The Dominion THURSDAY, JULY 6, 1916. EFFICIENCY IN EDUCATION

Dominion, Volume 9, Issue 2816, 6 July 1916, Page 4

The Dominion THURSDAY, JULY 6, 1916. EFFICIENCY IN EDUCATION

■ The statement of policy which has been presented to Parliament by the "Minister of Education is a strong declaration ixi favour of radical reform, in regard to our school system. Mu. Hasan is outspoken in his criticism of the ineffectiveness of existing; teaching methods. Ho • expresses nis opinion with frecness and frankness; he lays down many excellent principles with tho utmost confidence; lie sketches the outlines of a large programmo in impressive words; lie fells us in vigorous terms what ought to he done—but the note of- certainty seems to vanish at the crucial point. He does not make clear just what he intends to do, or how, and when he intends to do it. The principles he lays down may be excellent, but they are not new. The shortcomings of our educational system have been pointed out over and over again. Innumerable schemes of reform have been suggested from time to time. Previous Ministers and officials have asserted that radical changes must be made. Yet very little real progress has open achieved. _ The system has been tinkered with in all sorts of ways. Experiments of various kincis havo been tried, but tho results have been far from satisfactory. The cry for roform is more'urgent than ever, and no_ one could bo more emphatic in stating the case in favour of a thorough scheme of educational reorganisation than the present Minister. But tho country is getting rather_ tired of destructive criticism and dissertations on tho principles and methods of national education. We have heard so much of this sort of talk, and have seen so little in the shape of practical results that we arc losing faith in reform manifestos. We feel that there has been quite enough talk about what ought to be done, and that the timo for doing things—for putting theories into practice—has come. The Minister tells us that "all educational effort must in future bn devoted to dealing with realities"; but we will never get to realities by everlasting discussions on the principles of educational progress. It is, of course, essential that we should get a clear idea of what we are aiming at. That Ts the first step, but it should lead on to definite action.

The present is not a favourable moment for embarking upon costly schemes of educational reform; but the Minister assures us that most of the reforms which he has in mintl would result in saving money, or would not, at any rate, involve in-

creasod expenditure, though there would no doubt be an incroaso in efficiency. If that is tho case the sooner he gets to work tho better. Ho must remember, however, that mere change docs not nocessarily mean progress. Our education system has undergone many changes, but many competent authorities are of opinion that when judged by its fruits it is efficient' to-day as it was twenty years ago. The Minister speaks with great confidence both as regards the type of education which the State ought to supply and the methods by which it can do attained. But tho greatest educational experts in the ,world are by no means unanimous on these points. There is general agreement that the need for change is urgent. The old order has come in for very severe condemnation, but there is much difference o£ opinion among experts and laymen as to the best substitute for it. Before the war British reformers were fascinated by tho German system, with its scientific methods and thorough organisation; but since the world has had tho opportunity ofseeing Teutonic "kultur" in action the desire to copy the German schools has dwindled almost to vanishing point. Still there are some things which we could with advantage learn from the enemy. Wo might well follow his example as far as the teaching of science is concerned. A meeting recently held in England under tho auspices of the Committee on Neglect of Scienco carried a resolution declaring that it is a matter of urgency, in ordir to promoto national efficiency in the future, that the natural scienoes should bo made an integral part of tho educational courso in all the great schools of the country, and should form part of the entrance examination of the Universities of Oxford and Cambridge as well- as of the newer universities. This is a vory reasonable demand. And yet wo should never, forget that education should boa preparation for the whole of life, and not merely for the desk, the counter, tho farm, an.l tho workshop. In a notable 'leolaration on tho aims of education signed by Loiid Bryce, tho Archbishop of Canterbury, Lord Ourzon, Lord Cromer, and other men 01 high standing, it is contended with great force that education should intro-. duco the future citizens of tho community not meroly to the physical structure of tho world, but also io tho deeper interests and problems of politics, thought, and human life. "If we neglect physical science we shall have a very imperfect knowledge of the world around i:s; but if we ignore, or subordinate, tlip other elements of knowledge, we shall cut ourselves off from aspects of life of even greater importance." The aim of education should be to give our young people the cbanc : j of making the best of life as a .whole. Physical, moral, mental and industrial fitness should be tho ideal.