The Daily News. TUESDAY, APRIL 6, 1920. EDUCATION SYSTEM REFORM

Taranaki Daily News, 6 April 1920, Page 4

The Daily News. TUESDAY, APRIL 6, 1920. EDUCATION SYSTEM REFORM

The Hon. C. J. Parr enters upon his duties asMinister for Education with the best wishes of the teaching profession in the Dominion, and his experience as chairman of the Auckland Education Board should enable him to approach the business of his Department from the viewpoint of the Boards as well as from that of the permanent officials under his control. The Educational Institute insists that the whole business of education—primary, secondary, technical and university—shall be given its proper place in the social and economic development of the nation, that its professional status shall be officially and publicly accorded its true dignity; that its emoluments shall be sufficiently high to attract the best brains of the country—for only the best young men and women are good enough for teachers, and if they are to be got they must be offered satisfactory remuneration and other conditions, especially as to promotion and housing. The justice and urgency of these claims are generally admitted, and only the question of providing the necessary funds stands in the way of achievement of better pay, while promotion and housing are. matters of administration. With regard to status, the profession will be just what the members make of it, for that is the only test. In acknowledging the congratulations of the Institute on his appointment, Mr. Parr expressed the opinion that no part of the great work of post-war reconstruction will be more important in its ultimate result than the improvement and reform of our present educational system. The Minister could not have a |)etter starting point. Some of his predecessors have held a similar view on taking office, but somehow there has been little resultant action, and it is deeds that tell, not words. "Without doubt the new Minister will have a hard row to hoe, particularly in the direction of uprooting the present system of control of appointments. Having obtained a Dominion grading scheme and a centralised inspectorate, the teachers are now claiming a Dominion system of appointment. Obviously, if this eoncession is obtained, there -will be no

need for Education Boards. The Institute recognises this, and has put forward a scheme, as a basis of _ discussion, in which the two principal features are:

(1) A National Education Board to direct the educational policy of the Dominion. (2) Local Education Committees to administer the affairs of each locality.

The adoption of sueh a scheme would practical])- centralise the I■whole ol: the Dominion's educational business at Wellington, leaving the suggested local committees to make proposals as to sites for schools, and to supervise health matters, playing, reserves, and generally to further the educational work in the respective areas. These committees would bear no sort of resemblance to the existing school committees, their powers and functions being materially enlarged, so much so that it is proposed that members of county councils should be members of the' education committee of the area they represent in the Council, an alternative plan being election on the Parliamentary franchise in the large centres. Such a sweeping reform is not likely to be carried out jvithout much opposition. Its chief object appears to consist of the abolition of the present boards and school committees, which .have undoubtedly done good work in the past, but have both been hampered by lack of funds. The creation of a National Education Board, if composed of the right personnel, may commend itself to many who desire to see educational matters systematise*!, and not dependent on the will of the heads of the Department. It is quite conceivable there may be great advantages nt•taehing to such a body in co-ordi-nating the whole business of education, preventing overlapping, and obtaining a truly national system that would be progressive'in spirit and action. Naturally, the Minister would preside over the Board, but its success would depend in large measure on whether its power was actual or nominal—in .other words whether its decisions would be vetoed or carried out. For the present, however, the Minister will find ample scope for liis energies in providing sanitary schools to replace those obsolete buildings that should no longer be permitted to exist, either in town or country. Other pressing requirements are better pay for teachers, houses that are more fitted for men of intellectual culture to make their homes, quicker promotion for the successful men and women in the profession, better playing grounds for the children, a complete system of physical instruction, medical inspection and treatment, and a whole host of other requirements that urgently need attention. It is the country schools which particularly require justice, both as to teachers and conditions. Whether, by providing motor transport, it would be possible to do away with a number of these schools, and substitute large and well-equipped establish. merits, is a matter for consideration. That there is much to be done is admitted, and it would be satisfactory if the most urgent needs were tackled without delay, leaving the. more debatable matters to be broached later on.