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MAORI EDUCATION

king country penalised. NATIVE SCHOOL SCHOLARSHIPS. The need for reorganisation of the system of educating Maori children in this district to enable them to share in the advantages and facilities open to Maoris in other parts was stressed at a meeting of the Maniapoto Maori Association held at the Te Kuiti Maori Pa on Saturday last. Representatives from the various sub-tribes were present. It was pointed out that Maoris attended two types of schools, the native school and the public school attended by children of both the Maori and pakeha races. At the native schools the pupil was provided with school requisites and even such things as medicines. This was of very great benefit to the children whose parents, usually living in poor circumstances, otherwise in a large number of instances withdrew their children from school far too early owing to their inability to purchase the books and other things required. Even more important was the allocation of scholarships in native schools to enable promising pupils to attend various church schools in the country, and perhaps from those schools further scholarships would carry the pupils to the universities. .

In the public schools, however, the Maori had to pay all his expenses, and Maori pupils were ineligible for the scholarships which had resulted in so many Maoris from native schools receiving a proper education. Even the sixteen scholarships open to Maoris from public schools in New Zealand had been withdrawn, the reason given being that Maoris were eligible to go to the high schools. The statement that 95 per cent, of the Maoris of the King Country never obtained a proficiency certificate was made during the discussion. It was pointed out that there were only three native schools in the King Country, whereas in the East Coast and North Auckland areas the majority of the Maoris attended native schools. This meant that the Maoris of this district were being deprived of the advantages to which it was felt they were entitled, and which were necessary if the King Country Maori was to take his proper place in the com-

munity. The reorganisation of native education in this area to provide the Maori children with proper educational facilities was deemed to be the pivot in the effort to raise the morals and standard of living of the Maori people. In this the high schools were not providing the outlet that was desirable; the church schools, for instance, had syllabuses that more adequately catered for.the needs of the

Maori race. The Association decided to forward a resolution asking for reorganisation of the education of Maoris, to the New Zealand Maori and Pakeha Federation; and also to support a resolution on the matter carried by the Hangatiki Maori Institute.

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King Country Chronicle, Volume XXXI, Issue 4566, 8 November 1937, Page 4

Word Count

457

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Papers Past | Newspapers | King Country Chronicle | 8 November 1937 | MAORI EDUCATION

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MAORI EDUCATION king country penalised. NATIVE SCHOOL SCHOLARSHIPS. The need for reorganisation of the system of educating Maori children in this district to enable them to share in the advantages and facilities open to Maoris in other parts was stressed at a meeting of the Maniapoto Maori Association held at the Te Kuiti Maori Pa on Saturday last.

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Free school milk scheme introduced in 1937

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Free school milk scheme introduced in 1937

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This article is written by Patea Mail on 18 January 1937. Aotearoa school children received free milk from 1937 to 1967 after the first Labour government introduced the free milk scheme in 1937. The purpose of the scheme is to improve the health and welfare of young children because they regarded that milk would be helpful for children’s health.

-Lucy Sung

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AUCKLAND SCHEME TO START GOVERNMENT BEARING COST The Auckland, scheme for free milk for school children will start immediately the schools resume after the holidays* The arrangement is that every child shall receive half a pint of milk dur. ing the morning school session. At the outset 27,000 children are to he supplied and 1500 gallons of milk will be necessary daily. The estimated cost, to be borne by the Government, is £l-1,000 annnally.

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Patea Mail, 18 January 1937, Page 4

Word Count

78

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Papers Past | Newspapers | Patea Mail | 18 January 1937 | FREE MILK AT SCHOOL

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FREE MILK AT SCHOOL AUCKLAND SCHEME TO START GOVERNMENT BEARING COST The Auckland, scheme for free milk for school children will start immediately the schools resume after the holidays* The arrangement is that every child shall receive half a pint of milk dur. ing the morning school session.

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Maori Education King Country Penalised.    

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Maori Education King Country Penalised.    

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This section from King Country Chronicle , Volume XXXI, Issue 4566 written 8th November 1937 argues for the need for recognition  of the system of educating Maori children in this district.

The article focuses on two types of Maori children groupings from Native and public schools. The inclusion of scholarships  into Native Schools for Maori to obtain access to various Christian schools and higher education such as university.  This section aims to provide attention for Kingsland Maori children to receive better educational opportunities for higher education.

-Dylan Kani

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MAORI EDUCATION

king country penalised. NATIVE SCHOOL SCHOLARSHIPS. The need for reorganisation of the system of educating Maori children in this district to enable them to share in the advantages and facilities open to Maoris in other parts was stressed at a meeting of the Maniapoto Maori Association held at the Te Kuiti Maori Pa on Saturday last. Representatives from the various sub-tribes were present. It was pointed out that Maoris attended two types of schools, the native school and the public school attended by children of both the Maori and pakeha races. At the native schools the pupil was provided with school requisites and even such things as medicines. This was of very great benefit to the children whose parents, usually living in poor circumstances, otherwise in a large number of instances withdrew their children from school far too early owing to their inability to purchase the books and other things required. Even more important was the allocation of scholarships in native schools to enable promising pupils to attend various church schools in the country, and perhaps from those schools further scholarships would carry the pupils to the universities. .

In the public schools, however, the Maori had to pay all his expenses, and Maori pupils were ineligible for the scholarships which had resulted in so many Maoris from native schools receiving a proper education. Even the sixteen scholarships open to Maoris from public schools in New Zealand had been withdrawn, the reason given being that Maoris were eligible to go to the high schools. The statement that 95 per cent, of the Maoris of the King Country never obtained a proficiency certificate was made during the discussion. It was pointed out that there were only three native schools in the King Country, whereas in the East Coast and North Auckland areas the majority of the Maoris attended native schools. This meant that the Maoris of this district were being deprived of the advantages to which it was felt they were entitled, and which were necessary if the King Country Maori was to take his proper place in the com-

munity. The reorganisation of native education in this area to provide the Maori children with proper educational facilities was deemed to be the pivot in the effort to raise the morals and standard of living of the Maori people. In this the high schools were not providing the outlet that was desirable; the church schools, for instance, had syllabuses that more adequately catered for.the needs of the

Maori race. The Association decided to forward a resolution asking for reorganisation of the education of Maoris, to the New Zealand Maori and Pakeha Federation; and also to support a resolution on the matter carried by the Hangatiki Maori Institute.

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Bibliographic details

King Country Chronicle, Volume XXXI, Issue 4566, 8 November 1937, Page 4

Word Count

457

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Papers Past | Newspapers | King Country Chronicle | 8 November 1937 | MAORI EDUCATION

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MAORI EDUCATION king country penalised. NATIVE SCHOOL SCHOLARSHIPS. The need for reorganisation of the system of educating Maori children in this district to enable them to share in the advantages and facilities open to Maoris in other parts was stressed at a meeting of the Maniapoto Maori Association held at the Te Kuiti Maori Pa on Saturday last.

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This poster shows Labours ideas of education and policy changes that they made. It shows  the type of education that is valued by Labour.  There is also the notion of the state being responsible for the young children's health and  well-being in order to perform well in school

-Esther Pulemau

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iilsjiii&iM * wWwWW'i B TOKw" ETTER education has always been a keystone to Labour's policy. To that end they reinstated the five-year olds in schools, extended the school leaving age to 15, built bigger, better, modem schools and extended educational facilities in town and country alike, from kindergarten to university. Labour plans further to push ahead vigourously with school building, reduce classes to minimum of 30, provide free text books during the whole of school life, assist pre-school training still further, raise the school leaving age again-. . . and provide the best possible facilities to produce men and women educated in the fullest sense of the word-mentally, culturally, physically. FREE DENTAL AND MEDICAL SERVICES The free school dental service which Bast year treated 200,000 children, wilt be extended to cover secondary schools as well. Medical inspections will he continued and improved. (1934-35) FREE APPLES IN SCHOOLS Since 1941, as part of the health sjcheme, up to 157,000 cases of apples are distributed annually to school children in the seaFREE MILK DAILY For the last ten years, free milk has been supplied to the school children of New Zealand, an important forward step in the maintenance of national health. ings Store PHONE 163 Groceries Flowers, Fruit, Vegetables, Crystal Ice Cream ' Orders taken for Hardened Tomato Plants If it's fit for a King, nyfaf FOR SERVICE. & SATISFACTION AT SCOTTS. FOR PUMPS AND £UMP CLIPS. FOR. EASY RUNNING CYCLES. , FOR ENGINEERING WORK. "" ■ , FOR DYNAMO LAMPS. FOR WIRE WHEEL REPAIRS, " FOR ELECTROPLATING AND ENAMELLING FOR LUBRICATORS AND LUBRICANTS. FOR LUMBER JACKETS AND LEGGINGS. FOR-COURTEOUS ATTENTION TO ALL CUSTOMERS. FOR YOU. YOUR CUSTOM APPRECIATED. FOR CRANKS AND, CHAIN WHEELS. FOR LATHE WORK OF EVERY DESCRIPTION. FOR EXPERT SERVICE. FOR SPEEDWELL CYCLES. 288-290, George St., DUNEDIN

/ AUCTION SALES RESUMED 2nd Sale - - FRIDAY, DECEMBER 13, 1946. V 3rd Sale - - WEDNESDAY, FEBRUARY 5, 1947 4th Sale - - WEDNESDAY, MARCH 12, 1947 sth Sale - - MONDAY, APRIL 21, 1947 \ ' ■ ■ r " * i - \ .r -" -*■" i* ■ ■** * . Expert Classing and careful attention. ' .., ' 'Wool displayed to best advantage under ideal lighting *and display conditions. - > ' 4sms? ' Otago Farmers Co-operative Association of N.Z., Ltd., ' r ~ ", ii * 'jrCKayrford Street, ' * 'JT ■i * " ~ . ; '-- '. Dunedm. 1 ■'' Clip* fftis advertisement as a reminder. ' A f ' -...

