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The Dominion. FRIDAY, JANUARY 2, 1920. EDUCATIONAL REFORM

* It is only just to the members of the, teaching profession to recognise that as a body they regard their working activities from a broad standpoint of public interest. On that account their organisations occupy a higher place and exert a | greater influence than they could if they existed only to protect and ad- ' vancc the interests of those who belong to them. At the educational conferences which havo been held in Wellington (luring the past week a great deal of time was devoted to tho discussion of mixtions in _ which other members of the community are, or outfit to be, quite as much concerned as teachers. The same praiseworthy feature is to be observed in the order-paper prepared for tho .annual eonfercnce of the .New Zealand Educational Institute, which is to open here to-day. The grievances of teachers are numerous, and naturally have received due attention in the compilation of tho Instituto agenda, but the questions set down for priority of discussion relato chiefly to general educational reforms. The first item is nn executive remit which acknowledges ±ho instalment of educational reform achieved last year, and the assurance that further reforms will be taken in hand this year. The remit reasserts "the necessity for extending the education of the youth of the Dominion to provide the, fullest training of which the individual is capable; and for controlling Bv regulation the hours_ of work and tho wages of) school children before and | after school." It declares also for | a vigorous propaganda campaign in | favour of the policy approved by j the Institul" )'"■ lash cop- I ference, notably the constitution. of i a National Education Board to administer the national system of editcation. In the prominence given to j these questions and others relating j to the administration of education j and to the health and welfare of. | school children it may be seen that the members of the Institute arc devoting much time and energy to giving a useful lead to public opinion in regard to reforms that havo been too long neglected. The deliberations of the conference which is to open to-day ought to exert an important influence oil the legislation which in terms of tho Government's promise will bo brought; down next session. Delegates on that account would be wise, though it is not suggested that they should sacrifice any vital principle, to concentrate less on what is ulti> matcly desirable than on what is immediately practicable. Jt is Obvious that years of active eifort will be needed to carry out such reforuls and improvements as are plainly necessary, and the Institute will best assist progress by paying due regard to that fact in mapping out a working programme. As it is,now broadly envisaged the task of raising the educational system to a satisfactory pitch of eflicicncy is of somewhat staggering magnitude, and in order that' the best results may be secured in a given time it is very-

necessary that reforms should be set out and dealt with in their order of importance. Tho main difficulty no doubt will be to sclcct from many pressing needs those which are most urgent and ought first to be satisfied. In some matters, for instance in regard to the provision of up-to-date school accommodation, a reduction in the size of classes, and tho better payment of tcachcrs the question is simply of ways and means and of what can be accomplished in a given time. Tho need of sweeping improvement in these and some other directions is evident and undisputed, but with all the will in the world | it will be impossible to approach the right conditions otherwise than by stages. There are, of course, some debatable aspects of educational reform, but apart from such plain necessities as have been touched upon —necessities with which the early development of compulsory instruction beyond the primary stage and a considerable extension of technical education are to be grouped—a good case is made out for a number oi important changes m tho existing organisation. It is hardly in doubt, for instance, that the interests oi educational progress and eflicicncy would be advanced by organising the teaching profession on a national basis and abolishing the present system of appointment by education boards. In approaching a comprehensive reform of the educational system full heed inust,_ of course, be given to the necessity, of adding largely to the strength of the touching profession, and offering such inducements as will encourage men and women of tho right stamp to make teaching their life-work. At the outset there are . some intolerable grievances to be removed, notably the provision under which salaries are determined with reference to attendance. Such an utterly unjust arrangement cannot too soon be abolished and replaced by a system under which the salaries of teachers will be determined solely with an eye to efficiency and service. An all-routed increase in salaries, as well as their apportionment on a just basis, is ncccssary in order that the staffing of schools may be raised to the right standards, and in this way and in making better and more comprehensive provision than at present for the training of probationers,_ a very heavy increase in the national expenditure on education will be involved. It has been well said, however, that 110 progressive country can afford to withhold the outlay that is demanded in the interests of educational efficiency, and educational eflicicncy is clearly unattainable until adequate provision has been made for the training and payment of a body of teachers equal in numbers and in trained ability to meeting all demands. Tho time has come when this question and others bearing on educational advancement must be taken up in a purposeful spirit, and with a determination to secure early n:\ilts. Making due allowance for tho fact that the reform of existing conditions must proceed by stages the New Zealand Educational Institute ought to have little difficulty in beating up strong public support for n policy of enterprising progress.

Permanent link to this item
Hononga pūmau ki tēnei tūemi

https://paperspast.natlib.govt.nz/newspapers/DOM19200102.2.8

Bibliographic details
Ngā taipitopito pukapuka

Dominion, Volume 13, Issue 83, 2 January 1920, Page 4

Word count
Tapeke kupu
1,007

The Dominion. FRIDAY, JANUARY 2, 1920. EDUCATIONAL REFORM Dominion, Volume 13, Issue 83, 2 January 1920, Page 4

The Dominion. FRIDAY, JANUARY 2, 1920. EDUCATIONAL REFORM Dominion, Volume 13, Issue 83, 2 January 1920, Page 4

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