THE EDUCATION BILL.

Timaru Herald, Volume XV, Issue 661, 27 September 1871, Page 5

THE EDUCATION BILL.

[From the Timaru Herald, Sept. 13.] In a recent issue we stated tbat a Colonial measure on education would be introduced during the present session of the General Assembly. Tbat measure has been introduced, and is now under discussion. A copy ol the proposed Bill is m our possession — to tbe distinctive features of which we propose to devote tbis article. Tbe Act is divided off into twelve parts — each devoted to a special leading subject — and embraces on the whole 96 clauses. Glancing down the document, ond noting what is most striking, we find that : — Clause 3 enacts — "The Governor may from time to time appoint uny responsible minister of the Crown to be Minister of Education, and may remove any such person appointed;" while clause 4 provides that inter alia his chief business will be "generall}' to administer tins Act." Clause 0 enacts* that, for the purposes contemplated m this measure, each province, as it now exists, shall be regarded as a distinct educational district. Clause 8 enacts that ultimately the "Board" of each such provincial district shall consist of seven persons — one to be the Superintendent of the province — another to be a person chosen by him, and the remaining tive to be elected by the Provincial Council; these latter, " except m the cases hereinafter mentioned, to continue to be members of the Board until the expiration or dissolution ot the Council by which they sball be elected, nnd until the end ofthe session of the Provincial Council held next after such dissolution or expiration, and the election of their successors." Clause 12 provides that tbe meetings of the Board shall be open to the public. Clause 18 enacts that the '* Board of eacb province shall be entitled to appoint a teacher for every school under its control ;" tbat, " great I weight sball be attached by the Board to the recommendation of the School Committees," but that no person shall i be eligible for appointment who does not produce a certificate of competency from tbe Minister of Education." Clauses lil and 22 provide tor the marking off of new school districts, and forthe election of committees something after tbe fashion of what now is the practice m this province — tbe annual meetings, however, not to take place m October, but m January — the fourth Monday. Clauses 32 and 33 we print m full : — " Every school Committee may, with tbe sanction of the Board of : the Province within which the school district is, previously obtained, provide, by building or otherwise, school-bouses, and may improve, enlarge, and fit up any such school-houses, and supply school apparatus and everything necessary for the efficiency of the schools provided by them ; nnd sucb proportion ofthe cost of providing, fitting up, improving, and keeping m repair sucb school-houses as may be represented by sucb Board, shall be defrayed by the School Committee, by, and out of school fees, donations, subscriptions, or other moneys at their disposal, and if necessary, by and out of rates to be mude and levied within the school district m manner hereafter provided ; and the remainder (if any) of such Oost shall be defrayed by the Board of the Province within which the school is situated by and out of any moneys at their disposal ; and the term " schoolhouse " shall be held to include schoolmaster's residence, out-bnildings, and apparatus and appliances for instruction m gymnastics and for physical training. It shall be lawful for tbe Board of any province to contribute towards the salaries of the teachers of schools under its control, and towards the ordinary current expenditure of such schools, such sums ns to it may seem warranted under the circumstances, and tbe remainder of such salaries and expenses sball be paid by the school committees respectively ont of school fees, donations, subscriptions, and other available funds.'' Clauses 37, 38, and 40 provide for the establishment of "Grammar Schools "arid " High Schools," the distinction between tbe two classes of schools— nt least as concerns the educa-

• tional advantages to be afforded by them — not being easy to see. ' Clause 39 contemplates the existence of Model Schools, wbiie clause 41 gives the Provincial Boards "power to erect High Schools for girls, m which a more thorough education may be obtained. Clauses 44 and 45 authorise the Boards to assist m maintaining school libraries, and to appropriate money for "exhibitions and scholarships to be held at any grammar or high school within the province, or at any college or university m New Zealand." Clause 50 provides that the Governor may advance to any board or to a school committee tbe cost of nny school buildings whose erection mny he contemplated "on such security, terms, and conditions, as he may think fit." The Board may also borrow on the security of a rate to be afterwards struck. Clause 51 states the purposes to which the Governor may apply moneys appropriated by the General Assembly, and among other special objects "m augmentation of the salaries of public school teachers" provided always that assistance m this direction shall be by capitation grants on the average attendance and on the number of scholars certified by a Government inspector to have been effectively taught. Clause 53 — constituting one of the great leading features ef the Bill — is this — " Ifc shall be lawful for " the Board of any province at its discretion to grant any sum or sums m aid of