EDUCATION.

Hawke's Bay Herald, Volume XXI, Issue 5305, 12 February 1879, Page 3

EDUCATION.

(BY AN INDEPENDENT HUNKER.) Perhaps the most interesting, aud, at the same time, the most important subject, which at present agitates the political atmosphere, is that of Education. (Generally, it may be stated that there are three sections representing Various shade's of public opinion. Ist, the so-called Secularists ; 2nd, the Denominationalists; 3rd, those who consider the State has no call or right to interfere with the Education of the people at all. This last class fortunately is so small that we will not here seriously consider their views, cx r e'ept to remark in passing that the greatest mind's, thb most accomplished statesmen, and men of all shades df religious belief have and do concede the fact that it is the duty of the State to provide the means of educating its people, and not only to provide the means, but in cases whet©' these facilities are neglected, to insist that they shall be made use of, and hence compulsory education. The question then narrows itself down to this, granting that public education is desirable, and not only desirable but necessary, what system shall be adopted aa most likely to recommend itself from — Ist, ec'oriomy ; 2nd, efficiency ; 3rd, the greatest good to the mass. And here, then, our choice must be made between two systems, the secular, and that which, embraces not only secular subjects, but the inculcating of religious dogmas, of course varying according to the religious denomination of the various parents. First, then, let us consider the effect of such a system as the latter, which, of course, is the denominationalism of the present time. In the first place, if separate grants are made to the various religious bodies with which to maintain j their own schools, we have at once a mushroom growth of a multitude of small Inferior schools, especially in small country towns, where religious jealousies generally run much higher than in the cities, and render anything like amalgamation impossible. To explain our meaning, perhaps it will be the easiest plan to take an example to illustrate the matter. In the town of A. there are, say 100 children of school age, equally divided between three religious denominations who thus receive just tine-third each of the total Government a^d. Granting that this aid would jußt be sufficient to keep a fairly efficient school of 100 children going, and it would certainly do no more, it stands to reason that the quality of the teacher obtained for one-third of such a grant must be very indifferent indeed, to say nothing of the expense of keeping three buildings in repair instead of one. The result can easily be conceived, for teaching, like everything else, commands its price, and a good article can rarely be got at a small price. We do not say it would be quite as bad as the old dame's school in Scotland, in which the ministers, upon being found fault with by the inspector, replied, "Ah, weel sir, ye ken its nae muckle they pay me, and its nae muckle I teach them !" But the result certainly would be an inferior class, of teachers to that found in a School which could offer a higher figure. Here then is one of the great blots of denominationalism, viz., the cutting up the large establishments, with their staffs of thoroughly able and efficient, well paid teachers, and in their place substituting a multiplicity of small seminaries, under ill-paid and consequently most likely inefficient teachers—the result being a loss to the children, who do not receive the advantages they should ; a loss to the country, in not obtaining the best article possible for the outlay ; an enormous increase in office expenditure and inspectional charges ; and absolutely no gain, except that a few children are taught the Catechism of their particular sect, and most likely the first seeds of religious bigotry instilled into their youthful minds. , We say, then, that the denominational system is bad for the reasons we have quoted above, and it is a well kDown fact that in Victoria during the reign of denominationalism, the number of worthless little schools scp-ttered through the country, often two, three, or four in some small town, was legion. Many other reasons could be advanced to prove the truth of our assertions, but we fancy most unbiassed judges^will acknowledge the truth of statements which must be patent to all. Now let us examine into the other side of the case, and see what the so-called secular system has either to recommend it or to call for reprobation. JFirst, then, in every centre of population it places a school, built sufficiently large to accommodate all children of school age in the districts Having to build but one building in the place of three or four, it follows that the building can be completed thoroughly, and in the most approved manner. The Government grant' going into one fund for all, it also follows that the committee of such a Bchool are able to offer greater inducements to good teachers to enter their service, the result being that the pupils are better taught, the tone of the school generally becomes improved, and consequently the taste and intellectuality of the future inhabitants vastly increased ; and thus the state receives the highest amount of value for its outlay. Even denominationalis"ts allow this ; why then, it may be asked, do they object? Because, say they, the religious character of education is of 1 far greater importance than the secular ; because you are training Atheists, Bharpers, men in whom moral character will be conspicuous by its absence ; because your system will breed a race of men unscrupulous, selfish, and grasping ; because yourschoolsare Godless schools ; you banish the name of your Creator, and nothing but future misery and ignominy can follow such a course. These are strong words, and yet it is perfectly true that these and a multitude more of similar accusations have been and are still constantly hurled by the opposite party at the secular schools. Will anyone seriously assert that it is impossible to instil a moral character, an honest mind, and any uprightness of purpose into a lad without first teaching him the catechism or some supernatural belief? The very question seems, ridiculous. We venture to say that from our secular schools will be found to issue boys and girls of whom the country will be proud ; boys and girls trained to feel that honesty is the beat policy — not because it is a polity, but because honesty in itself is an attribute of au honorable man, and that their highest aspirations are to live a life of truth, honor and integrity. This we believe to be the work that many of our secular schools are doing. True they may not be teaching the tenets of any dogmatic creed ; but they can, and we believe they are, teaching their pupils to find use and beauty in all God's works, and that one of the grandest of these works is an honest upright man. "The name of God is never mentioned" — those who say so have never surely taken the trouble to look through the reading-books used in public schools. They will find the name over and over again, even from the very infant's picture card. The Bishop of Melbourne has just sent, we understand, a circular letter to his clergy, pointing out that a system whose only method of coercion is fear cannot help but produce the most disastrous effects. The bishop must surely have been unfortunate in the teachers with whom he has come in contact. Why, in Victoria we are given to understand that so far from corporal punishment being the to wrongdoing, none but a head master is allowed to inflict it, and then an entry has to be made in a book kept for the purpose, stating the date inflicted, amount of punishment, and nature of the offence. To sum up, then — Denominationalism, if it be productive of efficient (?) religious instruction, often, at any rate, must result in inefficient secular knowledge. Secularism provides a thorough system of instruction under the best methods, and, in the hands of an honest and conscientious teacher m fltate unhesitatingly can.

send into the battle of life as moral, highsouled young men and women as the most determined denominationalist could desiro. It has cheapness, efficiency, and the excision of rival creeds to recommend it, and with these advantages we should indeed be sorry to see our legislators take any movement to alter an Act which, without doubt, is destined to do much for the future prosperity of New Zealand. It was George 111. that said he wished that every child in his dominions was able to read, and although he did not see this desirable consummation, it is to be • trusted that his granddaughter may yet hear that, thanks to the Education Act of 1877, even in New Zealand the laudable wish of her illustrious ancestor has become an accomplished fact. In a future ißsue we shall probably refer again to this important subject.