The Clutha Leader. BALCLUTHA: FRIDAY, NOV. 16, 1877.

Clutha Leader, Volume IV, Issue 175, 16 November 1877, Page 5

The Clutha Leader. BALCLUTHA : FRIDAY, NOV. 16, 1877.

There perhaps never was a time in the world's history when the subject of education received more attention than the present. Since the middle of this century a deep and growing interest has like a mighty wave passed over the principal nations of Europeand America, exrending itself to the farthest ends of the earth, and nowhere more than among English speaking- people. New Zealand has at length come under its influence, and we trust the day is not tar distant when this gem of the sea will be found in the. forefront, not merely as reirards elementary but also advanced education. Its national university, which occupies rather a hazy position as yet, and is, we fancy, too lax in the admission of its affiliated institutions, is beg-inning to awaken. Lately, too, in Otago, which has always been alive to the importance of placing the means of education within the reach of its inhabitants, he schoolmasters have thought it advisable to widen the cords of their association, and admit to their meetings persons outside of the ptofession who take an interest in educational matters; and they have formed themselves into an Institute, which, it. is hoped, will draw within iis pale all the schoolmasters' associations in New Zealand, and thus become a power in the land. So long as their doors are shut against all outsiders, their influence must be limited, but this their latest effort deserves the best wishes of all, and is undoubtedly a step in the right direction. The teachers have been looked upon by many as a species of necessary evil, and never will they be able to tak« that

position in society lo which their abilities entitle them, until, like the Educational Institute of Otago, they are found uniting as a body with their fellow educated citizens, and the people be forced to observe that they are alive to their own interests, and eagerly desire the promotion of the highest good of the commonwealth.

We observe that those in this district are determined not to hide their lights under a bushel, for at more than one of their meetings have instructive papers been read, which merit careful consideration from whoever may peruse them. At the last meeting of the Clutha branch, Mr Waddell of Warepa read a paper on the " Higher Education in District Schools," which was published in onr columns, and which shows we have among us a gentleman of no mean ability, and whose views deserve respect. With many of his arguments we most cordially agree, believing that he who has obtained a good classical training has passed through one oi tbe best processes to acquire a highly cultivated mind. Some of the gi'eatest classical scholars in Britain have decried the influence of such discipline, forgetting that their own powers are due to the very subject they condemn. But a distinction must 'be drawn between a thorough training and 'the mere, smattering which Mr Waddell holds up to admiration. A boy labours through the

first part of the l'rincipia, and is just beginning to approach the threshold, and lo ! at once he has obtained the possession of a spell that opens the doors of philolop:v and science to a wider (ieg. r p P than could he done by any other process, ani his mind has undergone a transformation that could scarcely he dreamed of. This we. consider too much j ofa g*ood thing, and calculated to do a <rreat deal of harm anions* the ip/nnrant. Before the study pf Latin and Greek can he of such benefit as is laid down in that gentleman's paper, the pupil must study the lanrruages for years at least ; and we, declare with Mr Petrie, a graduate of no mean nniversitv, himself a cla-ssical scholar, nnd formerly teacher of classics in the well-known Scotch College. Melbourne, that a good grounding in English grammar, and, with the aid of an etymological dictionary, the study of the literature of England, even so little of it as can be attempted during' the short period that is thou adit to he so productive of advantaQ-e in the study of Latin, will do more to expand the minds of our youths than a more protracted study of any foreign language can possihlv produce. What in po brief a period can a boy know of the formation and genius of the language ? What large amount of linguistic aenmen can he possihlv acquire ? He knows next to nothing of its idioms, the internal structure of its words, and the. niceties of its construction ; whereas he has already obtained a considerable acquaintance with many of the peculiarities of the mother tongue, and further study will enable him to un- < demand the writings of either Milton or Shakpspeare, fhe latter of whom accordinsr to B^n Johnson knew " little Latin and less Greek."

No doubt the knowledge of classics enables the possessor to master the English language better than the majority of those who have not had the advantage of such" training, and, ceteris paribus, those pupils whose minds are thus expanded will generally excel in other subjects, but, no one can say that the want of such an accomplishment prevented TTne*h Miller from obtaining a mastery of Ensrlish such as few men havp ever reached-

We agree with Mr Waddell in condemning- the usual method of studying* science hv means of cramming* text- hooks down children's throats. Tf science is to be studied, the text-hook must he used as an auxiliary only, and direct contact with the subject must he sought after. We remember many years as*o reading the account of th* 1 examinationof one of the best ladies' school? in Edinburgh, wh«n the pupils showed an intimate acquaintance with the catechisms of various branches of science, bnt they had never heen brought face to face practically with the subjects. Among the gentlemen present who took an active part in the days proceedings was old Professor Pillans, who thought he would put their knowledge to the test, of practical experience. They had given correct replies to many puzzling questions in chemistry, when he asked them what gravy was This proved a tickler, when he told them that he thought they wonld find it of mo*v benefit to themselves in after life, were they to study such subjects in the book of nature, and pay more attention to what he styled gravy-ology. No doubt

had the worthy professor brought into the room a few subjects for analysis, equal ignorance in tbe very science they professed to have been taught would have heen displayed- What is wanted in education is not a superficial knowledge of many branches of learning but an intimate and personala-quaint-ance with a few, and the training thus obtained will enable the possessors to pursue to advantage other subjects, whether literary or scientific, ro which they may afterwards turn their attention. No study is more interesting* than botany, but it is questionable whether the knowledge of classification alone is of lasting benefit ; whereas the study "of the physiology of plants would expand the mental faculties in a high degree, and produce a greater' capacity for careful observation than the mere knowledge of the order to which the plant may belong can possibly do. And the same may be said respecting any other division of scientific training. Mr Waddell's observations regarding the value of even a slight knowledge of Latin as an interpreter of scientific terms are surely too strong, And, besides, it is Greek and not Latin that is employed in the formation of all new names. The only advantage that is derived from giving any new subject a classical nomenclature arises from the* fact that all educated men of whatever nationality possess a knowledge of the dead languages. Bub the mere smatterer will find as great difficulty in comprehending the signification of these jaw-breaking terms as the person who only knows the few words that he may have acquired in preparing his derivatives of the lesson of the day from his ordinary reading book.

. If tlie study ot philology, whether comparative, or not, be the aim of the student., he must, begin with the foundation of • the -English language — the Anglo-Saxon, take a peep at the sister languages of the Teutons^ more; particularly German,; 'Danish,' and Icelandic, and compare the roots found in them' with the 'many .similar V rootsY- of Latin, Greek, and Sanscrit ; and'surely this would demand more' attentihri; than would seeni to be thought necessary. Indeed, before a student can make any

advancement worthy" of the name, mnch -of a lifetime must be spent. in the study, and after all .only a, few can expect really to succeed.

With the. exception of the: exalted views held. of a slight classical training, the paper is good, and shows that the writer is well aware of what he is writiug about; and the district which possesses such a scholar and teacher among them should make use of their golden opportunity so lonpr as he is with them.