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Alexandra Herald and Central Otago Gazette, 13 November 1946, Page 3

Word Count

360

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alexandra herald and central otago gazette

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Papers Past | Newspapers | Alexandra Herald and Central Otago Gazette | 13 November 1946 | Page 3 Advertisements Column 2

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iilsjiii&iM * wWwWW'i B TOKw" ETTER education has always been a keystone to Labour's policy. To that end they reinstated the five-year olds in schools, extended the school leaving age to 15, built bigger, better, modem schools and extended educational facilities in town and country alike, from kindergarten to university.

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This article by the Otago Daily times, discusses the establishment of vocational guidance in 1937, This article was written in 1937, before the official announcement of the Education Act. It outlines what this change would mean for the already established voluntary-based vocational guidance system in Christchurch, and contends that this would bring official recognition to the voluntary system and officers. The development of vocational guidance was part of Labour party’s educational reform in the 1930s, and it was closely connected to Clarence Beeby’s interest in Educational Psychology.
-Lily Xiang

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EDUCATION PLAN

CHANGES IN SYSTEM FORECAST VOCATIONAL GUIDANCE OFFICIAL RECOGNITION OF WORK (Special to Daily Times) CHRISTCHURCH, Aug. 9. Careers, masters and vocational guidance officers are to have a recognised place under the new plan for New Zealand's education system which is to be put before the House of Representatives at the next session, ine details of the proposed amendments to The Education Act have not yet been announced, but it is learned on sound authority that vocational guidance is to receive permanent recognition. It is expected that the system already established on a voluntary basis in Christchurch will be followed very closely when the vocational guidance section of the education system is established. Under the Christchurch system the work is guided by one vocational guidance officer for boys and one for girls, and there are careers masters in the principal schools. The careers masters working under this scheme <nve their time voluntarily to it, but ■it is expected that provision will be made for their work on a schedule or their duties and some additional payment made to them. The vocational guidance officers m Christchurch, Mr G. Keys and Miss C. E. Robinson, are at present given a certain amount of time free from their teaching work and under the new system they will most probably be given more. Their work will receive an official standing within the education system, but they will continue their teaching duties. Provision will be made for the training of teachers in vocational guidance work and their services will be available to all children passing through the schools. Vocational guidance has been given an important place in the schools in other countries, and, under the nev/ Bill to be presented to Parliament this session, will take for the first time an official place in the Dominion s education system. It is expected .that the Bill will be one of the earliest for consideration at the new session. Alterations in the administrative system and general organisation are features which the Bill is expected to conThe recognition of vocational guidance work in the schools has been keenly sought in Christchurch, and many city organisations and leading citizens have supported ■ the Christchurch Vocational Guidance and Employment Committee in its recent appeals to the Government.

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Otago Daily Times, Issue 23265, 10 August 1937, Page 13

Word Count

377

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Papers Past | Newspapers | Otago Daily Times | 10 August 1937 | EDUCATION PLAN

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EDUCATION PLAN CHANGES IN SYSTEM FORECAST VOCATIONAL GUIDANCE OFFICIAL RECOGNITION OF WORK (Special to Daily Times) CHRISTCHURCH, Aug. 9.

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In 1930 there was an interest in establishing special classes for the "totally deaf and dumb children in Auckland." This article talks about the Minister of Education expressing interest in helping the ones who are deaf as there were 19 children in Auckland and Whangarei who had that disability and didn't go to school.  This article further outlines the interest of teaching the disabled shown through the perspectives of teachers, Auckland Education Board and Association for the welfare of the deaf.

-Alex Lu

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Papers Past | Newspapers | New Zealand Herald | 27 June 1930 | SCHOOL FOR THE DEAF.

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SCHOOL FOR THE DEAF. MOVEMENT IN AUCKLAND. SUPPORT FROM MINISTER. A further step ha 3 been taken in the movement to induce the Government to establish special classes for totally deaf and dumb children in Auckland, In a letter to Mr. R. C.

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In the 1930s NZ went through a period of reforms in Māori education. Ever since 1867, Māori customs and language were banned from being taught in order to assimilate to European ideals under the Native Schools Act. In this newspaper article, it highlights the positive changes that were undertaken in native schools to provide a better education for Māori. This included the distribution of medicine as well as scholarships to Māori pupils in native schools. However, the article contends that Māori in public schools were not being given the same advantages and instead, had to pay for all their expenses. The article rather encourages the rise in standards of Māori education and shares how the Maniapoto Māori Association are working toward reorganising Māori education to revolve around the needs of the Māori. – Naya Todd

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MAORI EDUCATION

king country penalised. NATIVE SCHOOL SCHOLARSHIPS. The need for reorganisation of the system of educating Maori children in this district to enable them to share in the advantages and facilities open to Maoris in other parts was stressed at a meeting of the Maniapoto Maori Association held at the Te Kuiti Maori Pa on Saturday last. Representatives from the various sub-tribes were present. It was pointed out that Maoris attended two types of schools, the native school and the public school attended by children of both the Maori and pakeha races. At the native schools the pupil was provided with school requisites and even such things as medicines. This was of very great benefit to the children whose parents, usually living in poor circumstances, otherwise in a large number of instances withdrew their children from school far too early owing to their inability to purchase the books and other things required. Even more important was the allocation of scholarships in native schools to enable promising pupils to attend various church schools in the country, and perhaps from those schools further scholarships would carry the pupils to the universities. .

In the public schools, however, the Maori had to pay all his expenses, and Maori pupils were ineligible for the scholarships which had resulted in so many Maoris from native schools receiving a proper education. Even the sixteen scholarships open to Maoris from public schools in New Zealand had been withdrawn, the reason given being that Maoris were eligible to go to the high schools. The statement that 95 per cent, of the Maoris of the King Country never obtained a proficiency certificate was made during the discussion. It was pointed out that there were only three native schools in the King Country, whereas in the East Coast and North Auckland areas the majority of the Maoris attended native schools. This meant that the Maoris of this district were being deprived of the advantages to which it was felt they were entitled, and which were necessary if the King Country Maori was to take his proper place in the com-

munity. The reorganisation of native education in this area to provide the Maori children with proper educational facilities was deemed to be the pivot in the effort to raise the morals and standard of living of the Maori people. In this the high schools were not providing the outlet that was desirable; the church schools, for instance, had syllabuses that more adequately catered for.the needs of the

Maori race. The Association decided to forward a resolution asking for reorganisation of the education of Maoris, to the New Zealand Maori and Pakeha Federation; and also to support a resolution on the matter carried by the Hangatiki Maori Institute.

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Bibliographic details

King Country Chronicle, Volume XXXI, Issue 4566, 8 November 1937, Page 4

Word Count

457

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Papers Past | Newspapers | King Country Chronicle | 8 November 1937 | MAORI EDUCATION

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MAORI EDUCATION king country penalised. NATIVE SCHOOL SCHOLARSHIPS. The need for reorganisation of the system of educating Maori children in this district to enable them to share in the advantages and facilities open to Maoris in other parts was stressed at a meeting of the Maniapoto Maori Association held at the Te Kuiti Maori Pa on Saturday last.

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The Great Depression caused immense stress for New Zealanders in the 1930s which encouraged a widespread of poverty and unemployment. Workers digging a ditch was a common task for relief workers at the time, as there was a limited amount of work. However, any sort of labour was offered despite meaning it would accomplish a little, as long as money was earned. Men in particular faced tough situations in the camps far from their homes and families. This also created issues for women finding work suitable for them as it was limited and found themselves picking up housework for wealthier families just to get by. - Tuelika Lao

https://thegreatdepressionofthe30s.weebly.com/significant-impact.html

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Dr. C. E. Beeby has appointed as its executive officer of The New Zealand Council for Educational Research in 1934.

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Dr. C. E. Beeby has appointed as its executive officer of The New Zealand Council for Educational Research in 1934.

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When The New Zealand Council for Educational Research first established in 1934, it contributes to the establishment of a socially fair and establish an equal education system and builds the educational goals of the future. This article was written in 1934 and stated Dr. CE Beeby who was extremely experienced in methods of research in education has appointed as its executive officer of NZCER in 1934. And the council will begin to establish a local branch of the movement in each university, which marked the official establishment of The New Zealand Council for Educational Research.----Lydia Liu

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RESEARCH IN EDUCATION

NEW ZEALAND COUNCIL THE EXECUTIVE OFFICER DR. C. E. BEEBY APPOINTED [BT TELEGRAPH -PRESS ASSOCIATION] WELLINGTON, Monday The New Zealand Council for Educational Research has appointed as its executive officer Dr. C. E. Beeby, who at present is acting-Professor in Philosophy at Canterbury College. Dr. Beeby, who holds the degrees of M.A. (New Zealand) and Ph. D (Manchester), has had a wide experience of methods of research in psychology and education, not only in New Zealand, but also in Britain and the United States. The Council for Educational Research was set up by the Carnegie Corporation of New York, and is being financed by that body for five years. The corporation took this action after it had been satisfied by the report of a small committee that there was a wide field for educational research in this country, and that the movement would have the hearty co-operation of the Education Department, the University, education boards, secondary schools and other educational bodies.

