CO-OPERATION IN EDUCATION

Taranaki Daily News, 5 February 1918, Page 3

CO-OPERATION IN EDUCATION

ADDRESS BY MR. A. J. MORTON. < There was an attendance of about tliir- ] ty, mostly school committee men and teachers, at the Technical College last night, when Mr. A. J. Morton, senior in- I specter of the Taranaki Education His- 1 trict, gave an interesting and instructive 1 address on "Co-operation in Education." ! Mr. (x. H. Dolby, who presided in the ' unavoidable absence of Mr. S. (3. Smith (president of the Taranaki School Committees' Association), in formally intro- '■ during the speaker, explained that the main aim—indeed, almost the sole aim—of the . School Committees' Association was to endeavor to increase Interest in the district in educational matters. They believed that if New Zealand was to take its proper place in the world after the war, that could only be accomplished if the children got the best education possible, and this could only result if the people took a keen interest in educational matters, because if the people were keen, members of Parliament would themselves take an interest, which many of them did tiot now, and in that way they would get reforms carried. While there might be no alteration in the principles of education, there were in the methods of education, and, therefore, the association had endeavored to obtain experts in educational matters to address them from time to time. They were, he said, very much indebted to Mr. Morton, who was a very busy man, for devoting his time to give them an address. Mr. A. <l. Morton prefaced his remarks by stating that he was always pleased to take an interest in educational matters. The lecturer stated that he desirea to deal with the subject from the wider_ point of view of the co-operation of the people of the Dominion by Parliamentary control and by more direct methods of local government. He would also emphasise the need ot the co-ordination of the various controlling bodies and tiie co-operation i.f the members and others interested directly in the administration. With reference to the political basis ot the control, it was interesting to note that the English nation had its origin in tribes that were an offshoot of the German people, which had, through the lack of freedom in selfgovernment, developed a military autocracy that had enslaved the nation and threatened to dominate the world. I* was the habit of self-government and* popular control that was really the vital force that nad established representative government in England and had won the long struggle for freedom against autocracy. The elementary form of self government was the personal attendance of the people in open meeting, and the right to this had always been jealously guarded. For ordinary needs this method was found cumbersome, and voting by ballot has largely taken its place. It is interesting to note, however, that in some cantons of .Switzerland the communes still elect executives in "assembles generales,'' or large open air meetings. We have 1 this elementary principle, too, in the meetings of householders that elect school committees and to which the latter arc responsible, It is in the training of the people in the management of local af< fairs that is found the organic life an' strength from which all our political freedom derives its vigor and maintenance.

So fur as good will exerts its influence the co-operation of the people as a whole was practically complete, cdnca-. I:"n had no opponents, if wc disregarded' a few ultra-conservatives who express fear of "what the country is coming to" if the working man receives too much education. Education of the people was the main plank of democracy, and the only ground of safety where all by means of voting power shared in the government. The need of wise co-opera-tion of all classes was evident when the various methods of control and the. numerous educational activities were taken into consideration. The' great necessity was, on one hand, the avoidance of extravagant schemes and of reckless expenditure, and, on the other, Ihe prompt provision of the essential? of the operations of the schools. The svstcm was controlled bv parliament through the Minister of Education and his department, 'but their powers were limited by the Finance Minister and tlic representatives of the taxpayers The bodies elected directly for local contsol, the hoard and School committees, were impressed with the local needs, and often viewed with impatience any delay in the grant of assistance. This position was one demahding mutual consideration—the recognition of limitations—of power and at the same time of the growing requirements of the schools of the Dominion. The co-operation of the people should be expressed not only in demands on the local authority, hut bv imposing their will on the parliamentary authorities.

