EDUCATION REFORM

Waikato Times, Volume 89, Issue 13894, 21 October 1918, Page 3

EDUCATION REFORM

THE TEACHERS' INSTITUTE CAMPAIGN. PUBLIC MEETING IN HAMILTON". l(t t| l( , | H , ](l ;, ";, UU ! I ll;,!l - -Luailion, 011 F r idav '' 1 ventilating the need <» reform the Dominion's , ,!„<asmS V as / lis -'l»l'ointinglv „■ \'i . •r l "' ak(>r th,> evening as Mi 1,. .1 .(nst, Dominion Organiser lor the Jeachers Institute, Mr \Y F Mason, Deputy-Mayor, presided, and there were also present on the platform: Mis l! a ::me ia nwinl-or oi the Auckland Education Hoard) Messrs J A. lomm, M P.. A. I-. Manning (Hiirh . (fool 1.'.: I'd <:t Governors I. Whit'd.er (Whiueri! School), l{. Parr (Hamilton .jest), Johnson (Frankton), and J!cv. • "''reus (Hamilton East). 'I he chairman, in introducing the lertuier, said of the many problems coming up for settlement none was of more jin" portaiK'e than that of education. It Iwdioved the people of New Zealand to take a deep and abiding interest- in this matter. They must endeavour to equin 'themselves for the struggle, wliioh would confront them aftor the war

Mr Just said, as representative of the New Zealand Teachers' Institute, he made no apology for bringing up a question of such vital importance as that of national education. The criticism was intended 1 o point, out the weaknesses of the present system, and to suggest reforms. He did not, want to decry the work done in the past, hut, good as it was, it was capable of improvement to meet present needs. Two charges had been levelled at the Institute in connection with the present campaign. The first was that the Institute was a body ol teachers out to I benefit themselves. This was only nartly true. The Institute, ]j]<e the Medical Association, the Law Society, the. Dental Association, the Farmers' Union, "hnd Laltour Unions, had two planks—the mutual defence and support of members, and the protection of the interests which it represented. It had Wn in existence for 30 years, and had hern instrumental in carrying many reforms. It had never asked for financial assistance, although funds were, of course, required, and recently a tax was levied upon members for the present campaign. Thp second charge b'id against the Institute was that the time was inopportune for the launching of such an agitation. All institutions were in the melting pot as a result of the present world war, and education, like other institutions, must he re-con-structed to meet the new conditions, and new demands. The older countries were doing srreat work in this direction. In July. 1917, proposals were brought forward in England for educational reform and these were embodied in a Bill. If England could find time to deal with this important? question, surely New Zealand should not postpone it. The time was certainly not inoppotune. _ National education came into operation in the Dominion on January 1 «t. 1887. Tt was. however, never properly nationalised, for the National Board of Education suggested in the Bill was thrown out by Parliament, and Provincial Boards substituted. These mode the system too parochial, showing want of co-ordination, and causing overlapping, with resultant economic and other troubles. They had " multiplicity of controlling bodies, with watertight compartments, each working on their own account, and in some cases competing with each other. This prevented co-ordination, causing lack of efficiency. What they wanted was to unify their control.

The Minister was very limited in his powers, h.-iving no power over insocctors and Departmental officers. This was not satisfactory. The portfolio of Education should hold no subordinate position, and was important enough to be held alone, not given to a .Minister >n addition to two or three other portfolios. Democracy to he stable, must l>e educated and enlightened. When the war was over a war of competition owuld arise and they must jneet it by greater national efficiency. The State would probably assume greater responsibilities, and the masses must bo educated to give an intelligent opinion on those problems. Industrial unrest did not always spring from merely financial considerations or the environment of the workers, but was often brought about largely by the change in the method of work, by working machines workers often became a machine themselves, and became dissatisfied from want of education. They should increase the culture of the masses and develop the workers' whole nature, and see that his instinct for betterment was not frustrated. Private institutions would never meet the needs of a country. This was well illustrated by the position in I'ussia, where between 80 and 8"> per cent of the people were absolutely illiterate, and when the strain came they broke, as they were an aggregation of factions, not a nation. The problem of education had become a very complex one, and only the State had the resources to educate the whole of the people. The home, the State and the church were the three factors in the education of the child, but neither one could do it alone. Each must do its own special work, the State carrying out both. There was a grave danger to national education to-div. man" attempts being made to discredit it. and to establish denominational schools. To meet this danger thev must so improve the nation;'! system that denominational schools could not compete with it. If they were to avoid stagnation and reaction, and meet the competition of better-educated neighbours, thev must reorganise and reconstruct. Conditions and outlook had completely changed, and the machinery set un forty years ngo did not meet present requirements. 'I he present administration was out-of-date. Instead of having a multiplicity of eontrwd. they should have one hodv with full control. The functions of the Boards had Wn taker, mvnv I y the Department, nrd I ho-e of S'chool Committees were practically nil. The Institute viced with alarm the centralisation of ed I '- e-.tion in :> mr:cb.i ,, erv .department. Tt local administration by a National Council of Kducation. and did not went it to become merely routine. The position to-day was that the system was e;-;if!u.'illy going into the hands of the Department. Education was divided into two cu'i}rnl.« ])ri'"esvi'.ina' and on rely administrative. The milestone! most he coatrelled by experts in ed"eation. edu'ationalists not laymen. The Institute therefore, suggested 'he establishment of :> National Hoard of Educationalists. ♦ o keen the system n"-to-date. and coordinate :ipd syst-mati-e it. The memhers of the present Hoards, though nJ.lo l.ivnieir rr<> not experts m education. and, mee ting once twic- ■ ?iuiMtli, cannot c»?:!v i cton to J. , with t complex wnic.i arose T'.ie institute proposed that school commit te»s should lo sweut «<v:iv. The Pomiuieil should he divided int." small districts with com--1111:11 i # v of interest-', and a "roup <<■

