Written when I retired in January 2012
And revisiting this piece of writing thirteen years after it was written, he still wonders.
Once upon a time, a Northern Territory principal reflected on what was (2012), what has been (1970) and what had happened between times. A little voice in his head told him to think as much as possible about “balance”, “pros” and “cons”, “challenge”, and “celebration”. Determined to move toward even-handedness, he began to reflect on the four decades of his educational experience.
He thought about the waves of systemic leadership that had rolled over the system. There was the New Guinea expatriate influence followed at intervals by domination from other States, Territories and arrivals from overseas destinations. More recently (2009), Queensland educators succeeded Western Australian educators as system leaders. The Northern Territory was undoubtedly influenced by educators from elsewhere.
He thought about Jim Eedle, the Northern Territory’s first Secretary for Education after the NT Government took responsibility for education. Eedle said (Katherine, March 1979) that “schools are for children” and “structure should support function.” He thought about the structure that had now assumed skyscraper proportions with the children somewhat in shadow.
He thought about the fact that many children were children who seemed to lack the first-hand care and nurture a parent should offer. It seemed that with the passing of years, this was less forthcoming. Schools were increasingly asked (indeed required) to take on primary matters of children’s upbringing. He wondered and was sad that ‘loco parentis’ was now a mainstream function.
He worried that with the passing of years, a preponderance of weighty issues had grown into school curriculum requirements. Lots have been added, and little dropped. He wondered how teachers could cope and was concerned the children would be overburdened and staff become disillusioned. The educational pathway seemed increasingly cluttered and overgrown.
He was concerned that written reports were no longer short, concise, explicit and individualised. Instead, they were long on hyperbole, being stereotyped, jargon-riddled statements. They had become increasingly wordy but, essentially, said less and less. Notwithstanding the enormous amount of teacher effort devoted to their preparation, he felt they said it meant little to parents.
He worried that, over time, children had become more self-centred. “I” and “my” were pronouns and possessives underpinning their belief and value systems. He yearned for those times past when it seemed children were well-mannered and cared for others. “Yes, please”, “thank you”, “excuse me”, and “may I” were fast disappearing epithets. That, he felt, underpinned a loss of character.
He wondered where safety and security for children had gone. In the 1970s and 1980s, children could play outdoors in a safe, secure environment. Come 2012, parents no longer felt the children were safe. Threats against young people were handled from cyberspace to the street. There was a feeling that children needed to be wrapped and cosseted – but not by parents. As primary caregivers, they were too busy at work to offer personal nurture.’ Minding’ at Outside School Hours Care centres was the in thing.
He wondered whether, in an enlightened age, children feel ‘used’ when their schooling futures were discussed in a way that likened them to pawns on a chessboard. He wondered whether children appreciated being ‘objects’ for limited academic testing (Four May Days each year). Did they feel that overall and holistic educational needs were considered necessary by Federal Politicians setting State and Territory educational agendas?
He wondered about modern communications. Were the children of the 1970s not better speakers and listeners because face-to-face communication was alive and practised? ‘Facebook’, ‘Twitter’, texting and the new ICT tools of the twenty-first century reduced the need to gain and have confidence in speech and speaking (including listening). He was concerned that literacy skills were going out the door. What would happen to thinking?
He wondered about the wisdom of straying too far from the scriptural adage, “Spare the rod and spoil the child”. While responses to poor behaviour ought not to be barbaric, was not accommodation in 2012 of what was unacceptable in 1970 simply encouraging children and young people to push the envelope? Were not the elders abrogating their upbringing responsibilities and being ostrich-like?
He was sad that keys, security, guard dogs, deadlocks and latches, CCTV cameras, high fences, barbed wire, crim safe mesh, sensor security systems and floodlights had become the installation order. It seemed that in 1970, nights were for sleeping. Forty years later, nocturnal malevolence seemed to prevail. He wondered where peaceful nighttime hours had gone.
He wondered about gender equality. In the 1970s, children deferred to adults on public transport when entering doors and joining queues. Similarly, men deferred to ladies, the young to the old.
No more! He wondered why it was that in 2012, chivalry was dead!
He was concerned about ‘pace’. In the 1970s, things moved more slowly. There seemed to be less to do, yet crucial tasks were completed. There was a simple serenity about the way things were done. Time off work WAS time off work.
He pondered tranquillity. The separation of priorities had enhanced his inner peace. Family, work and recreation had occupied degrees of importance in that order. Come 2012, the imperative of ‘work, work and work until you drop’ had pushed family and recreational pursuits onto the back burner. Was that not poor prioritisation?
Did the ‘new way’ promote happiness and inner peace?
He wondered about the years ahead. As a young educator in 1970, he had looked to the future with confidence and rosy anticipation. Come 2012, and looking back, he wondered why system realities had sullied his vision.
And in 2025 the separation of what was and what is in terms of priorities and values seems more lopsided than ever.
Revised 17 April 2024
Revised again May 2025
EDUCATION, A LIFE FORCE 