EDUCATIONAL PROGRESS.

White Ribbon, Volume 24, Issue 277, 18 July 1918, Page 5

EDUCATIONAL PROGRESS.

At the time when the Education Act of 1877 was passed our Colony was almost in its infancy, and education was viewed largely as a luxury. The three R’s were believed to be sufficient for those who had to make their way in life. The change in social and industrial life, due to the application of science to industry, has opened up for our children new and varied opportunities, and requires a better and more varied equipment than was needed forty years ago. Every boy and girl to-day must be trained, not merely to become a wage-earner, but also to fulfil the duties of a citizen. The schooling that was found sufficient for those times and Conditions is, neither in kind nor in degree, suitable for to-day. The average life of to-day requires, in addition tc> an accurate knowledge of fundamentals, an alert and active mind, a well-developed imagination, a power to reason as to cause’ and effect, a skill in the use of the hands; while the strenuous days before us can be met only l>y those whose moral and physical equipment has received every care. Alongside of this widened conception of the province of school education, there has grown up on the part of both thinkers and teachers a keen ck’sire to improve the methods of teaching, in order that the children may receive the full benefit of this more comprehensive view of education. It will be evident that the teaching staff, buildings and equipment suited to the earlier scope of education, can in no way meet the greater aims of to day. It is pertinent in this connection to •enquire as to the qualification of our teachers for the work that now faces them. The day is far pas.—we would fain hope—when the failure in other walks of life has only to buy a canc in order to secure a position as a guide to youth. A few figures will help to indicate the present condition of things: In iq 15, there were under the Education Department 4668 adult teachers in the primary schools. Of these 1370 were uncertificated, while 1076 of tb'’se had no recognised examination status at all. Of the total number of teachers only 1568 had any educational standing above that of the matriculation 'examination. And yet neither a dortof, nor a lawyer can commence his

professional training until he has passed that examination. In view of these facts, can it he claimed that our trailing .staff is qualified educationally for the important work given into their hands? What inducement is there for highly-educated young men and women to enter the profession? An average salary of about three pounds per week. It cannot be stressed too strongly or reiterated too often that the trained teacher is the key that will open the door to the improved education of our future citizens. As a result of the shortage of trained teachers, modern methods and • deals cannot be applied effectively. How can a teacher know the mental and physical make-up of sixty, seventy or eighty children? These unwieldy numbers make it necessary for pupils to be drilled, not taught, in the mass. Any inducement to encourage individuality is promptly checked by the task of disciplining the crowd. When we turn to the buildings doing duty to-day as schools, we find the same failure to adapt our means to our growing needs. Many of the buildings are old, of poor design, without proper attention to ventilation and to lighting; while the requirements of new and approved methods are seldom given consideration. Let anyone read one of the many books on the Montessori system of teaching infants, and then visit the infant department of any of our large schools. He will receive a very striking illustration of the futility of attempting to make bricks without straw. If our nation is to hold its own in the coming commercial and industri.il competition between nation and nation our s\ stem of education must be reconstructed with a view to greater efficiency. I have endeavoured to point out one or two of the more pressing needs. These can be met only by ‘he public realising the responsibility resting upon them for the welfare of the rising generation of citizens. When they do this they will demand, and bydemanding will obtain, the improvements so urgently needed. Education Boards, Committees and teachers are doing what they can. The Department i> hampered by want of money, although they know, and are anxious to remedy, the defects of our system, t'pon the people themselves, and upon them solely, must r“st the onus of improvement. D. W. LOW.