ON EDUCATION IN AUCKLAND.

New Zealand Herald, Volume XIII, Issue 4665, 26 October 1876, Page 3

ON EDUCATION IN AUCKLAND.

That in all State systems of education there should be a systematic course of instruction leading from the most elementary to the attainable, is a proposition. tha£~we wilf take "and'"which" exista-in-all public fechobl v kystems worthy of thename.i In the system established under, the Education Act of province, while pro-; vision is made for this course in the classification of schools into common, superior, and high schools, it is noticeable that a serious hiatus exists'in the system as' carried out throughout the province and in ths city of Auckland itself. Doubtless in the less thickly populated districts the necessity for establishing superior schools is not likely to arise for some time. At the Thames the want has been felt, arid an attempt to supply it has been made by the establishment of two superior schools, or rather superior classes, carried on simultaneously, and alongside the common school claaaes.in accordance with the provisions of the Act, but we understand that these but inadequately meet the difficulty, as, indeed, from the inefficiency of the means provided it could scarcely be expected that they would do otherwise. Thus while our system does now provide for instruction- in the ordinary elementary branches, in which a fair proficiency may be attained by the majority of pupils when they have arrived at the ages of 12 or 13, there it practically stops, no effective machinery being as yet provided for a continuation of the course. That some such effective provision should be made, and that it should be brought into active operation in our larger centres of population, especially in Auckland, is, we think, obvious. Whether this higher or more advanced course of instruction should be paid for wholly or in part by those receiving it, or whether it should be supported wholly or in part by contributions from the public purse is not the question which is at present before us. For if the practical results aimed at in the establishment of a public system of instruction such as a more general elevation of the educational standard, and an improved and ever increasing status of intellectual v-->wer throughout the units composing the" community or state, obtainable, it can only be hoped for from a, system which provides a continuous course of instruction, bo that the pupil entering at a tender age may pass on from grade to grade until, finally emerging from the highest, he may possess that degree .o£ mental, moral, and physical culture which every system of education aims at in bestowing. It may be said that it is in this respect, and in this respect only, a public school system efficiently administered possesses an advantage over that of private schools. The practical value of a system of education which formally resigns its responsibility at that age when mental development really begins is, we are inclined to think, not very great. There are those who think that the btate should not go further in its course of instruction than the elementary branches. With these we need not say we do not agree. Since it must be conceded that in the most important matters affecting the welfare of the community at large, practically the voice or opinion of the majority is potent, it will require something more than the three R's to induce habits of thinking and forming sound opinions. Habits of obedience to authority, sense of moral obligation, not to speak of mental discipline and culture, cannot be hoped for from a system which stops short in its action at the age of 13 or 14. Further, this is a question which affects the people at large, and not any particular section or class, and, indeed, we know ef none more important to any man, whatever his occupation may be, than that of having in ■working order a system by which his children may receive that amount of training and instruction which will reduce their liability to future want or poverty to a minimum.

We have been led to make these remarks in view of certain changes ■which may be expected ere long in the carrying out of the system of education in this province, and we do not think there are any of the deficiencies in our present, system which calls for more immediate and effective remedy than this, viz., the establishment of superior and high schools where needed- The systems now working in' the Provinces of Canterbury and Otago leave little to be desired in this respect Not only in their chief towns, but throughout their chief agricultural districts, there exist grammar or superior schools connected with the main or district schools, and these again supplemented by side or branch schools. These grammar schools, as well as common schools, are largely supported by grants from public funds, a small fee being charged to the pupil. In Christchurch an institution for the training of teachers has been opened, with a good prospect of success. The ample revenue derived from sale of public lands at the disposal of Provincial Governments have enabled these measures to be carried out iu these provinces towards making the system of education thus perfect. In Auckland the want of means has retarded progress to a lamentable extent, and, even should the remedy be immediately applied, years will pass before our rising generation will be placed in the same favourable position as the children of settlers in the above named provinces. In the city of Auckland, itself, where, from its larger and more concentrated population, the need is • more urgent, as we know, the system practically stops at the end of the elementary course. It may be urged that our College and Grammar School supplies, or ought to supply this want. But this institution, while performing a large amount of efficient work as an educational establishment, has its doors practically closed to that class of children who attend our common schools — the class for whom our system exists not. It may be a matter for consideration whether or not the resources of this institution derived from endowments might not be more advantageously administered by making this school serve the purpose indicated— that it should become the cope-stone of the educational edifice of the district. To effect thia, however, it would become necessary to throw the endowments of this institution into the common fund for school purposes, and we doubt whether such an attempt would be in conformity with the spirit, or intentions of the Truet Deed, the legal instrument upon which the administration of these funds is based. Also, we think such a course, even if possible, would be one of doubtful advantage or utility, inasmuch as the sphere of operations in which the Grammar School acts, is practically distinct from that sought to be occupied "by the district or provincial system. We do not say that this ought to be the case, but •whether from prejudice or from other causes, we believe that it is bo, and that, were the management and control of the College and Grammar School to be placed under the same authority as that of the common schools, and its working assimilated to the other parts of the common school system, so as to occupy the position of the High School of onr system,, we believe that the effect at present would be prejudicial to the interests of bigher education, as large numbers of the pupils now educated there would be withdrawn to ?.ttend private schools. This remark would apply especially to the youngest and the most advauced sections, of that school. The time, doubtless, will come when the upper department of the Oellege and Grammar School may be placed in that relationship to a general system with advantage, but at present such scourge, while it would tend to impair its preeentyeffioiency, would not supply satis, factorily the want which exists in regard to superior schools. Indeed, we believe that the authorities of the Grammar School might enlarge its sphere of usefulness by extending its operations downward; that is. to say, by admitting children. T at an earlier age than it has been hitherto the custom to . do. We have heard this_ opinion frequently expressed, and be«evß_ that such a step would be hailed by

those parent* who aim at putting their ehUdrentfironghtheGnunm.rgchooleonree.with a£khf ™°'l 0 *- This step would doubtless have the effect of raising the j£?ifS °- ed ° c *«° n .« 'elation to agf very oi tne difficulties m the way of good primary private those pupils anxious-for- admisMoa into-the Grammar School Jose much valuable-time before auahV for entrance into the junior! department as at,present establisfied. By \J™" OT . d epartment into which children of school-going years might be admitted, the Grammar School would then possess a nursery from which could be drawn a constant supply of: pupils trained £? r^ 8 * * u ? der lta OWII - auspices, and qualified to enter upon the Grammar School course proper #t a much earlier ace We make this suggestion to the Board of Governore with every confidence in the reliableness of our opinion that it will conduce to the interests of education of that class of children who do not enter into our common schools.

_ But in view of the changes likely soon to occur m the carrying out of our present educational .system,- we strongly advocate tho establishment of superior schools as a first step, which will drain oar common schools of their advanced pupils, and in which a higher course of instruction would be systematically given, and that these schools should he distinct in reeard to building from the common school. That these should occupy the same position relatively our system that the Grammar Schools of Otago and Canterbury hold in theirs. We have, as a province, or 'district or community, a right to demand from a Government which has assumed the entire coatrol of our revenne, that our educational position should be raised to the same level as that of those provinces or part* which have profited so -much in this and other respects from the enjoyment of a laud revenue from which every part of the colony ought to have received an equal benefit.