private individuals or associations for the maintenance of schools within school districts within such province, aud such schools are hereinafter referred to as 'Aided schools' : provided every school so aided be a public school within the meaning of this Act." In regard to public provincial schools, that is, schools under the control of a regular committee, appointed as this Act provides, it is proposed that the Holy Scriptures should be read daily m tnem — either afc the opening or the closing ofthe school. While m regard to the ' Aided Schools,' religious instruction — m addition to the reading of the Scriptures — may be given ; bufc that no child, contrary to the will of its parent or guardian, should be required to be present during such instruction. Clause 56 contemplates the introduction of physical training m such schools as the Minister of Education may thiuk fit. Clauses 59 to 65 are the compulsory clauses, and require, with certain exceptions, the attendance at school of all children between the ages of seven and twelve. The parent or guardian can be called upon to send his children, and, where none of the excusatory conditions apply, he is liable, week after week, m case of refusal, to a penalty not exceeding two pounds. Clause 66, among other things, provides for the examination and classification of teachers ; as also for the issue of certificates of competency. As to the resources from which the teaching staff of ordinary schools is to be paid, from various clauses we guther that the funds are to be made up of (Ist.) school fees (to be fixed iii each case by the committees). (2nd.) Of capitation grants by the General Assembly ; and (3rd.), of grants from the Provincial Boards ; the Boards to draw their funds from education reserves, special provincial grants, and an education rate, if necessary. In case of a rate, it muy be either an " Annual Value" rate, or it may be a " Household " rate. If the former, the maximum proposed is Gd m the pound ; it the latter, it shall not exceed the amount of 20s fbr each bouse. To indicate m brief our opinion of the proposed Bill (m anticipation of a more extended criticism m a future article), we may say of it what is generally to be said of "all measures of the kind — measures meant, if possible, to suit all-— to harmonise various conflicting interests — .namely — that it is of a mixed cbaaacter. It is neither wholly good nor wholly bad. it is to be regarded with neither indiscriminate pi-vise, nor indiscriminate blame; and we are inclined to think with Mr Fitzherbert that m tbe end it may be found to be " only an initiatory, and not a final measure" — the parent of measures still m the future and far superior. [From the Timaru Herald, Sept. 20.] On the 13th instant we endeavoured within the; shortest possible space, to give a conspectus of the distinctive features of the Education Bill cow under discussion m the General Assembly. From tbat resumi-— condensed as it is — it will be seen that the proposed measure embraces certain good pointß, while, on the other band, it contains some that stand open to grave doubt. Among the features tbat we wish to emphasise as worthy of all approval are the following : — First — The Bill contemplates the classification of teachers, and the issue to them of certificates of competency according to their respective attainments. Until this takes place, tbere will never be the literary ambition that, ought to stimulate teachers, while, if it becomes law, it wili be an encouragement to masters and mistresses to keep up and prosecute their studies — their diligence and success being destined to meet with corresponding appreciation and reward. Second — It is a commendable feature of the Bill that, going beyond the mere rudiments, it provides for the establishment, m suitable localities, of schools of a superior ; class. Mr Haughton and others, true to their traditionary principles, may take exception to the Bill for this, on i the ground that -the State shonld confine its concern to securing nn educai! tion purely elementary. But, m the first place, if it is within the power of the State to furtlier the interests of a 1 higher education, why should it not do • it? In the second place, is it not by , affording the facilities far superior i mental dulture and development, that boys of talent and ot genius m a com- • munity are discovered and brought to • the front ? And m the third -place, no ■ inconsiderable portion of the expense P of such higher education would be borne • — m the. shape of school fees — by those

who received it. Nor should it be overlooked the extreme expensiveness of obtaining, under present circumstances, anything like a thorough education at any establishment of a private kind. Other favorable points m the Bill are the proposal to encourage School and Teachers' libraries, the intention to promote physical training, tbe purpose to take into account both numbers and progress m upportioning tbe capitation grant, and the rule thut all meetings of the boards should be open* to the public. The existence of well-selected libraries would help to develop literary tastes, would subserve the interests of a deeper and more diversified information, and would help to supplant m some degree reading of an inferior and pernicious kind. Physical training has claims upon oui* attention from various poiuts of view. It is calisthenic, and helps to develop the human frame m all its ideal forms and attitudes of manly beauty ; it is hygienic, and conduces to tbe