Greymouth Evening Star. AND BRUNNERTON ADVOCATE. THURSDAY, JUNE 20, 1901. EDUCATION, TRADE, AND LABOR.

Greymouth Evening Star, Volume XXXI, 20 June 1901, Page 2

Greymouth Evening Star. AND BRUNNERTON ADVOCATE. THURSDAY, JUNE 20, 1901. EDUCATION, TRADE, AND LABOR.

Much has boon said and much has been written as to the value of education in relation for the struggle for existence in the great battle of life. In this work-a-day world there are but few persons who object to the teaching of what was called the higher branches of technical education. Still they are to be found, oven among men of such high attainments as Sir David L. Salomon’s who in a signed article in the London Daily Express entitled “ The decline of British Trade ” raises his voice in condemnation of the present position of the working classes. Sir David is a nephew of the late Sir David Salomon’s manufacturer, merchant and financier, and was brought up by him. The older Sir David was a man of very advanced opinions, and a thorough Liberal. He was the first Jew returned for an English constituency who sat and voted in the House of Commons prior to the passing of the Jewish Disabilities Bi 1, and by his action incurred certain penalties which formed the subject of an action at law 7 . Ho was returned for Greenwich in the'lO’s in opposition to the Tory candidate, Mr, Peter Holt, a largo railway contractor, chiefly through the action of the working classes, and ho always continued the advocate of their progression. But the Sir David of the present day is altogether a different being and is of opinion that the working classes have too many luxuries and should be repressed. Ho says:—“There is no doubt! an immense amount of luxury in vogue

at the present clay and this is the reason of want of thrift among the - working classes who have in no way benefited by the large increase in wages, except to live in a more luxurious style. The rate of wages in fact is too high for the class of work done. Men also do loss work in ton hours to-day than they did twenty years ago and yet their wages are 50 per cent higher in many trades.” The writer then proceeds to state that the working man was better olf with lls per week than he is now, and also that it was better for trade. This deplorable state of things, according to Sir David, is “ owing to the English Parliament consisting of two parties, each anxious to bo in power, and either, when the opportunity presents itself, does not hesitate to make promises to the electors whoso execution their leaders know perfectly well cannot bo good for the nation at large, although they may please small sections, and secure their votes. But both sides are afraid to tackle trades unionism at one time harmless and even necessary, but which has now grown into such a menace to the welfare of the country destroying capital, causing bad labour to bo paid at the same rate as good, crippling the man who is anxious to earn more money by working longer hours or working I better, starving out free labour, and generally taking away the liberty of the subject. The education of England is a disgrace to civilised times. The chief advantage gained by sending our boys to public schools is that they are taught what is likely to be of no service, plenty of physical exercise.’’ With regard to technical education, which is so much insisted upon at the present day, and the objects of trades anions, the writer goes on to say : “ With regard to technical education, it is pitiable to think that £BOO,OOO a year is being literally wasted in teaching children of the middle classes a smattering of science, wood carving, and a few other matters which practically are little more than a pastime for spare hours. The origin of technical education is well-known to those who have followed its course. When started some twenty years ago its object was to educate the working man so that ho might be able to compete with the superior training of the foreigner; but it has become completely diverted from its object. The working man in England does not pend for his living on the proficiency he may attain in his employment; nor is ho impressed in any way with the necessity of self-improvement. He simply depends upon his trade union to keep him in work,” Such are some of the views entertained by a large body of capitalists in regard to the position of working men and education. High wages and advanced edu- ; cation is the ruin of trade; low wages and a state of semi-ignorance is a gain to trade and the capitalist. Let us , take what is offered and be thankful.