Applications for the post of executive officer, who will direct researches approved by the council, were received from England, the United States, Australia apd New Zealand and, in .view of the importance of the position, a very full and careful inquiry was necessary before the appointment could be made. In August Dr. Beeby will visit Australia to make contact with officers of the similar body there and to inquire into its organisation and methods. On his return the council will begin to establish a local branch of the movement in each university centre. Dr. Beeby will not be free from his duties at Canterbury College until November, but in the meantime a small subcommittee is preparing the draft of a plan for research and it is expected that active operations will begin early in the New Year. Br. Beeby will be stationed in Wellington.

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Bibliographic details

New Zealand Herald, Volume LXXI, Issue 21830, 19 June 1934, Page 8

Word Count

308

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Papers Past | Newspapers | New Zealand Herald | 19 June 1934 | RESEARCH IN EDUCATION

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RESEARCH IN EDUCATION NEW ZEALAND COUNCIL THE EXECUTIVE OFFICER DR. C. E. BEEBY APPOINTED [BT TELEGRAPH -PRESS ASSOCIATION] WELLINGTON, Monday The New Zealand Council for Educational Research has appointed as its executive officer Dr. C. E. Beeby, who at present is acting-Professor in Philosophy at Canterbury College.

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This article was published on the 12th May 1936. It discusses the concern expressed by the registrar of Auckland University College at the time that the University share of the annual government expenditure on education was becoming tiny and tiny each year.  He uses analysis comparing government expenditure on education between 1915 and  1930. The university share dropped from 4.9% in 1915 to 3.7% in 1930. He described these statistics as being 'Staircase leading to academic oblivion".
- Rachael Kaitu'u

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EDUCATION COSTS

STATE EXPENDITURE UNIVERSITY'S SMALL SHARE STEADY DECREASE RECORDED HIGHER ALLOCATION URGED Concern that the university share of the annual Government expenditure on education was becoming smaller and smaller each year was expressed by the registrar of the Auckland University College, Mr. M. R. O'Shea, in a report presented at a meeting of the college council yesterday. Mr. O'Shea said that in 1931 the college published an analysis comparing Government expenditure on education between 1915 and 1930, excluding capital payments (buildings, sites, etc.). The analysis was now extended up to and including 1934, and it showed that the trend exposed in 1931 had become even more pronounced. The univergity share dropped from 4.9 per cent in 1915 to 3.7 per cent in 1930 and to 3.2 per cent in 1934. These figures might properly be described as "a staircase leading to academic oblivion." Comparison with Britain "It may fairly be stated that very few within the university and none of the general public were aware of the position exposed in 1931," continued Mr. O'Shea. "It had never before been made clear. The university, however, had the right to hope that, once disclosed, it would be rectified. On the contrary, it has grown worse, and the present figures demonstrate that a tiers tinkering with the situation by odd small grants for the most pressing necessities will not be sufficient. What is required is a complete change of outlook on the part of the Government and the community, if the university, as the necessary and final link between the educational system and the needs of the community, is to keep pace with the advances of primary and postprimary education in New Zealand." The registrar said that from the recent report of the University Grants Committee of England a comparison between the trends of Government grants to the universities in Britain and in New Zealand could be compiled. It was not possible to include as income from the Government the rents from endowments, as the total for New Zealand was not published in the returns before 1931. The returns, therefore, related to money actually paid out' by the Government, and were as follows: NEW ZEALAND (Excluding Maßßey College) Per Cent 1924 .. .. £97,193 (base) 100 1929. .. .. 109,033 112 1930 .. .. 107.760 110 1931 .. .. 70,867 72 1932 .. .. 64,519 66 1933 .. .. 56,722 58 BRITAIN ' Per Cent 1924 .. .. £1,237,995 (base) 100 1929 .. .. 1,549,890 125 1930 .. .. 1,796,350 145 1931 .. .. 1,828,350 148 1932 .. .. 1,828,350 148 1933 .. .. 1,828,350 148 Alarming Drift Confirmed It was thus evident that, apart from any question of amount, the university in New Zealand had suffered very much indeed as compared with the universities in Britain. Since the above figures were taken out, the grants for the next five-yearly period had been announced by the British Chancellor of the Exchequer. They showed an increase of nearly 20 per cent over those for the previous period. No matter where information was sought, the. alarming r! drift in the financial situation of university education in New Zealand was connrmed.

In 1915 the total Government expenditure on primary, post-priniar.y and university education (including local endowment revenue) was £1,368,935, and of this amount the university was allotted £66,566, or 4.9 per cent. The total in 1930 was £3,099,209, the university share being £115,810, or 3.7 per cent. In 1934 the total was £2,546,318, of which the university acquired £82,709, or 3.2 per cent. Reductions la Four Years , Out of every £IOO spent by the Government upon these divisions of education in 1915, post-primary received in round figures £l4, and the university £5. The 1915 £IOO grew by 1934 to £lB6. Had the 1915 proportions been maintained, post-primary would have received £26, but it actually received £44. The university would have received £9 (surely little enough), but it actually received les;s than £6. In other words, while the total Government expenditure on the three divisions practically doubled by 1934, the university received in that' year just about the same amount as it received in 1915. It was useless to build a fine house and put on only half the roof. From 1930 to 1934 the reduction in the total expenditure for the three divisions was 17.8 per cent. While the reduction in post-primary education was 7.3 per cent, that for the university was 28.6 per cent. The reduction in tho primary division was 20 per cent. The Council's Hopes' In 1934 a typical secondary school boy or school girl cost the Government £lB ss, while the university student cost £l3 3s. In the same year the Government expenditure on university education was £20,000 less than primary school committees' allowances, £IO,OOO less than the cost to the Government of the conveyance of pupils and teachers to school, and £3OOO less than the expenditure on native schools. Taking the whole education expenditure for 1934, concluded the report, had the Government doubled the allocation for university purposes it would have increased its total education" expenditure by a little more than 2} per cent. Tho council unanimously approved of the registrar's report. "We hope to make use of it in putting our case to the Government," said the chairman, Mr. T. U. Wells. He added that the analysis would also come before' thfc conference of university colleges. VISITOR FROM CHINA PROMINENT EDUCATIONIST [BY TELEGRAPH-PRESS ASSOCIATION] WELLINGTON. Monday A prominent Chinese educationist, Mr. M. C. Chan, arrived by the Makura from San Francisco. Mr. Chan is principal of the Middle School of the Ling Nan University, Canton, and is making an extended tour abroad. The Ling Nan University, he said, has three schools, witb 1500 students.

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Bibliographic details

New Zealand Herald, Volume LXXIII, Issue 22416, 12 May 1936, Page 11

Word Count

930

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Papers Past | Newspapers | New Zealand Herald | 12 May 1936 | EDUCATION COSTS

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EDUCATION COSTS STATE EXPENDITURE UNIVERSITY'S SMALL SHARE STEADY DECREASE RECORDED HIGHER ALLOCATION URGED Concern that the university share of the annual Government expenditure on education was becoming smaller and smaller each year was expressed by the registrar of the Auckland University College, Mr. M. R.

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Social Reform: State Housing Scheme, 1937

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Social Reform: State Housing Scheme, 1937

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This article describes the implementation of the State housing scheme in Auckland in the 1930s. It shows the tendering of contracts done by Fletcher Construction and the eagerness of people to sell their land to the government for state buildings. The state housing scheme relates to education, as it shows a change in ideology by the Labour government. The government's core beliefs were that every citizen has the right to a reasonable standard of living. This government saw it as their social responsibility to enable better housing, education and healthcare.
- Georgia Francis

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SUCCESSFUL TENDERER (By Telegraph-Press Association) WELLINGTON. This Day. Most of the contracts for the erection of houses for the State Housing Department on the Orakei block in Auckland have been secured by the Fletcher Construction Company, whoso tenders were substantially lower than the nearest to them. Under separate contracts the company will build no fewer than 208 out of the total of 212 houses for which competitive tenders were called. The Fletcher Construction Company also obtained a lease of the State's new joinery factory at Penrcsc near Auckland. The rental has not yet been disclosed. The Prime Minister, the Ri. Hon. M. J. Savage, announced that 109 tenders were received for 36 contracts in the Orakei scheme of the State. NO DEARTH OF SITES "There appears to be no dearth of building sites. In almost every community in New Zealand the State Department is being inundated with offers of land for purchase." said Mr J. A. Lee, Under-Sec-retary for Housing. "Hundreds of people are offering their land to the Government for purchase as sites for dwellings under the State Housing Scheme. All the offers have been filed for investigation when it is necessary for land to be acquired for the State housing scheme."

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Bibliographic details

Nelson Evening Mail, Volume LXXI, 18 March 1937, Page 11

Word Count

207

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Papers Past | Newspapers | Nelson Evening Mail | 18 March 1937 | STATE HOUSING SCHEME

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STATE HOUSING SCHEME SUCCESSFUL TENDERER (By Telegraph-Press Association) WELLINGTON. This Day. Most of the contracts for the erection of houses for the State Housing Department on the Orakei block in Auckland have been secured by the Fletcher Construction Company, whoso tenders were substantially lower than the nearest to them.

