EDUCATION PROBLEMS.

Stratford Evening Post, Volume XXXIII, Issue 8, 7 May 1912, Page 3

EDUCATION PROBLEMS.

A POLICY OF PROGRESS

■ Tiie Hon. J. A. : Hanan, in the course of a speech at Woodville 01, April 26th, at the opening of the new technical class rooms in connection ivith the District High School, said i. appeared to him inevitable that before long the limitation to Which the compulsory education principle was ap plied should be extended. He did not advocate this as an immediate policy. Aa the State had proved the wisdom oi making primary education compulsory, it would soon'be a question whether children of between, say, 14 and 18, would not be equally benefited by additional compulsory instruction. Education should not finish on a scholar passing the primary school. The period between the ages named was amongst the most impressionable periods oJ life, and should not be wasted, as was so frequently done, by. many youm people. He entertained the heps thai the idea would soon prevail that in future our youths should not remain without continuance of instruction, at they were permitted to do now. The education which closed and gave place to wage-earning in early ago fell short of its aim. He emphasised the importance of education, and pointed out that the world was to-day moved i>j its thinkers and skilled workers. Pre. paration was essential to the highest success in all callings. The people were looking for a more advanced am, practical form of education, wind would better lit the children for citizenship. Ho was pleased that more consideration was being given to technical education, as it would do much to prepare our boys for then future career as artisans and in othoi industrial and commercial pursuits. in this country agriculture was oi first importance, and should be. actively developed. This called for the provision of scientific agricultural education with closer settlement. II would be necessary to intensify cultivation, and with this agricultural; training must go hand in hand. He agreed with the Prime .Minister, who was ardently desirous of promoting agricultural progress, with regard U aliording finances for the proper training of Lids for farm work. He (tin Speaker) looked upon the extended rural course instituted by the Government in 1909 as an important advance. It was not intended that such a course should turn out finished farmers, but it brought about a more intimate relation between district high schools and rural pursuits. In conclusion, the Minister expressed his admiration of the'great local interest which was being "" manifested in the technical branch of the school, as evidenced by the substantial public contribution' towards the cost of the building. They had an educational system which ' had conferred great blessings on our young people. In only one other country in the world—viz., Switzerland—was there a State system of education. He believed in the democratisation of education. The supreme test of a nation's greatness was its educational system, and tiniest of the system was the quality oi citizens it produced. Not only must they aim at intellectual efficiency, but cominerci d and industrial efficiency. Further, *hev must promote moral progress if they wished to build up national Ule and character. He hoped to be able to introduce certain progressive features which would make , ; .;:!• irr.hrove.ment of our educational system- Education in the widest and nigtitCt sense made for the well-being r-f ;i democratic community. (Cheers) Intellectual gifts were to he met with us much in the homes of the poor as in the mansions of the rich. They could not afford to let talent go to waste. Latent mental wealth must be developed. Equality of opportunity in regard to acquiring higher education and the benefits of scholarship was an idea worthy of attainment.