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The Pamphlet Collection of Sir Robert Stout: Volume 85

President's Address

President's Address.

The President, Mr W. S. Fitzgerald, then delivered the following address:—Gentlemen,—Before beginning the business of our session, allow me to assure you of the great pleasure with which we of Otago welcome you to Dunedin. We happily are not wholly strangers to each others—some of us have sat at the council table in Christchurch, others at that in Wellington, and more of us took part in the somewhat premature general meeting of the Institute in Auckland. We of the South were received in the North with exceptional courtesy, cordiality, and good page 4 cheer, and we hope we shall be able to receive the men whom the Northern Branches of the Institute delight to honour in a manner which will clearly show our appreciation of their reception of our representatives. Gentlemen, I have to thank you for the honour you have done me in calling me to preside at this Council table—the highest honour which the Institute has in its power to confer on any of its members—an honour to me particularly grateful.

I am to-day taken back to the time when the thoughtful among New Zealand's colonists were anxiously awaiting the development of the national scheme of education, which they knew must make or mar the future of their adopted country; to the evening when the scheme of the New Zealand Educational Institute gradually unfolded itself before me. Sitting in the quiet of my room, I could calmly write how the honoured Otago Schoolmasters' Association should merge itself in the Otago Institute, with its branches embracing every corner of the land south of Waitaki and the Lakes. I could describe how my old brethren of Canterbury should hold out the right hand of fellow-ship to my new brethren of Otago, and jealousies born of the Waitaki should perish as in her deadly waters. With some excitement I ventured on the unknown North, and, judging that our fellow workers there must be of like fashion with ourselves, embraced it also in the wide-spreading scheme; but when my imagination pictured the men of Auckland, and her sister provinces of the North, meeting those of Canterbury and the South—meeting in this room, No. 9, Dunedin Normal School—to form just such a representative Council as this, the daring idea took such possession of me that I could write no more, and for some time gave myself up to one of the pleasantest waking dreams of my life. In that council of the imagination the meanest place contented me; judge, then, of the pleasure you have done me in thus calling me to occupy in reality the most honourable position. Gentlemen, this room, No. 9, Normal School, Dunedin, should be a place honoured in the history of New Zealand's education. It was the birthplace of the Otago Educational Institute—the eldest sister of all our Branches—for here in 1877 an enthusiastic gathering of educationists filling the room to overflowing, passed the resolutions which created her. In 1878, the constitution upon which all others have been moulded was here adopted. It was here that the educationists of Otago bade "God speed" to Dr Hislop when he was called to the North, that his well-known wisdom, tact, and experience might be available in directing New Zealand's new phase of educational development; it was hero that the Dunedin Branch discussed with me the draft constitution page 5 which the Institute last session adopted in Auckland, and under which we now sit. These, and many other events of interest have been witnessed within its walls, and we considered it a fit place for the first meeting of our council in Dunedin. May our work within it surpass in importance and success all that has gone before.

Gentlemen,—The position which we occupy is one of no slight importance and responsibility.

The Educational Institute has provided a platform on which educationists of all kinds may meet and discuss whatever questions are of interest to them. On this platform the practical educator may meet the theorist; the teacher may meet the parents of the taught; the administrator on Education Board or School Committee may meet the taxpayer and the teacher; the member of Parliament may meet his constituents; all are welcome to speak or to hear of educational questions. The Institute has provided the platform of breadth sufficient for all parties, and throughout the Colony it has been occupied to a greater or less extent by all—an extent greater than was at first anticipated, and steadily increasing, but still falling far short of what we desire. It is largely in this occupation of our broad platform that our influence lies, and it is with regret that I notice within the Institute "Teachers' Associations," "Teachers' Institutes," &c. These Dames maybe reporters' mistakes, but their repetition in the same connection suggests the necessity for a committee to examine and report on the regulations of the District Institutes sent to the Secretary of the Council in accordance with Clause 12 of the constitution.

Under the peculiar circumstances of Now Zealand it was necessary that the Education Act should leave the details of administration almost entirely to the District Boards of Education. The educational conditions of Districts were, and continued to be, widely different; and it has thus been necessary to leave with District Institutes full power of independent action in connection with local questions. It is with pleasure we notice these speaking and acting with an authority that must influence public opinion; and those who during the last few years have watched the course of public opinion on education must have noticed that the District Institutes have again andagain influenced itsdirection, and are thus performing effectually one of their most important functions.

In some of the more important Districts there is a growing inclination on the part of Education Boards to consult the Institutes on practical questions, thus affording evidence of the ability, prudence, and success, with which these are managing page 6 their affairs, and the good sense of those who, seldom being educationists, recognise the value of the practical experience to be found in the Institute. But the importance of position and consequent responsibility to which I allude are especially those of this Council. In the earlier days of our existence the results of our dealings with the Education Department were frequently most discouraging. As District Institutes we had comparatively little influence on national administration, but as soon as we had completed our organisation our position was fully recognised, and our proposals were received with all the respect and consideration we could desire. Our Auckland proposals were submitted by the Minister of Education to the Inspector General of Schools and District Inspectors, for their reports. These reports were considered and analysed, the whole of the papers were printed, and were presented to both Houses of Parliament by command of his Excellency the Governor. This, gentlemen, is a position which, so far as I know, has never been accorded to any similar body. I have laid these papers on the table, and to those who have not already seen them, I have no doubt but they will prove most interesting. It will be seen that our proposals were received with a general approval; that difference of opinion existed on several details; and that the new syllabus of instruction is largely the result of our Auckland proposals.