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This is a news paper article from 2nd August 1935 about secondary school boys. It shows that Latin and French were seen as subjects that did not provide much benefit and did not fit in with the conditions of life in New Zealand. This highlights the importance of having a range of diverse subjects for individuals and subjects that are beneficial to the society of that child.
-Eshil Singh

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SECONDARY SCHOOL NEEDS " LATIN AND FRENCH USELESS " A practical curriculum, comprising subjects such as English, history, geography, leading principles of science, correct speech, nnd one or two other suitable subjects, is advocated for secondary schools in Now Zealand by Dr. G. Uttlev, rector of the Southland Boys'' High School, who spokG at the reunion dinner of the Christchurch old boys of tho school. Dr. Uttlcy, contending that educational changes must bo made to. conform to changing conditions of life in Now Zealand, said that it seemed that many boys wcro being kept at Latin and French, although those subjects would be entirely useless to most of them. "Wo at the school realise this," ho said, "but thoro is tho bugbear of examinations. Tho boys all soem to want to sit for tho matriculation examination. Tho leaving certificate was an attempt to meet tho need, but unfortunately it hns not hnd a very good reception, and many employers demand matriculation." Dr. Uttley claimed that, although Latin and French wcro of educative *value, similar good results could be obtained from tho teaching of other subjects.

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https://paperspast.natlib.govt.nz/newspapers/NZH19350802.2.163

Bibliographic details

New Zealand Herald, Volume LXXII, Issue 22177, 2 August 1935, Page 14

Word Count

185

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Papers Past | Newspapers | New Zealand Herald | 2 August 1935 | EDUCATIONAL CHANGES

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EDUCATIONAL CHANGES SECONDARY SCHOOL NEEDS " LATIN AND FRENCH USELESS " A practical curriculum, comprising subjects such as English, history, geography, leading principles of science, correct speech, nnd one or two other suitable subjects, is advocated for secondary schools in Now Zealand by Dr. G.

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The article: 'Educational Reform' was written in 1936. This source is relevant to this era in education because it is highlighting alternative forms of the examination system, as it has been agreed that there were too many examinations for the children to pass and gain entry to high school compared to other countries like Australia. Fraser was active in abolishing the Proficiency Exam when this article was written.
- Jasmine Moon

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The MANAWATU DAILY Times TUESDAY, FEBRUARY 4, 1936. Educational Reform

It is interesting to learn from the new Minister of Education (Hon. P. Eraser) that the Atmore Committee's report of 1930 is to be taken as a basis in deciding education changes. More perhaps was heard of this committee while Mr. Atmore, with his gospel of a more practical bias in education, was preaching the need for it and during its peregrinations, than after the appearance of its report.

A familiar proverb was reversed in respect of this investigation. The members of the House who were selected to perform it were not generally regarded as outstanding experts on education, the tour on which they took evidence was an extremely hurried one, and their report was tremendous. It Avas as if the mouse had been delivered of a mountain. There Avas not much of the system which their recommendations did not propose to alter, prompting objections on every side, and the report was brought down at the worst time to be a lirst subject of public consideration. Other troubles insisted on growing more pressing.

In 1930 was passed an Act setting up a board to deal with unemployment. Not much was to be done with education in tinnext live years except to save on it. A good deal that was in the report doubtless deserved more attention. Mr. Fraser, who as a member of the committee impressed professional educationists by his knowledge and zeal, evidently is of that opinion. There are proposals in it, he admits, which could not meet with the approval of all, but there arc others, in his belief, which can be built upon.

Mr. Fraser believes that a start should be made on the examination system. Generally it is agreed that there are too many examinations. How to provide an alternative for them has been the problem.

Tiie committee recommended that the University of New Zealand should be disestablished. For a new system the existing university colleges, agricultural colleges, research institutions, and teachers' training colleges, should be consolidated within each island to form two universities.

With regard to the degree examinations, the committee was strongly impressed with the fact that in almost all overseas universities of standing, including all the Australian universities, it was considered sufficient for a pass if the student satisfied his professor in respect of his year's work. It failed to see why New Zealand students should be subjected to the added mental and financial strain of a further formal examination for this purpose. The saving of examination fees to students would cause less money to be needed for Government bursaries, and this money could be spent in improving staffing conditions, which undoubtedly leave much to be desired.

In the primary system fault was found that the proficiency examination prescriptions in effect wholly ignored the manual, domestic, scientific, and agricultural subjects. A strong plea was made for further establishment of.the intermediate schools, which is now chiefly a financial question.

Proposals for the amalgamation of local governing authorities naturally met with the strongest opposition, and are not likely in the immediate future to be practical politics. Nothing will be rushed, but there will be no undue delay, says Mr. Fraser, in suggesting that he has strong ideas for reforms in education. If it can reduce the tyranny of examinations without other changes a real service will be performed by the * new Government*

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https://paperspast.natlib.govt.nz/newspapers/MT19360204.2.31

Bibliographic details

Manawatu Times, Volume 61, Issue 28, 4 February 1936, Page 6

Word Count

567

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Papers Past | Newspapers | Manawatu Times | 4 February 1936 | The MANAWATU DAILY Times TUESDAY, FEBRUARY 4,...

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The MANAWATU DAILY Times TUESDAY, FEBRUARY 4, 1936. Educational Reform It is interesting to learn from the new Minister of Education (Hon. P. Eraser) that the Atmore Committee's report of 1930 is to be taken as a basis in deciding education changes.

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NZEI "Report on Reorganisation of the New Zealand Primary Education System" 1936

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NZEI "Report on Reorganisation of the New Zealand Primary Education System" 1936

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This concise report outlines proposed changes to the New Zealand educational system in the 1930s.  It addresses changes in school age, dental and medical care, the abolition of the Proficiency Exam, and the incorporation of new ideas on education, cinema in schools, and vocational guidance.  It also covers teacher matters, such as qualifications, equipment, and the size of classes.  It recommends a modernisation of school buildings and furniture.  Finally, it discusses both a unification and a decentralisation of control for New Zealand education.
- Esther-Shahn Pedersen

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Reorganisation of the NZ Primary Education System

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Type: Report | Date of publication: November 1936 | Read the full record details for Publication: Reorganisation of the NZ Primary Education System

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1930 Aug 1st Teachers' Certificate And Degree Examinations

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1930 Aug 1st Teachers' Certificate And Degree Examinations

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This article shows that the government was actively encouraging people to get teachers' certificates. This proves that education in New Zealand is developing, more and more children need to go to school, to get education, so need more teachers teach students, make then useful for society.
------ Yakun Guo

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The First Lecture of WEA Summer School in 1938

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The First Lecture of WEA Summer School in 1938

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The picture is showing those adults participants in the first WEA (Workers Educational Association) summer school at Feilding in 1938. In the image, there were men and also women listening to their first lecture. Not in the classroom but outside on the field.  Although the facilities were still not completed at that time, this cannot stop them from studying. The educational reforms not only let more children can go to school but also adults. Education became more and more popular and important in people’s life starting from that time.
- Morina Zhao

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Participants in the first WEA (Workers' Educational Association) summer school at Feilding in 1938 listen to a lecture from Winston Rhodes. In the 1920s and 1930s further education became popular in rural areas, and an adult education centre was set up at Feilding Agricultural High School in 1938.

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Alexander Turnbull Library, New Zealand Workers Educational Association Collection
Reference: PAColl-7687-1-01

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Participants in the first WEA (Workers' Educational Association) summer school at Feilding in 1938 listen to a lecture from Winston Rhodes. In the 1920s and 1930s further education became popular in rural areas, and an adult education centre was set up at...

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Gerone Lo Alcantara. This is a letter published in a 1931 newspaper only labelled "Press." A reader is writing a letter in response to an article that was posted in a previous edition. It highlights the importance of having local control of education and why it is more attractive, and how this is the educational reform we should be expecting in New Zealand.

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LOCAL CONTROL IN EDUCATION.

' 10 THE EDITOR 0? TUB * gir your issue of January 21st -n rUlish a report of a lecture to the : Lmer School on "The Organisation and Administration of Education in V Australia," by Professor Wrigley ' Most*of Professor Wnglcy's lecture -' !< ma ke 3 interesting .reading for us in 1- Kew Zealand, particularly at the pre„„nt *innctur'e. Wo seem to l>o on the I point" of deciding whether we shall fall Sline with the States of Australia, w adopting the centralised bureaucratic -fnrnrof administration, or make an,of-. SrTta re-establish local control under a system -of Boards more adapted to 'the needs that have to be served than ridiculous and inefficient system to ■.'wiicli we have been accustomed. The 'filial paragraph in the report of the 'professor's lecture is full of material for thought, some of it assenting to his views, somo of it quite definitely difiThe Professor says that "facilities 'fir primary education in remote _ dis[tiictß were equal to those in the cities, 'life-long experience in all sorts of 'schools emboldens tho present writer to jay that such a claim as that is impossible, whatever the system of administration, and to it forward in support of centralised administration is 'ItO protest too much." '■lender centralisation it is claimed that oven-handed justice is secured to teachers. v So it is in our system, the only considerable flaws in which are the want of the right-of appeal against nonappointment , and the non p lyment of removal expenses. i'sl'The introduction of reform 'or amendments on" a general was rendered'easier." True, if the Department is l inclined to reform; but what about the opposite case? A reform that did not con&men'd itself to the Departmental'mind wouljl have a very poor chance. "Tho drawbacks were the. great difficulty in making special arrangements for local conditions, and the loss of local interest, effort, and; support." Most true, and these drawbacks alone when put in the scale are sufficient to make the .case for centralisation "hit the beam." It has beet* truly said that local interest is the breath of ( life of an education system!. Without, it' the system may be ever so efficient in a mechanical: and economical- sense,-. but it is a dull thing, lacking the vitality and enthusiasm, the real community feeling, that forms one of the distinctive features of real education as compared with mere .sclioolijig. Moro than t a> qu£jEet t o.f .a. centurydiffej!* onc®J6eW(Sß^ Itho'Attstrftliaajsysfein''Rria 1 tho'Attstrftliaajsysfein''Rria , our .own. impressed" itself- of Tatel We latte' everything: ; 'to ?t gaia by 1 maintaining,.-or rather local Itration.- ,* t ' ome richer, areas cotjldv themaelvest by* -local effort* and tes it is certain, that the" 'rural would suffer," says the ''Pro-, His ■ reasoning is lard- to fol--hy should the provision that' . makes from its own resources fation cause suffering to the' of another area f ■ One of the vantages of our system of i ■ local contributions (noW un-' >ly suspended for a time) - ia neour'ages the people of a locals all©' such"- provision as its own; d circumstances suggest. -What-> 1 people in" district A do for 3s can have no 1 effect to the i of', the people of ■; district B. al 1 crtac"of'.the' question is ip r by .the Professor in the last of his, reported lecture: "The is-to 'Secure a- large, measure Qjtiative and interest and con'*Tvith -a * wise control by th" athoiity and-the elasticity re [*-'thg meeting pf 'local needs.'words/ "A National Education )t a bureaucratic Department') *■and' local education authoriIminiater.' ?„■: The great reform icipated in ,the future-is' that ' authority shall be a single aoh area, controlling - primary, , and technical education;. inhaving these three. sections/ }>-in'-reality" one, divided off> jal barriers.-Tours, etc., , , ~ A. PARKINSON, ton, January 23rd, 1931.

