The Dominion. WEDNESDAY, APRIL 24, 1918. OUR NEGLECTED SCHOOLS

Dominion, Volume 11, Issue 184, 24 April 1918, Page 4

The Dominion. WEDNESDAY, APRIL 24, 1918. OUR NEGLECTED SCHOOLS

During a good many years past the proceedings at school committee elections in this country have been chiefly remarkable as indicating n widespread lack of interest in cdnca-

tional affairs. In an average school district it has frequently been a matter of difficulty to induce tho necessary quorum of householders lo assomblo to elect a committee, and there is no doubt that this has been

to a great extent typical of the jopular attitude- towards the educa-

tion, of the young. Latterly, however, there have been signs of a, wholesome change, and questions oi educational reform are beginning to receive tho attention they demand, and have long been denied. Encouraging evidence on the point was supplied at the meetings of householders held locally on Monday night. The attendance generally was good, and jn ma'ny_ cases keen interest was displayed in a number of urgentlyneeded reforms which the members of the New Zealand Educational Institute have lately made the subject of an active campaign. It is evident from what took place at these meetings that public attention has at length been awakened, and it should follow naturally that the demand for at least a measure of educational reform will speedily gather such force- that the Government will he unable any longer to disregard it. The great difficulty of the reformers has been to gain the car of the public. Their case once stated and listened to is unanswerable. To look onty at our primary schools—though other branches of education also afford scope for reform—is to realise that_ Government parsimony, madepossible by public indifference and neglect, has allowed a very serious state of affairs to arise. The truth seems to be that our educational system, in its elementary brandies 'at all events, has been living for a considerable time past upon the re- ! putation it gained years ago of being one of the best in the world. ■ A vague but widely-held belief that

this country is well to the fore in the educational facilities if, provides has made it possible for the Government to withhold expenditure absolutely essential to the efficient equipment and staffing of schools. At the same time it bred in a largo majority of the parents of tho Dominion a belief 'that the education of their children is a matter they could well afford to leave to experts and dulyconstituted-, authorities. It is now coming to ho realised, and certainly not before it was time, how far this comfortable frame of mind was from being warranted. Something has been heard in recent times about changes and new developments in education w.hicli are necessary if we are to keep pace with the progressive countries of the world in meeting after-war condi-

tions. Unquestionably there k great scope for profitable activity on these linus, Luil, iJie niosl,-urgent demand now nused is not that our State system of education should be extended and elaborated to meet the times, but that glaring defects should be remedied, more especially in the elementary grades of instruction which constitute the foundation of the whole system. Many educational questions are in the highest degree controversial, but it is not a matter of controversy that suitable school buildings and playing areas ought to be provided, that schools should be adequately staffed, and that the staits should be adequately paid. JNeither is it open to denial'that in a very large proportion of the primary schools of the Dominion these elementary conditions of efficiency are very far from being satisfied. Many of our schools are overcrowded and ill-provided with playing areas. JNot a few of our school buildings are old, unsuitable, and insanitary. Classes in general are far too large to admit of efficient instruction—in some cases twice as large as they ought to be. Teachers as a uecessarj consequence arc overworked and 'domed ah opportunity of securing the best results. At tho same time they are as a body seriously underpaid." These aro established facts, and they certainly amply justify the demand for reform winch is now, somewhat tardily, gathering head, Teachers as a class are manifestly entitled to press for reform in their own interests, but it very greatly strength, ens their case that in doing eo they are agitating for conditions which arc absolutely essential II a reasonable standard of educational efficiency is to bo attained. The fact to be faced is that existing conditions m a largo proportion of our elementary schools fall a long way short of what should be insisted upon, whether from the standpoint of health or that of education. Apart from the positive evils involved, the benefits received by children educated under these conditions are, of course, reduced. As a Dominion we cannot afford to tolerate this state of affairs, and the Government will meet the case in no other way than by speedily instituting radical reforms. Whatever may be said of other educational questions, the adequate housing and staffing of primary schools are not matters to be deferred for action after the war. Thero is no single public responsibility or activity which has better claims to immediate attention, and that time will bo needed to carry out a complete programme of reform only emphasises the necessity of making a start upon it without any further delay. It may be urged that owing to tho inroads the war has made upon the teaching profession it is impossible meantime to augment existing staffs and reduce the size of classes, but no such plea can be received until the Government has shown that it has exhausted possibilities in the direction of. recalling superannuated teachers and others who have retired, or adding in other ways to the numbers now available. Superannuated teachers returning to service are of course entitled to be fairly remunerated for tho work they undertake, irrespective of their superannuation. Unless it is prepared to run directly counter'to developing public opinion, the Government must be prepared to deal with education—certainly with elementary education—from an entirely new standpoint. .Instead of making at intervals somewhat grudging concessions, it must fairly weigh legitimate requirements and make provision accordingly. Conclusive evidence of an unwise departure from this reasonable policy is afforded in tho existing condition of our primary schools..