EDUCATION IN SAMOA

Hokitika Guardian, 28 April 1925, Page 4

EDUCATION IN SAMOA

XATI VKS ANXIOUS TO I.KA l!N AUCKLAND. April “3. “Tiio dim of tho whole of tin.* edueatiun system of Samoa is not to turn out students. I.i u t to turn nut. Use) ul citizens. unit for that reason technical iiistmeti:in is going lumd in hand with iieudeinieal instruct inn,” slated .Mr \V. A. Uoster. who arrived in Auckland by the Tallin alter lour years’ service in education work at Samoa. ■ Uor two years Mr Foster was headmaster of Maljfa School, at Apia, and for the remaining two years lie .was headmaster of the district school al Vttipouli, on the island ol Savaii. lie has been transferred to Taranaki district. “The natives are extremely keen to havo an English education, and it is only possible to give it to n very small proportion of those who desire it,” continued Air Foster. ‘‘Funds are limited, and accommodation will not permit a white education of natives on any very la rye scale. Education in file vernacular, however, is extremely complete, due. mainly, to the efforts of missions, who educate their own people, ’file four lending missions are the London Alission Society and Methodist, Unman Catholic and Mormon .Missions. 'I hey do splendid work and inn their own denominational schools and teachers. Certain of the teachers are handed over to the Administration, where they become acquainted with modern English ways of touching and when, alter a course, they go hack to their schools, they are paid by the Education Department.” Discussing the ability ol the natives to learn, Mr Foster stated (hat they had wonderful memories. They recognise also the value of education and its relation to the serious business of life. Every Samoan was also a horn musician and music figured largely in tho native school curriculum. “If four part songs are taught you will find that the linvs who sing the tenor on ono day will he singing alto on the nest,” continued Mr Under. Expupils of Government native schools were already holding responsible positions in the Post Oilh ■ and other (<nver union t Departments. in hospitals and in schools as pupil teachers. 1 oehnical instruction included wireless, carpentry, engineering and plumbing, all taught' by experts. There were also tradesmen who gave their service gratuitously in the welfare of the natives. Agriculture was a prominent subject and all agricultural ‘schools were ,sbli'-supnoiTing in the matter ol food. Air l"'stor was impressed with native students, d hey were an excellent type and ever ready to learn.