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Bibliographic details

Press, Volume LXVII, Issue 20145, 26 January 1931, Page 11

Word Count

619

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Papers Past | Newspapers | Press | 26 January 1931 | LOCAL CONTROL IN EDUCATION.

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LOCAL CONTROL IN EDUCATION. ' 10 THE EDITOR 0? TUB * gir your issue of January 21st -n rUlish a report of a lecture to the : Lmer School on "The Organisation and Administration of Education in V Australia," by Professor Wrigley ' Most*of Professor Wnglcy's lecture -' !< ma ke 3 interesting .reading for us in 1- Kew Zealand, particularly at the pre„„nt *innctur'e.

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This article discusses the educational changes from the general subjects such as writing, reading, grammar to also having and giving more attention to subjects such as music, drawing, art etc.
-Nabeela Ahmed

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TREND IN EDUCATION

CHANGES AND REFORMS.

PROGRESS OF THIRTY YEARS.

BRITISH POLICY COMMENDED. Some, interesting comments on the trend of education over the past thirty years were made by the headmaster, Mr Eben Wilson, in speaking to-day at, the breaking up function at the Hamilton High School. Mr Wilson observed that many changes had taken place- in the schools during the past 30 years. In the elementary schools formal and mechanical routine had given way to a better order. The school no longer confined its activities to reading, writing, grammar and arithmetic with uninspiring history and a little statistical geography. The curriculum had been enriched and humanised by simple studies in natural history, drawing and modelling and by instruction in cookery and handicraft. More regard was paid to music and to physical development through appropriate training. In the secondary schools changes had come from the need of adapting courses of work to the changed and changing conditions of modern life.

No Stereotyped Curriculum

The stereotyped curriculum of 20 years ago had disappeared and every secondary school to-day offered a variety of courses. Handicraft had come to be recognised as an important part of secondary school work. Economics was now taught in the senior forms of most secondary schools. More attention was given to European history and to the history of our own time. Dramatic work had come to he regarded as a powerful instrument of education. Music -and art were beginning to find a place in every school, "Changes, too, have come In educational practice," said Mr Wilson. "The aim of the good teacher to-day Is not so much to impart information as to train the child to learn for himself, to think out his own problems, to awaken such a desire for knowledge that the pupil will of his own accord continue his education long after school days are over. In the English lesson, for example, his main endeavour is to create a love for books and an appreciation of clear expression in speech and writing. In French, the work centres round the spoken language; its study includes some acquaintance with the life and institutions and history of the French people. "In science the hoy is no longer a mere witness of experiments carried out by the science master. He does his own experimenting and discovers facts for himself. Stress in all subjects is laid on cultural values. Teachers are better trained. They are more in touch with university life and better educated than they were. There is in consequence more co-operation, more sympathy, more understanding between master and pupil. We have made the discovery that the boy is a sensible fellow and will work best and behave best when treated as such. A new spirit has come into our schools as a result of better teaching and more humane methods of discipline. Britain's Example. "It was good to read a few days ago that the English Government is embarking on a vigorous educational policy involving an additional expenditure of £12,000,000 during the next seven years. The leaving age is to be raised to 15 and reorganisation of the school course to proceed on the lines of the Hadow report, all ■pupils entering on their post-primary course as soon as possible after eleven. Amongst other measures contemplated is an extension of facilities for adult education. It is hoped that New Zealand, will follow the lead given. There is general agreement in educational circles here regarding the main lines of advance and the revision and readjustment of our educational system should no longer be delayed."

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https://paperspast.natlib.govt.nz/newspapers/WT19351213.2.24

Bibliographic details

Waikato Times, Volume 118, Issue 19758, 13 December 1935, Page 5

Word Count

595

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Papers Past | Newspapers | Waikato Times | 13 December 1935 | TREND IN EDUCATION

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TREND IN EDUCATION CHANGES AND REFORMS. PROGRESS OF THIRTY YEARS. BRITISH POLICY COMMENDED. Some, interesting comments on the trend of education over the past thirty years were made by the headmaster, Mr Eben Wilson, in speaking to-day at, the breaking up function at the Hamilton High School.

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This is an article that was written for the gazette in 25th of August 1933 with a main idea of rural education enables children to live a naturally life. The rural education has a significant impact on New Zealand’s development of culture. As the soil and naturaL are important to New Zealanders, it is essential to make the children aware of where they come from. Hence it is relevant to the education change in NZ.
- Hanmin Jin

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THE EDUCATION OF YOUR CHILD

(Written for THE GAZETTE). [By Touchstone. ) XXX. EDUCATION FOR LIFE. For the past seven or eight weeks 1 have been rambling round the subject of Education for Health. The articles in the series have done no more than touch upon the matter in the hope that they might help to bring about a different viewpoint in the parents who read them. The working out of the teaching of the subject does not concern us here. What does concern me is that parents should demand for their children the education that will enable them to live their lives to the full-with good health something so natural that it need never be thought of after the I'ight habits have been formed.

Vocational Trends. There has been of late much discussion about a vocational trend in education. It has been pointed out very ably by the Headmaster of the Rangiora High School that all education is pre-vocational in. essence, and that a system of education suited to rural needs is long overdue. The programme outlined in the "Gazette' 'for secondary schools could be applied, for the same reasons and with equal"''force to primary schools. At the present time, except for a little more weight given to Agriculture, there is practically no difference between the curriculum for town schools and country schools. An extra dash of agriculture as a mere subject in the time-table does not take the place of a true country education. This column, has shown, I hope, what the real basis of rural education should be.

Deeper Aspects. But rural education has a much deeper significance than, its vocational aspect. Long before the occupation that is to provide his bread and butter claims your child, he is a human being with a body and soul, with instincts and emotions, the "heir of all the ages," the hope of the future. And simply because he has a body first of all, his early education should be close to the soil, to the plants and aimals of the country. Because his body is akin to the earth, let him get his early education from it, the Mother of all things. It is. impossible to educate a child in the middle of a city with an asphalt-covered playground and a two-storied school. However necessary cities may be, and whatever they may do for adults, they cannot educate the child.

Debt to Rural England. A moment's reflection will show what we owe to rural England. Her greatest days in literature, music, and art came before industrialism. Shakespeare was a country boy: the inspiration of the fields lives in his plays to remind us of the fact. And he went back to Stratford as soon as he was able to. Our poets, from Chaucer to the present day, have either been country-born, or have gone to live amid rural scenes. They have regarded time spent in cities as a. bondage to be broken as soon as possible. They would all agree Avith Masefield, "And London Town of all toAvns I'm glad to leave behind." ■ The same principle applies to Greece and Rome. Their finest art has a pastoral inspiration behind it. The farmer was a poet, and even the agricultural test-books of his day were good poetry. And whatever else has decayed, poetry has survived all the rises and falls of dynasties, and changes from era-to era.

Poetry of Industry It may of course be argued that the poetry of industry has yet to be written, and that when it is, it will be as inspiring as the Nature poetry of old. However that may be, the facts of the case show that the rural environment is the best for the child. Some day no schools will be built in cities: transport facilities will enable them to be_ built right out in the country where the child really belongs. The question of rural education is extremely important for a young country such as ours. As yet we have developed, very little in the world of art that is essentially our own. When the real meaning of our existence becomes apparent and can be expressed in some tangible form, we shall probably find that the genius of our land lives ip the long hinterland of the cities-our rural New Zealand. It is not a question, then, of rural education or of city education. As far as the child is concerned, there is only one education. And that is an education close to the soil from which he is sprung.

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https://paperspast.natlib.govt.nz/newspapers/NCGAZ19330825.2.38

Bibliographic details

North Canterbury Gazette, Volume 2, Issue 6, 25 August 1933, Page 7

Word Count

757

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Papers Past | Newspapers | North Canterbury Gazette | 25 August 1933 | THE EDUCATION OF YOUR CHILD

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THE EDUCATION OF YOUR CHILD (Written for THE GAZETTE). [By Touchstone. ) XXX. EDUCATION FOR LIFE. For the past seven or eight weeks 1 have been rambling round the subject of Education for Health.

