NEW ZEALAND TEACHERS' PROMOTION.

Horowhenua Chronicle, 3 October 1911, Page 2

NEW ZEALAND TEACHERS' PROMOTION.

A further stage in tlic agitation for a New Zealand teachers' promotion scheme was readied when >Mr Clement "Watson, president of tlie Wellington Teachers' Institute, moved at a meeting of teachers "That, before the Minister be again approached on the. subject, 'the whole question be seriously Eaken into consideration by the tcacliers of tlie dominion." Mr Watson is one of the most experienced and far-sighted teachers in the country; he has made & life-long study of primary and secondary education ; lie has for many years' been a member of the Victoria College University Council; and (foe is a man who never gives his opinion until after a long and careful deliberation. Ho does not 'believe in a hard and fast promotion scheme. Promotion of teachers is « subject that bristles with difficulties. ' The value of a teacher is a quantity that oanaiot be set down in figures. The only thing which can. be estimated with accuracy is length of service; and who this as a

basis of promotion? Tho 017 for a promotion sthemo emanates largely Irom Auckland district, In that district the authorities aro already saddled wi th a scheme of promotion; ,nnd like the fox tihat lost its tad they are clpmouring to have thcii .scheme made general throughout tho countrv. Tho Wellington teachers, who are in an excellent position to study tho working of promotion in other branches of the public service, have consistently voted against it. Tliev say in effect, "Let's try it on the dog; we will see how the Auckland teachers like it after a few years!" One of the prime obstacles in tho way of-fair promotion of New Zealand school teachers is the number of small education hoard districts, such as Grev, West-land, and Marlborough, where there are no chances of promotion for the capable teacher. Mi Wat-son says "Lessen the number of tli-e. boards, but don't take away from them one of their chief powers." Altogether it is a knotty problem, and one which only experts can handle. New Zealand is a country that needs tho best teachers that money can buy. Education has now passed the stage when it c-nn be completely comprised in the three words—Reading, Writing, and figuring. The resources of this country have so far only been merely scratched.

We know not what groat industries may .spring up within the next generation or so. The development, of the water power of nnr rivers and kikes map lead to who knows what surprising development*. Large deposits of iron ore, petroleum, coal, phosphate rock, and nitrates are now wailing to be worked. As tiho future destines of the country are unascertained. it is necessary to educate the rising generation in such a manner that they may he able to adapt themselves to the changing fortunes of the Country, and to seize, before outsiders snatch them from their hands, the advantages which progress of .science and the natural wealth of their country throw in their way. The present Government of the country, which has done much to further the cause of education, is now .spending C 1.017.927 per year on this all-important work. Tt ■is Most necessary that our representatives in Parliament should see that this large sum is spent so as to produce the most solid results. This is not a party question. There can be no dispute about its urgency and impoitance. It concerns overv subject of the dominion. It is a .subject than can be efficiently dealt with only by men a\l!m> have devoted to it ample consideration, assisted I>y experience. Kyery elector should bear this in mind, and when .sending men to Parliament try to get men whoso views on -education are. .sound, and, if possible, men who have had actual experience in dealing with .such problems.