ORGANISES TEACHERS.

Taranaki Daily News, 15 September 1921, Page 6

ORGANISES TEACHERS.

PROPOSAL TO REDUCE NUMBERS. OPPOSED BY EDUCATION BOARD. The splendid work being accomplished by the four organising teachers working in the Taranaki educational district was favorably commented on at yesterday’s meeting of the Education Board. In the course of their report, the teachers’ selection committee (consisting of Messrs. H. Trimble, J. Hoskin and P. J. H. White) tabled a resolution “that the department be informed that in the opinion of this board the number of organising teachers in the Taranaki district is the minimum that can be done with if the efficiency of the small schools is to be maintained, but it is possible that if no material change in the teaching staff occurs in the meantime, by the end of 1922 it may appear that a reduction can be made.” A further resolution stated “that the board is not of the opinion that it is in the interests of education that the control of the organising teachers should be placed in the hands of the Public Service Commissioner.”

The department proposed to reduce the number of organising teachers in the Taranaki district from four to one, and to this several board members took exception. The chairman (Mr. P. J. H. White) was of the opinion that the control and continuance of the system of organising teachers was essential. This, perhaps; was one of the finest things done by the Education Department. A return prepared on July 12 showed that in the Taranaki district there were 61 teachers, only 9 of whom were certificated, who were receiving help from the four organising teachers. It was the first and foremost function of those interested in education to provide the very best facilities for back-blocks schools, where many of these uncertificated teachers had charge. By the appointment of these organising teachers the standard of teaching in these back-block districts was raised to a degree exceeding all expectations. Any step such as proposed would put back the cause of education in New Zealand. The cost of the system to the Dominion amounted to about £15,000 in salaries and travelling expenses, but the money was being spent in the best possible way. The department proposed to reduce the number of organising teachers in the Taranaki district from four to one. Mr. White said he would sooner see a curtailment in any other direction than this. All the men were doing great work, notwithstanding that they had to travel in all sorts of weather. He hoped the matter would be taken up by the members of Parliament for the district.

Mr. R. Masters, M.P., said that when the Hon. J. Hanan brought in the scheme it was welcomed by the teachers, who would regret any interference with the present system. Settlers in the remote parts of the district had written to the board congratulating them upon the success of the scheme. Further, he must confess that the information received from the. organising teachers had proved very helpful in the administration of educational matters. If the department reduced the number to one they might as well have none. In the Taranaki district one-third of the teachers were uncertificated, and one-third of the children lived in the back-blocks. It meant that by doing away with the organising teachers the backblocks children would be penalised, for under the system the teachers had become better qualified and consequently the children benefited. The speaker would do his utmost to secure the retention of the system, not only in Taranaki, but in the whole of the Dominion. Mr. Masters also thought that the time had arrived when the organising teachers should be transferred, as they had now been in their respective districts for two years.

Mr. S. G. Smith, M.P., thought that the system was one of the best reforms of recent years ju connection with edusation,

He regretted that the Government seemed to aim at cutting down the cost of education every time when financial stringency became acute. He had carefully perused the department’s letter on the proposal to reduce the number of organising teachers, and he could not find a single argument to show that abolition was necessary. He hoped that the Taranaki Education Board would co-operate with all other education boards in opposing the move. The value of the scheme was established, and it was in the interests of the backblocks children. In fact, he thought it was time to increase, and not decrease, tl.e ranks of organising teachers. These sentiments were generally endorsed i by the other board members.