NOTES ON EDUCATION

Dominion, Volume 1, Issue 66, 11 December 1907, Page 5

NOTES ON EDUCATION

(By "SocnATEs.")

THE INFLUENCE OF THE STATE IN ENGLISH EDUCATION.

I I rofessor M. E. Sadler, lecturer, on tho History and Administration of Education, Manchester, contributes a long article to the Church Quarterly Review," of October last, hi which he discusses / tho influenco of the Stato in English Education. Tho preface of tho articlo is worth quoting', as it shows tho steady growth of opinion of tbo artisan class with regard to questions of education. Tho writer says:— "In England within recent years there has sprung up among the more intelligent artisans, a strong desire to secure better educational opportunities for their children. They have realised the power of education, it's social value and its increasing importance under modern conditions or industrial and political life. - They are dissatisfied with what is given in great numbers of our elementary schools. The specific reforms which are urged by those of their number who are closely acquainted with the details of educational work may, so far as the writer's experience goes, be shortly stated as follows: Tjicy want.tho classes to ho smaller, in order that more attention' may bo paid to the needs and aptitudes of each child. They wish the weaker staffs of the teachers to be strengthened in point both of numbers and of professional equipment. They desire that all school 'buildings should bo airy and well-lighted, attractive in design and decoration, and supplied with everything necessary for the training of tho body and the mind. They ■ feel that in many schools promising children in tho higher standards fail to get the advanced instruction which their abilities deserve. They would welcome the provision of supplementary courses on plan which has been successfully followed iu Scotland. They are anxious for the dovolopment of secondary education on popular lines. They regard with favour the new type of day technical schools, recently established in 'London, in Leeds, and elsewhere,' in -which boys and girls who have completed the elementary day school cours'o, receive a practical training designed to prepare them for entering a skilled trado, or for the studies of homo life. And, not least, they are resolved that the schools to which they send their children shall bo free from all association of charity or patronago, civic institutions under public management, opon to all and good enough for all. This movement of opinion has great political significance. It is steadily gaining in force, especially in great cities and in the industrial districts. It : -is the" outcome of social and economic changes which have produced what is virtually a new class. It is practically confined to the skilled artisans. It is not a movement of opinion among the whole labouring population. It has hardly touched the unskilled workers. Except hero and thoro, it has not affected the country districts. But among the skilled workers m_ the organised trades its influence is unmistakable. Its real significance lies, not in tho ambitious ' programme to which (apparently without detailed criticism) tho Trades Union Congress gave a rather hasty assent, but in the_ practical demands, to which it is giving rise, tor improvements in the conditions of work in the elementary schools. These demands, 'as outlined above, are reasonable in 'themselves, and their satisfaction will promote social well : boing, industrial efficiency, and the interests of the nation as a whole. Few things could have been more fortunato than this growth of educational interest among English artisans. For generations the country has suffered from the lack of popular appreciation of the benefits of good schools. Now, at last, the awakening seems to have begun. And it is much to be hoped that those'who have influence in dissecting public policy may regard the new movement of educational' opinion among artisans w.ith active sympathy. Upon certain vital questions of principle, indeed, 110 compromiso is pbssiblo. But it would be a national misfortune if the Church of England, which has done so much to secure education for the people, were, at tnis critical" juncture, to dri'tc into-a position of antagonism towards the educational ideals

of the most intelligent members of the working class. "■ In those ideals two strong motives may bo seen at work. The first is to secure opportunity for self-realisation for each individual child. The other is to omphasise, in educational policy, the claims of the community oxpressed through the authority of the State.* These two motives are not, incompatible with one another. Rightly balanced, each holds tho other in place. It is characteristic of English political development, that these two claims—tho claim of tho individual and the claim of the community—should he recognised concurrently. 111 1802, wnen, in matters of industry, individualism'was at the height of its power, Parliament passed tho first Act for compulsory education. And now, when tho ■ dominant tendency in our social theorising is in the wider sense collectivist, the most effective argument in educational propaganda is the plea that individual ability should be given an opportunity of realising its promiso and powers. Many of the men who feel most strongly the claims of the community in matters of social organisation, 'are the most deeply impressed by the fact that tho welfare of the community depends upon thero being a high degree of initiative and a vigorous sense of personal responsibility among the individual citizens who compose it. It deserves consideration therefore; what practical steps are nccessary if, in English education, wo intend to combine sufficient opportunity for individual development, with due regard to the claims of the State."

Tho initial number,of tho " Cooeo," a little magazino which is published under the auspices of the students attending the Normal Training College, is an oxcollent publication; although it is somewhat difficult to understand tho motive of its editorial staff in designating the magazine by the Australian call. The principal attraction in "its pages is an articlo by Mr.' W. Gray, M.A., B.Sc. (Principal of the College), entitled "Glimpses into the Future," in which the writer trace's in an easy conversational stylo, tho progress of a student after leaving the Training Collego. There is' also a creditable article 011

" Teaching as an-Intellectual Profession," by' a contributor. Miss Fitch (ono of the staff) discourses ploasantly on first , impressions of New Zealand. " Tho remainder of the pages are full of chatty and interesting matter relating to the doings of the students. The folowing extract from the, " Cooee " should be interesting reading. It refors briefly to the previous institution of twenty-six years ago, from the ashes of which, PhcemY-like, tho present school has risen.

"The Training College of that day differed in somo respects from tho present institution of that name. Tho first Prinoipa-1, Mr i:C C. Howard, F.R.G.S., was appointed 011 July 7, 1880, and during tho first year there were nineteen-students attending the college. Tho course of training was for two years, and tho greater part of the time was occupied in studying for tho ' D ' and ' E ' certificates.' •ilie subjects of instruction were naturally along the linos of the examination syllabus but besides theso practico in tho art of teaching occupied a prominent placo. . Cpttiin portions of the day were sot- apart for!' private study." Friday morning was occupied by the inevitable criticism lesson, through which ordeal every student had perforco to pass. Considerable importance was attached 1 to this foaturo of the work. Tho students were given a week to prepare the lesson and the lesson was givon 111 the presence ;of tho Principal and all the students. One consola tion was granted them. Tho student could when tho losson was over, 'retire uiitil 'tho afternoon/ " Such was the general scheme of the Training College of. the past, and tho reports of tho collogo reveal tho fact that the students of that day 'displayed good intelligence 111 their work, and oxhibited a cheer ful tono and a thoroughly earnest manner.' " THE NEW COLLEGE. ' "Jho Training College closed in Decomber 188, and during a period of eighteen years tho Middle University District was without an institution for tho training of its teachors It is now generally recognised that there is no place in a modern scheme of education for the untrained teacher, and after the matter bad been brought before the notice of tho Government, the machinery of State was sot in motion, and,'at last

Wellington was granted a Training College. I Ins Training College was opened on February 19, 1!)0G, when 5G students were enrolled. I hey were drawn from tbe various education districts of the. Middle University District. It was some'time before t-lio Tlioriulon School was sufficiently altered to suit tho requirements of a Training College. Temporary work was, commenced iu rooms at tlio Education Board Offices on Fobruarv 19, 1906. IJio official opening of the Training College took placo on July 27, wlicn, in tho prcrf 0 rc P rc sonfcativos of tho Education Don r 1 Education Board, J rotessorial Board of Victoria College,, and tho Commit-too of Advice, tho Hon. Hall.Jones, Premier, declared the Training Collego open. Speeches were given bv tho Premier, Dr. Anderson, Professor'' Brown, Mr. Hon - C - H. Mills, A. W. Hogg, and the Principal. During the present year the attendance of students numbers 7t."