THE COLONIST Published Daily—Mornings. Nelson, Thursday, May 30, 1895. ATTEMPTING TOO MUCH.

Colonist, Volume XXXVIII, Issue 8261, 30 May 1895, Page 2

THE COLONIST Published Daily — Mornings. Nelson, Thursday, May 30, 1895. ATTEMPTING TOO MUCH.

It seems that the Wellington Education Board has passed resolutions affirming the desirability of providing more of technical education in the State schools, and expressing the view that the general Syllabus should be revised and modernised. The direction in which the present Syllabus is to be revised and modernised is not indicated, but if the suggestion is to forego some of the training now provided in order that technical instruction may be given, grave objections at once present themselves. What, it may be asked is the primary object of the State system of education ? Were it attempted to give to every child all the knowledge that might fit him or her to step forth fully equipped in any walk of life, nothing but failure could be looked for. Surely, it may be urged that the State has done its share when it has provided the means whereby every child may, according to the abilities with which it is endowed, utilise the capital, as it were, with which it has been supplied, that it is to say when it has been so equipped that with some effort, and with additional application, he or she may be able to compete in the battle of life. That the State should do its very utmost everyone will be prepared to admit, but that utmost is governed by financial and other considerations. To aim at the impracticable will serve no useful purpose, but it will rather retard useful work, and, therefore, it is desirable to lay down a line which may be reached, and to make sure that a legitimate goal is attained. To suppose that anything like a comprehensive system of technical education can be provided in our primary schools is altogether ridiculous. Possibly an attempt might be made, but the cost would be altogether out of proportion to the benefit tbat might be expected. Such is the cost of education at the present time, and so many are the subjects attempted, that not a few of those who have devoted most thought to the subject of our national education are impressed with the advisability of limiting the syllabus — of reducing the number of subjects attempted, so that more thorough knowledge may be imparted respecting a smaller number. To add to the work demanded from scholars in our State schools will merely be to reduce the standard now reached in the subjects taken. It might be said that the sacrifice of any subjects now taught would be an admission that too much has been attempted in the past ; but if, in our primary schools, one excess were excluded in order that another might be taken up, it would be impossible to claim credit. The fact is, that the

legitimate aim of our primary system of education is not properly appreciated. A great dea lis reached after, but an attempt to do too much may easily prove injurious. Children whose time should be occupied in acquiring so much knowledge that they may be prepared for larger conquests, will, scarcely be advanced on the right road if they are confused by a multiplicity of subjects, Technical training pro-' vided for yOung children would be unreasonably expensive, as but a small proportion would be capable of taking advantage of the facilities offered. If, however, suitable training were offered when the boys and girls attending our own State schools reached an age when they could appreciate the advantages to be derived from an advanced course, cdnsiderable benefits might be looked for. A costly system of technical instruction may be thrown away in our primary schools, and the cost thereof might wreck the State system, but technical training to older pupils, and to those only capable of benefiting thereby, could not fail to be highly advantageous to the State as well as to the individual.