THE EDUCATION SYSTEM.

New Zealand Herald, Volume XXV, Issue 9097, 4 July 1888, Page 3

THE EDUCATION SYSTEM.

TO THE EDITOR. Sin, —The meeting last night upon the education system, adopted a resolution to the effect " That no interference with our present system of education, either by way of raising the school age or lessening the number of standards taught is desirable, but that a large sum of money can and should be saved by a more economical administration of educational matters." With this motion I agree ; and with your permission will state some reasons which I believe as yet have not been fairly placed before the public, and it was very evident could not he put before the meeting last night at the late hour at which I spoke. 1. It is in the interest of the State that the best possible education should be given to all. Because true education fits and qualifies every family (the family is the unit of the State, not the individual) for the rightful discharge of its responsibilities, the profitable employment of its resources, and the greatest enjoyment of its privileges ; elevating the tone of morality, securing industry and thrift, and raising the standard of living; therefore, it is for the well-being of New Zealand that all educational advantages possible should be secured for her people. To limit these would be a retrograde step, and therefore undesirable, as affirmed in the motion of Mr. Cooper. 2. The State of New Zealand, wisely or otherwise, has undertaken, at the cost of the country as a whole, and not at the cost of the separate family, to provide for the education of the people. The Government of New Zealand can afford, or can be induced to make, the necessary sacrifice to obtain a certain suman amount that can be ascertained, say £400,000 a-year, for the purposes of education. The question then arises as to the best possible way of spending this amount, so as to secure to all equally the benefits of the best possible system of education. Mr. Mill, in his Essay on Liberty, has laid down the principle that "an education established and controlled by the State should only exist, if it exist at all, as one among many competing experiments, carried on for the purpose of example and stimulus, to keep the others up to a certain standard of excellence, unless indeed when society in general is in so backward a state that it

could not or would not provide for itself any proper institutions of education, unless the Government undertook the; task." " H

The Government of New Zealand was doubtless justified in taking the initiative ten years ago in establishing a thorough national system of education ; but has not the time come when it would be a relief to the Treasurer, and a positive help to the cause of education to encourage private enterprise? Having roused the entire people to intelligence and action, and a sense of the blessings of a good education, ought it not now to seek to ease itself of this increasing burden, and reinstate the principles of parental obligation ? Mr. Mill also has laid down the principle that "it is the duty of the State to do everything towards testing by compulsory examination the education given by voluntary agencies or by the Government." Should such examination prove that the voluntary agency : .d not reach the standard of proficiency possible, the Government ought to step in, and assume direct control; but should the examination prove to be satisfactory, ought not the State, for the sake of encouraging private enterprise, to give some assistance to such voluntary agencies ? In England the Government contribute not 'more than half the cost of the education of all those children in voluntary public schools that attain to the required standard of proficiency after inspection and examination by their inspectors. The conditions include the following—Such grants shall nob be made in respect of any instruction in religious subjects. Such grants shall not, for any year, exceed the income of the school for that year which was derived from voluntary contributions, and from school fees, and from other sources other than the Parliamentary grant. No child is refused admission to the school on other than reasonable grounds. The school premises are. healthy,, well-lighted, warmed, drained, and ventilated, properly furnished, containing at least 80 cubic feet of internal space, and 8 square feet of area for each child. The principal teacher is certificated. The girls are taught plain needlework. School must be opened 400 times in morning and afternoon. Every scholar receiving grant must have attended 250 morning and afternoon gatherings. The times during which any religious observance is practiced, or instruction in religious subjects is given, shall be either at the beginning or end, and shall be inserted in the time-table and approved by the Education Department. No scholar shall be required to attend, or forfeit in any way any benefit for not attending school at such appointed times. The school shall be opened at all times to the inspection of any of Her Majesty's inspectors. No grant is made except on the report of the Inspector, showing that all the conditions have been fulfilled. Such conditions faithfully carried out, (while encouraging those desirous of giving their children a religious as well as a merely secular education, and for this reason are willing to make— very poor, as in the case of the Roman Catholics—great sacrifices), yet would prevent a repetition of the sad experiences of the past under very different conditions and circumstances. The complete monopoly enjoyed by the Board schools for the years past, and the very great advantage of their schools being absolutely free, would surely be sufficient to guarantee their efficiency and public support, so that their existence would not be endangered. The benefit to the State would be that it would save half the cost of those educated by voluntary enterprise, while securing a much-needed stimulus and example from private competition. To those willing to make the sacrifice it would afford the. inestimable benefit of a thorough Scriptural, religious, and moral training ; at the same time giving scant justice to those whose fidelity to their conscientious convictions rebukes many with greater professions to spiritual enlightenment, and who are at present prevented from receiving any benefit whatsoever' from our national system of education. In most of the towns a considerable number, I feel sure, would gladly avail themselves of a Christian rather than a secular education, and by the saving of half the cost in such cases a large sum of money can and should be saved by a more economical administra,tion of educational matters, as affirmed in the second part of Mr. Cooper's motion.— Apologising for trespassing at such length, I am, etc., J. S. Hill.