EDUCATIONAL UNIONISM VERSUS UNITY

Dominion, Volume 13, Issue 288, 30 August 1920, Page 5

EDUCATIONAL UNIONISM VERSUS UNITY

Sir,—Mr. H. A. Parkinson, secretary of the New Zealand Teachers' Institute, Jn his reply to Mr. T. H. Forsyth, proclaims the institute's representative quality. His claim is based upon a quantitative' esti mate "nearly 4000 teachers are members of our organisation." Ergo, he and his executive speak as with the voice of a phalanx of 4000. ' •

Time is a bv.k not only of subtlety but of power to realise actualities about such reasoning. No teacher active in institute matters but knows and depiora the apathy, the non-entity of the bulbof these 4000 members. Their support «. tardily and languidly given. Even where a mere concensus of opinion is asked for thev most often fail to come forward. Institute / affairs, therefore, are the diversion of or concern of mere coteries, The bulk of the membership is like any other mere bulk a disheartening deadweight for the willing horses to carry. . On the other hand such activity as is displayed in teachers' politics is fast becoming purely insurgent. AucKiano feels the Dominion organisation so weal' that it, almost flippantly, without tbo shadow of a genuine grievance threatens to secede and some Wellington headmasters propose to scrap the institute and form a union.

Meantime what is really Wanting, esprit de corns, broad-minded public6Dirited. energetic agitation for reform principles no one will supply, and the protagonists of a better era ore left an the lurch.

May I give one instance, a grading scheme soon to become a promotion scheme was Dart of the institute's policy Some five years- ago the Department adopted it. With exceptional administrative ability, with a fairness more than judicial iu its considerateness, with a per tinacitv and a courage becoming unfortunately less and less common in national affairs the Department pressed for ward with its grading scheme. The tendency so deplorable in education affairs to supplant by a new fad a scheme just coming into fruitful operation—even this was successfully resisted. The sche'mu and its makers were on the eve of a vindication long deserved as the result of almost heart-breaking drudgery. Then for no conceivable reason at was cast into the melting-pot and a new scheme, a mere travesty enhancing the most objectionable features progressively heum minimised ,in the old, was put in its place. The institute's executive, never at a- loss for platitudes, when asked for en account of its stewardship in this matter merely replied: "That the new scheme should be given a fair trial." This. Sir, when the most outstanding feature of the Hew scheme, the quota, had been tried end condemned as the worst featuvo of the old. This, too, at a conference which nftnr affirming its faith in the cenm-i! principles of the old scheme, abandonod without demur its cardinal features. Now the institute, in opposition to Mr. T. Forsyth, wants to defeud that griming scheme _ whose deserted corpse 'it abandoned in No Man's Land three months Such a defence is hn.rdly worth accepting. As a matter of personal pmfercnce I would rather choose an opponent likp the chairman of the Wellington Education Boar 3, outspoken, vigorous, and prepared to have real opinions. Eight or I p.-n this a* a strong opponent ot the' Education Board system) heroes by his mere attitude ruoro gool to the enure of tlmn the facing lio-wiy exponents of. institute policy.

One last Question aM challenge to ih« new advocates of unionism.- If they turn a weak institute into .1 wenic unim what change have they made, frut in the name. 2so corporate body in the country, whether it cite its c«\se before Arbitratjon Court or (jovernment is stronger than the public opinion that supports it (most unions now seem to prefer direct recourse to Government). If the teaclinot supported by tno strongest of public opinion it is their 'sbji fault, aD n 111116 accept tho situation. 1 ~"® ' as fc word to tho public, particular!}- the parents, don't leave it to «or-' nrnment, to teachers, or to «i,y other body to look after the educational irel> Jare of your children. Do it youreelves and tfius prove that you are fit to have them. This after all is the main point. —I am, eto., V. L. COMBS.