EDUCATION REFORMS.

Taranaki Daily News, 20 September 1916, Page 7

EDUCATION REFORMS.

NEEDS OF NEW ZEALAND. COMPARISON WITH BRITAIN, TEACHERS AND THE WAR. A very interesting outline of wliat he considered should be the direction of educational reform in New Zealand was given by Mr. E. K. Mulgan, senior inspector of schools for the Auckland district, in the course of a 'comparison between the English and New Zealand education systems during a lecture delivered by him at the Leys Institute last week, on impressions received on his visit to Britain last year. Referring in the first place to teachers Mr. Mulgan said that a great difficulty, was experienced in the Old Country as in New Zealand in securing the services of a sufficient, number 0 f capable teachers, and it was felt that the profession must be made a great deal more attractive and otherwise improved after the war, or the supply of teachers would fall off to an alarming extent. Many of the people from whose ranks the supply of teachers had been drawn in the past had gone to the front and, mingling with men from the Overseas Dominions, badbecome possessed of wider ideas, while women had also entered many new spheres of labor. These would almost surely be diverted into new channels of enterprise to the detriment of the teaching profession, if steps were not taken in time. Many of the boys in the upper forms at Eton; Harrow, Rugby, and other great Englisiy public schools, had gone to the war almost to a man, said the lecturer, and the same thing applied to Oxford and Cambridge. At one college, out of 250 students only 20 remained, and in another 140 out of 150 had enlisted.

"All the educational authorities were making great efforts in the direction of economy," said Mr. Mulgan, "alike in legard to teaching staff, buildings, and stationery. A member of the London County Council told me that at the end of this year the council hoped to have saved at least £350,000 in connection with expenditure on schools, and lie added, in all seriousness, 'this will keep the war going for one hour and a-half!'"

MEDICAL INSPECTION OF CHILDREN. "The educational authorities at Home have made great p/ogres*. in the direction of medical inspection, and physical training, and tliey now take a great deal more trouble in these matters than we do in New Zealand. Facilities for dental and other treatment are provided, but the authorities do not stop here. To counteract the indolent tendencies in regard to the children and wards of man) parents and guardians, the educational authorities in many of the centres have appointed nurses, who visit each school, and personally see that the prescribed treatment is carried out.

FOSTERING ESPRIT DE CORPS. "We, in New Zealand, think that we are doing well in the provision of educational facilities, but a good indication as to where we stand in regard te Great Britain is afforded by the fact that where £l2 per unit is spent in New Zealand over £2l) per head is being spent in the erection of buildings in the London area. In regard to that excellent tiling esprit de corps, this lias been fostered in Britain by the provision at each school of a large centre hall, in which the whole of fhe scholars are assembled regulaily. A good class spirit has been developed in the schools of New Zealand, but in order to promote a proper esprit de corps throughout the school community—a most important thing—the establishment of these central halls is essential, and I hope they will soon be introduced.

OPEN AIR CLASSROOMS. "A groat deal of misconception exists in the minds of many people," said Mr. Mulgan, "in regard to open air schools, j What wc arc trying to achieve is not [ having the school under the trees, but to build schoolrooms which will admit the maximum amount of fresh air—classrooms which in favorable weather, may be swept by fresh air on three sides. Wo arc about to try an experiment ill the Auckland district in this direction, and if it meets with success, the movement will be extended throughout the district. There are a number of openair schools in England, but they have been established with the object of treating children who arc defective mentally or physically."

COMPULSORY CONTINUATION • SCHOOLS. Referring to continuation schools Mr. Mulgan asserted that not nearly enough had been done in New Zealand in tliis most important matter, and iie was a strong advocate of the introduction of compulsory continued education. One and all deplored the fact that more had not been done in this direction in England. Hundreds of thousands of children there, did not reach a standard of education equivalent to the Sixth Standard in New eZaland schools, and in no part of England was continued education com-' pulsory. "It must be remembered," said Mr. Mulguii, "that in England industrial development preceded educational development, and in New Zealand industrial and educational development progressed side by side, and it would, therefore, not be difficult to introduce reforms in New Zealand. In certain parts of England a compulsory system is in vogue. Business people have set up schools to teach their apprentices, and tliesf children are trained for a few hours each day, but this system is by no means general."

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