EDUCATION.

Otago Witness, Issue 941, 11 December 1869, Page 3

EDUCATION.

ii. The Education question was twice brought before the .House during the last session — on one occasion by Mr Ball and on the other by Mr Barff. The object which these gentlemen had in view was a very similar one — that of substituting Colonial for Provincial administration. Mr Ball concluded his speech on the subject with a resolution affirming that 'it is desirable, at the earliest possible moment, to terminate the unequal distribution and lack of harmony which obtains in the administration of Educational agencies tinder the independent action of Provincial Governments, by the introduction of a comprehensive system of Public Schools adapted to the requirements of the colony.' Mr Barff moved for the appointment of a Commission 'to enquire into and report upon the question of Primary Education in tbe colony, and to prepare an educational scheme for general application throughout the colony.' While Mr Ball's motion, however, was agreed to without discussion, Mr Barff's wt*a negatived on a division of sixteen to fourteen — four Otago members being included in the majority — nfter a few conversational remarks from two or three members. The apparent inconsistency in tho action of the House on these occasions is easily explained. The first motion was accepted without hesitation because it amounted to nothing more than an expression of opinion. It affirmed an important principle, but it did not commit either the Government or the House to a definite course of action. On the other hand, the second motion committed tho Government to immediate action in the matter. The Government, of course, was ready -with its answer—' it did not at present see its way to treating the question of Education as one for general Administration or for general legislation.' No other result could have been expected under the oiroumatances. The motion was brought forward a day or two only before the Prorogation of Parliament took place. Even had the time chosen for discussion been less inopportune, the attention of the Legislature was engrossed with subject* of a more pressing nature. It is certainly not desirable that any action should be taken with reference to Education, in tha • direction pointed to by those

fully; s ventilated;* ..one , t can. laq^fet that '* public ; #t;te"ntiptty is ' grattuallyj concentrating ijself ,up6n it tne' colony.'- driconyenienpes as well as theWla- of, ,the ,1 present system are manifest to escape notice. >In the event of the Native difficulty being satisfactpriiy.Vdispptied of, before the next meeting- of the Assembly!, ' the" question wili^in' all probability , be again introduced with a view to definite action. „ . " , ' It would Tbe well, therefore, .that the subject should be.'fully'and fairly ;consider,ed .in the meantime from a , Provincial as well, as ,a Cpjpniar ,point of view.- The question naturally arises— What effect would the adoption of a colonial system have upon Education in. Otago 1 • Tne people!pf this,provinc# would probably, in tbe first instance, regard such a system with disfavour from the fear of losing the fclTbenefit of the valuable land endowment which they have liad the forethought and the self-, denial to set apart. It would be very hard and vinfair that the land set apart by them, which they might have sold and then expended the proceeds on roads and other objects of th.c kind within the province, should be shared by other provinces of the colony which may have spent their own patrimony, and have made little or,no provision for Education. Mr Ball; it may beremarked, evidently contemplates with favour the prospect of * the School Endowments in various provinces being fairly utilised for the purpose of raising a common fund, and a larger amount of good being realised from them.' It is - said by some honourable members who heard Mr Ball's speech, that he spoke much more decidedly about forming a common colonial fund of all the Provincial Reserves than would appear from the report in Hansard ; that, in fact, he found it necessary to tone down his speech when correcting the proofs for Hansard, from a fear that Otago and other provinces might take alarm. He must have been aware that any attempt to throw the reserves into a common fund would undoubtedly be opposed by Otago as iniquitous. On the other hand, the advantages of a colonial system, viewed from a purely provincial point of view, are very obvious. Would it not be a boon to Otago, for instance, in common with other provinces, if some of the money which is at present so lavishly squandered in the North Island by the Defence and Native Offices were expended on the support of our own schools in common with those of the other provinces. Would it not be wisdom on the part of the people of Otago to ensure, not only that the youth of their own province shall receive the best possible education, but that the youth of our common country should enjoy the same privilege? As the weakest link is the measure of the chain's strength, would not tbe consequences be disastrous even to Otago if, in any portion of the colony, the youth should be allowed to grow up imperfectly or altogether uneducated ? If we so highly appreciate the advantages of education, are we to prove so churlish an to stand in the way of those advantages being Bhared by others 1 If, in some portions of the colony, tho people are so indifferent in this matter as to neglect their duty, and thus deprive their children, of their birthright, should not the rest of the community interfere ? The administration of a Colonial system of Education might be based on some Buoh scheme as follows : — That a member of the Government should hold the office of Minister, or Secretary, for Education. That the Minister for Education should appoint an InspectorGeneral of Schools, and, shy, five District or Provincial Inspectors, somewhat as follows: — Auckland ... ... ... 1 Wellington, HkwkV*B*y, AT*r»a»ki 1 Nelson nod Murlborough 1 Ctatorbary and WMtUad... ... 1 OMgonad Southland ... ... 1 That a Provincial Education Board should be appointed for Mich province, or for each of the five divisions abovo specified. That such Boards should have general powers o f oversight— as in the case of the Otago Board at present. That there shpuW bo School

Poinmft;^ ,spec*tors should be altogether independent, iof. Provincial Education Boards J their HuV being tb j:inspfept'sdbdalso^nd'Report upo&eciucaWnal matters' in' qach district.' That; the Inspector general and the District; Inspectors should.,repbrt annually 'to the Minister for Edu-cation-^ascerfain the qualifications^ ( of teachers—^and grant, 1 certificates! when deserved. That each province pt , division should be required to provide the. means of school education throughout its borders, the Colonial Inspector reporting as to whether this is satisfactorily, v dpne. That the .Education Reserves should, remain as- at present for ';the ■benefit .of the provinces respectively which set them apart. That .there should be paid to each province out of the colonial' revenue— there , may be money to spare for this when the war ceases — a sum on account of the children attending school. That this allowance be at the rate of so much per head Tor every* child attending the schools of each province ; -or the 'payment; for results' system might be adopted.

Among , the advantageous results of such a. system we may mention the following : — That the colony would have an efficient and uniform system, of inspection and statistical returns by officers independent of Provincial .control. That the administration in each province would remain a« at present, in the hands of the local authorities. That the provinces would be under obligation to establish and maintain schools — which, could be done from Provincial revenue and endowments, or by local rates, as each ! province might think advisable, while . all. would share in the Colonial education grant on fair and equitable terms, viz.: — a capitation grant for children attending school, or for tbe scholars who should pass examination. There would then be an inducement to keep up a large attendance, or to maintain such an efficient system of instruction as to secure the passing of a large number of pupils.