EDUCATIONAL MATTERS.

Hauraki Plains Gazette, Volume XXXVII, Issue 5015, 18 August 1926, Page 2

EDUCATIONAL MATTERS.

DISCUSSION IN THE HOUSE. ’ PLEA FOR THE BACK-BLOCKS. When Parliament was in committee on the Education Estimates Mr A. MSamuel, member for Ohinemuri, put forward a plea on behalf ctf the backblocks settlers,. It was the duty of the Government, he said, to give those settlers the best facilities for the education of their children. Every member representing a country 'constituency was inundated with requestsfrom back-block districts to place before the Minister and the Education Department for better school facilties. It would be generally conceded, he thought, that under the present administration education had made ■marked progress., which progress, he trusted, would be maintained under the. new Minister. He did not think the new Minister would bei a brake oh educational progress. If it was necessary to act as a brake in any degree, that brake should not be applied to the country districts. In his district there were many overcrowded schools., the large attendance being attributable to the progress of the district. In one case there were forty or fifty scholars in one room, with an iron railing dividing two classes., each class having a teacher; and it . was utterly impossible tor two classes to listen to two teachers on two different subjects at the same time. One teacher might be dealing with a more interesting subjee; than the other, and in that way the attention of one. section of the children was diverted. He would like the Miniister to have classes of this kind separated. The question of teachers’ residences was also vital in the country districts. The teachers ought not to be asked to put up with the conditions of the pioneers. It was the duty of the Government to do all it could to give reasonable comfort to the teachers. A Member: Da you advocate increased salaries ? Mr Samuel said yes., certainly. If teachers were asked to put up with disadvantages. they should be given more remuneration. Sometimes a teacher went to a district and tound there was no residence 1 . Many of the farmers did all they could to provide ac'commbdatioii; some of them even offered board and lodging. Under these conditions the position at times became absolutely untenable. The teacher came into uncongenial surroundings. The farmer found that •the teacher was not as nice as he had thought, and before the teacher had been there a week or a fortnight little difficulties arose ; they got at loggerheads, and found it absolutely impossible to live together. The teacher, however, had to earn his living, the farmer had to get his- children taught, and they put up with conditions, that meant nothing but mutual misery. This state, ot affairs led to constant changes, and these were incompatible with efficient education. He hoped that the Minister wbiuld do his best to cope with the position, and meet the claims, of the back-block settlers, so far as education was 'concerned.