k<-!v <.ls. iitsd for <"•: "i r:«'t Hvi* con troll in:* ;irt':ontv. nr Hnotior

enirrnit.+re. Thi:; v.'ov.M L'.ve vo'". liorvfici.il aw! cato .*t» chintionnl centre, wit!? a powerful in. flr.enee lniou l!'o niorais, odu'atior ;'thi .association of ihe poi Ore cf the important developments wr.M '>o 11t." t i diici'l io'i 'X-- i'! ' I'.' i'co'l '*< )1,„ t ; ... .]iH 1;»• • s :i-; in t'" 1 ( iLie*i. I>l <;!:■ . •>«(! Other •rl'lili'ioc; '• '

r'it therefore a visionary movement. Voder it there world rot l>c a doa! control. The national Van] <f ex>vrt" '.vol'.!;! devote its whole time to

the control of tlio very jii'.portant matter of education. The Institute, said Mr .Ins!, thought every child should have tin; advantage of secondary education, not only those who obtained 111• • proficiency certificate. It asked that the Standard Yi. certificate be dropped and the years (if tutelage extended from li to ;c,. (ireater national efficiency demand'd a greater educational standard. Snnll. ;• classe.-, were required, and pupils should he de\eJoped along Ihe lines of aptitude. Hural educaiion was at present somewhat iiisullicient, owing largely to the diftlculty in getting teachers to take country schools. The Insiiiute, therefore, suggested to the (ioverniuent the , central school idea, tUe children heing taken to the school instead of the school ,0 the child. The salaries of probationers and pupil teachers should be increased, so as to attract the best type of teacher. At present education was at a disadvantage compared with the Civil Service. Better trained teachers, smaller classes, better accommodation, further medical and denial inspection, increased inspectorate, hirer school' playgrounds, and other reforms were wanted. These would cost money, but would be a profitable investment. Higher culture was urgently needed and, if given, would result in greater efficiency. As a result of the wr r greater burdens would he laid upon the country, and they must increase productivity and prepare to meet increased competition. They required a system of national education, nationally and adequately maintained, and he hoped all present would do their part in urging this upon the (iovernment. Mr Manning moved the following resolution: "That tins me. line of Hamilton citizens calls the attention of the Government to the urgent need for a l.uge|\ increased grant for education in oidel that the necessary radical reform in our educational system may be effected." In doing so lie said that | criticism had been levelled at the Institute for starting the agitation in war time, but lie would like to ask, Is there any greater war question than education .' In America to-day a campaign was being launched to improve the educational system, for they recognised that the success of the nation would depend upon the work heing done in the schools, and to permit tiiis to deteriorate would he to court disaster. Mr Manning said lie wished to stress one point—the miserable salary given to teachers. It was the poorest paid of all proiessions; even the miners in the district received more than did the teachers. 1 his state of affairs must not he allowed to continue. The proposed scheme could not be carried out unfess they did their duty to the teachers, and won the best type of boy and girl to the profession. He hoped the campaign would rouse the people from their apathy and indifference. The present position was not the fault of the (iovernment, but of the people. He had no doubt that Parliament, when faced by public opinion, would do something to help. Mr R. Parr, in seconding the motion, emphasised the need of removing the disabilities under which the teachers i and scholars suffered at present. jj Ihe resolution was carried unani- J mously. }

.Mrs Baume, n member of the Auckland Education Board, oxjirosptMj gratification at tlic fart that layman were thinking and talking education. This was a pood sign, and showed that a healthy public, opinion was ;>«>incr funned. With a strong public opinion they could force Parliament to do what the people wanted. They could nut blame the Department, boards, or committees for the conditions prevailing to-day. The people themselves were responsible, because they had been content to take things as they were. The time had come when each person must shoulder his personal responsibility an<| endeavour to bring about a better condition of affairs.

Mr J. A. Young, M.P., said the qUestion was not a teachers' question, but the people's question. If they took an active interest in national questions it would be reflected by their representatives in Parliament. A democracy must depend for progress on the intelligence of the people, not merely on their emotions. He would do his utmost to brim* about a reform of the national system of education.

Rev. H. Herctis snid he viewed with misgiving the tendency to the development of sectarian education, which he thought was a retrograde movement and rather surprising in the light of the movement for church union

Mr Worsley moved a hearty vote of thanks to the lecturer. This, and a vote of thanks to the deputy-Mayor, brought the meeting to a close.