The Dominion. SATURDAY, JULY 18, 1914. THE CHILD AND THE STATE

Dominion, Volume 7, Issue 2205, 18 July 1914, Page 4

The Dominion. SATURDAY, JULY 18, 1914. THE CHILD AND THE STATE

« The Education Bill, which was introduced in tlic House of Representatives on Thursday and read a first time, is the second instalment of the education policy of the Reform Government. The Hon. Jajies Allen has macle a special study of teaching methods and school • administration, and no man in Parliament is entitled to speak with greater authority on all mnttor»'relating'to the ivork and worth of the teacher and

the Hcvelopment of the mind of tho child. He has a whole-hearted desire to make our school system as perfect as possible, and his work for education has always been characterised by practical sympathy and a thorough mastery of the problems involved. The expressions 'of satisfaction and approval which this year's Bill has evoked from members on both_sides of the House may be taken as an evidence that its enactment will place our education scheme on a much better footing. It should also'go a long way to create a feeling of contentment throughout the teaching profession. There probably will bo considerable difference of opinion regarding some of tho details of the Bill, but taken as a whole it will have the support of those best qualified to pass judgment on its merits both in the House and the country. Me. G. W. Russell is to be commended for striking the right note in opening tho short discussion which followed the Minister's statement. After congratulating Mr. Allen on-his efforts to improve our education , system, the momber for Avon remarked that no doubt the whole question would be considered above party lines.- It is certainly highly : desirable, that a matter , of-.- such. first-rate importance to the future of the Dominion should bo approached from the highest and broadest national point of view. ,It will be remembered that last session certain members of the Opposition did their, utmost to score points for their party in the education debates, but it is to be hoped that the speeches delivered on Thursday may be taken as an indication of a decided change for the better in this respect. '. , • . One of the most important provisions of this year's Bill is the appointment of a General Council of Education, whose duty it will be to keep our school system, up to the mark, and. to see that it 'moves steadily forward on the most approved ' modern lines. This does not mean that the schools should become, the .experimenting ground for every new fad and craze. On the contrary, the Council should act rather as a shield, to protect the children from the tyranny of the faddist; but on the other hand it shouldguard against that obscurantist spirit which looks upon every new idea with suspicion simply because it is new. The duties of the Council, as set out in the Bill, show that it •will be expected to report to the Minister upon methods or developments in national education which, in its opinion, it is desirable to introduce into New Zealand; also upon any matters concerning the provision of facilities for education, and the co-ordination of the work carried on by the various bodies controlling education. Tho representation'of women on the Council , will, -meet with general approval. The women teachers have a right to have their interests looked after and their point of view, expressed by their own representatives, and, seeing that half the children in our State schools are girls, it is. a very proper thing that women should be given a more effective voice- in education affairs than, they .have at present. . The District Councils should also prove very useful _ in assisting the Minister with their advice, on matters specially affecting their own districts. Tho Bill also proposes to ;give additional financial help to secondary schools and technical classes'. ' Another im : portant feature' is the reduction in .the number of education; districts "and the consequent rearrangement of boundaries. The number at present is thirteen, and it is proposed to reduce it to nine. Mr. Allen admits that this is a very difficultproblem, and states that the boundaries suegested in the Bill will "be con- - sidered by the Education ■and if this Committee, or the House, cannot settle the matter it might be decided by a Royal Commission. There are good enough reasons why the districts ehould be made larger, but reforms of this character are never oasy to carry out. ■ One of the most interesting features of the Bill from the teachers' point of, view is the proposal ; place the Inspectorate under the immediate control of the Central Department. This would bo a gain from' the standpoints- of ■ both economy and efficiency, and should also, result in :a more satisfactory method of classifying teachers. At present the various Boards appoint and control their own inspectors, the con'.sequence being ! that different ideas as to the classification of teachers prevail in different . districts. The effect of this is that applicants for vacancies'of cqyal merit' are not! given an equal chance owing to the varying factors taken' into consideration by inspectors in regard to classification. The centralisation of the Inspectorate would be followed by uniformity in thismatter, and a real grievance would thus be removed. The Bill also provides for further increases in salaries. The increases granted in last year's Bill have already cost the country £29,000 ; .and when it comes into full operation it will involve an additional expenditure of £41,000._ The increases under this year's . Bill will amount to £62,000, and the Minister states that the total additional expenditure under ■ the Acts of 1908 and 1913, together with that provided for in i the present Bill, will be about £150,000. All this goes to show that the position of the .teachers is being greatly improved. They would, no doubt, have liked yto see/the power of appointment handed over to the Central Department, and there is much to be 6aid in favour of this method: but everything cannot be done at once. The. teachers are, of course, entitled to all reasonable consideration and to be adequately paid for their ■ work; but after, all tho main thing is tho welfare of the pupils. It is for the children that the system exists, and all the elaborate education machinery which the State has set up has not been established for the purpose of providing occupations for a great staff of teachers and other officials, but in order to improve the character of the nation by implanting: in our boys and girls those; qualities—mental, moral,- and physical—thaU go -to mako good citizens.