Between the Education Department and the Education Boards were bodies dealing with education bevond the primary course. Their constitution was mixed, the members of the controlling boards being partly appointed bv locai bodies and partly nominated by the central authorities. These included th* senate and college boards, the governors of secondary schools, and the boards in charge of technical schools. The secondary schools had been to some extent democratised by the introduction of free .places and the technical schools were in a condition of evolution. There was need for co-ordination of the courses of higher education and the co-operation of the various authorities, The speaker illustrated th'| frorrf the fact that the course of the matriculation examination, which was fixed by the senates for the purpose of entrance to the university colleges although the lary> majority of candidates required a pass for other purposes! Similarly, the proficiency certificate was required by the larger' number of candidates as a leaving examination and not for the purpose of qualifying for free places. This condition led to limitations of opportunity that should ho avoided. Eventually higher education would be arranged in various standardised courses, vocational nnd 'other. In such arrangements the co-operation of Employers would prove of service

The system of education boards had evolved from the provincial form of Government, and its duties embody cooperation with the Education Department, with school committees, and with the teachers of the schools. That this could be achieved successfully, had been proved in the Taranaki District. With reference to the Department this pleasant state of affairs had not always obtained, and there had existed in somn quarters a struggle between so-called centralisation and local control. Not however, on account of any such opposition, but through expediency, the powers of the Boards had been considerably reduced. Examples of such limitation were the payment by the Department of teachers' salaries and committees' allow!«nces. the reduction in the number of

district*., the centralisation oE tlip inspectorial staff. Tlie last mentioned change had provided a means of cooperation tlmt 'Vna proving useful. Jn inpointnients of teachers and applications for new schools a report from the. senior inspector is necessary, and thut a medium through which the Department and Hoard can co operate wau provided

The speaker reforryd to the important part of school committees in school affairs. Their funcitions were better performed in a spirit of co-operation rather than in ope of domination. The ' local assistance in school affairs, and the representation of local needs, and the relations with the teachers gave scope for mutual assistance and consideration. which should he fully reciprocated bv the teachers. He was pleased to say that the spirit of co-operation existed very widely in this education district. It was not possible to deal on this occasion with school life. The Montessori system emphasised the co-opera-; tion of the pupils and the training 'of the senses, but it did not initiate these; One of the reasons why trie schools were more efficient, the pupils fonder of school life,, and harsh methods of control had been so largely abolfshed, was because co-operation of the pupils, mentally and physically, had been so large,ly engaged by the modern methods of teaching.

While of faddists and people whfl condemned the education system from observation of one child or one school co-operation was not desired, all who have the welfare of the community at heart would naturally ,show interest in educational activities. In these times of turmoil and stress, and later, when the war is over, we should all have to co-operate in the re-building and re-or-ganisation of the commercial and social conditions of the nations and in no direction could our efforts be employed with more effect than in the training and mental equipment of the future citizens of the empire. At the conclusion of the address there was a little discussion. Mr G. H. Maunder stated that while a spirit of co-operation was admirable, a spirit of emulation should be encouraged, as it would be very beneficial. If a spirit of emulation were aroused, he did not think New Plytaouth would submit to have a building like the Courtenay street school.

Mr. Morton agreed with a spirit of emulation, but he thought that the spirit of co-operation had largely done away with the need for this. There were directions in which emulation was aroused, and he instanced the Tisch and Cuthbert Shields for beautifying the schools, etc. The chairman asked if Mr. Morton could give any idea as to the proportion of children that proceed from the primary school to the secondary school, and as to how that compared with other countries. Mr. Morton stated that from thirty to forty per cent, took advantage of the proficiency certificate, which was a New Zealand institution, so that he could not say how the proportion compared withother countries. Mr. Percy White asked whether Mr. Morton could speak on co-operation 'between primary and secondary scho'ols. He pointed out that in America, where 25 per cent, more money was expended per head in education, a writer had suggested that some of the secondary subjects might with advantage be commenced in the primary school. Mr. Morton stated that the tendency here had been the other way. It was found far better to give a thorough grounding in primary subjects. The tendency even in secondary schools with primary departments was to start seriously in secondary work after the sixth standard. Mr. Morton was accorded a vote of thanks by acclamation.