EDUCATION AND DEMOCRACY

Dominion, Volume 12, Issue 296, 10 September 1919, Page 4

EDUCATION AND DEMOCRACY

THE FUTURE OF NEW ZEALAND Yesterday evening at a meeting held in connection witti tho conference of the National Council of the Women of New Zealand Jliss N. E. Good, M.A., gave an address dealing witli tho place of education in New Zealand eocictj. Miss MclviLlo presided. Miss Coad stated in the courso of hor lecturo that education by itself was not a -universal panacea for every ill that flesh was heir-to. By itself it. could do little, but built on the right foundation it could rule the world. Before a nation could be properly educated and made moral all its peoplo must be properly fed, clothed, and housed. Regarding tho place of education in this country the educational reformer would have lcanit that tho place of education depended entirely on the kind of commn. nity wo had and tho kind we wished to have. If tho community were first and foremost commercial aud military, then education in tho main would tend that way. The reformer would know that it was dominated by the economic 6ystem of the country. "Our New Zealand community is, as tho world goes to-day, a normal one," said tho lecturer; 'it is largely out for profits, chiefly interested in commerce, wool, butter, etc—all natural tilings. Tho point then arises— does such a community retard educational progress'! 1 to which tho answer— ■ iu some respects it does not, and in a great many other respects it does. On the negativo side where education can bo connected with commercial and military efficiency, it does not suffer, but even m that respect tho connections as yet made aro too few. Among tho hopeful Binns of the times are the medical inspection of' children and the extension of tho frco-nlaco-system." On tho affirmative sido, however, continued Hiss Coad, thero were some serious charges to bo made against our type of community. ,By our school buildings and school grounds, by tho subservient position of the teaching profession—by ' these things was the place or education in Now Zealand to be judged. Less money was spent upon schools than upon any other Government buildings, and tho teacher was not an influential person in the community. In tho faco of such' ovidonce it was no matter tor surprise that tho Now Zealand Government refused to extend tho school ago to 16 or to establish' compulsory continuation classes for eight hours a week. Any proposal for extended education was mot with a hue and cry and thovoico of tho employer in'strong disapproval ■ was heard throughout the land. He would never agree to it; industry could not stand it. That was the position; industry 'first;-people second. Tho irony was that success in industry depended entirely upon tho pupii, on a. united and contented people, and tho only way to eecuro a' united and contented, peoplo was through bettor conditions in society and on improved educational'system. Somo people urged that free places -and scholarships offered opportunities to tho- poorest iin the land. Whilo such had certainly dono much yet lmlf the nation's "assets" wore not yet gripped. These wcro precisely the people wlio had to bo secured if democracy were to-be made §afe. Somo peoplo had pointed out that tho military department had the situation, well in hand; they were going to provido all tho education that was necessary after the age of 14. It seemed, said Miss Coad, as though tho military department were becoming a model of all tho virtues—fit instructors iu youth, in civics, morals, patriotism, etc. It was a most surprising development, as tbe past record of mili-. tnrism did not prepare" one for such a sudden access of virtue, such versatility along educational lines. It looked, too, as though tho pationt teacher wero to bo. routed from tins part of the field, unable to survivo military competition. Iu regard to tho case for general education to the ago of IG, few peoplo dreamt of taking their children away from School at 11 and sending them to work, unless their financial position made it absolutely compulsory. If a general education until tho ago of 16 at least wore considered nccessarv for 6ome, it was surely a need for all children. Yet lialf our children left school at 14. No country that pro. nented this, inequality in what should bs common schooling could 1m called democratic. England had discovered that j as she could not afford-to sweat her people, so sho could not afford to neglect the unifying effects of an extended education system. The day was gono when tho function of education was to prepare somo for a plaoo in tho sun and others for the getting of gold. Tho time now had como.for ,a.U to work together and get on together, and yet it could i not como until the education system for all was extended along right lines. Democracy was by no means firmly established iu this. land. On tha contrary, it was seriously menaced, for its 'fate was ■ iu .the hands of the average person. If the average person wero enlightened and : intelligent all wef Id be wall, but if not ■ democracy would go. Tho "ender" or i "mender," as tho case might be, would . bo the average'person; the endor, if un- : educated and neglected; the mender if - intelligent and enlightened. ."Watch tho i next Education Bill in New Zealand," s said Miss Coad, "and listen for the cf.d , story: 'The-country cannot.nnVd + his; ■ the employers will never agree.' Then ' you will know the fate of democracy in • Nis\v Zealand. Tho. war was fought in : the name of democracy, but it is edueai Won alone that can preserve democracy • and consolidate peace. It may do tires come to discuss education," concluded tho > Bpeaker, "but nowadays it is not bo tire- - some to be educated, and it will be calamitous not to euueate."

Domestic Science, Tho following resolutions bearing on domestic scienco were passed at yesterday's conference of technical college directors:— "That tho Department formulate a scheme to provide for training of persons desirous of becoming domestic scienco teachers." "That bursaries be provided to enable persons at present engaged in domestio science teaching to attend for ono year a special course of instruction at the Otago School of Domestio Science."

Mr. and Sirs. B. P'eaison left by the Tofua yesterday on a visit to America. Lady Stout is visiting Mastorton. One of tlio most thoroughly pleasing and satisfying features of tlio conference of directors of technical colleges held yesterday was the delectable afternoon tea'so daintily provided by the cooking classes of tlio Wellington Technical College.