FREE EDUCATION

Evening Star, Issue 24331, 21 October 1942, Page 2

FREE EDUCATION

FROM INFANCY TO UNIVERSITY An important principle was contained iu a motion dealing with free education which was presented to the Otago Education Board at its monthly meeting to-day by Mr N. H. Golquhoun. It read; —“ That, envisaging the essential work of reconstruction after the war iu all departments of our national life, this board strongly supports tile democratic principle of equality in education; that it is strongly of the opinion that free education from the kindergarten to the university should be the birthright of all worthy of it, irrespective of financial status.”

“ In times of peace,” Mr Colquhoun said, “ the nation is less efficient than it should bo. The 1 greatest. and most statesmanlike law that could be passed now would bo one granting free education to all who are worthy of it from the kindergarten to the university. Dr Temple, the Archbishop of Canterbury, and a host of supporting authorities in Great Britain realise the urgent necessity for the passing of legislation implementing such a policy. The Britisli Commonwealth of Nations will rise or fall according to its attitude on this question. No delay should be tolerated by any patriotic citizen. At war we can put our house in order tor the period of reconstruction when peace comes. If we hesitate now we betray our heritage, and we betray the men and women of to-mor-row.

“ The kindergarten school should be an integral part of onr education system,” Mr Colquhoun continued. “In a democratic community all should have equal rights of education. Let ns make all educationally equal, let ns give all the same chance, treating both rich and poor alike for the good of Ihe whole. To make this policy effective, school books and stationery should be provided free at the primary and secondary schools. Students attending the university where necessary should be given an adequate allowance to enable them to carry on their studies without undue hardship It should be the birthright of a ( free citizen in a free democracy to ha given educational equality of opportunity,” ho concluded.

The motion was. seconded by Mr D. C. Cameron.

' There were two sides to the question, said the chairman (Mr J. Wallace). Although he was of the opinion that everyone had a right to free education, he could not help thinking that if the principles implied in the motion were fully implemented there would be an enormous amount of waste of money,, time, energy, and people.

After some discussion the carried.

motion was