Studentship scorned

Sirs,—He or she is 17-18 years of age and ending the last of 12-13 years at school. Has been thoroughly indoctrinated with our society's paper philosophy—paper—read it as Books to gain ft as certificates to spend It as money.

For a girl here is a common pattern: She has seen little or nothing of life outside the great educational steeplechase -"keep racing girl—gallop through university—we did, but keep on the wellworn tracks of your old subjects— don't try anything new-snatch as many certificates as possible on the way, then come back to secondary school where it's safe. What else can a girl do with a BA degree? So be sensible . . ."

So our bemused conscript "volunteers," her hand on a paper Bible she solemnly signs an official document, signing away the next six-seven years of her life.

"Good," says the State— "gottcha! Take our money, give us your service. You have signed the great IOU. You are raw materials, in you we invest money, we process you in our expensive factories, and you emerge, a neatly-wrapped package labelled 'Secondary School Teacher, Made in New Zealand. Property of New Zealand Government.' " Our responsibility to society is turned into the payment of a financial debt.

"But," cries the State, "You signed the Bond. Why sign if you can't accept its terms?" Locked within the education system a sixth former has seen little beyond it. Teachers often urge pupils to follow their own profession; searching other openings is difficult.

Yes, we, the educated manpower, the machinists of the State, will give them their money's worth. But please let us choose how we repay it.

In the course of his varsity training a student may discover an avid interest and ability in fields outside secondary teaching . . .

John signed the bond at 17 1/2, He daringly and scandalously took Psychology!!! Got A's, did a double major. Wanted to enter the field of educational psychology, where staff shortages were as great and urgent as those In the schools. But he was bonded to secondary teaching.

Joan grew to love young children. With a degree completed, she had formed interesting ideas about the elementary school. Realised the awful responsibility of persons forming the characters of infants. Was also interested in teaching the [mentally retarded and culturally deprived, where a great staff shortage exists. But at 18 she had committed herself to three years' secondary school teaching.

Jane wanted to do honours but decided not to, since, not being allowed to suspend her studentship for a year, she would have been bonded for another year.

If the Government is so concerned about its shortage of teachers, its methods to counteract it are all wrong. All that is needed is a modification of the existing system. Applicants should have freedom to choose any vocation in the Public Service or at least within the Education Department. There should also be freedom to suspend the studentship. That way, I feel sure, many more would take studentships and pupils would be inflicted with fewer restless and discontented teachers.