CO-OPERATION IN EDUCATION.

Taranaki Herald, Volume LXVI, Issue 16048, 5 February 1918, Page 6

CO-OPERATION IN EDUCATION.

ADDRESS BY INSPECTOR MORTON, An address was given in the Technical College on Monday evening by "Mr. A. J. Morton, M.A., chief inspector for the Taranaki Education Board, on “Co-operation in our Educational System.’’ The lecture was given at the request of the Taranaki School Commiaces' Association, and there was a very fair attendance. In the Absence of Mr. S. G. Smith, president of the association, the chair was taken by Mr. G. H. Dolby, who pointed out that it was the desire of the association to get tho people interested in education and therefore they had obtained tho kind assistance of educational experts to give addresses at intervals. They wore much indebted to Mr. Morton for sparing tho timo from his busy life to speak to them. Mr. Morton then proceeded with hia address, of which the following is a summitry Tho lecturer stated that he desired to deal with the subject from the wider point of view of the co-operation of the people of the Dominion by Parliamentary control and by more direct methods of local government. Ho would also emphasise the need of the co-ordination 'of the various controlling bodies and the co-operation of the members and others interested directly in the administration. With reference to the political basis of tho control, it was interesting to note that, the English nation had its origin in tribes that were an offshoot of tho German people, which had, through the lack of freedom in self-government, developed a military autocracy that had enslaved the nation and threatened to dominate tho world. It was the habit of .self-government and popular control that was really the vital force that had established representative government in England end had won the long struggle for freedom against autocracy. The elementary form of self-government was the personal attendance of the people in open meeting, and the ‘right to this had always been jealously guarded. For ordinary needs this method was found cumbersome, and voting bv ballot has largely taken its place. It is interesting to note, however, that in some cantons of Switzerland tho communes still elect executives in “assembles generales,” or large open air meetings. We have this elementary principle, too, in the meetings of householders that elect school committees and to which the latter are responsible. It is in tho training of tho people in the management of local affairs that is found the organic life and strength from which all our political freedom derives its vigour and maintenance.

So far as goodwill exerts its influence tho co-operation of the people ns a whole was practically complete, education had no opponents, if wo disregarded a few ultra-conservatives who express fear of "what tho country is coming to” if the working man receives too much education. Education of tho people wjis the main plank of democracy, and the only ground of safety whore all by means of voting power shared in the government. The need of wise cooperation of all classes was evident when tho various methods of control and the numerous educational activities were taken into consideration.' Tho great necessity was, on one hand, the avoidance of extravagant schemes and of reckless expenditure, and, on the other, the prompt provision of tho essentials of the operations of tho schools. Tho system was controlled by Parliament through the Minister of Education and his department, their powers wore limited by tho Finance Minister and tho representatives of the taxpayers. The bodies elected directly for local control, the board and school committees, were impressed with the local needs, and often viewed with impatience any delay in tho grant of assistance. This position was one demanding mutual consideration—dhe recognition of limitations—of power and at the same time of the growing requirements of the schools of the Dominion. The co-operation of tho people should be expressed not only in demands on tho local authority, but by imposing their will on the parliamentary authorities. A LACK' OF CO-ORDINATION.

Between the Education Department and the education boards wore bodies dealing with education beyond the primary course. Their, constitution was mixed, the members of the controlling hoards being partly appointed by local bodies and partly nominated by the central authorities. These included the senate and college boards, the governors of secondary schools, and tho boards in charge of technical schools. The secondary schools had been to some extent democratised by the intrpduotion of free places and tho technical schools were in a condition of evolution. There was need for co-ordination of the courses of higher education and the co-operation of the various authorities. The speaker illustrated this from tho fact that the course of the matriculation examination, which was fixed by the senates for tho purpose of entrance to tho university colleges although the large majority of candidates required a pass for other purposes. Similarly, tho proficiency certificate was required by the larger number of candidates as a leaving examination and not for the purpose of qualifying for free places. This condition led to limitations of opportunity that should be avoided. Eventually higher education would be arranged in various standardised courses, vocational and other. In such arrangements the co-operation of employers would prove of .service.

Tho system of education hoards had evolved from the provincial form of government, and its duties embody cooperation with tho Education Department, with school committees, and with the teachers of the schools. That this could bo achieved successfully, had been proved in the Taranaki District. With reference to tho department this pleasant state of affairs had not ahvays obtained, and there had existed in some quarters a struggle between so-called centralisation and local control. Not, however on account of any such opposition, hut through expediency, the powers of the boards had been considerably reduced. Examples of such limitation were the payment by tho department of teachers’ salaries and committees’ allowances, tho reduction in the number of districts, the centralisation of the inspectorial staff. The last-men-tioned change had provided a means of co-operation that was proving useful. In appointments of teachers and applications for new schools a report from the senior inspector is necessary, and thus a medium through which the department and board can co-operate was provided.

The speaker referred to the important part of school' committees in school affairs. Their functions were tetter performed in a spirit of co-operation rather than in one of domination. THo local assistance m school affairs, and the representation of local needs, and the relations with the .teachers gave

scope for mutual assistance and consideration, which should be fully reciprocated by the teachers. He was pleased to say that the spirit of cooperation existed very widely in tins education district. , - It was not possible to deal on this occasion with school life. The Montessori svstem emphasised the co-pera-«ion of the pupils and the training ot the senses, but it did not initiate these. One of the reasons why the schools were more efficient, the pupils fonder ot "school life, and harsh methods of control had been so largely abolished, was because co-operation of the pupils, mentally and physically, had been so largely engaged by the modern methods of tC \VhUc of faddists and people who condemned the education system from observation of one child or one school co-operation was not desired, all who have the welfare of the community at heart would naturally show interest in educational activities. In these times of turmoil and stress, and later, when the war is over, we should all have to co-operate in the re-building an re-or-canisatiojj of the commercial and social conditions of the nations and m no direction could our efforts be employed with more effect than in the training and mental equipment of the future citizens of the Empire. At the close of the address questions were invited, and Mr. Geo. Maunder asked whether it-was not wise to encourage a spirit of emulation as well, as of co-operation. If a spirit of emulation between different districts was aroused he did not think _ hew Plymouth would long put up with its present school buildings. Mr Mortoi said emulation was Valuable hut the greater co-operation between teachers and pupils nowadays Had rendered it less necessary to encourage it In the old days marks, prizes and place-taking had been used for more than was necessary now when children were more interested in their work. The chairman asked if Mr. Morton could give any idea as to the proportion of children that proceed from the primary school to the secondary school, and as to how that compared with other Mr. Morton stated that from 80 to 40 per cent, took advantage of th'o proficiency certificate, which was a Now Zealand institution, so that he could not say how the proportion compared with other countries. Mr. P. J. White inquired whether it would not be possible in the primary schools to begin some of the subjects which were taken up in the, secondary schools so as to produce a better, coordination between the two classes of schools. This he understood was recommended by some American authorities. Mr Morton said that m New Zealand the tendency was in the reverse direction, and even in the preparatory classes attached to some secondary schools the work was now almost entireiv restricted to that done in the primary schools. The result.was that pupils passing from these classes into the secondary department, and those coming from primary schools with proficiency certificates were able to start the higher course on the same level of at- , tamments. In any case the primary

school syllabus was quite extensive enough already. Tho proceedings ended with a hearty vote of thanks to the lecturer.