THE HON E. W. STAFFORD ON EDUCATION.

Wellington Independent, Volume XXIX, Issue 4072, 7 April 1874, Page 3

THE HON E. W. STAFFORD ON EDUCATION.

Th 9 Hon Mr Stafford was last week nominated as a fit and proper person to represent the Hoathoote district in the Canterbury Provincial Council. At the nomination he spoke on the subject of the Provincial Education Ordinance, and his opinions were challenged by the " Lyttolton Times." At a subsequent meeting afc Heathcote, Mr Stafford referred at greater length to the Bame subject, and was followed by Mr Montgomery, who spoke firmly and eloquently in favor of a national system, in preference to a denominational system, favored by Mr Stafford. In our present number we can only find space for the portion of Mr Stafford's speech referring to the subject, but in next issue we will publish Mr Montgomery's reply. Mr Stafford said : The part of the article in the " Lyttelton Times" which I have to complain of is this : the imputation that I had seen that there was some discontent on £be part of the Catholics of the province, and that I had adapted my remarks to that discontent. I am not in the habib of changing my comcientious opinions on the spur of the moment, merely to catch votes or to fall in with the views of any section of the community. For a direct refutation of that statement I refer you to a speech made some two years ago, long before I thought of coaling to reside in this district, much less of asking you for a seat in the Provincial Council — a speech made in the House of Representatives on the second reading of tho Education Bill, which was brought in by Mr Fox's Government. I made that speech after very careful consideration, given not only at the time, but over a series of years, during whioh my attention was drawn to the subject, a subject which was agitating all civilised communities — tho question of State Education — and I have seen nothing to cause me to alter the views I then expressed. The view I took on the question two years ngo, and still ontovtain, is this. The State — to use a word which is recognised as embracing the public authorities, executive and legislative, us dealing with tho public interests of the whole community — has a right to determine to what system of education, or, indeed, of any other work, it will contribute public funds and levy taxation on the whole community. It has a right to do that, and especially has a Q-overmnent, based upon what is in this country ajmosfc universal suffrage, a right to do so when acting through the mouths of its representatives ; but it has always appeared to me that a ■wise and politic Government will consider how to establish an institution which will work in harmony with the convictions of all in furthering the object in view, and will not set up a permanent cause of discontent, a system whioh does not end with the attainment of the object, but is likely to create a banded discontent hostile to the administration of Government in other things. I therefore say that I deem it politic so to shape your legislation as to cause tho minimum of hostility and opposition. I am quite aware of the very great attention which is being paid at the present moment, and for some time past, in communities such as yourselves, on the question of elementary instruction for the people ; and I say that it ought to be our object to establish a system whioh will have tho ready assent and adherence of all sections of tho community. Now, the objection which is taken by some sections of the community — not the Catholics only, but by many others as well as thorn— is that they are obliged to put their hands in their pockets and contribute towards a system of education which they do not consider ontiroly fair to themselves. I am informed, upon very good grounds, that there are no people in this community who object to being rated for public instruction, or to a proper inspection by Government officers, so as f;o insure that the education provided is sufficient — then, I say, why in God's name should we drive any portion of the community who are willing to be rated, willing to have a Government inspection as an assurance that sufficient education is given, why should we drive thorn to say, " We think it is Unfair to us that we should be taxed for a system which we cannot conscientiously approve of, when we are quite willing to be taxed for a system whioh will provide the same instruction and superadd something more P" There is a great deal of what I may call " claptrap" in the term " secular education." We see candidates not only in this Province but in other places outside of New Zealand, saying, "We are all for secular education only." Having given considerable attention to tho subject I am oompetont to form some opinion upon it, and I say absolutely that I do not know what secular education is, and I have never yet found anybody competent to tell me. The moment; you get beyond writing and arithmetic, and pure mathematics, even if you come to geography, you cease to have secular education, and you more or less traverse the conscientious opinions and scruples of the people. Take the large question of history. No person can be laid to be in any degree educated who knows nothing of history. Who agree upon history, amongst tbope holding conscientious views P ■

Whatone standard history will they accept as true and correct in its facts and in its inferences ? It is impossible to give a purely secular education the moment you depart from the subjeots I have indicated, without trenching more or less upon religious oonvic tions. What have wo at heart in this country? Do not we want to see our children and those of our neighbors educated ? Do not we want to take an honest pride in thinking that the native born New Zealanders shall not blush, when meeting people elsewhere, at not possessing that elementary instruction which shall render them capable of further instructing themselves ? I think it is wise and politic for a state so to shape its instruction as to enable all aectians of the community cordially to pull together for the purpose of having their children mutually instructed. I have heard it said that if you gira aid to any school set up by any religious denomination, which imparts the instruction required by the Government, Bubjeot to the periodical inspection of Government officers, while it teaches something else, some particular form of belief or opinion, you are creating heart-burning and ncrimonious feeling between the people of the country. I will give you an illustration which I know to be a fact, and which can bo corroborated by tome gentleman who are present — one an old friend of mine, the late Speaker of the Hauae of Representatives, Sir David Monro, who is here to-night. . I do not know what are Sir David Monro's opinions on this question, but I know that he has taken a considerable interest, over a Jong period of years in instruction, and that he consented, at my request, so long ago as 1863, to be a member of a commission to consider and reportjupon a pystern of instruction to be introduced into the Province of Nelson. There is a school in Nelson which has been in existence for many years. It was established under the superintendence of I ' Father Garin, and for many years there was a larger proportion of Protesl ant children than of Catholics attending it, and it was admitted to give the very best elementary instruction in the Province of Nelson, and., with the exception of the Nelson College, no school could compete with it. There was no imputation of proselytising, and people who wore anti-Catholio sent their children there. I could name one who almost shudders when he talk 3of the Catholic religion, and yet he sent his sons there, and never complained that their religious convictions were tampered with. That is worlh a whole bushel of asserfcions.to tbe effect that denominational schools must noce3savily engender acrimonious feelings between persons of different creeds. I appeal to that school as a complete denial to Buch an assertion, and I say more, that the rivalry between the different schools makes as great a difference between them as the difference between a well-bred horse going by himself on the road and the came horse when he is stirred by competition with others. You all know the advantages of competition. Let the school be subject to the Government inspection as to whether it gives sufficient elementary instruction to justify its being granted a portion of the amounts contributed by the different denominations. The different denominations do not ask for the money contributed by others, but they say " let us have a fair proportion, head for head, of what we contribute, or our own rates returned, wherever there is | a certain number of children (I think it is thirty in Nelson) and the power of indicating what school is to receive our rates." That is one of the most reasonable plans, and I hope that my friend, Mr Montgomery, who is the present head of the Executive, and I trust will continue to be so, will see, when the time comes for further considering the existing law on the subject, that there is so much to be said on the side of the question upon which I have just enlarged, as will prevent him from absolutely setting up. a deaf ear on the subject. If lam elected I am not going to run a- muck, and say I will repeal the Ordinance. I want to see it amended. I think the time will come wheD, quite apart from this question and on mere technical grounds, the Ordinance will require amendment. If I can judge from tbe remarks of candidates and electors throughout the Province during the last fortnight, they want to give the Ordinance a fair trial in ordor to find out its weak points, , and not to amend it hastily. lam quite content to wait until it is admitted that the Ordinance requires to be amended, and then I shall endeavor, if you honor me by electing me, to bring forward the consideration of the principles which I have ventured to submit to you this evening, not before.