EDUCATION PROBLEMS

Dominion, Volume 9, Issue 2741, 8 April 1916, Page 6

EDUCATION PROBLEMS

LESSONS OF THE WAR

ORGANISATION & THOROUGH-

NESS

"National Education After the War" was tho subject of a very interesting lecture delivered by Mr. G. Ilogben to the Teachers' Institute last evening. Mr. J. C. Webb presided.

Mr. Hogben said; that his remarks on the subject "National Education After the War" must- necessarily bo somewhat fragmentary and incomplete. Our nation had entered into the war with high ideals—the upholding of the rights of small nationalities—and as a protest against the doctrine that big Powers, when they feel themselves strong enough to do so, could tear up treaties and disregard the rights of weaker peoples. Above all things, we should keep our hands clean, mm should pause before deciding to contiuuo the war in any other way aftor 'the conflict was ended. Should we boycott Germany, even if reformed? He would ask people to consider well tho possibility of boycotting a nation of F0 million people. Tf we did,' how could Germany pay her debts, to say nothing of her indenmities to Belgium and tho other nations? if we did, the financial centre of the world would assuredly he moved from London to Now York He believed it would be ignoble to continue to maintain and nurture ha to, which was apparently what the now jingoes, asked; Tho soldiers in the trenches had a better idea, for it was known that' they treated prisoners with kindness. No more certain method than a boycott could be discovered of inciting Germany to prepare for another conflict. All nbshiolo to the continuance of hate and all that it would entail would mean that our national ideals of education would have to be completely changed, and our educational system mado as materialistic as the education of the German people had been, tho object of which was to prepare the nafcwn for-war.

Organisation rand Thoroughness. One thing that, tho war had taught us was the value of organisation. Before the war nothing in England had been organised exccpt the British Navy, and perhaps football and some of the older trades unions. s If organisation was for war, why should it not be good tor peace?' From our lack of organisation we were accounted by our enomies a decadent race, because -we were, as thy said, flabby and inefficient in performance. To our shame it must be confessed that some part,of the reproach was desorved. _ Our organisation- had achieved much, and had taught us the second lesson of the "war —the value of thoroughness. He hoped we would keep bur organisation and our thoroughness, hut keep also our national freedom,- our loyalty to truth, and our pledged word, Criticism of Our System. He spoke of education, more especially in New Zealand, saying that we did not suffer very much from lack < f or-' ganisation, and the recent reduction in the number of education districts would, he hoped,-' make for improvement in this regard. He deplored tho conservatism of tho secondary schools in adhering to the traditional courses of culture, and their slowness in adopting courses of .vocational training. The University had shown a like failuro. Although Neiy -Zealand, was an agricultural country, tlio University had' produced only two graduates in' agriculture. Tho University sought to produce simply a general culture, which was tho shadow of the achievement of the older universities of England. It was-true that Ihe New Zealand University had many able and distinguished graduates, but it was at least possible that theso students would have boon able and distinguished if there had been no New Zealand University. . Wo should keep in mind rhe- ohjccts of education, which wero to develop the best that was born in a man, and to train him in a way which would contribute most to jiis efficiency as a craftsman. Above all thincs, we should not confuse she merits of education with mere showy proficiency in tho elements of education— "the three It's" for example. / Continuation Classes. Ho contended that if our system had defects—and he believed that it was defective—those defects were not in the primary school system. Now wo compelled all children to attend .school until they reached the age of fourteen years. But educational experts, professional and lay, agreed that this, was not long enough foi children to attend school. Ho thought all children should be required in addition to go to continuation schools until, they were at least 17 or 18 years of age. The question at once arose as to who should apply the compulsion—the ocntral authority or tlio. local authority? Under the present law the local authority had the right to apply for power to exercise compulsion m regard to attendance at special continuation classes, but they did not apply , for the power. If, however, the system of continuation classes were organised on such a basis, that part of the cost should bo borne by tho local body, the local, body would probably insist upon compulsory attendance, if onty in order to secure the maximum capitation which i would be their -duo. He did not think that it would be practicable to enforce compulsory attendance at continuation classes -which were held at night, and it- seemed that the only solution of this difficulty would be for employers to allow to employees time off for attendance at continuation classes. Whatever the cost of any schcme of this sort, it ought to be met after tho war, and perhaps a beginning ought to be made before the war ended. The reduction of expenditure on education ought to be strongly opposed. He emphasised tho value of these continuation classes, and especially for instruction of our/ country population in agriculture. This subject should not bo absolutely neglected as it was now. Ho discussed difficulties and other details in rapid review. Secondary Schools and University. ■Mr. Hogben,_ discussing tho conditions obtaining in our secondary achools, deplored tho waste of time spent in teaching the elements of two foreign languages. Most of the,pupils' spent two. fifths of their time in learning Latin and French, *and they never brought either language to tho paying point educationally. No hoy after four years of teaching could either read, write or speak Ircnch. He failed to appreciate the value educationally of tho. daily grind in these subjects. It would be much better if the best tilings in Greek and Latin literature wero given to the pupils in translations, than that so much time should ho wasted in acquiring an imperfect knowledge of them in tho original. He considered that such a high standard of general education in the secondary schools should be possible as to permit students entering tho University to specialise at once in a group of subjects. They should not be required to waste time on six different subjects without a clianco of flowing, any of them thoroughly. Mr. Hogben was heartily applauded at the conclusion of his ad-lioss, and tlio meeting accorded hr.n a hearty vote of thanks. Propisa! Endorsed. A suggestion was nudo by Mr. H. A Parkinson that the letter should be forwarded from tho Institute to the '■"beholders' mestim, to b'o held short.

ly, bringing before householders the educational value of continuation classes for youug children who have just left school, and bringing under their riotico also the power given under the Act to the local authority to compel attendance at these classes. Ho v.ioved the following resolution:—"That the committee of management bo asked to send a circular letter to tho householders' meetings sotting out: (a) The opportunity tho Act provides for establishing compulsory continuation classes; (2) the advantages that would follow to future citizens if olasses were established."

The resolution was seconded by Miss !'• Myers and carried without dissent.