The Department has used its influence with the New Zealand University to secure for us the privileges we asked in connection with the higher grade certificates, and we are indebted to Mr Habens for the efforts made on our behalf, both in his capacity of Inspector-General and member of the University Senate.

To carry out our proposals with regard to the Inspectorate would necessitate an amendment of the Education Act, and the wisdom of attempting that in the present position of parties in the House is at present questionable. It will be our duty to acknowledge the consideration which has been given to our proposals and the measures of reform which have been granted by the Department.

The strength of our position as a Council lies largely in the assumption that we represent the District Institutes of New Zealand, that the questions we discuss here have been already discussed by them, and we are here to represent them on these questions. It is to be regretted, then, that several of our District Institutes are not represented by their own members. It is true they may have given full instructions to their representatives, and we know they have given us the influence of names well known in our educational world, and the help of page 7 wisdom and experience that will be most valuable; but still the fact remains that Auckland cannot speak for Otago, nor Canter, bury for Wellington. We regret it, but we are not discouraged. It is not the first time in the history of representative institutions that the burden of representation has at first lain heavily on the weaker constituencies. Seven years ago we looked forward to such a meeting in Dunedin as the present, and we are safe in predicting that if we guide our affairs with discretion when it falls to Dunedin again to receive the members of the Council of the Institute every chair will be filled by men who have well earned the honour and privilege of representing their own district in this our educational parliament. It would be a matter for regret should the representation be confined to the larger District Institutes, and in them to those whose incomes can bear the cost of travelling. The smaller Institutes may not be able to send to the extremities of New Zealand all the representatives to whom they may be entitled, but were their membership and financial arrangements what that they might be, there should be no difficulty in meeting the expense of at least one representative. Every teacher of every public and secondary school in New Zealand should be a member of the Institute by whose labours he is profiting more and more every year, and the District Institutes might well send him his card of membership and request his subscription, throwing on him the onus of refusing us his assistance. We must have money, and, were all members who should be, but a trifle from each would suffice.

Since our last meeting sickness and death has been at work in our ranks. Dr Macdonald, who so well did his part in our first meeting in Christchurch, and who promised to be to us the tower of strength he had long been to the Educational Institute of Scotland, is still incapacitated from active work. Mr Stables, well known for his zealous labours, especially to the members of the old association, has passed away. Mr Montgomery, long my own colleague, and one of the ablest and active members of the Otago Institute, was lost to us soon after the Auckland meeting. Mr Cumming, long the distinguished head of West Christchurch school, an able inspector under the North Canterbury Board, and an active member of the Institute, has also gone to his rest. Mr P. K. Holmes has also gone. He was for 30 years well known among Wellington educationists, and for many years treasurer of the Wellington branch of the Institute. We miss them from our counsels, and we sympathise most deeply with those who mourn their departure from their hearths ana homes. Gentlemen, we have much to do in the little time at our disposal. I shall no longer detain you from your labours.

page 8

Mr Foster moved, and Mr Worthington seconded, a vote of thanks to the President for his address, which was unanimously accorded.

Committees.

Committees were appointed to consider the following matters:—Teachers' pension fund; appointment of teachers; school age; the pupil-teacher system; scholarships; and system of drawing and drawing-books. A special committee, consisting of Messrs Worthington, Scott, and White, was appointed to draw up a balance sheet and consider the financial position of the Institute. The committees arranged to meet in the afternoon and evening, to prepare the business for to-day's meeting.

General.

Mr White said he thought the Institute should express its thanks to the Hon. Sir Robert Stout for his exertions in their interests.

The Rev. Mr Flavell gave notice of a motion to that effect.

Mr Baldwin drew attention to another subject which he thought should come under the consideration of the Institute, viz., the case of a pupil teacher in the Canterbury district who had been charged with assaulting a pupil, and who was handcuffed in the schoolroom and marched through the streets in broad daylight. He understood that it was very doubtful if any assault had been committed, and in any case the teacher need not have been subjected to such an indignity.

It was resolved to admit the Taranaki Institute as a Branch of the Zealand Institute.

Before separating it was agreed, on the motion of Mr White, that the Council sit to-day from 10.30 a.m. to 12.30 p.m., and from 2.30 to 4 30 p.m.

Mr Worthington was appointed Acting Treasurer.

The Secretary laid on the table reports and parliamentary papers relating to education in New Zealand.

Mr Baldwin laid on the table papers relating to the imprisonment of a pupil teacher at Christchurch.

The Secretary read authorities constituting the Council of 1886.

On the motion of the Secretary, the time of meeting was fixed at 10.30 to 12.30, and 2.30 to 3.30 p.m. daily.