The Dominion. TUESDAY, FEBRUARY 25, 1913. EDUCATION IN BRITAIN.

Dominion, Volume 6, Issue 1683, 25 February 1913, Page 4

The Dominion. TUESDAY, FEBRUARY 25, 1913. EDUCATION IN BRITAIN.

The English papers by yesterday's mail bring the. full text of the notable speech in Manchester, in which Lord if ammne forecasted the promulgation by the Government of a colossal change in the education system in Great Britain. He did not go into details (his' indefiniteness was commented upon by friendly as well as by critical newspapers), but he indicated plainly that in due course, if it is able to (or is there to do it), the Government will "set up a national system" to replace the "utterly chaotic andjja'ckward" existing organisation—a "national schomo" which shall "not be merely elementary, merely secondary, or merely university." "It must," he said, "be one eritire whole."' "Our views on education hitherto have been rather woodon": "we want to widen our notions of

education"; "a ready explanation of why education is uninterestingto the people of this country is that it is in a, state of chaos and confusion"; "what we mean to 'try to do is to make .it an interesting subject"— these phrases from the speech will 'indicate the frame of mind in \yhich the Government commissioned Lord Haldane to announce its "colossal" task : to the nation. The Manchester Gmirdin\i, in applauding the speech, rioted that what'Lo'jiD'Haldane put foj i ward_ was "a great, if somewhat misty.' ideal," whoso still vague," and after observing that the people of England'had "yet to grasp tjje. full meaning pf the establishment of a free and cojnpuisory system of State education," added that "assuredly it does riot imply that all variety is to be crushed out by a State bureaucracy. "• it is noteworthy that the Guardian did not say secular, and compulsory," for Lonb'HAtiDANE did not indicate that he contemplated a secular system like ours. He did not avoid tho religious question. "You will ask me," he said, "what about the religious question" .My answer is that if we can mako education the main clement in it," r if "we"can~put that"before our minds to the diminution of everything else, we shall take the religious question in 6'iif stride. ' I do' not think it difficult to find a solution-as we go along tp the, religious question." The. correspondence in the Press.which EorpjHaldane's speech called .forth does, not, so far as we can see from oiir examination of half-a-dozen of. the leading English dailies, appear to suggest that a secu-lar-system is intended or desired. The only materiar.criticisni is the. editorial criticism of the Gatholic Tablet, which makes the. important statement that "any Bill which .will improve education" and' at the same time deal fairly and equitably with particular interests will be assured of support from Catholics.". The 2'abkt. thinks as 'little'as any other •critic does of the. possibility of a .secular system being established. "II -the. Government," it says, "present a Bill for. the real amelioration, of our educational machinery,, and one. w;hich"does "no "in justice- to voluntary schools,, their efforts'will'meet with both sympathy "arid active'support from. Catholics."' The, Pali Mall .Gazette, on the Unionist side, thinks that 'the scheme , outlined by Lqrd;' Hamate should lja'cj,' the. Nonconformist's tq unite with the, Anglicans in-finding a "means'' by v which the.. Christianity common to all may be not merely'taught, but made the pervading atmosphere of a truly Na' tional School.' This is.the aspect; of tho; question'■;which is just now: of ■most interest to the people of this country,-,but as to the general question of education, we in.New Zealand can. look with sympathy .arid, anxiety, and with'some hope of.being taught,"a better.way,'' to such cndsayours as British statesmanship may/make in the task "of, mnkirig national,education whatit'ought to be. •'■■' -;'"" :.■"' '■'""', '" > ■ ■' ;