has had long experience in the art of teaching. I think lam right in saying that the English methods are mostly of the traditional kind, and 1 am not sure that they attach very much importance to modern methods of teaching. At the Liverpool conference widely divergent opinions were expressed as to the effect of modern methods and modern subjects in the curriculum. The teaching of arithmetic, for instance, was said to be inferior to that given under former methods. Note: The value and efficiency of any system is to be judged rather by the tone’of the school, and the relation of pupil to teacher. From what I saw 1 think the English teachers fully recognise that their first and highest duty is to train their pupils to be good citizens, and in that I think they are successful. Front what 1 have said with regard to English education you will not suppose for a moment that 1 am making Insidious comparisons between Ibeir system and our own. For otherwise, I have spoken in London when invited to do so on the educational work of our primary schools, and have set fortli the fact that in their highest competition examination our pupils and students have always taken a good place. I think my remarks wore some times perhaps received witli a certain reserve of judgment, especially when I informed them —as showing our great desire to make our system as complete us possible—that twenty-live years after the landing of the first settlers in Otago we established a University with chairs in classics, mathematics, chemistry, English and moral philosophy. But we must continue to look to the old land for inspiration and guidance in all our educational work. I have seen many of her primary institutions, her great public schools, and her ancient and honoured universities aid, and in all of them they cultivate a respect for law and order, and show a fine spirit of reverence for what is good and true and beautiful in human life. All honour to our grand old Homeland for her great efforts on behalf of education of her people, giving them light and understanding, malting England’s influence impressive in the councils of the nations, showing the world that justice and righteousness is the onlv sure foundation for the uplifting and redemption of the human race.