MR THOMSON ON EVENING CLASSES.

Evening Star, Issue 7747, 19 October 1888, Page 1

MR THOMSON ON EVENING CLASSES.

The paper on the establishment of evening classes in Dunecfin, read before a meeting of gentlemen interested in education last Tuesday evening, was of marked ability, and evinced thoughtful consideration of a subject very important to the common weal. There are, as a matter of fact, many youths whose education, for one reason or another, is cut short before they are sufficiently instructed to make practical use of what they have been taught. To this class, unJ fortunately numerous, the old adage " a little learning is a dangerous thing ; ' aptly applies; and it is exceedingly desirable, not only for their own sake, but in the public interest, that the opportunity should be afforded them—and indeed, that they should be distinctly encouraged—to keep up their studies and arm themselves, moreover, for the purposes of life by acquiring technical knowledge. We use the expression in a more extended significance than skill in particular handicrafts and manufactures, which can hardly be acquired theoretically. By "technical knowledge" we mean some acquaintance with the general scientific principles which underlie the leading industries and the manner in which these principles are applied, as well as the conditions in various localities and under varying circumstances. In Germany, where education is regarded as the chief thing needed to make useful men and good citizens, young people who leave the State schools when only thirteen years of age are required by law to attend what are called " continuation schools " for a period of from three to four years, where, in addition, to the ordinary subjects of an elementary school education, drawing, with special application to various handicrafts, is taught as a technical subject It being admitted that means should be afforded to young people removed early from school to continue their education and further extend the field of their knowledge, the practical question for consideration presents itself: How is this to be effected in the case of the large majority who have neither the means nor the requisite elementary knowledge to avail themselves of the Otago University classes, even did their pursuits and circumstances require so high a standard of education ? Mr Thomson makes a commendable endeavor to solve the problem by a scheme for the establishment of " continuation classes," which he proposes should be carried on through the medium of a society to be especially organised. It must be understood, however, that whathe advances, accordingto his own explanation, is mainly by way of suggestion. ''lf it paves the way," he says, "to such a discussion of the "subject as will lead to the evils in " existence being largely swept away or " modified, it will have amply served "its purpose." The scheme is thus put forward without assurance, simply as one way which the promoter thinks may lead to the effecting of a very desirable object. He has done good service, we are of opinion, in not only ventilating the question but in endeavoring to bring it to a practical issue. ThoEe who, like ourselves, are not able to entirely agree with his method, must needs appreciate the excellence of his motives and the general soundness of his principles. Briefly stated, the proposals are that a system of evening classes during the winter months should be established, open to both sexes, for the teaching, by lectures or practically, of literary, scientific, and technical subjects, especially "such as meet the " educational requirements of artisans "and those engaged in handicrafts." Tiiese broad features of the scheme aie hardly open to criticism; nor is there anything specially to object to in the constitution sketched out of the society and the governing body* When, however, the details are considered it will be seen that the sphere of usefulness would of nece* sity be very limited, whilst the class whom it is particularly desirable to reach would be altogether excluded from the opportunities of deriving any benefit. The minimum age for admission to the classes is to be fixed at fifteen years; and those wishing to join " will be required to pass a preliminary examination equivalent to "that of the Sixth Standard in the "public schools." Now, we take it that the girls and boys who are removed from school prematurely, as we may say, are just those for whom evening classes are required; and the majority of these young people are certainly not up to the Fifth Standard —many of them, in fact, leave school before passing even the Fourth. So much of general knowledge as is demanded for the Sixth Standard i% we consider, indispensable to the proper education of the children of the Colony; and to complete education so far should, we think, be the aim of the projected society, rather than to provide instruction in higher branches to those who have passed, or are competent to pass, the standards of the public schools. The first object should be, we conceive, to give all young people the chance of coming up to this mark, which is quite high enough for ordinary purposes—in the employments in which, it is to be assumed, from their having been taken from school early and put to work, they are engaged. We quite admits however, that technical education is a matter of some moment, and that in the establishment of classes such education should not be overlooked ; but the object of thus giving special instruction to young artisans and working i i

boys, desirable as it is, should be secondary to the completing of the general education of the whole youth of the City. It must further be considered that for this purpose, and for certain branches of higher education, there are means available at present for those really anxious to improve themselves ; and for any others—the idle, the careless, and the wayward—the society would waste its funds and energies in vain. The financial aspect is always a very important one in every subject. MiThomson, we apprehend, takes a somewhat too sanguine view as to the ways and means. Presuming his scheme to be so modified as to be placed on a popular basis, there would most certainly be an initial difficulty in respect to the necessary funds. Provision would haye to be made for qualified teachers, and this would have to be on a fairly liberal scale. Gentlemen engaged in the public schools could not be expected to give up their evenings, and work double tides through two terms of three months each without substantial remuneration; and outside the State education staff we fail to see where suitable instructors on any terms could be obtained. We have grave doubts as to whether Mr Thomson is not resting on a somewhat rotten reed when he calculates on pecuniary or material aid from the institutions and local bodies he mentions; and we consequently have not the faith which he professes, " that "the financial difficulty will prove to "be the least instead of the greatest *"to be encountered." We shall await with interest the report of the Committee which has been appointed to consider Mr Thomson's proposals, and are not without hope that they may be moulded into a practicable shape.