TEACHERS AS SOLDIERS

Dominion, Volume 9, Issue 2577, 27 September 1915, Page 4

TEACHERS AS SOLDIERS

In the course of an interview in reference to the enlistment of school teachers the secretary of the Hawke's Bay Education Board is reported to have stated that it is possible that the services of those teachers Avho have volunteered would be of even greater value in New Zealand than at the front, owing to the difficulty experienced in get-ting-competent teachers. This view of the matter is open to question, and if one may judge by public expressions of opinion,, the majority of the teachers and members of Education Boards are convinced that every able-bodied male teacher of military age who responds to his country's call for soldiers is rendering the best possible service to the Dominion and the Empire at the present moment. This is the attitude which has been adopted _ by the British educational authorities, who have taken special measures to ensure that teachers who join the colours shall not thereby be deprived of any of their rights and privileges as regards salary aud promotion. The Wellington Education Board has also shown that it recognises the high sense of duty actuating the teachers in this district who have gone, or who arc going, to fight with' Turk and German in Gallipoli. When this subject came up for. consideration a few weeks ago every member of the Wellington Board appeared- to take it for granted that these teacher-soldiers were doing the right thing. No one suggested that it would be better if they stayed at home and-left others to do tho fighting. A proposal brought forward to safeguard their interests metvwith hearty approval and was unanimously adopted. The military authorities in Britain have formed, a vory high opinion of the recruits who have come out from tho teaching profession. . More than 6500 British teachers are serving in the Army and Navy. Accustomed to command, quick to learn, ! and imbued with a spirit of discipline, they have proved particularly useful in the ranks of non-commissioned officers. They make excellent- drillinstructors. It is stated that commissions have been freely offered to them, but in many cases they have been reluctantly refused 'for financial reasons. In order to overcome this difficulty it has been suggested that the London County Council should disregard some portion of the officer's pay earned by any emploj'ee who obtains a commission in calculating the civil pay duo to such employee. In New Zealand specially favourable terms have been granted to married teachers going as offioers of commissioned rank for the reason that tho Imperial authorities had pressing need of men so qualified. The report of the Education Department recently presented to Parliament-states that inspectors, teachers, students, and members of tho clerical staffs of the governing bodies are fully represented in_ the overseas ■ forces. The report points out that thij "will accentuate the difficulty of obtaining a complement of trained teachers adequate to the full requirements of the schools"; but confidence is expressed that tho country "will not in vain look to those who are left to minimise the inconveniences caused by the absence of their comrades." Of course the educational work of the Dominion must be kept going even in war .time. It is of 'great importance that the effioiency of our schools should be maintained at the highest possible standard; but it is even more important—it is an absolutely vital .necessity—'that wo win this war. Those who control our education system must expect to put up with some temporary "inconveniences" at a time dike the present. The. problem oaused by the enlistment of teachers is by 110 means an insoluble one. Some readjustments may be.found necessary and fuller uso may have to be made of the services of women. If every male teacher of military age employed in . our State sohools should dccide to enlist, it might not be possible to rigidly enforce every, rule and regulation. The system might be _ disarranged, but it need not be dislocated. While the Empire is fighting for its life it would not be reasonable to expect all •things to go on as smoothly as in days ,of peace and concord. Ablebodied teachers are certainly not exempted from the duty of giving serious consideration to the urgent call for soldiers. No obstacle'should be placed- in the Way of those wfro feel that they can and ought to enlist.'