PUBLIC SCHOOL REFORM.

Auckland Star, Volume XXXII, Issue 21, 25 January 1901, Page 2

PUBLIC SCHOOL REFORM.

(To the Editor,*

sm^Tf *k ' nOt be unw""n« to afford space for the remaining- half relating to the above, and which was only casual y referred to in my last, namely, the technical or industrial, and, the general deficiency, in manners. Of course, it becomes' imperative to remember that the trainingof morals in youth must ever remain supreme, as also, indispensable; for the most perfect industrial, and with pleasingmanners added, would, without Christian morals, be but the training of what may be termed human machines—a sort of living; clock. Whenever the moral -and emotional Is found ignored in education, such Is then not the genuine article, be-

cause lacking in essentials. By technical education let it be understood that th* agricultural is equally included with the mechanical. Now, observing our presentpublic education at all its larger centre/ what do we observe? What results? 'WelL referring to the male portion 'of the' schools, we observe that an undue proportion on leaving: their school desire anaare ready to fill the positions of either junior clerks, shophands, or messengers! and, perhaps, now may ho added, futuni soldiers or policemen, for, latterly the foolery of imitation militarism f ornis g part of our curriculum.(!) The sound an<j gradual development of future mechanics farmers, miners, etc., seems to be nowhere. The few that may be found choosing industrial callings are rather the result of parental counsel and guid-' ance than that of any taste for such ob« tamed from their school training. The decided tendency of the present public educational system is to create crowds of cheap young gentlemen and young ladies, who prefer not soiling1 their hands, if it is to be avoided. In short, to be genteel is the main aim of the youth of both sexes, and this it is which the present public school system fosters. There Is no technical jnstruction,, therefore the honour and the dignity of labour is not regarded, and, for one who has passed the Sixth Standard to afterwards turn up hla or her sleeves for manual work is conceived to be unbecoming. That parents may have thus laboured is nothing conclusive, for their offspring- are apf now to consider themselves as upon a higher platform! But what, it may be asked, are the essentials for building up a prosperous country and a thriving people? Is It a population the large majority of whom are clerks, shophands and Civil servants? all non-producers. Every nation is drafted from its common schools. What the. schools send forth, morally, socially and industrially, or otherwise, such precisely will the nation show itself. Godless schools will be productive of a godless nation. Its position, too, with other nations will be thus determined, as It contrastingly and competitively stands side by side. There can be little doubt' that, considered morally and industrially, the public education of this colony to-day; is the most imperfect anywhere found under the British flag. "What is the remedy? Firstly, the introduction of a. Divine moral standard. Secondly, that of every city school having its technical Instruction workshed, and in which every1 boy of 12 years and over should spend at least two hours weekly with tools under instructors. A personal diligence also should be enforced, a due regard being; paid to every boy's adaptability and taste. In some surburban.ana country districts an acre of land might be added to the school for the scientific cultivation of vegetables by the older boys, and fop •which volunteer instructors might possibly offer their aid. In every city a cookery school should be provided for girls, each school having its turn of one day weekly for scholars of, say, 13 yearsand over; Jogging along- year by year as the present costly, yet unfruitful and-dis-appointing school system is, without any; reform, it will of necessity place this colony and its inhabitants far in the rear of other more industrial nations. Regarding the deficiency in manners in our public schools, this is but one of the fruits of the absence of definite moral training. There are outward good manners, and there are also those which come purely from within—from the heart. The latter ever form that which is more genuine and reliable. Mere secular education may produce in some degree the former, but th& latter can only issue from the highest moral training—from the inculcation of Christian principles. These farm the only safe and infallible guide when practised, for the true culture of manners an& all right acting.—l am, etc., N.Z.