The Tuapeka Times. SATURDAY, MAY 29, 1869. "Measures, not Men."

Tuapeka Times, Volume II, Issue 68, 29 May 1869, Page 2

The Tuapeka Times. SATURDAY, MAY 29, 1869.

"Measures, not Men."

The educational system of Otago is justly a source of pride to the inhabitants of the Province ; yet, if strictly examined, it will be found imperfect and far inferior to the Prussian, American, and even French systems. The theory of the two first-named States is that the education of the youth of a country should not be allowed to depend on the caprice or ability of parents, and the assertion can hardly be denied. Carrying out the doctrine to its fullest extent, it may indeed be reasonably doubted the Lacedaemonians^ $iixi not possess the f-most theoretically perfect method ever adopted by a community. For a parent has no more right to endanger the safety and repose of his fellow-citizens, by neglecting the training of his offspring, than a householder has authority to destroy his neighbour's homestead by setting fire to his own. The latter is a criminal offence ; but the power of ignorance has as yet been too great to permit of the former being classed in the same category. Public feeling begins, however, to incline to a more rational view of the rights of the State and the duties of the parent ; and even in England, educationally speaking, one of the most backward countries in the world, the strenuous exertions of a small body of thinking men promise to be crowned with success. Compulsory education and free schools — a judicious blending of the American and Prussian systems — will, in the course of a generation or two, elevate and regenerate the population of the old country. And this Province ? Inheriting, almost as a right, the admirable organization which has made Scotland remarkable at all times for the intelligence and moderation of her people, is Otago to prove unworthy of her illustrious descent by turning a laggard in the march of progress ? Tt is difficult to answer the question definitely ; yet the interest at present displayed in the proposed High School for girls, proves that our citizens are not blind to the importance of a careful training. The question is in sooth one of vital interest, for dependent on the method adopted in such a seminary is the character, intellectual and moral, of the mothers of the future law-givers of Otago. Many pens have been employed in mapping out the course most appropriate for the education of girls, and the socalled accomplishments as may be expected figure largely. Unfortunates, to whom no glimmering of an harmonious idea has been accorded, are taught to torture hideous discords out of inferior instruments ; others, to whom the distinctions of light and shade are as a sealed book, rejoice the hearts of ignorant parents with impossible landscapes ; a smattering of French, the use of the globes, a dip into " Magnall's (or Mangle's, we forget or confound the name) Questions," and the art of working antimaccassars and bead purses, complete the education of the girl of the period. Such a list is neither exaggerated nor uncommon ; it is in sober earj nest an accurate description of the curriculum pursued in the best known and most respectable female seminaries of England and the Colonies. Yet what a mockery it seems to declare the flimsy creation of such a system, the worthy helpmate arid companion, of a man of intellect and experience. Indeed, the course of study followed by Aurora Leigh was infinitely less contemptible and absurd. The evil results are patent

to all, when men read with enjoyment, and a woman ventures to write, articles like those which have from time to time appeared in the " Saturday "Review." An opportunity is afforded us now of iniatating a reform, and the chance once let slip may never again return. Men like Professor Masson have pointed out the true curriculum, which, without making women blue stockings, will elevate them to the rank of rational creatures. Our glorious English literature, so highly valued by every nation except the English themselves, presents an instrument of culture of the highest importance. The sciences where higher mathematics are not requisite, are also immediately available as assistants in training the girl to draw logical conclusions, and the arts seem naturally to give pleasure to the sensitive and intensely-appre-ciative female mind. A course blending the three, where, above all, superficiality was avoided, would produce a class of women worthy to assist and accompany man in every action of life. Let such be generally adopted, and the great social reform ; the emancipation—worthier and of more noble promise than any giving freedom to serf or slave — the enfranchisement and admission to equal rights of half the human race, could not long be delayed, and a new influence, a restraining and refining power, would elevate and humanize our political life.