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In 1930 there was an interest in establishing special classes for the "totally deaf and dumb children in Auckland." This article talks about the Minister of Education expressing interest in helping the ones who are deaf as there were 19 children in Auckland and Whangarei who had that disability and didn't go to school.  This article further outlines the interest of teaching the disabled shown through the perspectives of teachers, Auckland Education Board and Association for the welfare of the deaf.

-Alex Lu

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Papers Past | Newspapers | New Zealand Herald | 27 June 1930 | SCHOOL FOR THE DEAF.

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SCHOOL FOR THE DEAF. MOVEMENT IN AUCKLAND. SUPPORT FROM MINISTER. A further step ha 3 been taken in the movement to induce the Government to establish special classes for totally deaf and dumb children in Auckland, In a letter to Mr. R. C.

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The First labour government winning power of National was the starting point of a more secure two-party system in government. From this general election in 1935, Peter Fraser would later become PM under the labour party and make many important reforms as leader including the improvement of access to secondary education. Many educational changes was under Fraser's leadership which is why this is a very significant source when talking about social/education changes from the 1930s.
- Shanice Mulitalo

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Labour Cabinet | Items | National Library of New Zealand | National Library of New Zealand

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Date

Ca 1935

Ref

1/1-018443-F

Description

The Labour cabinet, photgraphed in the Parliament Building ca 1935 by S P Andrew Ltd of Wellington.

Back row (left to right): William Lee Martin, Hubert Thomas Armstrong, Robert Semple, William Edward Parry, Mark Anthony Fagan, Frederick Jones, Frank Langstone, Patrick Charles Webb.

Front row (left to right): Daniel Giles Sullivan, Peter Fraser, Michael Joseph Savage, Walter Nash, Henry Greathead Rex Mason.

Quantity: 1 b&w original negative(s).

Physical Description: Cellulose nitrate negative 6.5 x 8.5 inches

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1 b&w original negative(s), Negatives, Nitrate negatives, Group portraits, Cellulose nitrate negative 6.5 x 8.5 inches

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Labour Cabinet | National Library of New Zealand

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Date Ca 1935 Ref 1/1-018443-F Description The Labour cabinet, photgraphed in the Parliament Building ca 1935 by S P Andrew Ltd of Wellington. Back row (left to right): William Lee Martin, Hubert Thomas Armstrong, Robert Semple, William Edward Parry, Mark Anthony Fagan, Frederick Jones, Frank Langstone, Patrick Charles Webb.

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The health & wellbeing of Students put into action 

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The health & wellbeing of Students put into action 

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The increase of dental nurses and clinics in schools is just one example of how the children's health & wellbeing was seriously taken. This article written in 1934 shares the work that was done by school dental clinics in certain areas of NZ and how they're wanting to provide service to more schools but will do once they get another nurse. This article has a positive note with nurses doing what they can to serve and help the children and their communities.
- Serah Milford

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Feilding Schools' Dental Clinic

PAST YEAR'S WORK. During the year just closed 700 children received treatment at the Podding schools dental clinic in charge at Nurse L. Wimsett. The schools included in the clinic service are Manchester Street, Lvtton Street, Bunnythorpe, Taonui, Ivopanc, Mt. Biggs, Halcombe, Tohorangi, Makino Road, Cheltenham and Colyton; and, in addition to the above, Awahuri, Kiwitea, Iviinbolton, Beaconsfrcld, Waituna West and Tapuao schools were included in the clinic area this year to make the total 17. The cost of the 700 children receiving the benefit of dental treatment worked ou for the year at 2s per head, but the children attending the new schools just linked up with the clinic, service were charged 2s 6d each on account of it being their first year of treatment. All country schools which had been incorporated in the clinic service prior to the year under review ivere charge,d at the rate of Is 6d- per head, while the cost to the children of the two town schools was assessed at Is per head. In this connection it is pointed out by the Dental Clinic Committee that he levy on he two town schools for dental treatment was considerably augmented by the proceeds from the refreshment stall at the school sports, making it' unnecessary to ciiargo tke children more than Is each. The same source of revenuo also materially assisted the country schools and resulted in the charge to the children working out at 2s per head. With the appointment of a second dental nurso tho clinic is capable of dealing with 20 schools, and the local committeo is anxious to include tne Dunolly and Kakariki Schools, tlieso being the only two in the committee's area not receiving the service of tho clinic. They will be absorbed, however, as soon as tho department can appoint another nurso to the clinic.

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https://paperspast.natlib.govt.nz/newspapers/MT19340407.2.14.1

Bibliographic details

Manawatu Times, Volume LIX, Issue 7433, 7 April 1934, Page 3

Word Count

310

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Papers Past | Newspapers | Manawatu Times | 7 April 1934 | Feilding Schools' Dental Clinic

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Feilding Schools' Dental Clinic PAST YEAR'S WORK. During the year just closed 700 children received treatment at the Podding schools dental clinic in charge at Nurse L. Wimsett. The schools included in the clinic service are Manchester Street, Lvtton Street, Bunnythorpe, Taonui, Ivopanc, Mt.

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The proficient examination was abolished in 1936, it gave an opportunity for everybody to study at secondary school. This Debate shown below shows what the proficiency examination means to the education in New Zealand and how important the topic to abolishing examinations were countrywide in 1930's. Name: Jin Hee Kang

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EDUCATION POLICY

PROFICIENCY TEST DEBATE ON ABOLITION NO DIVISION ON BILL [BY TELEGKAPn-SPECIAL REPORTER] AY ELLINGTON, Tuesday Apart from some further criticism of the proposal to abolish the proficiency examination in primary schools the Education Amendment Bill was given an uninterrupted passage through its remaining stages in the House of Representatives to-day. In fairly rapid time the hill was put- through committee, read a third time and passed without a division. Appreciation of the manner in which the bill had been received by the House was expressed by the Minister of Education, the Hon. P. Eraser, when replying to the second reading debate. Mr. Eraser said that generally speaking approval of the bill had come from all sides of the House, although some uncertainty had been expressed concerning the proposal to abolish the proficiency examination. He could not say that he agreed completely with everything that had been said, but it would be an extraordinary state of affairs if he could. A general survey of education had been made by the members who had contributed to the debate and interesting views had beeu expressed by former Ministers of Education. The bill was read a second time on the voices. Dangers in Proposal ' The suggestion that the discontinuance of the proficiency examination might be attended with certain dangers was made by the Rt. Hon. J. G. Coates (Opposition-Kaipara) during the committee stage. The principal ground on which Mr. Coates based his argument was that with the discontinuance of the certificates teachers in many cases might be placed in a position where personal considerations might inevitably affect decisions concerning the ability of children to pass on to higher education. "The danger in this provision is that it is giving tremendous power to a teacher to say that he can decide whether a child has reached a certain standard of education," Mr. Coates said. "It is leaving room for a certain amount of preference. The teachers of the Dominion as a whole are admirablv thorough in their work and conscientious about all aspects of it, but there are weak links in any chain. Some Examination Urged "In the country districts particularly, where the teacher is brought into such close touch with parents of the children under him, there is a danger that the personal element mightenter into the situation when it comes to declaring whether a child can go on. I have the greatest admiration for teachers. In fact, 1 would sooner work on the wharf than teach children, so difficult do 1 know their work to he. Ihe teachers have all my sympathy. because of the difficult circumstances in which they have to work 1 suggest that it is necessary to provide some examination which will decide whether pupils are in a position to pass into a higher grade of education.

"I fee] that this proficiency examination was not instituted for nothing. In fact, if memory serves me right, it was for the reasons I am expressing now it was introduced, to secure a fair run and to eliminate the personal equation as far as possible. I think that a very strong and complete ease must he made out before we consider the change which is proposed in this bill." Judging Child's Capacity Mr. Coatcs was supported by Mr. J. Hargest (Opposition-Awarua), who argued that a definite standard was necessary. Mr. H. Atmore (Independent-Nelson), a former Minister of Education, commended the bill. Teachers, lie said, were bettor able to judge the capacity of a child than inspectors who visited the schools only at intervals. All parents would agree with that view. The ability to pass an examination was no criterion of a child's mental equipment. The tendency throughout the world was to get away from the examination fetish. Replying to points raised in the discussion the Minister said the modern idea behind the education of the child was to .endeavour first and foremost to discover what its aptitude might be. The same trend could bo observed in post-primary and primary schools. The ordinary secondary schools were tending toward the technical side and tho technical toward the academic. Handicap Against Child Mr. F raser said the general opinion among educationists in New Zealand was that the proficiency test was a handicap against the child. If there was one thing that had been discredited in most countries it was the examination system. However, lie recognised that examinations were necessary in many instances where the test concerned specialised knowledge. Tho matriculation examination needed investigation when it was seen that thousands of scholars who took the examination did not intend to enter the university.

The bill proceeded through committee uncontested by the Opposition. The only amendment was the deletion of ;i provision, at tlie instance of the Minister, placing officers of the Public Service engaged as teachers in the education service under the control of the Minister. . The bill was then read a third time and passed.

