NEW ERA IN EDUCATION.

Manawatu Herald, Volume XLII, Issue 2141, 19 June 1920, Page 4

NEW ERA IN EDUCATION.

MINISTER’S ADDRESS TO COUNCIL. The Minister for Education (Hon. C. J. Parr) attended the session of the Council of Education, at Wellington, on Thursday, and delivered an interesting address on the new phase in educational progress now opening up. There was a full gathering of the Council, the Director oi Education' (Dr. Anderson) esIn opening, the Minister said lie regretted the reports of the Council as- the result of its deliberations in the past had been pigeon-holed. The Council had been set up practically as a consultation body to advise the Minister as to the education system of the Dominion. Either the council should he abolished or the Government shoukj make use of it. In extenuation of the Government’s attitude during the past three or four years, lie need only cite the existence of war condition’s. Now, however, a new era was commencing in education, which in the Dominion must lie Drought up to the standard of other countries. So far they had not made up their minds what course to adopt. Representations had been made by various bodies of the commerce and industry of the Dominion, but no conclusion had as yet been reached. But the assumption was that either the Council of Education should be abolished or it should be altered in the direction of constituting a permanent executive body sitting in Wellington. Its duty would be to advise the Minister from time to time. Personally, he had not yet had time to consider all the proposals for the reconstruction of education in the Dominion, but he was not altogether in favour of a central Board of Education of the type suggested.

The Minister then referred sympathetically to the approaching retirement of Dr. Anderson from the position of Director of Education. It had been very good of him to consent to carry on so lung. For his own part, speaking as administrator of the Department, he believed the time had come to look for a successor to Dr. Anderson, and it was imperative to get the very best man possible with the highest qualifications lor this supremely important office. The Director of Education should lie a scholar, but more than a scholar; he should be a man with infinite tact and patience, to deal with the thousands of teachers and pupils in the educational system. He should also be a gentleman with sympathy with, and knowledge of, educational systems throughout the world. It migh! be difficult to gel the ideal man, but really it was a matter of life and dentil for the education system nd the Dominion, The wrong man might bring about a period of stagnation, which would damage the prospects of the Dominion. Therefore they must endeavour to get the best man for the position. And here they should not take a narrow parochial view; they should get the besi man wherever he was in New Zealand, or whether lie mime from clscvlicic. He supposed the course followed would be to advertise the appointment. He supposed the Public iseivice Commissioner would be entrusted with this appointment under the somewhat extraordinary system that ♦obtained. It would be manifestly necessary to pay a decent salary. The work was not adequately remunerated in relation to the importance of the job. He agreed Avith the suggestion that the salary should be much larger. “We cannot’hope to get a man of brains," said Mr Parr, “unless we pay for brains.. All my efforts will be in the direction of providing an adequate salary for a high and all-important office. Democracy does not realise that, if it is to get good service, it must pay good salaries. Democracy must be educated to realise that il a lug department is to be run to the sulisfaction of the State, it must be officered by edpul)le men and to get capable men nowadays they must Iff paid in proportion to capacity. I am, therefore, anxious that the most i capable man possible should be sec- ! ured for Ibis position.

Dr. Anderson had referred to the urgent necessity of extending' the school age. In this he agreed. There had been surprisingly little change in the primary education system in nearly fifty years. They had to review the whole of the system of education at an early date in conformity with what was going on in other lands. He would refer to conservative Britain, and the raising of the school age' to sixteen years there. Public opinion in Britain seemed less conservative than in many quarters of the Dominions. He referred to the criticisms of Dr, Newton, a recent visitor to the Dominion, who suggested the Dominion was getting rather in a rut. He believed that the Government would have to extend .the school age to sixteen years. If that were done, the elementary course could terminate at about twelve. Then began a natural period from twelve to sixteen —a period up to the present overlooked rather in New Zealand. No educationalist of note could be found to support an elementary course up to fourteen years of age. There was, of course, no rigidity about the age of twelve —it was simply suggested as an average. After twelve some would go to high schools, some to technical schools, and some to central schools. This was recognised in Victoria to-day. in the way of school buildings might prevent the immediate adoption of central schools and a, raising of the school age. It was unfortunate that this should be so now, but he was hoping they would get more teachers shortly, and the

buildings - were going up for bigger and better schools. It was at least permissible to make a modest beginning in the experiment of a new

course up to twelve, and then an intermediate course from twelve to sixteen.

The-'Minister then referred to the question of research raised by the council. The State must see to it that science was, applied to its industry, and he was entirely in sympathy with the council in its efforts. As to the practical steps, he believed that a great deal might be done in primary industries. Only in dairying, he believed, this was done, and he thought more might be done with the agricultural and pastoral industries. New Zealand was not an industrial country, and exported no manufactures. It might be well to establish research scholarships, one for each centre, tenable by the clever New Zealander who had passed through the university with credit and with promise. Such student would have to indicate the special industry in which his research would take place. Then there was the question of establishing a Statcflaboratory for scientific research, staffed by capable, highly-salaried men, giving their whole time to the work. (Hear, hear). He suggested the council might discuss the..matter, and bring some tangible proposals before him for presentation to the Government. He wished the council every success in its deliberations. On the motion‘of Professor Macmillan Brown, the Council accorded the Minister a hearty vote of thanks for his address'.