THE TEACHER’S PLACE

Dominion, Volume 14, Issue 278, 18 August 1921, Page 5

THE TEACHER’S PLACE

IN EDUCATIONAL PROGRESS ADDRESS BY MR. J. CAUGHLEY A special meeting of the Wellington branch of the New Zealand Educational Institute was held last evening to hear an address by Mr. J. Caughley, Director of Education. Mr. A. C. Blake, the president of the branch, was in the chair. Mr.’ Caughley said he welcomed all opportunities of getting into personal contact with teachers, whether in meetings such as they were then holding or in their own schools. He was also glad to meet educational officials and officers of education boards And other bodies connected with the local administration of education. After all, the human element was the most important one, and it was therefore advisable for all administration officials frequently to meet those engaged in the actual work of teaching. During the war they had heard a great deal about the reconstruction that was to take place when peace was declared, and one would have imagined that al/ sections of society were in earnest with respect to reconstruction, and that it only needed peace to let loose their energies) but the execution of the plans which had been definitely formulated in anticipation. unfortunately, had not been carried out, and at the present time they mostly found each section of the community telling the other section what they ought to do. In 'educational circles they found the primary eohool teachers directing criticism against the secondary and technical schools, and teachers of the latter making pointed criticism on the products of the primary schools; teachers had said what they would be abl« to do if it were not for the inspectors, and the inspectors deplored the all too common lack of originality on the part of teachers. Teachers pointed out the defects of the work of the training colleges, and training colleges in their turn complained of the lack of sympathy and co-operation from the ordinary schools. Probably all sections of school officers found wide scope for criticising the Director and ths shortcomings of the Denartment. The compensation, 'for the Department was that it in turn had the privilege of telling all other sections in what respect they fell short. All such criticism was, of course, not without value, but as n rule it merely created a defensive attitude and invited a tu quoque form of retort. Tha Teacher’s Duty. It seemed to him that ’their duties should be to turn their attention to criticism of their own spheres of work, since that would arouse no bitterness or offensive arguments, and should tend to the increased efficiency of all sections of educational workers. That was the reason why ho had chosen as the title for his address "Our Place in the Lina of Progress," and he wished to emphasise chiefly the first two words, "our place," and, in doing so, ha desired to speak to them as a teacher to teachers, and many of them would recognise that hp was merely giving expression to ideas which he had frequently stated when he was in the ranks. Before referring to possible lines of progress and reform and other new means or now opportunities, he wished to urge that they exploit to the fullest extent the possibilities of the present, however inadequate they might appear to be, for after all there would bo the same elements required for success in the now and more favourable conditions they wished to create, as wera now required to produce efficiency in their own day. If this be so their only Tight to work for better conditions was to justify the claim through the use of their present opportunities. That Ogre—-The Inspector. When reforms tv ere urged and increased efficiency desired teachers frequently sought to rid themselves of responsibility to a considerable extent by pointing to the large classes sometimes existing in schools; to the conditions in the big schools and to what, he thought, was wrongly described, the overcrowded syllabus, or to the restrictions of that ogre, the inspector. It should bo pointed out, however, that all schools wore not large; that the great majority of the schools were not overcrowded, and yet in the schools with small classes and ample rooms the same general defects were found; it was also to be pointed out t'hut in some districts, in spite of adverse conditions, much better- work was done than in others; also in some schools which had all the evil conditions work of a very high standard was done, and that under the same inspector mauy teachers exercised considerable originality and initiative, while other teachers complained of being restricted by the inspector. It was their duty as teachers to find their places and fill them. That would constitute their best claim for improved conditions, and would be the only sound security for any real advantage to education. The speaker went on to refer to what might be done in connection with the more common subjects of reading, writing, arithmetic, history, geography, etc. The address then referred to technical matters of direct interest to the teachers. At the close of his address, Mr. Caughley was accorded a vote of thanks.