EXTRACTS PROM SIR ROBERT STOUT'S EDUCATION STATEMENT.

Dunstan Times, Issue 1269, 25 June 1886, Page 3

EXTRACTS PROM SIR ROBERT STOUT'S EDUCATION STATEMENT.

With regard to secondary schools, he thought that they were equally out of touch with ths colleges ami the primary schools, The Government had little power o v er them and no funds to exorcise tiny control. The colonies as a whole had not awoke to their position regarding these schools He considered a statute ought to he passed making the mode of government an I the relation of ’ho schools to the population uniform in the colony ; but existing endowments ought not to ho studied, which would simply itistroy diem. Such a. hill would scon have to bo introduce I, hut he would first like to see the University perfected. Ho now came to some things that ware blots on our primary system, but would say, however, tnat ho believed our prima-y srhoo's were gradually getting better. It would he observe I from the appendix to the education repmt that there was great vuialion amongst the various educational districts in passes in the standards, a fact which was attributable to the various modes of inspection. So long as there was no direct control over the inspectors, so long woubl it he impossible to ascertain exactly for the purposes of comparison the results of the teaching in the various educational districts. He did not see how this was to he remedied, being opp'sed at present to the insoeetiou being placed under the control of the department, and not wishing to see anything done that might weaken tire functions and responsibilities of the education hoards. The absence of uniformity in te idling, while rattier advantageous than otherwise, was counterhalano-'il by a danger of adopting a mode of teaching conecnid to the views of inspector'. But while it was apparent thit children were being properly taught, much ought to he aMowed to the idiosyncrasy of the individual teacher, otherwise th« system wou'd become one ot routine or cram. In none or the schools hi had visited did he find such a distinct impress of the teacher’s individuality a- he would have Ifkod. The only remedy would I e for the boards to arrange for an interchange of inspectors. The ne d of technical education was becoming slowly but surely recognised. Passing reference was male to thi Agricultural School commote I w.th the Canterbury College, an I to the p ospcc’a ot founding a Fo-ostry School at W hangaroi, which it was believed would be of great advantage I to the northern part of the North Island.

He thought if each County Council were tin powered to etc it a email model fa. m in the nounty it might be made self-support-ing, It would be, he thought, belter to leave this to the counties than to empower the education boards to interfere. If it were available, a piece of land might be granted by the Government, and the Countv Council might, at small expense, start a model farm. The State might assist by paying part of the salary of the teacher, leaving the manager to be paid by the County, and leaving the County Council to arrange for the boarding of pupils and charging fees. Agricultural schools being provided for, technical schools for manufactures might be started in our cities. In the Municipal Act power should be given to boroughs and cities to found schools, and he alro proposed to insert in the Counties Bill asimilar provision. The-e farming and technical schools could fit the scholars for attempting higher educational work in the Universities. The country d stricts labored under a disadvantage as compared with centres of population, owing to the latter having secondary schools. The remedy for this was, to give the country schools highly e located teachers ; and the time mast come when to the bright end willing boy in every country district there must he opened the door of knowledge as wide as to the dwe'ler in the city. He pointed out the necessity for amide play, grounds, which were the greatest engines for promoting a true democracy, lleferring to school bonks, ha said the ’’greatest diversity is allowed, and he believed the time would soon come when we shall be able to see one or more series of reading books prepared in the colony for our soboo's. The postage stamps scheme for thrift among children had not accomplished all that it might hive done had it been pushed, mid he hoped education boards and school committees would aid the department in their ifforts to promote thrift amongst children, and thus aid in establishing a th'ifty and prosperous pen pi 3 in the colony.