The first revolution in education was accessibility. Everyone was provided the chance for an education. That revolution is won in the schools and is on its way in higher education. The second revolution was equality of opportunity. That revolution is under way and there are few restrictions placed on the learner and his choice of institution. The next turn of the wheel must be a revolution in quality. The pursuit of excellence is paramount in importance. Mediocrity cannot be tolerated. Students must be encouraged and expected to do their best at all times.

The Board has stated its objectives in the Teachers' Handbook, and through the setting of Policy. It is clearly expected that our students will acquire skills and strive for excellence.

The compulsory school by definition of purpose creates a paradoxical dilemma that will not be resolved to everyone's satisfaction. Is the school's main purpose the Education or the Training of children? To educate the "whole" child is an admirable but extremely difficult task. Keeping the child happy, questing, involved, active and thirsting for knowledge while ensuring that he is trained with skills to succeed in the community and marketplace can create serious problems.

I agree that education is good, in and for itself, even if it does not lead directly to a vocation. I also believe that most students want some form of training for the needs of future life.

Authority and freedom are at the heart of this dilemma. Authority should, in democratic principles, be equated with the right to direct the activities of others. This is legitimate power claimed or ascribed as a result of recognized expertise or values. Freedom must be thought of in terms of "for what"? - "freedom from what"? Freedom is not license and there is no such thing as absolute freedom.

The school is ascribed and has the legitimate right to direct the activities of children and must do so, in order that they may value from our and their own experiences. In other to obtain their freedom as such, they must of necessity, gain mastery over their environment. Freedom comes from mastery and that mastery is knowledge and intelligence.

As a member of the staff, you must have a deep commitment to the value of education that will guide the direction of your curriculum. Unless you believe in what you are doing, it will have little direct benefit to the children.

Each of us must come to grips with how he views the status of the child, the task at hand, and the pedagogy. The school must never allow itself to lose sight of its goals. We must never get so involved in the questing and thirsting for knowledge that we fail to provide training. Freedom must never be allowed to becomes license and children must not learn to equate self-initiative with self-indulgence.

J.I. Abbey, B.A., B.Ed.M.Ed.

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