EDUCATION NEEDS

Hauraki Plains Gazette, Volume 52, Issue 32309, 6 September 1943, Page 6

EDUCATION NEEDS

THE NEW ZEALAND CHILD

COUNTRY’S GREATEST WEALTH INSTITUTE’S STATEMENT 1 £ In view of the forthcoming election, „ t! and iu anticipation of the publication . of a complete statement on post-war educational reconstruction which it is at present preparing, the New Zealand j Educational Institute has issued a statement of basic educational requirements which it believes to be essential a to the future well-being of the children of New Zealand. Dominion’s Greatest Wealth 1: The New Zealand Educational Insti- t tute says:—The greatest wealth of c New Zealand, as of any country, lies i in its children. Without education, in r its broadest, richest and fullest, men- 1 sure, such wealth is merely potential, s and only the best form of education I can fully exploit those potentialities, t Education is not claimed as the only 0 world-reforming influence, but its n value is emphasised as being a vital t factor in any successful post-war re- I construction programme. Twenty-five o years ago the power of education was I insufficiently emphasised. Of this 1 power there can be no doubt. Nazi v Germany has shown its power for evil t —Soviet Russia, its power in the re- t constructing and the revitalising of a t whole nation. The democracies dare not again ignore the potentialities for good in such latent power. As a result, statesmen and educationists alike throughout the free world are to-day giving a more important iflace than ever before to programmes of educational reform and reconstruction. Reforms Commenced While much cannot be attempted till “after the war,” the New Zealand Educational Institute believes that many reforms could be commenced at once, and boldly asserts that no party or individual candidate unwilling to place education in the forefront of reentrusted with the vast task of postconstruction policy is entitled to be war reconstruction, or with the votes of those who genuinely desire true reform. The rtilers and the citizens of to-morrow must perform that work, and in order to prepare to-morrow’s citizens for their task the New Zealand Educational Institute asks for immediate attention to the following matters : Immediate .reduction in the size of classes to a maximum of 35 pupils: the immediate commencement of the publication of modern and comprehensive text-books; the provision of equal educational opportunities for all capable of taking advantage of them, irrespective of the economic, social or financial status of the parents: much greater attention to the educational needs of rural and native school communities: a new cullabus (or code of. suggestions) to meet the needs of a postwar education. This will take time and research, and should be commenced now; the establishment in the country of nursery schools and kindergartens as a definite and integral part of our system. Health and the Child Dealing with the health of the children, the Institute believes in the provision of a complete coverage per media of school and district health clinics: the provision of adequate educational facilities for all types of physically and mentally handicapped children ; the development, under the guidance of the supervisor of physical education, of physical education in its fullest and broadest sense; the provision of suitable aud adequate school buildings for all types of schools, at the earliest possible moment; the supply by the Department of adequate modern equipment and teaching aids, and the increase of grants to school committees, to an extent that they will readily be enabled to provide all equipment that is necessary for the specialised educational needs of the individual community; consolidation and amendment of the Education Act to provide one unified system under one unified control; an adequate system of teacher training of not less than four years, three of which should be in the Teachers' Training Colleges and one in the schools as supernumerary teachers : The development on a much wider scale of .all branches of educational research; the development of close) .relationship between teacher and parent. ,No moral influence, however ap-' plied, .-.can supplant a good home influence. Only by the fullest co-opera-tion and understanding between parent and teacher can the best result be ob tained.

These points are believed by the New Zealand Educational Institute' to

be, each and every one, of vital importance if the education system of New Zealand is to be the best possible for the benefit of the children of to-morrow.