strength of the muscles and the soundness of the constitution ; it is also martial and disciplinary, and prepares the nascent man for those military organizations wbich the country may think it wise, to cherish. A capitation grant, having reference not only to numbers but to efficiency, is well adapted to stimulate diligence on the part of the teachers ; while the tact of the Board's deliberations being open to the press is one that would not only re-act beneficially on the Board itself, but would also keep tbe public en rapport with, aud interested m all its proceedings. We now come to those points m regard to which we are nofc so sanguine that the proposed measure is happy or Avell considered. First, there is the proposed constitution of the Boards. Ifc is a great mistake, we think, to have that constitution based upon, and so bound up with, the machinery of the Provincial Councils. Why stamp upon that constitution anything of a political hue? Would it always be well thafc the fluctuations of the Board Bhould be coincident with, and be regulated by, the fluctuations of tbe Council ? Moreover, is it certain that, before long, the Councils, if they do not altogether disappear, will nofc undergo such modifications as to necessitate on this subject legislation altogether new and different ? " The Government," cays Mr Yogel, m his Financial Statement the other night, " had plainly declared last year, that if the existence of the Provincial system interfered with the carrying out of the policy of Public Worlds and Immigration, then Provincial institutions would have to be modified." Nor can there be any doubt thafc this modification is nofc far distant. The constitution of the Boards should be irrespective of Provincial Councils. And another feature we should wish to see the Board possessing is — the representation at its sitting by at least one member of the teachiug staff of the Province. We cordially endorse the attitude of Mr Stafford on this question when " he joined iv the universal condemnation of the proposed constitution of the Board — it being impossible to devise a worse mode of appointment, even if by the Act the JProvincial Councils themselves had been constituted Boards." Secondly. — Another weak point m thp proposed Bill is, that while ifc aims a\ the achievement of certain things (viz., v libraries, exhibitions, scholarships, etc.) it leaves it dependent ou the will or the means of the various provinces to find, if not the whole, at least, an indispensable portion of the funds for the same. All theeffeefcthat legislation of this sortcanhaveismerely to suggest certain desirable thiugs, while ifc makes no provision for their certain aud actual accomplishment. Thirdly. — We have grave doubts iv regard to clauses 59 to 65, which are the compulsory clauses. Not that we do not think that pressure of some sorb is needed, or that ifc would not materially raise all over the Colony the average attendance of children at schools. But is it likely thafc the various members of the school committees — m the spirit of these clauses — will busy themselves m serving notices of neglect on their several delinquent neighbours around? Will they officiously care to encounter the odium of it, and fche possible insinuation of personal motives ? And if a sinning parent or guardian is fined forty shillings this week, and he remains defiant, will the same committeeman go on repeating the accusation from week to week ? Any pressure to be brought to bear ought to be indirect ; and we far prefer the Nelson system — and which, by recent legislation, is that of this Province also — namely, a capitation tax on children of a certain age ; the parents feeling that Unolenles volentes, they had to pay ibr education, the natural desire to have something for their money would, m a greafc many cases, overcome any indifference they might feel about sending their children to school. The fourth greafc moot; poiut m the proposed Bill, and which is, perhaps, the mosfc important of all, wo aro sorry that we cannot find space enough m this article to discuss at length. We refer to tho " Aided Schools " clause (clause 53). This clause, takeu together with others related, gives power to the Provincial Boards, aud failing them, to the Minister of Education, to assist private individuals aud associations m tho carrying on of schools, which shall not be Provincial public schools m the strict sense. They may be denominational -schools to all intents and purposes, and of tho severest type. If this 53rd clause, as it now stands, should remain an integral portion of the Bill, it requires no gifted seer to predict what will be the result. Denominational schools, whensoever the various religious bodies — through increasing numbers and wealth — can start them, will spring up on all hands, the Provincial schools, — properly so called: — as far as attendance is concerned, will maintain only a struggling existence, aud the end will show a national system, iv aiiy true sense, entirely abolished. Wc- confess that the subject is surrounded with great difficulties. First,; here is a

