CORRESPONDENCE EDUCATION.

Manawatu Standard, Volume LVIII, Issue 51, 28 January 1938, Page 8

CORRESPONDENCE

EDUCATION.

(To the Editor.)

Sir, —In Tuesday evening’s “Standard,” a report given of the welcome extended to the North Island branch secretaries of the New Zealand Educational Institute by the Mayor, Mr Mansford. In his speech, according to the report, Mr Mansford said, “There was nothing so important—no investment more worthwhile —than education and he hoped before long primary education would be placed on a better footing. So far, the Government had promised a lot, but had done little.” To those of us who understand, the last remark savoured strongly of political significance, but it is gratifying to know that there are quite a number of responsible people, unattached to the Labour Party, who see fit to give credit where credit is due in regard to the Labour Government’s administration, even in its education policy, and I am sure that is all the Government would ask, just a little gratitude and recognition of something attempted, something done; flattery or praise can be ruled out — not wanted. IVe of the Labour Party are under no illusion in regard to Mr Mansford’s attitude towards our Labour Government, and bouquets from him would be viewed with alarm and deep concern. I have before me a December issue of National Education, the journal of the New Zealand Educational Institute. With your permission, sir. I will quote a little from the editorial; it may be of some interest to those who share Mr Mansford’s views but who may not have had a peep at the other side of the picture : “Anyone who looks back at the achievements of the present Minister for Education, Hon. P. Fraser, during the two short years that lie has been in office must admire the courage, pertinacity, and real educational foresight with which he has tackled the innumerable problems of organisation and reform. It is not too much to say that he has done more for education in all its ramifications than any of his predecessors this side of the nineteenth century. Actively interested before he took up the portfolio, ready and anxious for rapid progress, he had first to reach hack over the years to drag education within sight of present requirements before passing on to new objectives. Reform has followed reform in quick succession, and still more radical improvements are foretold. In the light of this it is obvious that what money could be got for education would be quietly forthcoming so long as Mr Fraser remained in office: and it -was not long before those concerned with education were aglow with enthusiasm and satisfaction because for the first time in many years so large a sum as £500.000 —half a million pounds—was voted for school buildings. That in a sense is the measure of the value that the public of New Zealand has allowed to lie placed upon education. ...” I think this is sufficient for the time being, much more could be quoted hut it’s not necessary. In regard to Mr Mansford’s conviction that there was nothing so important as education, and no investment more worthwhile, it makes him appear an orphan in the party to which he has sworn allegiance, because the same party when in power, a new leader being the only difference now. thought the diametrically opposite to what Mr Mansford i 3 thinking now, and used the pruning knife ruthlessly on the. education estimates, proving conclusively that education was not looked, upon as a gilt edge concern by them. 1 quite understand that Mr Mansford to some extent at that time was “agin” the Government, but he has evidently been reconverted hack to the fold again. Anyhow at that time adventurous political flirtations were common-place; we saw Reformites vying with the Democrats and Independents, cociuetting with everybody. *and after the combined efforts and cost, love’s lahour was lost and Labour slipned through. AVe are living in fearfully but wondrous times. —I am, etc., T. ROE. 2 Mori is Street, Palmerston North.