EDUCATION

Hokitika Guardian, 8 January 1930, Page 2

EDUCATION

THE EMPLOYERS VIEWPOINT. The following remarks by the President of the Auckland Employers’ Association are of exceptional interest just now, and are taken from the annual report, a copy of which has been supplied to us. ’I he question of education is being seriously considered in New Zealand at present, the general opinion being that the existing system is not only too costly, adding an excessive burden in taxation, but has not proved suitable to the requirements of ihe country. Some ” radical changes are in contemplation with a view to placing it on a more practical basis. The primary object of education has been defined as “Fitting the individual for effectual relationship with his (oilier) environment,” and when it is found that hundreds of young people when leaving school cannot find suitable employment, the question naturally arises as to whether this object has been attained.

Those closely in touch with industry

maintain that a goad primary education is all that is necessary for the artisan and the manual labourer; these classes represent in industry some ninety per cent or more of those employed. The contention that a higher standard of education will in itself tend to higher efficiency on the part of these workers is probably entirely erroneous. The skilled craftsman will if provided with the essential nucleus of a sound primary education very soon assimilate, with the facilities now provided, such further knowledge, even highly advanced and technical, as he may consider requisite. Many of our leading men to-day were working at an early age, and practically all their education (and some of them are very highly educated) was obtained in this manner. The man who deplores his want of. success and attributes it to his lack of education in youth would probably have been a failure anyway. The ability, giit, energy and determination which are the essential factors to success would have overcome the disability of even a defective education; and without these . requisites no amount of education could have raised him above the level of mediocrity. The tendency of secondary, university, and even technical training when applied generally and indiscriminately is probably neither beneficial to the individual or the community generally. If artisans, settlers, and manual workers are required, why waste the most important years of youth in cramming up to professional requirements? Probably more harm than good is done by ignoring the actual realities of life and limitations of environment, and educating to a standard .which jn..nine cases out of ten individual can never attain. The higher education may or may not, lead to success (in a necessarily small .percentage of cases), but it will almost invariably lead to discontent if that success—in which education is only one, and not the most important of factors—is not attained. When education—after it has passed the admittedly essential primary stages—is of a general character, >t leaves the student at a loose end. With a vague but general idea '.hat he has been fitted for something letter than an artisan’s job, or a farm worker, ora manual labourer, he bangs about until finally absorbed as a clerk or office boys and eventually swells the great army of mediocrities in the towns and cities whose means of subsistence are precarious, whose future is practically hopeless, and whose economic value to the community is negligible. In these cases education has not fitted them for effectual relationship with environment, and the responsibility for their failure must rest, in part at least, with the education system. The various aspects of this important question are too varied to be dealt with briefly. It is, for instance, necessary that scholarships, bursaries, etc., shall still be provided for the few of exceptional ability who may yet be dependent on public assistance for that higher education which their demonstrated talent and fitness show they are capable of using to advantage, but I think it will have to be admitted /that there is much truth in Sir Thomas Mackenzie’s assertion that we are education mad in New Zealand to-day, and something of more practical value, and at lesser cost to the country will require to be 'substituted for the present system, of education

(By “X.”) * The Education Commission has been collecting evidence throughout New Zealand, and the result of its investigation,! and deliberations is to be duly considered on the 20th. The policy of the Government will then, presumably be determined. As the matter is of vital interest it is to be regretted tho scope of tho enquiry was not extended to include the evidence of industrialists and all employers of labour, Civil Service, banking and other officials, farmers, and those directly engaged in what are known as the primary and secondary industries; also representative commercial and business men. It is the community which‘has to pay the piper, and which therefore should (rail the tune. Without any reflection whatever on tho educational authorities it may he questioned whether they are in a position to delve to the root of the problem. Vet apparently the Commission lias confined itself for the most part—if not entirely—to visiting and inspecting schools, interviewing .teachers, education boards,

school committees, and those who are responsible for keeping the present educational system in working order. The Commissioners have inspected a large number of the. schools.

