Basis Of Army Education Scheme Meets Approval

Taranaki Daily News, 31 August 1942, Page 4

Basis Of Army Education Scheme Meets Approval

Cultural and vocational training. Wellington, Aug. 29. A scheme of army education for New Zealand similar to that adopted in Britain at the end of 1939 is expected to be announced shortly. It will provide for cultural and vocational training as well as for activities best described as recreational. Discussions which have been in progress between educationists and the military authorities for some time progressed further this week, and it is understood that complete understanding has been reached on most points of the proposed scheme. Discussions have aiso taken into account the selection of a head for the army education system acceptable to both the army and the Education Department. The proposais have been placed before members of the Rehabilitation Board. Submission of Scheme. The first scheme for army education in New Zealand was submitted to the Minister of Defence and army officials within two months of the outbreak of hostilities by Mr. L. Hogwood, M.A., president of the Auckland branch of the New Zealand Educational Institute, and a returned soldier of the last warft was discussed with the Director of Education, Dr. C. E. Beeby, last April, and the director has since taken up the matter with the military authorities. "My proposais to the army included mental tests, and intellectual and manual dexterity tests," said Mr. Hogwood. "Special tests were suggested for mechanical ability, and there were social intelligence tests as well. With such a ! scheme soldiers could be selected, for special tasks in the army; men would give service according to their ability and the tests would reveal to those in authority whether a man was fit to be in a position of command. No such comprehensive tests have been applied to any army, though the United States forces have a simple intelligence test which was applied to all soldiers in the

last war." From his experience during the last war and from association with men at present in camp, Mr. Hogwood said he knew that many men would welcome the opportunity of fi.tting themselves during their leisure for better positions when they left camp. He suggested a running repairs course for members of the motor transport units, or the fitting up of workshops where men could | do carpentry and joinery. Objecis of Scheme. The proposed scheme is planned to alleviate any boredom resulting from camp life, to provide means for continuation of studies, either primary or advanced, to provide means for cultural development so that the soldier may also bc a citizen. to maintain civic and intellectual morale, to provide healthy recreation for mind and body, and to lay the foundatiOns for a scheme of vocational guidance and technical education to meet the problems of rehabilitation. The syllabus of s udies submitted by Mr. Hogwood included English wit.h the aim of developing free use of the language in letter-writing or discussions: "work-a-day" aritkmetic; popular sci-

ence; geography with emphasis on the economic aspect; history and civics dealing with subjects such as the growth of government, working-class history, international trade, the functions of local bodies, the judiciary, Courts of Arbitration and Conciliation; modern languages; and technical subjects such as are taught at night schools. "The most important feature of the scheme would be that which came from within the ranks of the men themselves through committees and clubs," said Mr. Hogwood, in suggesting the formation of groups for discussion, debating, play acting, singing and any others where there was sufficient interest. It was thought possible that talks or broadcasts by specialists on subjects usually classed as "cultural" and educational films could also find a place in the scheme. Problem of Staffing. The problem of staffing was recognised as one of the most difficult hurdles to overcome, said Mr. Hogwood. but he suggested that the nucleus could be formed of teachers already in the forces. These might be augmented by teachers classified as unfit and drafted to other work, members of university staffs and Workers' Educational Association lecturers, and members of the forces with specialised knowledge of general interest. Assistance might also be gained occasionally from officers of certain Government departments such as agriculture and seientific and industrial research. Above this would be a small permanent staff for each military district, a Dominion organiser, and an army education council with representatives of the two departments most concemed, together with the Department of Seientific and Industrial Research, the University of New Zealand, and the Workers' Educational Association. New Zealand military camps are not entirely without educational facilities, but where they have developed they are the result of the organising ability of a few enthusiasts and depend on sympathetic interest of the commanding officers. In many cases padres have arranged discussion groups, debates, and study courses, some of which have, how-e ever, lapsed when new officers have failed to show a practical appreciation of this aspect of army life.

Successful Effort. One of the most successful efforts at camp education has been made at the remedial treatment camp in a North Island provmcial town. where the commanding officer, Lieut.-Colonel J. H. H. Wood. D.S.O., has organised classes and study groups in a number of subjects. Severai of the officers were school teachers, and assistance has also been given by the stafT of a neighbouring district high school. The South Island mobilisation camp has also organised discussion groups on a smaller scale, but there the work has been undertaken mostly by the men, including junior members of the staffs of university colleges. Proof that the men in camo will readily avail themselves of facilities offered for night classes was forthconiing when the technical school at Onehunga, Auckland, arranged with the commanding officer of a small camp for special leave so that the men could attend night classes. Approximately half began courses, such as engineering, carpentry. bookkeeping. accountancy, and shorthend. A hut where carpentry and woodwork could be done was also established in the camp.