SECONDARY EDUCATION

New Zealand Mail, Issue 1618, 4 March 1903, Page 23

SECONDARY EDUCATION

DEFENCE OF THE PREMIER’S

ATTITUDE.

“They lvholly mistake the nature of criticism xvho think its business is principally to find fault,” wrote Drydcn many yeai*s ago. The remark might well be applied to some of tlie Premier's critics Avxxo see no good in anything that emanates from the head cf tlie Government. Mr Seddon has been taken to task for the vieAvs be recently expressed on the subject of seeendai’y education. The same critics who foreshadoxved disaster to almost every proposal adx'ocated by him during the last ten ycai*s, and in which he has triumphed in spite of the most doleful predictions, iioav bring the old stock arguments to bear in relation to his views on secondary education. He Avould be a A*aiii man indeed Avho would attempt to stem the tide of public opinion that has set in on this question. The Premier did but Amice the popular feeling in declaring that the time had arrived Avhcn Parliament should look into our educational endowments, in order to see AA-hat return the people receive for the expenditure of public revenue. Everyone xvho understands anything at all about this subject must feel that the Premier’s statement Avas an earnest declaration prompted by a realisation of tlie actual needs of the hour. There can be no attempt to stir up envy and strife in thus bringing the country to thoroughly Understand its position and tlie duty of the State in such a matter. From the arguments which have been used in criticism of tlie Premiers attitude, it would seem, forsooth, that the State must not dare to inquire xvhother its money is being rightly spent or not hv those Avho control the secondary education system of this colony. The monopoly in cndoxvments xvhicli has existed for such a lengthy period, it is maintained, must not be assailed; the Avorking man, who pays his share indirectly in supporting these institutions, must derive no adequate adxmntage fro-m them. Such a position is untenable. This condition of affairs may perhaps have been tolerated under the old political regime in this colony, when ultra-Tory notions held sway. But the times have changed, and the people Avith them. The people are awake. Having set their feet fairly on the rungs of the ladder of enlightenment, they desire to climb higher. And this will bo accomplished by the aid of administrators who keep in touch with tho aims and aspirations of the (.Timocracy. Where public money is involved, AA r ho will dispute the right _ of the people to know hoAV it is being spent, and whether the purpose of the Legislature is being properly fulfilled? Tho Premier’s Levin speech showed emphatically that thought is moving. We shall soon cease to. wonder xyhy a poor child should stop his school life, no matter how young he may be, because lie has passed something called “ the Sixth Standard,” and why the education of the more fortunate child should then begin because lie alone ought to partake of the plums of knowledge at State-endoxved schools. When will our critics learn to he just? In the discussion of this question it seems to be forgotten that Government lias practically no control over the income derived from secondary education reserves, Avhich is paid over to High School authorities, Avho use the State funds, for the most part, in any direction they might see fit. The interests of the general publio are not at present safeguarded in the manner that the State intended when it granted these endoAvments, nor are the working classes .>■ properly represented on the Boards that control these funds. Whatever may be said to the contrary, it resolves itself into a question of sectional control, purely and simply. Let us, for instance, take into consideration the reserves of Canterbury College and Otago University College. These amount to 314,000 acres, or about 500 square' miles of country. The estimated value of these endowments fifteen years ago Avas £245,000, and the annual rent-roll xx r as £13,306. The Auckland University College has an endoxvment of more than 30,000 acres of the public land. The Government also makes maintenance grants in addition to the revenue "that may be derived from the lease of endowments. Has the State, then, it may be asked, no right to see how this money is being administered? The question of class prejudices has been raised. There is no desire to belittle the good work that is being done by our High Schools. They have sent out into the world boys who have made their mark in various avenues of life, and who have done credit to the schools which mentally equipped them for their after struggles. But the part the State has played in enabling this to be done appears to be overlooked by those AA r ho oppose any interference with the system as it noAV exists. No one will deny that class prejudices have cropped up in these schools, and amongst those who have been able _ to attend them mainly through the liberality of the State. That Reeling apparently cannot be obviated. It has not, however, been for the Premier alone to point this out, and he need not be abused for drawing attention to the lack of sympathy between the children of the democracy attending our High Schools and

those.who are there by preference. If proof cf this were needed,v there can be quoted tho resolution of a certain High School Board in this colony warning tbe headmistress not to discriminate iu her conduct towards State scholarship holders and other pupils, to the detriment of the former. This part of the subject, ho-wever, need not be further hut if the Premier is to be attacked for referring to one phase of an important question, in rather vigorous language, surely his critics might first of all be certain of their ground before plunging into the vortex of de~stmotive abuse.

Tho Premier is on the right track in advocating tlie appointment of a Royal Commission to go into this question of secondary education cndoxvments. It is safe to assume that Parliament xvill be surprised at the information which such a Commission xvill elicit. The time xvas never so ripo for a progressive policy in regard to secondary education. With tho barriers remo\ r ed, the people will learn from the report of tlie proposed Commission exactly how the position stands; lioav much the State pays to keep open our existing High Schools and Colleges; and lioav much further these institutions might go in tlie direction of opening their doors xvider in, return for their endowments. It is time for a change, and however strongly High. School Boards and kindred bodies may resent any intrusion upon their domains and upon the privileges xvhich have been, to a very large extent, exclusively enjoyed for many years, Parliament oxves a distinct duty to the people in this matter. Thus, in the appointment of this Royal xve see signs of a progressive movement# xvhicli must inevitably prove of benefit to the people in a better system of higher education.