ELEMENTARY EDUCATION IN NEW ZEALAND.

Evening Post, Volume XXII, Issue 102, 28 October 1881, Page 2

ELEMENTARY EDUCATION IN NEW ZEALAND.

TO THE EDITOR OF THE EVENING TOST. Sir — The education question is receiving but scant attention at the hustings. No doubt the topic is somewhat delioate.not to say perilous. However, there have been some expressions of discontent, and with your permission, I desire to add to them. Or. Stewart, gushingly telegraphed " God speed " to Mr. Bowen's Act, but the Otago Presbyterians are now asking for change. The Churoh of England has repeatedly, through the General Synod, expressed her dissatisfaction. The Koman Catholics hare invariably condemned the scheme. The Education Boards are crippled through the paltry sum granted for buildings. The School Committees are at their wits' ends because of the diminished capitation allowance. The taxpayer is be ginning to growl at the growing proportions of the annual vote for education. Now, in the face of these sigoi, no etatesmaa or politician speak out. L*;t me remind electioneer ing orators of a few fundamental objections The present Act makes no prevision for tha moral or religious training of children, and is therefore utterly Godless. All who prefer private schools are practically subjeot to a double school tax; it is therefore grossly unjust. It cannot overtake the growing wants of the oolony, and is therefore confessedly inadequate. The pooroat portion of the community are not availing them* selves of the scheme {e.g., in the city of Wellington alone 2000 children attend no school) ; it is therefore a signal failure, and practically involves a tax on the poor for the benefit of the rich. This is |a sufficiently heavy indictment. But what is the remedy ? Adopt the English system, or something

akin to it. Recognise all sohools which fulfil certain prescribed conditions. Let the Inspector test the work done, and let payments be made according to results. The State calls itself "lay" and should, therefore, mtterly ignore all distinctions of religion or no religion. If a Mahommedan, or even an infidel, taught the prescribed subjects more efficiently or more cheaply than a Christian, the lay State should not only employ him, but logically give him the preference. The immediate effeots of the adoption of the English system are obvious, as such management would provide its own buildings, the present State schools would suffice for years, and, above all, the legitimate outsome of free education, viz., compulsion, would beoome possible. Moreover, the taint of injustice would disappear and a healthy rivalry would spring op, voluntary schools doing better work at a lower coßt. Last but not leaat, the religious difficulty would be solved, for each parent could follow his own conviotione, while the State Baw that every child was fairly taught the rudiments of knowledge, or to speak more correctly, the übo of thoße instruments whereby knowledge ia acquired. Would it be presumptuous to suggest that those who have definite views on education should give effect to them at the polling booths by only voting for just men, who promise to vote for just lawa t I am, Ac, R. Cotfet. St. Mark'a Parsonage, 27th Oct.