CO129-591-3 Education Department- revised grant code 24-10-1945 - 11-12-1945 — Page 62

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We submit, further, that it is contrary to the spirit of the Memorandum on Educational Grants-in-Aid (1933) of the Advisory Committee on Education in the Colonies. If every penny derived either from fees or from Grant is to be ear-marked in advance to cover only such expenditure as the Director of Education approves, it follows that there is no scope left for that distinctive contribution which is characteristic of private as opposed to Government schools, and is in fact the best justification of their existence and the reason why the Advisory Committee in the above-mentioned Memo randum considers they are to we encouraged.'

SALARIES

While we welcome the provision by which university-trained non- European teachers are placed on the same scale of salaries and increments as similarly qualified teachers in Government schools, we are of opinion that the exclusion from this provision (para. 11) of teachers who are members of religious orders and congregations cannot be justified on grounds of equity. We realize that teachers with family commitments have a claim to' special consideration. But we submit that the way to meet these higher commitments is the modern device of Family Allowance which make provision for the support and education of the children of married workers while preserving the principle of the equal salary for equally qualified men.

Neither is this provision applied to the salaries of European teachers. Like non-Europeans who are members of religious orders, their salaries are left to the discretion of the Director of Education within limits far below salaries of Government teachers (para.10). Since practically all European teachers are members of the missionary bodies who have founded and who maintain the schools, and since the schools themselves will have no margin of income over expenditure, it follows that the Government in fixing a lower scale of salaries for these teachers is not only securing for itself the benefits of the sacrifices which these devoted men and women have made for their missionary ideals, but is also securing that there small not be even indirect sources from which these schools may have the means to express those distinctive educational ideals because of which these sacrifices are being made.