TOO MANY REGULATIONS

Wanganui Chronicle, Volume LXXXI, Issue 19007, 7 May 1924, Page 4

TOO MANY REGULATIONS

We recently drew attention to the complaint, common among teachers, of the hampering and restrictive influence upon the practical work of education of the avalanche of regulations by which those responsible for the efficient conduct of the State schools are “snowed under.” Responsible headmasters, whose judgment is entitled to respect, and whose enthusiasm for their work is beyond question, have proclaimed their inability to comply with more than a fraction of the red-tape effusions with which they are deluged, and have frankly allowed it to be understood that many of these pin-pricking mandates are more honoured in the breach than in the observance. It would seem, however, that it is not alone the teachers who suffer from this departmental mania for education by regulation. A number of observations which should furnish food for thought to the Minister for Eudcation are contained in the report of the Wellington School Committees’ Association, to be presented at the next annual meeting of that body. Dealing with the subject of the multiplicity of regulations, tho report states:—lt is With considerable difficulty that the average committeeman is able to steer through the Education Act, 1914. There appears to be more regulations than there are clauses in the original Act. Even seasoned committeemen at times throw up their hands in disgust. We have urged on many occasions that the regulations be consolidated and ericulated amongst tho committees. The Minister is either ignorant of the difficulties of committees or he is wilfully leaving them in the dark. Committees continually find themselves in trouble due to their inability to follow the dictates of the Department. Many of the regulations are also irksome and cause undue hardship. The Minister would do well to consult committees through the association regarding the working of these regulations. Education Boards cannot be conversant with these matters, and the Minister’s avowed intention of giving committees a little more responsibility has not yet taken practical shape.” This is surely a pretty conclusive endorsement of the

teachers’ complaint, especially as it is i followed by an emphatic declaration ■ that “the amazing, confusing rcgula- ■ tions are hampering staffs, boards, and • committees.” The Minister of Education has not hesitated on occasion? to run counter to the hoary traditions of departmental officialdom, and in this matter he would, we think, be well advised to exercise once more his Ministerial authority and insist upon some more profitable occupation being found for the dignitaries who now spend their time in framing and broadcasting so many useless and objectionable regulations.