The New Zealand Times. THURSDAY, JUNE 5, 1919. A MISERABLE PITTANCE

New Zealand Times, Volume XLIV, Issue 10298, 5 June 1919, Page 4

The New Zealand Times. THURSDAY, JUNE 5, 1919. A MISERABLE PITTANCE

All'who""have studied to any purpose the vital problem of reconstruction are agreed that to make the very best of the children of the Dominion, who are in very truth "the greatest asset of the nation," it is essential, absolutely essential, that our whole system of national education shall without delay be made as up to date and efficient as it is humanly possible to make it. .If the rising generation, the citizens of to-morrow,' are to worthily hold their own in the great era of progress, industrial, commercial, and scientific, which it is hoped will be ushered in by tho Peace Treaties shortly to be signed by Germany, by Austria, by Turkey, and by Bulgaria; if, in the coming years, the children of to-day are to solve amicably and satisfactorily the grave economic, social, and political problems, both national and international, that will confront them, it is, above all, necessary that, from the primary school to the university, they shall have the x very best educational opportunities and advantages that we can secure for .them. And, manifestly, one of the very first step 3 towards providing such opportunities, and advantages must bo to build up a teaching staff—primary, secondary, technical, and professorial —at once adequate in numbers, and, as regards character and attainments, of the very best material i obtainable.

The need for more teachers and better teachers was emphasised by tun .Minister for Education, the Hon. J. A. tiunan, in his reply on Tuesday to a deputation from Canterbury College, which detailed requirements aggregating £60,001). ".vlinistera lor lirtiucatiou throughout the British Empire and tho United States of America, are," stated Mr Hunan, "considerably handicapped in tlieir efforts to brinjj about certain reforms owing to the fact that there is no adequate supply of properly-trained teachers, more particularly male teachers." "Keports from ttio countries referred to,'' ho ndded, "stress the fact that this shortage of teachers is mainly duo to the salaries being inadequate, and to the prospects before the teacher in iiis profession not being such as to encourage young peopie to enter tho service.". This undoubtedly goes to the root of tho whole matter. As the Minister very rightly declared, "The fact is that a miseraole pittance, comparatively \speaking, has been given to the teacher as a salary, and that largely accounts for the unfortunate position in which Ministers for Education find themselves when endeavouring to give effect to such reforms as the reduction of the size of classes, and so forth." '

There is now, no doubt, as Mr Haiiun stated, a wave of enlightenn.ent in regard to these matters passing over the British Empire, and the progressive parts of the world generally, and people aro beginning to recognise the importance and value of education. But up to the present, in New Zealand, at all events, that wave has not yet reached sufficient height and volume to-arouse the Government to the necessity for a much more vigorous forward policy, and a much more generous expenditure upon our educational system. While the war was on there was some excuse, but no real justification, for a "go slow" policy in regard to oducutional expenditure. How that the war is over, however, there can be no such' excuse. The £300,000 yoto last session lor new

schools and additions to and repairs of old schools has proved utterly inadequate; and the necessity for greatly increased expenditure on sdhools I and equipment, and especially on tho I adequate payment of teachers, must be boldly faced in the very near future, and not only boldly faced, but fully provided for. Whatever else we may have to economise on, there must be no cheese-paring at the expense of educational efficiency. For of 'education it is, indeed, very true that the highest efficiency is at all times the truest economy. And, to secure tho highest efficiency, it is, in the first place, necessary to greatly improve the position and the prospects of teachers, with the object, as the Minister for Kducation put it, not only of maintaining tho present personnel, but also of making the teaching profession more attractive to promising and intellectual young people. For the year 1917-18 our total expenditure on primary, secondary and higher education, industrial schools, special schools for deaf, blind, and backward children, teachers' superannuation, etc., amounted to £1,893,00!), or 33s per head of the population ; by no means an excessive amount. Of this sum Is 4d per head was provided by scco'ndnrv education and university reserves revenue, and some 6s to 7s per head more came out of income from primary—education reserves; leaving £1,581,000 —or some 25s per head —to be provided from the Consolidated Fund. Of tho £1,895,000 -of expenditure on education, in round figures, was for teachers' salaries and allowances, including some £25,000 for house, allowance; while the expenditure in 1917-1 S on buildings, sites, and so on. was only £139,073. It is probable that for somo years to come considerably increased building votes will have to bo faced. in order to make up for false economy in that direction in the. past; but, even so, it is clear that this nation, perhaps'the richest per head in the world, can well afford more than 25s per head per annum out of the Consolidated Revenue for educational purposes. Indeed, wo must afford it. Nothing is more certain than that we cannot afford not to afford it. '