THE ONE REFORM

Dominion, Volume 12, Issue 39, 9 November 1918, Page 3

THE ONE REFORM

Sir,—Tho Address-in-Reply R i v es our members of Parliament n good opportunity of fulfilling in an ineffective- way their plodges to their constituencies. 1 suppose that when the next election takes pln.ee, unci the present members. who have the hardihood to fnce the people again are asked wlnt they, did for education, thoy will answer Hint they did their best. Now, Sir, interested as I dm in education, I have been reading the speeches delivered by members bulongin^, to both Houses of Parliament, in order to ascertain the views held on this imprtant subject. I regret to say that I Wo been very much disappointed with what I have rend, because all tho references to so vital a question have been platitudes, empty, 'die platitudes, such as: "The system wnnti revising." "The system wants amendment," "Tho syllabus wants revising," "More attention should be given to civics," etc., etc. Had the speakers given some arguments in support of their general statements, or indicated tho changes needed, or givon

some particulars of the alterations or reforms they considered should be made, then their remarks would bo of some interest and value. I make bold to say that many.of the members who "spoke" on education havo little or no knowledge of our educational machinery, or the courses of instruction given in the schools, and, moreover, hnve no wish- to know. They are satisfied to utter what to them arc meaningless phrases, and then to tell thoir constituents that they fipoko on behalf of educational reform. Now, Sir, if members of Parliament will drop these eternal platitudes about education and make themselves thoroughly couvorsant with matters that urgently call for attention,-they will understand that the most important reform is to pay better salaries to teachers, in order not only to keep competent teachers in .tho schools, but to indues the "brains" of tho Dominion to entsr the teaching profession.

In support of this contention. I might quote Lord Haldanc's opinion: "If I had an increased amount of money to spend I would spend it first, not on special subjects, not on this or that brand of science. ... I would spend it on improving the profession of teachers throughout tho country." Viscount Bryce says: "In my belief, the thing that is most wanted in our education is to improve the quality of the teaching, and you cannot do that without making the teacher's career more attractive." 1 might quote indefinitely, but a summingup by the "Educational News" of Edinburgh will suffice:—"Underlying every point which was reviewed, the personality of the teacher was the one great essential of which Parliament never for a moment lost hold. Member after member bore testimony to this personality, and it was urged that however palatial our buildings, however superb our equipment, and however perfutt our organisation, unless" we are able to induce the best brains of the country to enter the teaching profession and adopt it as a career, our efforts will end in failure." Would that our members of Parliament were likewise seized of the importance of the reform we urge in' New Zealand. In conclusion: It has been said "that a nation has the schools that it deserves, just as it has the Press, etc." If this is so, then the schools of our fair Dominion must be very poor indeed when the country is apparently willing that the skilled journeyman teacher shall be paid the lowest wage in the Dominion for a skilled (or even unskilled) worker.—l am, etc., TEACHER.