POWER CHANGE-OVER AUCKLAND AREA SUPPLY AUTHORITY FOR BOARD [by telegraph-special reporter] WISLLINOTON, 'J'uesc!ay Authority for the Auckland KlectricPower Hoard to effect a change-over from direct to alternating current is contained in the Local Legislation Hill which was introduced in the Mouse of Representatives to-day by (iovernor(Jeneral's Message. It is explained that the board at present is supplying power to different sections of its consumers under different systems and that it desires to effect a complete changeover to the alternating current which is in operation throughout the greater part of the power district. Under the hill the change-over will be permitted in the area concerned and the board is authorised to make provision for compensation to be paid to consumers' who may suffer a loss of value in respect of electrical appliances at present installed. Sufficient notice of the change-over has to be given to all consumers affected. If a dispute arises over the amount of compensation it is to be referred to an appeal committee consisting of a stipendiary magistrate and representatives of the board and the consumer concerned,,

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New Zealand Herald, Volume LXXIII, Issue 22561, 28 October 1936, Page 13

Word Count

1,000

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Papers Past | Newspapers | New Zealand Herald | 28 October 1936 | EDUCATION POLICY

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EDUCATION POLICY PROFICIENCY TEST DEBATE ON ABOLITION NO DIVISION ON BILL [BY TELEGKAPn-SPECIAL REPORTER] AY ELLINGTON, Tuesday Apart from some further criticism of the proposal to abolish the proficiency examination in primary schools the Education Amendment Bill was given an uninterrupted passage through its remaining stages in the House of Representatives to-day.

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School certificate replacing Proficiency test

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School certificate replacing Proficiency test

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In 1936 the proficiency test, primary schools students were required to pass to gain admission into secondary school was abolished. This article outlines the new system that was put into place, from 1937, which was the school certificate. The article discusses details about the certificate, including who is eligible, the criteria required to obtain the certificate, who the certificate must be awarded by and the different types of certificates that can be received. - Aditi Singh

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SCHOOL CERTIFICATES

REGULATIONS ISSUED REPLAGIHG PROFICIENCY TEST [Fkom Ouh Parliamentary Reporter.] - WELLINGTON, November 11. Regulations have been brought "down providing for the issue of a, primary school certificate, which will take the place of the old proficiency., certificate abolished by the legislation passed last year. Whereas a pupil was required to pass an examination to obtain the proficiency certificate, all that is _ now necessary to ■ qualify for the primary school certificate is that the pupil must complete the course for Form 11, The certificate maybe awarded to pupils in the public schools, registered private schools, the correspondence school * of the Education Department, intermediate schools, and Native schools. The certificate may be issued by the Director of Education or a senior inspector of schools to a candidate who, although nor. a pupil of a school, shows that he or she possesses sufficient qualification. Pupils who complete the education course up to Form I. will receive a certificate of school attainment. This certificate may also be awarded to any person who last attended a school outside New Zealand and who shows that he possesses sufficient qualification.

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Evening Star, Issue 22803, 11 November 1937, Page 12

Word Count

184

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Papers Past | Newspapers | Evening Star | 11 November 1937 | SCHOOL CERTIFICATES

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SCHOOL CERTIFICATES REGULATIONS ISSUED REPLAGIHG PROFICIENCY TEST [Fkom Ouh Parliamentary Reporter.] - WELLINGTON, November 11. Regulations have been brought "down providing for the issue of a, primary school certificate, which will take the place of the old proficiency., certificate abolished by the legislation passed last year.

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EDUCATIONAL REFORM: Expansion of adult education est. Council of Adult Education (CAE) in 1938

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EDUCATIONAL REFORM: Expansion of adult education est. Council of Adult Education (CAE) in 1938

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in March 11 1938, the minister of Education (P Fraser) introduced the appointment of a council of adult education. The was in response to the increase in adult education that was not only run by universities but slowly expanding to different types of organisations taking part in the education of adults. This showed an educational reform in NZ during this time and due to this expansion, a need for order and a council allowed for a state co-ordination so that efforts weren't wasted or overlapped.
- Abi Nacario

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CO-ORDINATION PLAN COUNCIL APPOINTED EXTENSION OF SERVICES (Per United Press Association) WELLINGTON, Mar. 11. The Minister of Education (Mr P. Fraser) announced to-day the appointment of a Council of Adult Education, the duty which will be to consider the co-ordination and extension of the various agencies and movements for adult education throughout the Dominion. The personnel of the council is as follows: - Mr N. T. Lambourne, Director of Education. Professor James Shelley, Director Broadcasting. Professor T. A. Hunter (Wellington), representing the University Senate; Dr Elizabeth H. B. Bryson (Wellington). representing the University S>oiTcito Mr P. Martin Smith (Auckland) representing the Workers' Educational Association. Mrs N. A, R. Barrer (Masterton). appointed by the Minister. Mr W. G. Simpson (Hawera), appointed by the Minister. The appointments the two lastnamed members were made by the Minister as being generally representative of other organisations actively interested in adult education. The duties of the council will be as follows: - 1. To co-ordinate the different activities of adult education and to take any action desirable to further the interests of adult education. 2. To recommend to the Minister of Education the amount of the annual grant for adult education, to be paid to'the University New Zealand. 3. To recommend to the Minister the allocation of the grant among such bodies or agencies engaged in adult education as the council may approve. 4. To receive annual reports from the University College Councils and from any other bodies to which grants for adult education are made. " It is intended to ask the council to sit at an early date to consider the co-ordination of adult education throughout the Dominion," Mr Fraser said, " and it is obvious that the work which the council may perform is of the utmost value and importance to the community. "With the increase in adult education and other community organisations," the Minister continued, " the need for some such co-ordinat-ing agency has become increasingly apparent. It is necessary to.,.bring together the national organisa.ions concerned to secure mutual help id to prevent overlapping and waste of effort. In New Zealand, as elsewhere, adult education to-day has a twofold aim-to provide means serious study for people who are interested as students and, in its second and very important aim, to provide means raising the level culture and stimulating the talent of the people as a whole. " Until a few years ago adult education here was largely provided by W.E.A. classes and university extension lectures, but more recently the movement has expanded, and we have such organisations as the Association for Country Education with classes in practical domestic subjects arid a library service, rnd the association is also catering for those who are interested in drama. In' addition there are such bodies as Women's Institutes, Townswomen's Guilds, Women's Division the Farmers' Union, the Young Fai ers Association, the Drama League and other agencies,, all which have developed and are engaged in work an educational character. They are all assisting the people in some way to develop new and wider interests and new skills and abilities to enable them to meet new opportunities. The educational activities these organisations are all capable of expansion , and,, with the recent developments in other countries, we should be preparing for even greater expansion in the near future.

" The extension of adult education in the country districts, the greater use of the radio, modern, films dealing with events and activities of current as well as historical interest, the popularity of dramatic art and the increased use of better library facilities which must follow from the inauguration of the country library service-all these should enable the individual to enjoy his life better and make better use of it. Public authorities throughout the world are accepting the responsibility for adult education on progressive lines. Two of the most important reasons for this interest are the increasing amount of leisure time now available to the people, and also the increasing interest in social and economic affairs "Various organisations in New Zealand also have been aware of these changes- and of the needs of the future." the Minister continued. "The' conference of delegates of the Workers' Educational Association the Association for Country Education. and other bodies interested in adult education, held in Christchurch in 1936, carried resolution asking the Minister of Education to invite the University- of New Zealand to set up a committee, including representatives of the university to prepare a comprehensive scheme for adult education in New Zealand. The Minister thereupon asked the university *r set un a committee such as was suggested by the conference and to submit for his consideration a scheme for adult education. The committee, which consisted of Professor T A Hunter (vice-chancellor). Miss V Macmillan, Professor Shelley, Messrs G. Manning, A. D Mclntosh, W H. Cocker, and Professor von Zcdlitz duly submitted a report which was adopted by the senate at its 1937 meeting. That report recommended the setting up of a council of adult education, and the appointment of the present council is generally in line with the senate's decision."

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Otago Daily Times, Issue 23448, 12 March 1938, Page 14

Word Count

853

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Papers Past | Newspapers | Otago Daily Times | 12 March 1938 | ADULT EDUCATION

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ADULT EDUCATION CO-ORDINATION PLAN COUNCIL APPOINTED EXTENSION OF SERVICES (Per United Press Association) WELLINGTON, Mar. 11. The Minister of Education (Mr P. Fraser) announced to-day the appointment of a Council of Adult Education, the duty of which will be to consider the co-ordination and extension of the various agencies and movements for adult education throughout the Dominion.

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This article outlines the viewpoints of who deserves education.That education should not just be deserving of people who will follow distinct career paths. It talks how education in 1930 is a supreme social service
- Kahu RL

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EDUCATION COST.

RUMOUR OF REDUCTION.

