The Daily News. TUESDAY, JULY 2, 1918. EDUCATIONAL REQUIREMENTS.

Taranaki Daily News, 2 July 1918, Page 4

The Daily News. TUESDAY, JULY 2, 1918. EDUCATIONAL REQUIREMENTS.

The movement initiated by the Teachers ? Institute for improving the conditions under which State education is carried on is arousing interest throughout the Dominion. This, however, is only a portion of the great and urgent problem which the Government must face, and solve. Unfortunately, educational matters have for so long a period moved in a groove that the controlling officials have not absorbed the progressive spirit of tin 1 age. The present Minister, Mr. Hanan, has indulged in much talk on educational reforms, and the Council of Education has also given the subject the nenefit of its grave attention, yet practically nothing has been done that will advance the cause. I hough for over two years the necessity for taking prompt and effective action to meet the coming economic struggle after the war lias become increasingly insistent as the military conflict progressed. While Britain has acted, New Zealand has only talked—and very little to the purpose at that. Instead of 1 he? educational fabric growing more fitted for the vitaily important work it covers, there is a manifest tendency towards a shrinkage, and the reasons therefor are plainly apparent. In the first place, education in the Dominion is being starved for want of sufficient funds. The Government can erect ornamental railway stations and Parliamentary buildings, hut have no money for ■ building up the notion to take its part in the strenuous times of the future. Legislators of to-day must be well and comfortably housed, but 1 he legislators of the future must crowd into schoolrooms already over-full: must even, in some cases, be relegated io any building—suitable or unsuitable—that can be obtained, and teachers are expeetcd to carry on under conditions that are nothing less than scandalous. It is almost hopeless to endeavor to get money grants from tl l( . Department for any new schools or additions unless under most exeeptional circumstances. .V State system of education e.arries with it the provision oi (-verv legits* mate need as a matter of right and not as a. matter of favor, and it is a wave dereliction of 1 lie dutv of Ihe State when those needs'are not provided. Education is just the one State activity that the country cannot afford to starve.

I The stereotyped reply to most applications for urgent needs is that 110 money is available. A more flimsy excuse cannot be conceived. Parliament would grant all that was required if asked so to do. The fault lays at the head of the system in failing to realise the growth of the population and the ever-increasing urgency for progressive education. Bad as conditions are now, what will they be in a few years unless drastic reforms are instituted? The miserable pittance offered to scholars of merit and ability to enter the scholastic profession, and the equally low rate of pay to the generality of teachers, is driving youths aud men into other avocations, and it is easy to forecast the stamp of teachers of the future unless far better inducements are offered. We need the very best brains and ability for teaching our children, yet expect to obtain these for less than the pay of a wharfside laborer. Admittedly, the German primary schools give no better education than those of the Dominion, but they are not starved for funds, and the course of instruction fits into the more advanced studies ia which the j German system is far ahead of ours. We do not need to copy anything German, but. it lias to be realised that, if we are to be successful in the coming economic .struggle, there must, be a complete "overhaul of our education system, for the future will demand purposeful training instead n£ indiscriminate. Special attention must be devoted to aseertaininsr the particular bent of each child's inclinations as to career, and working on that to the greatest advantage. There is a need for either raising the age for leaving school or for compulsory training no to at least 16 or 17 years of age. IVnper facilities must be provided for agricultural training and research work, also for technical and manual teaching, so that the Dominion's resources must be developed to the utmost. A thorough knowledge of the world's markets should also be imparted, chemistry studied, and an impetus given to all enthusiasts in work that, will be of service to the State. The value of mere scholarship as such will in the t'.itnre be negligible, for specialismust perforce take front rank. The tfme has arrived when education must be made to fit in with the State's necessities as a unit of the Empire, which, as far as possible, is to be self-contained. Makeshifts must be jettisoned, and teaching become the pivot on which the country will revolve, being made by emolument and a higher status to attract the men and women best suited for the work, aud no money must be grudged for the just requirements of the service. The matter rests with the people, who, by concerted action, can compel the Government to move in the right, direction, even if it involves a complete reconstruction of the Education Department. There are so many aspects of the question to be touched upon that in the space of a single comment it is impossible to do more than refer to general principles; but it will he desirable for all interested —and who is not?—to make every effort to force the bauds of the Government in this most important matter.