The Daily News MONDAY, JANUARY 21, 1935. PROGRESS IN EDUCATION.

Taranaki Daily News, 21 January 1935, Page 4

The Daily News

MONDAY, JANUARY 21, 1935. PROGRESS IN EDUCATION.

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It was a British statesman who recommended “a big dose of history” for people who were inclined to think that race deterioration had set in or that Britain’s leadership in civilisation. was passing away. The advice is applicable to the student of Dominion affairs and institutions, and particularly in regard to so important a matter as the education system. It is attacked from various angles. Some consider it truncated because of the nonsectarian principle upon which it is founded; others consider many of the later methods so much “frill”; and others again that too much attention is given to training pupils for their working days and not enough to showing them how leisure hours can be made profitable to mind and body. It was a happy thought on the part of Dr. A. G. Butchers to sketch in his address to the Teachers’ Summer School at New Plymouth the growth of the State system of education in New Zealand. A fact that must strike any student of the pioneering days is the almost passionate desire evinced by the public men of those days for a wide scheme of education. Before British sovereignty had been established in the Dominion for ten years a national education system was drawn up, although it was not to be adopted until a generation later. The provincial system of government had its effect upon the progress of education, and in Taranaki the uncertainty over land titles, and the smallness of the revenue made it difficult for the Provincial authorities to do much for education. The Maori wars created more difficulties, but through all those early years there were public-spirited citizens who did all in their power to overcome the lack of public schools. The same spirit characterised other districts in New Zealand, Canterbury and Otago being fortunate enough to have revenue sufficient for the purpose of establishing a really comprehensive system. Then came the national system with its three governing principles—free, compulsory arid secular. Nearly two generations have grown to manhood since the State education system was established in 1877, and on the whole it has worked successfully. It has produced scholars who have made a name in the arts and science, as well as others who have become leaders of industry and professional men esteemed at home and abroad; it has helped to create a community sufficiently educated not only to appreciate reading, music and the other fine arts, but to take an interest in social conditions and in experiments to improve them. Judged by crime statistics the education system has done its share in making the Dominion a law-abiding community, some observers, indeed, being of the opinion that the tendency is towards too much regimentation of community life by legislation. On the other hand the syllabus was at one time far too rigid, the importance of the teaching profession did not receive due recognition, and there, was an insularity in outlook among many New Zealanders that is still a weakness to be guarded against. The later developments of the system, the open road from primary school to university, the dental and health supervision, even such organisations as the Summer School are all indications that the system is pulsating with life and not a more or less perfect machine. Teaching is now more sanely evolved in the Dominion’s Social services, and interest in education on the part of the general public was never keener. Last, but not least, the attitude Of the pupil towards school duties and discipline has entirely changed, and there can be no better tribute to the teaching profession than the fact that most children regard school as an interesting rather than a repressive institution. Of course there are problems still unsolved ; there is always the question of finance to be considered, and sometimes progress must halt until revenue has improved. The quest for what will give the best return for public money expended, the scope of the syllabus, how administration can be flexible and yet similar throughout the Dominion, the methods that must be applied to meet a changing world, all these are matters that require earnest consideration not only by teachers but by all who take an interest in the future of the Dominion. They should, however, receive from Contemplation of the road already traversed stimulus and encouragement for the journey that lies ahead.