Petone School and its teachers, 1882-1918

Abstract

This is a study of the educational experience at Petone School, centred on the school's staff, and endeavouring to probe right to the chalkface by the use of both official school records and oral history. Four milestone periods were selected for close study. The founding years, 1882-86 are investigated to show how the school was established. Attendance issues are highlighted by choosing 1897, the year the truant officer first visited the school. Marked changes occurred in the School Committee's concern about attendance. In 1905 the school became a district high school. The chapter of this year investigates the establishment, location and nature of the secondary classes, and evaluates the educational standards of pupils and staff between 1905 and 1918. These classes quickly developed into a separate unit, assisted by their physical separation from the main school. Their high academic achievements were the result of efficient and highly qualified staff, the majority of whom were women. Finally, 1918 was chosen to allow a discussion of the pupils' and teachers' war effort which consisted mainly of intense fund-raising by the school. A study of those teachers who served overseas indicates how the war deprived the profession of many capable teachers. In all chapters the main focus is on the teaching staff. The staff of the four selected periods are considered in relation to F.J. Gladman's model of the ideal instructor, the classic educators' ideal of the child-centred guide, John Ewing's analysis of the New Zealand actualities and the contemporary English situation. Each teacher's career is examined, together with an assessment of their social position, their age and qualifications on entering the profession, and an analysis of their training. Their career and competency while at Petone is explored and their reasons for leaving are considered in relation to their whole teaching career. An analysis of the teachers' appointment procedures in the years studied indicates that the Wellington Education Board, though willing to change its procedures when the law and the Committee demanded it, remained resolute when the principles of its scheme were threatened in contrast with the Otago Board which is examined as a comparison. The Wellington Board's policies enabled teachers to develop a satisfying career while enhancing the Petone School's reputation by the appointment of competent staff. The conclusion reached is that the Petone teachers are mainly to be classed between the Gladman's model and the classic educators' ideal. Similarities to the contemporary English situation were very limited. The Ewing analysis appears to be inconsistent with many of the conclusions reached. The quality, age and training of the Petone pupil-teachers are not in line with Ewing's conclusions. The Petone teachers too, are of a higher professional standing than Ewing indicates and many of the problems he states that teachers at this time encountered were not apparent at Petone. Finally, it appears that the Petone teachers were members of the prosperous middle class who had made a definite career choice to teach.