TEACHERS' POINT OF VIEW,

SOLID RESISTANCE PROMISED,

The chairman of the standing committee of the New Zealand Federation of Teachers, Mr. F. Martyn Kemier, was asked by the committee at a recent meeting to draw up a brief statement of the federation's attitude towards any ittempt made to curtail expenditure on education. Mr. Renner says that in the field of aost-primary education, commonly called the intermediate stage, New Zealand is really lagging behind more progressive communities. The principles of the Eadow report and the Haldane report rave for some years formed the basis )f education in a great number of countries, and it is New Zealand's failure to jmbody these principles that given *ise to the feeling that education is failng to equip the young people properly for the highly organised system of nod'ern civilisation. "Much has been made of the statement that we are spending something -like £4,000,000 on education, and that this im.ount is altogether in excess of what STew Zealand should spend," said Mr. Icnner. "With that my committee canlot agree. Look at it as you will, eduction. must be regarded as a supreme iocial service, and while we are the first ;o admit that we can pay too much for i system of education that is out of [ate (such as ours is) as well as unsuited ,o the needs of New Zealand, wo cannot >ay too much for a system that will md must produce an enlightened lemocracy. Every child is entitled to ;ho fullest education from the primary ichool to the University and should be iftabled to have it-provided first that tho child deserves to obtain it, and secondly that the kind of education is of ;he type best suited to the child's iptitudes, and therefore to his or her "uture. "We hear altogether too much talk tboufc the waste of education on a boy vho is to become a farmer, a carpenter, t plumber, as if the only people deservng of education are those in professions is distinct from those in trades. I'arlylc's gospel of the dignity of labour lecds to be preached more than ever before, and it must be realised that education, both practical and aesthetic, is is much tho right of the carpenter as Lhe right of the doctor or any other professional man. Education is after all tiie surest antidote against tho poisonous rloctrines that make for social disorder. The federation submits that education, plenty of it, and of the right type, is the surest means of producing an ?nlightened, contented and prosperous community. Even £4,000,000 per annum, representing less than 4J per cent of the total wealth of New Zealand, would then not be too high a price to pay. The Mother Country herself, faced as ; he is with grave financial stringency, is this year increasing her expenditure, ocal and national, on education. New Zealand has everything to gain and lothing to lose in following her example. "The federation will, therefore, strenuously resist any reduction of the education vote, and will support the Minister n his determination, expressed at recent inferences of the various educational issociations, to maintain, if not augment, the vote for education. The'federation ;eels confident that when the Parliamentary Recess Committee's report is presented to the House it will contain suggestions and recommendations which ivill not only bring New Zealand into iue with other countries, but will remove the fear that any portion of the money proposed to be spent on education will ao wasted."

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Auckland Star, Volume LXI, Issue 136, 11 June 1930, Page 12

Word Count

585

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Papers Past | Newspapers | Auckland Star | 11 June 1930 | EDUCATION COST.

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EDUCATION COST. RUMOUR OF REDUCTION. TEACHERS' POINT OF VIEW, SOLID RESISTANCE PROMISED, The chairman of the standing committee of the New Zealand Federation of Teachers, Mr. F. Martyn Kemier, was asked by the committee at a recent meeting to draw up a brief statement of the federation's attitude towards any ittempt made to curtail expenditure on education.

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In 1937 post-primary education was made compulsory for children up to age 15. This newspaper article outlines what the changes were and how they would impact the families in the community. It also gives information about changes to the administrative system and university education in New Zealand. - Natalie Jones

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Overhauling Our Educational System.

ATMORE COMMITTEE'S PROPOSALS.

Compulsory; education to the : age of i 5 years, including a postprimary coarse of three years; further consolidation of schools and classes, particularly in country districts; abolition of the scholarship system and its replacement by maintenance bursaries to assist deserving pupils to continue their education to the g^' higher stages ; and the inclusion in the curricula of all schools of ""adequate practical instruction hi agriculture and allied subjects" -these are some of the changes j which may be brought about by the reorganisation of the education system under the direction .of the new Minister, the Hon. Peter Eraser. Such changes were recommended by theAtmore Committee in 1930, and Mr Fraser has announced that the report of that ..committee will be the basis of the reorganisation.

Under the committee's proposals primary school pupils at the age of eleven years would automatically pass on to intermediate schools.. If city children they would go to schools of the Kowhai ,type. While there their aptitudes would be studied, and

at the age of 15 they would pass xm, either to what we now call secondary schools or to employment. Children in country centres " would go from primary to intermediate schools of the Mata- , mat a- type. Tn small towns the intermediate- stage of education would be undertaken by the consolidation at the local high schools

of the two top standards of the surrounding primary schools. "In the few centres not covered by one or other of these types" (says

Dr. J.W. Butchers in his interpretation of the Atmore Report), "the endeavour will be made to meetthe needs of the pupils by the establishment of post primary ; 'tops' to the primary schools, accompanied, if necessary, by the -enrolment of the Form 1., 11. and 111. children upon the books of the Wellington Correspondence ;School." *: ■■■■■<■■ Administrative Changes. Important changes would be -made also in the teaching and administrative systems. There would be one teachers' register for the whole of New Zealand, .and appointments would be made by a Kational Appointments Comunittee. A new ■'salary scale, to ■*eliminate numerous present anomalies, was recommended by the

com m ittee. It advised also that

vtbe v allowances paid to school -committees should be "increased and adjusted so as to provide adequate funds to meet essential requirements, and that subsidies on money s raised locally fo v school purposes should be on a generous -basjs." Over the school committees, as at present, there would be the education boards. There are

at present nine boards, -But the "comnnttee recommended that the number, be increased to eighteen. The Auckland Education Board's * district, which contains about one-third of all the school children in the Dominion, would be -divided into three, with headquarters in Whangarei, Auckland and Hamilton. The existing Wellington and Canterbury districts would be each.divided "into three; ..and Otago, Wanganui and "Hawke's Bay into two. * ;, The committee furthel1 proposed that the distinction between

"high" and

"technical high"

■ schools be abolished, together ; iwith the. 'differentiations of sala- j 'vies between academically quali- J fled and technically; qualified 1 teachers. The boards which now j control secondary. schools won Id j be continued as "School Coun-' ;. cits," but where a single board *controls several schools (as in the rcasp of the Grammar Schools ;>B"|j^i'd) a separate JBchoolGouncil w'on'ld be set up for each school. Two Universities. ' ;In the sphere' of -Univei^sity ■}Veducation the committee recom- ■ -mendedJ tl^at the University of ;New 'Zealand; be disestablished, .-.and that two federal universities," ::foivthe North'lsland and one ■ :for ythe South,1 be created^ This proposal was supported" oh the ■ .ground that better-use could then .ibe made of University funds, the

system of external examination couldbe abolished, separate teachers' training colleges would no longer be needed, and the training of secondary and technical school teachers could be undertaken at specialised Schools of -xLduoatioii.

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Rodney and Otamatea Times, Waitemata and Kaipara Gazette, 5 February 1936, Page 9

Word Count

640

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Papers Past | Newspapers | Rodney and Otamatea Times, Waitemata and Kaipara Gazette | 5 February 1936 | Overhauling Our Educational System.

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Overhauling Our Educational System. ATMORE COMMITTEE'S PROPOSALS.

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In 1932 the government cut access to schools for 5 year olds - in an attempt to save funds post-Depression. Extreme times impact education - as we know! However, as this letter in the NZEI journal indicates, this would have a negative impact on both children and teachers- Frances K

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In 1932 the government cut access to schools for 5 year olds - in an attempt to save funds post-Depression. Extreme times impact education - as we know! However, as this letter in the NZEI journal indicates, this would have a negative impact on both children and teachers- Frances K

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Free milk in schools was intended to improve the health and wellbeing of children - but did it extend to private schools or was it limited to state schools?

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FREE MILK TO SCHOOL CHILDREN

TO THE EDITOR

Sir,-At the present time there is a rumour that the milk to be distributed in Dunedin under the Government's plan will be given out only to children attending the State schools in the district, and that the pupils attending private schools are not to be included in the plan. Now, Sir, I notice by the papers that at a meeting in Oamaru the chairman mentioned that all schools in the Oamaru district, whether private or State, would participate in the distribution, and that this was- in accordance with the intentions of the Government which was sponsoring the plan. I find it had to believe that the Dunedin Committee will work in opposition to this principle of distribution, but in view of the widespread rumour I would like particulars of the policy to be pursued in Dunedin.-l am, etc., February 20. Yes, Sir. TO THE EDITOR Sir, -As I have been chairman of a local school committee for 16 years, you will realise that I have taken a lively interest in children's education and welfare, and I was delighted to learn of the Government's milk-in-school scheme and of its extension to Dunedin. On reading your report with reference to the supply and distribution I was somewhat surprised and disappointed to learn that the business was to be confined to one particular supplier without giving others a chance of at least a share, as the pasteurisation of milk is not a monopoly of one firm only. I hope it is not too late for our local committee to make inquiries and recommend the . Government to give others in the trade an opportunity of assisting in this forward movement of distribution and supply of milk to children in schools. -I am, etc., February 20. Fair Request.

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Otago Daily Times, Issue 23121, 22 February 1937, Page 12

Word Count

301

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Papers Past | Newspapers | Otago Daily Times | 22 February 1937 | FREE MILK TO SCHOOL CHILDREN

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FREE MILK TO SCHOOL CHILDREN TO THE EDITOR Sir,-At the present time there is a rumour that the milk to be distributed in Dunedin under the Government's plan will be given out only to children attending the State schools in the district, and that the pupils attending private schools are not to be included in the plan.

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In 1937, New Education Fellowship conference was held all around New Zealand for teachers and experts to shape the new ideology of progressive education. It aimed to full development of individual child and eliminate the class barriers to build up a better society.
-Maggie Qiu

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Adult education was a major theme of the New Education Fellowship conference held in Auckland in 1937. The New Education Fellowship was an international organisation that promoted equal access to educational opportunities and new learning philosophies. Conference sessions were held at the four university colleges (Auckland, Victoria, Canterbury and Otago) and papers were given by renowned educationalists from all over the world. A visiting American scholar hailed the adult education work of Gwen and Crawford Somerset in Oxford, Canterbury. These are some of the conference delegates, including (at bottom left) New Zealand educationalist Clarence Beeby (then director of the New Zealand Institute of Educational Research), distinguished American psychologist and educationalist Susan Isaacs and Victoria University College professor Thomas Hunter.

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New Education Fellowship conference, 1937

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Adult education was a major theme of the New Education Fellowship conference held in Auckland in 1937. The New Education Fellowship was an international organisation that promoted equal access to educational opportunities and new learning philosophies. Conference sessions were held at the four ...