The Lyttelton Times. FRIDAY, AUGUST 5, 1870.

Lyttelton Times, Volume XXXIV, Issue 2985, 5 August 1870, Page 2

The Lyttelton Times. FRIDAY, AUGUST 5, 1870.

Whatever difference of opinion there may be on the Borough Schools Bill brought into the House of [Representatives by Mr Tancred, it will be admitted that the cause of education gains very materially by being discussed in the General Assembly, This is evident when we come to read the speeches made during the debate which took place on the motion for the second reading of the Bill referred to. With hardly any exception, the speakers appeared to recognise the necessity of dealing with the education question from a Colonial, as opposed to a strictly Provincial, point of view, and we are encouraged to hope that the General Government will at no distant date consider themselves in a position to take the subject in hand —

So that none, However destitute, be left to droop By timely culture unsastained; or run Into a wild disorder ; or be forced To drudge through a weary life without the help Of intellectual implements and tools ; A savage horde among the civilized, A servile band among the lordly free.

That there is already considerable danger in the direction indicated by these lines, more especially in some provinces of the North Island, is only too apparent, and we are at a loss to see how the question can be effectually dealt with till it is taken up by the General Assembly. It will be understood that we do not indiscriminately condemn the educational systems in force in the various provinces. Most of them are based on sound principles, and as a whole they have worked remarkably well whenever they have been faithfully carried out. At the same time, it cannot be denied that in some of the provinces a comparatively large number of children are growing up in complete ignorance of the first rudiments of an ordinary education. "We are not now referring to the children of colonists widely scattered over the frontiers of settlement. Their case is, unfortunately, attended with special difficulties in educational as well as other matters, and we must be prepared to make corresponding allowances. But when we read, as we have frequently done in the Auckland papers, of large numbers of children roaming about the streets, and rapidly becoming, if not a dangerous, at least a very undesirable class in the community, we can only come to the conclusion that there has been serious neglect somewhere. And we are afraid that, if the whole truth could be ascertained, there are few towns in the colony free from, the reproach which some have endeavoured to fix specially on Auckland. No one province is in a position to

throw stones at its neighbours, though the three principal provinces of the Middle Island may fairly claim that they have done and are doing a great deal in the way of supplying a good elementary education to such of their youth as can be brought within reach. Still there are serious defects, and those who take the trouble to make themselves acquainted with the Borough Schools Bill will probably admit that, honestly carried out, it is likely to prove a beneficial measure. In moving the second reading of the Bill Mr Tancred alluded to a resolution passed by the House of Representatives last session. This resolution declared that, in the opinion of the House, it was desirable, at the earliest possible period, “ to terminate the un- “ equal distribution and lack of har- “ mony which, obtains in the adminis- “ traiion of educational agencies under “ the independent action of Provincial “ Governments, by the introduction of “ a comprehensive system of , public “ schools adapted to the requirements “of the colony.” The wording of the resolution is somewhat obscure, but there can be no doubt as to its meaning, or any hesitation in saying that it gives expression to an opinion very generally entertained throughout the colony. It was cordially accepted by the House and the Government, and Mr Tancred was therefore justified in hoping that the latter would have been prepared to bring down some scheme of education for the whole colony during the present session. Prom a remark subsequently made by Mr Pox, it would appear that the Government are not quite sure whether the General Assembly ought to deal with primary education till it is made clear that the, provinces have failed in their duty. Most people, we believe, will regret that the Premier should entertain these views, even though they may not be prepared tq admit that the provinces have failed in their duty as regards primary education. It is not so much a question of whether the provinces have failed or are likely to fail in their duty, as whether, by a general scheme applicable to the whole colony, the great and important work of education would be more efficiently and more comprehensively carried out. We hope Mr Pox will see that it is desirable to look at the question in this light, and that he will not allow himself to be influenced by a dread of bringing the provinces into conflict with the General Government. So far as we are in a position to judge, there is no danger whatever of such a result, and even if there were, we think it would still be the duty of the Colonial Government to undertake the solution of a problem which must be solved sooner or later by the central authority. Naturally enough perhaps, a good deal was said in the course of the debate about democracy and the necessity of providing ample means of education in countries where all power is centred in the great mass of the people. Alluding to Mr Pox as an early aqd sincere admirer of American institutions, Mr Tancred confessed that he had not, till recently, shared the opinions which the Premier had always entertained and given expression to. But he bad now “ come to a better mind,” and thought the later history of America proved that its institutions bad produced something higher and nobler than was generally supposed. Mr Tancred went on to show what had been done by the United States in the way of providing for the education of its citizens, and urged that our efforts ought to be now very much greater “ because we had neglected the “ opportunities which we ought to “ have availed ourselves of in, former “ years.” It is somewhat difficult to make out what opportunities Mr Tancred had more particularly in view, but we are led to believe that he was referring to reserves of waste land? for educational purposes. If so, we think he has rather overstated the case. We by no means wish it to be inferred at the same time, that we consider the educational reserves made in various parts of the colony, or in this province particularly, as sufficient for the purpose. On the contrary, we think they ought to be largely increased, and placed under a system of management which would secure the proper application of such revenue as they may be made to yield. It cannot be said that educational reserves are properly applied when, as as is understood to be the case in Canterbury, fifty per cent, of the revenue arising from them is swallowed .up in expenses of management, Mr Fox, if we do not mistake the meaning of his remarks, is not inclined to agree with those who think that liberal reserves should be made for educational purposes. He referred to the New England States of America, where, as he alleged, it had been clearly shown that “ endowments” had a pernicious effect on education. Wo are not prepared to question the authority on which Mr box’s remarks are based, but we think.it might be easily shown that the fault does not lie in the “ endowments" themselves so much as in the way they have been managed.