EDUCATION.

Manawatu Standard, Volume XXXVIII, Issue 6696, 15 May 1900, Page 2

EDUCATION.

There are many points in the English education system which could well be imitated in this colony, and now that the thin end of the wedge of amendment is to be introduced here by establishing a colonial scale of salaries for the present haphazard method, it is to be hoped that other weak spots in the system will be dealt with. We have ! ; always advocated a Central Council of Education whose functions would comprise some ot those the Minister of Education is supposed to adminster, but fails miserably, and also a portion of the powers centred in the Boards of Education, and if it is possible for such a Council to administer the English system, surely there ought not to be any objection to its introduction here. By the Board of Education Act passed last year by the British Parliament all education — primary, secondary and technical—is placed under the control of the Board of Education. It is true that secondary education, except in Scotland, is not yet brought under efficient State control. But the Board of Education has full powers, and has already taken the first step to a comprehensive system of secondary education, by ordering a Royal Commission to enquire fully into the subject. The Board has just issued a series of instructions to the Inspectors as to their duties, and one of the ehief objects in recasting the nature and scope of the instruction given is "to give more freeI dom of initiative to individual managers and teachers." Besides the ordinary subjects, i.e., English 7" by which is to be understood reading, recitation, writing, composition, and grammar so far as it bears upon the correct use of language "), arithmetic, geography, and history, there are to be " lessons on the common things of which a child should • haye some knowledge," singing, drill, or other suitable physical exercise, drawing j for boys, and needlework for girls. Not I only is more initiative to be allowed to the teachers, but special local conditions are to be considered, and each school adapted, so far as may be, to its environment. Among special grants we notice one for " Household manage--1 ment," which is duly recognised in the Code as a subject of instruction, and includes cookery, laundrywork, and practical housewifery. The Board has also ; issued a circular to the teachers o country schools, which is bound to be productive of good results, provided those to whom it is addressed have the personal and individual interests of their scholars at heart, and the desire as well as the ability to fit them for their struggle with the world. Its main object is to " call attention to the im. portance of making the education in the village school more consonant with the environment of the scholars than is now usually the case, and especially of encouraging the children to gain an intel- | ligent knowledge of the common things j that surround them in the country.1' The teacher is asked to encourage the habits of enquiry and research natural to children. The children should be helped to search for flowers, plants and insects, to take an intelligent interest in the life around them. Not only will this cause the children to appreciate the pleasure of a country life, but it is hoped that the intelligent hebits of observation thus formed will be found useful in their ordinary school work.