but could not find time to meet the Employers’ Associations, the Manufacturers’ Associations, the Apprenticeship Committees, or the Chambers of Commerce. It is safe to say that very important aspects of the problem have been, therefore, so far as the Commission is concerned, overlooked, and it is to be hoped that these aspects will nevertheless • receive due consideration before the Minister of Education finalises Im-

policy. While the machinery may be in quite good running order, and the management may be quite efficient,, if the output is not what is required —and what will command a ready market—any business must stagnate with accumulation of stock on the shelves. The vital question with cur system of education is not whether it is running smoothly or even efficiently, but whether it is turning out the product required. If, as is asserted, hundreds of young people when leaving school cannot find suitable employment the question arises what emplovmont have they been fitted for? If they have been trained. f..r positions which are not available in New Zealand; for professions which are overcrowded, then the education and training has to a large extent been wasted in so far as the primary object, the fitting of the individual for effectual relationsnip with environment lias not been attained.

Now educationalists think in terms of education as lawyers think in terms of law. It is not for them that a solution of the problem of juvenile unemployment can he looked for. It is after the young people leave school and college that their limitations are discovered, and it remains for the employer to disiover tlum. 1 herofore the evidence of the env'loyer i' the more essential, and il the intention is to give this country the kind of education which will get the best results from our natural and human resources this evidence is essential I have had a large number of young 'people passing through their apprenticeship and training under my supervision. A few have been brilliantly successful, the majority have turned out fair average tradesmen, and some have turned out failures. Bui I have not known, of one case in which failure has been due to lack of education. In nearly all cases it lias boon due to lack of interest and enthusiasm in their work, and t weakness or defects in character. I know the qualifications which make for success in young people and a few minutes interview will generally reveal these qualifications, or their absence, more convincingly than a sheaf of certificates and testimonials. It is quite right the young people should get these if they can. It is always satisfactory to know how the “young idea” shaped in the preliminary canter of school days. But when it comes to ascertaining the probability of the candidate’s staying power for the more serious business of the, race of life the employer has to look deeper—to glimpse if' possible the character, and to form conclusions as to.

how far, and on what lines that character has been developed. As an employer remarked on one occasion: “It is corrfparatively immaterial what a boy knows—as long as bo can read, write and cipher. It is what the boy is, that counts. If he is been to learn, honest, intelligent, well brought up, and has the necessary health strength, pluck and determination he will come out all right.”

A modern writer says: “A boy may learn and learn, and yet be a fool. The everyday schoolmaster is the last person in the world to teach anything useful. . . Schools may fit us for an exam., they certainly don’t fit us for life.”

A writer in a northern paper says: “Non-matriculated boys are the brightest. Three New Zealand Prime Ministers never went to a secondary school, let alone sitting for the matriculation examination, and all three were fine, g,ood men. For work and a steady, clear head, give me the sixth standard boy.” (This writer might have quoted the cases of Ramsay MacDonald, Snowden and a host of others to strengthen, his contention) . Mr Albert Spencer, President of the Auckland Employers’ Association may be taken to speak with some authority, and his remarks at the annual meeting of the Association are worthy of serious consideration.' J would ask those of your readers who are interested in the subject to consider the points raised, while in future articles I will endeavour to show where and why the present education system fails (1) in character formation; (2) in adaptability to New Zealand conditions; (3) in excessive cost to the country. At this stage,, however, I would point out that the educational authorities and the teachers are probably in no way to blame if the results are not up to public requirements. No successful attempt has yet been made to find out what these requirements are—what relationship really exists between education ai d industry. Tt has been admitted however that there is at present an imperfect adjustment between the school training and the subsequent practiul life. Professor Thomas at a recent conference rather naively suggested | that they must educate the employer to a correct vision of things. Possibly Ihe employers are rather of Jie opinion that, the educational authorities must ho trained to a praetied view of things. Anyhow it may bo hoped that a full discussion of the viewpoints— the academic and the practical—may load to rapprochement