The Dominion. SATURDAY, JANUARY 23, 1915. COST OF EDUCATION.

Dominion, Volume 8, Issue 2366, 23 January 1915, Page 6

The Dominion. SATURDAY, JANUARY 23, 1915. COST OF EDUCATION.

The steadily-growing cost of education in New Zealand was referred to by the Chancellor of the University (Sir Robert Stout) in ins report to the Senate which is at Present holding its annual meeting at_ Ohnstchurch. The Chancellor pointed out that the, educational expenditure from all sources in 1912-13 was £1 6s. Bd. per head. Last financial year (1913-14) it was £l 6s. 2d. per head, a total of £1,484,000, and this year there will be an increase. In the Commonwealth the expenditure for 1912-13 was 17s. Bd. per head, and last year 19s. 5d., so our expenl ltur< V s about 30 P er cent - m °re than that of Australia. Our expenditure out of public funds-that is, not taking into consideration endowments, etc.—was in 1898-99, 13s. 4d. per head, and in 1913-14 it was £l 3s. These facts are certainly deserving of careful attention, and the possibility of experiencing "lean" years referred to-by the Chancellor must be faced, however much we may be inclined to hope and believe that a long period of good times is in store for us. The eost of education is be-, coming increasingly large. The sphere of our school system has been considerably extended in recent years, and further extension in the near future is inevitable. This constant enlargement of the scope of national education is of course accompanied by a corresponding growth of expenditure. It is just as desirable that the young people of New Zealand should grow up strong in body as sound in mind, and in order to ensure a high standard of physical fitness a well organised system of physioal culture on the most ■approved scientific lines has been established. Something has also been done in the direction of medical and dental inspection. The care of the children's'health is of such 1 vital importance that it is probable that the functions of the State in this matter will have to be stil' further extended. Then again, the teaching of defective and backward children nas to be faced. The Department has already taken the initial steps for the provision of suitable methods of training for defective minds, and the problem created by abnormally backward children is also receiving atThe Auckland Board of Education has just'sanctioned a proposal to establish a model school with tho object of training teachers in the art of educating backward pupils. These are at present treated in the Bame way as normal children, and this, as Inspector Mtjlgan points out, is neither fair to themselves nor to the &chool community aa a whole. Increased specialisation of this sort seems to be absolutely nccessarv if the best results are to be obtained, and the matter is of such great importance that considerations of cost cannot bo allowed to bar the path of progress, though if is essential, that every care should be taken to prevent waste of money in queer fads and fancy frills. The peoplo of New Zealand havo borne the cost of education in an admirable spirit. Yet it is undoubtedly a heavy burden, and the country has a right to expect results commensurate with the sacrifice entailed. 'The system been subjected to very severe criticism from various quarters. Business men have asserted that th-; lads who have passed through the State Bchools do not come up to reasonable expectations as far as their writing, arithmetic, and command of the English language are concerned. Others tell us that the instruction provided is only suitable for clerks, and does not fit the pupils for industrial pursuits or for life on the land. It is also strongly contended that the system is defective from tho character-build-ing point of View, and that it is not in vital touch with the actual daily life of the community, in which the pupils must in due course play their part. Thoio i« no doubt a cood deal,

of justification for each of these contentions. Indeed, somo of the leading educationists of the British world are convinced that the prevailing ideas of national education are seriously defective. On tho other hand there is a tendency to expoct too much, and to place the blame for all the disorders of the social organism upon the State school system. Some people think that better results were obtained from the simpler and less ambitious methods of former days; but it is difficult to speak with certainty on this point. The teacherß of the present day are probably being forced to attempt too much—more than can be_ thoroughly done in the time at their disposal; but on the whole progress has been made though perfection is still a long way off. Some years ago wo flattered ourselves that New Zealand was leading tho world .in the matter of ■ education. But that bubble of self-satisfaction. has now been pricked. Free criticism is a wholesome thing, though it may not always be pleasant. It acts aa a spur and makes stagnation impossible. It has revealed many weak spots in our education _ system, and the experts are striving with much energy and considerable success to remedy its defects and to increase its influence for good on our national life. Beneficial results may confidently be expected from the close attention which is now being given to the training of the mind and body of the growing child.