nation professedly Christian. As a people, we have repudiated every pos-sibleformofAtheism,DeisiH,SH-ul'*imin. "Would we speak of any revelation from heaven to earth ? we think of* tlie* writings of Moses, the Prophets and Apostles. . Would ■ -we form, i<> ourselves an idea of the purest an.* mo.it. elevated morality r! we think di' tho morals of Christianity. , : . ..'Wouid wis cherish any cheering hopes :is re--;>ei*ts tlie future'? we think Of the hopx-s iluGospel inculcates. And is this professedly Christian people to diniinato from the instruction of its.youth every distinctive trace of its religion, and every characteristic dogma of its faith ? And yet, ask some, what: is to. be done. ? The several religious bodies cannot agree on any common platform which, being adopted, might give a religious character to the early-educa-tion of all alike. They cannot agree even upon the bare text of the Bible, witbout note or comment : for while the authorised version would satisfy all the Protestants, the Romanist must have a version of his own. Secondly, is it possible to keep "popular school education m any professedly Christian country witbin strictly secular grounds ? Is neither the name of God, nor of Jesus, nor the idea of immortality, nor the doctriae of a divine providential government, nor the smallest scrap of evangelical history ever ro creep into a single school-book ? Is no duty ever to be enforced by Christ's example ? no principle to be inculcated by Christ's authority and teaching ? no anticipation m the future to be stimulated by inspired statements and pledges ? Say there is n teacher deeply imbued with what are spoken of as evangelical views and feelings, how can he, on all questions of dut}* and morals, assume a strictly secular tone? Thirdly; — " Oh," but say some, " rhis is npt what we want ; we would wish to have a religious education communicated, but not a denominational one ; we want a broad, catholic Christianity, but not a. syllable pro or con as regards nny particular sect." But again we ask is this possible to any great extent? Give* the various teachers to understand that tbey are not altogether to ignore Christianity, and what is it they can possibly touch on without uttering something that some one else objects to? Is History to be taught ? and whose views of the Reformation are. to be put forward ? — the Protestant's or the Romanist's ? Wbose views of the various persecutions and massacres are to be upheld ? — the persecutor's, or those of tbe persecuted ? Is Biography to be taught, whose views of Calvin are to be enjoined — those of the Arminians, or of his own followers ? Whose views of Wesley are to be inculcated — those of the Wesleyans, or of some communion antagonistic? Whose views of Cromwell are to be homologated— those of the Cavaliers or tho Roundheads ? Whose views of Claverhouse are to be enforced — those ofthe Covenanters oithe Prelatists ? Whose views of Knox are to be vindicated — ihose of the Episcopalians (who regard him as an unchurched schismatic), or those of the Presbyterians, who regard him as a close interpreter —on questions of church organization and govt-rmnent — of the inspired volume? Again — are questions ot Moral Science to be touched on ? whose views are to prevail — those of the divine code, or the views of those who seem to hold the contrary ? " Setvtnda igitur sentential probabilior tenet, licitum esse minus malum suadere, si aiter jam determinants ftterit ad majus exequendvni." " Therefore, " declares the casuist, "the second opinion is the more probable oue — that it is lawful to induce a man to commit a less evil, if tbe other has already determined to perpetrate a greater." A certain great authority repudiates the doctrine ot " doing evil that good might come." In matters of truth or falsehood, wbat shall be taught, the morality of the Book of Proverbs, or this? " Jurare cum cequioocatione, ouando junta causa ist, etipsa aquieocdtid licet, non est malum." To sweur with equivocation when there is a just cause, and equivocation itself is lawful, is not evil." Once more, is Literature to be glanced at — and m the higher schools of course this could not be neglected— bow would it be m regard to some ofthe greatest names m tins department of human culture? lake for instance, Robertson, Hullara, Goldsmith, J. S.. Mill, Whately, Bacon, Milton, and Addison ; and since these— in the famous " Index Expurgatorius" are placed under a ban by a certain body, tbere is a religious difficulty at once. We dou't suppose that any intelligent Roman Catholic boys would stand very well being pointed out the beauties of Milton's well-known sonnet : — "Avenge O JLord thy slaughtered saints, whose bones, Lie scattered ou the Alpine Mountains cold, eto." We indicate m a word— without being able further tv discuss the subject on the present occasion — what we would do. We would have the Scriptures read, by all means, at some period of the day. We would, however, compel no one to be present at such reading whose parents objected: - We would have the school-books ' thoroughly instinct with the sentiments and feelings that the Divine religion of Christ inculcates. We would also see some comparatively simple textbook on Moral Seienee— such as Waylaud's — read «ud expounded i j tha schools. We would dispeuse with the contemplated " Aided Schools," and if the heads of the various denominations did not think sufficient religious instruction was communicated m the Sunday schools, we .would give to the different clergymen the Use of the schoolrooms at certaiu times to teach what they liked, at tbe : 'salme time making theui some allowance, either from the revenues of the particular school, or from the Gineral Education Fund of the Province of ' thfe Colony. It may not be the' duty of. the Suite r to give a distinctively religious ednaa— tion, but it is the duty of the State to guard agaiust religious iußCrUt-tiou-being" iifylfctcd.