EDUCATION INSTITUTE

Southland Times, Issue 19517, 17 May 1922, Page 6

EDUCATION INSTITUTE

ANNUAL CONFERENCE. THE PRESIDENTIAL ADDRESS. (Per United Press Association.) WELLINGTON, May 16. At the anual meeting of the Educational Institute, Mr J. E. Purchase, of Christchurch presided. Among those present were the Hon. C. J. Parr, Mr J. Caughley, Director of Education, the Mayor, Mr R. A. Wright, M.P., Mr Forsyth, chairman of the Education Board, Mr T. B. Strong Chief Inspector of Schools.] The delegates were formally welcomed by the Mayor who spoke of the value of such conferences. “It seems to me that there is more than a passing danger that the insistent demands of many really subsidiary matters may cause tlie child to be removed from the focus of our educational vision and relegated to the margin,” said Mr Purchase in. his presidential address. “The problems affecting the welfare of the teacher himself, his grading, for example, a question of considerable economic importance to teachers, or problems connected with the administration of the school or school building may temporarily occupy more t-haa their share of our consideration.” The president went into the question of the evolution of educational theory, stating that Rousseau was the first who boldly advocated an entirely new method, of treatment based on the nature of the child and its right to be treated according to its manner of development. Therefore they should stress the necessity before all else of admitting into the profession only those who besides possessing the necessary literary qualifications had' undertaken a course of professional training, including study of child life and development, so that injury and loss might be reduced to a minimum. Further training was necessary to give teachers a sympathetic and appreciative attitude towards the newer developments in education, such discrimination as would enable them to sift the wheat from the chaff and such courage as would impel them to boldly make those changes in methods that they felt assured would be beneficial to the pupils under their control. They were still suffering from the results of a system which was that one master could teach a thousand pupils. They still taught largely in the mass, whether the classes were large or small. If original initiative were to be encouraged the pupils must be taught to think and act for him and herself. Discipline was discipline of the mass, the discipline of the military officer. From the moment when the bell /rang a peremptory summons for him to fall into line until he was dismissed he was not his own master, nor was it to be wondered that he did not show initiative, intentiveness, personal responsibility, or ever much eagerness w-hen he begins his life work. His work had been carefully set for him. He thought the best results would be obtained if they recognised that it was their business not only to teach various subjects but to train the future citizens. Success was not accurately indicated by the marks gained.