"RETROGRADE MOVEMENT" A "HANDS OFF" MEETING COLLEGE GOVERNORS' VIEW CIRCULAR NOT APPROVED EDUCATION AND ECONOMY

Evening Post, Volume CXII, Issue 81, 2 October 1931, Page 3

"RETROGRADE MOVEMENT"

A "HANDS OFF" MEETING

COLLEGE GOVERNORS' VIEW

CIRCULAR NOT APPROVED

EDUCATION AND ECONOMY

At a largely attended meeting of the residents of Moera, the following resolution was passed unanimously:— "In view of the rumours of the intended abolition of free, places in both technical and secondary, schools, this meeting of the residents of Moera emphatically ■ protests against such abolition on the grounds that such action (I)- will increase unemployment; (2) will be detrimental to the children concerned both physically and morally; (3) will lead to the establishment of class distinction? (4) will lead to a loss of the betterment: obtained by association with boys and girls striving for a higher plane of living. This meeting pledges itself |o do all in its power to resist such a retrograde movement."

(By Telegraph.—Press Association.) WANGANUI, Ist October. A largely-attended public meeting tonight carried a motion of protest ]

against vany action that would curtail the free place system of post-primary education.

TheX Mayor, Mr. N. G. Armstrong, who presided, said that despite tho Minister's assurance, the Federation of Teachers had urged the holding of a meeting.

Three motions were carried—the first holding that the immediate economy effected by a curtailment' of the free place system would be outweighed by the cost to the country of increased unemployment, etc.; the second that children leaving school would come under undesirable influences; and the third that difficult problems. of the future would not be solvable by a generation whose standard of education ceased at 14 years of age.

(By Telegraph.—Press Association.)

NELSON, Ist October. A circular from the Now Zealand Federation of Teachers came before tho Nelson College Council Governors at the first meeting of the newly-consti-tuted, coumjil to-day. .

The circu.ar stated that an attempt was about to be made to cut down the educational opportunities of the children. ;

Mr. C. U. i'ell said they had a Coalition Government, and it must be given every credit for doing its best in the existing circumstances. The council should be careful abdut fostering an agitation at the instance of teachers. The council should know th« Government's intentions. first.

Mr. H. Atmore, ex-Minister of Education, agreed that the question should be dealt with in a circumspect manner. He quite agreed that nothing should be dono to embarrass- the Gfovcrnment except in so far as''the. protection of education was concerned, and on which a stand should be taken. Tho Prime Minister, the, Eight Hon. G.-W.. Forbes, had said that it would be distasteful, but there vmust be a.reduction in the cost of education. If the teachers did not organise,, who would do it? The council1 carried a motion expressing, the hope. that.the economies would not affect free places and the general efficiency of tho education system. . '

(By Telegraph.—Press Association.)

GISBORNE, Ist October. The Gisborno High School .Board dealt to-day with the.teachers' circular protesting against the proposed reduction of the Education Vote.

The board unanimously passed the following resolution:. "That the board strongly disapproves of the circular issued by the New Zealand Federation of Teachers,, entitled 'Your child's future threatened,' considering it misleading in character, and that the Minister, be assured of the board's support in any reasonable economies he sees fit to make." ;

(To the Editor.)

Sir,— "Taxpayer's" -somewhat pointless criticism, of the New Zealand Educational Institute' is regrettable and unwarranted. This laudable organisation has. an unsullied record of unimpeachable honour and worthy service. X<"? r correspondent's criticism can be dismissed with the little attention" it merits with due consideration to your space. -■'■■■ To be consistent in its assiduity in promoting and safeguarding the interests of the children at all times, the teaching proffssion, through its organisation, will feel impelled to strongly oppose any reduction of educational services, and in this it will be supported by an ever-growing body-of publicopinion; of parents and people who have sympathy with the children, because undoubtedly reduced educational services in effect mean a lower standard of- intellect for our <; children as they become men and women. On the authority 'of thosi who are best fitted to express :an opinion, it'is stated that the capacity'of a normal child is only one-third developed by our mass 'production education machine which, has been' adopted*.on account of parsimonious expenditure rendering -other methods' impossible. There is.not one parent in a thousand who would knowingly, and deliberately be content that his child's .talents and capacity .should remain only one-third developed, yet this is the position we have accepted up to the present, and we should not permit.an aggravation :of it. Should' we- allow any influence- to decrease the effectiveness of our education system, we consent to reducing the efficiency of every unit of the nation of the future, and therefore of the nation itself.

As individuals, singly or collectively, our capacity for accuracy in observation, our ability to separate the trivial from the important,. to seize upon the main points of-' subject's, depends upon a sense of proportion and direction derived from education.' Our civilisation is becomiug more complex every year, and consequently our problems are all the time becoming more involved, and-we can rely only upon increase i mental stimulus, providing a ■voider mental horizon that .will assist us fo see all' things in due perspective, and equip us with the greater capacity for analysis and investigation that will lead us to sound conclusions. The most productive of a' nation's expenditure is that spent on education,'and true economy, is to be found in at least maintaining the present standard/The alternative amounts to sacrificing our capacity and ability for constructive thought, on which our future prosperity as individuals or as a nation depends. ; The moral, and mental purpose and strength 'of the . nation—its future character! and material well-being are at stake on this issue/ "Taxpayer" says: "The load .must be lightened; let us throw overboard some of . this intellect and understanding." The New Zealand Educational Institute, it\is to be hoped, will say "No." These qualities have made possible the construction of the whole fabric of production and exchange which through'the centuries has increased humaD comfort; fostered' the fine arts, developed the principle of associated action, and prompted public security: gide by side with public liberty. The load must be lightened, but do not dispose of any of the intellect of the future, as every ounce of this will prove a priceless possession to the next generation. To dispose of some of it would amount not to economy but to the most foolish and wicked waste of the nation's substance. .< Economy must be sought in non-productive channels; surely not in the most productive one of educa-Uon.-I am, etc.. M , DONAm