LITERARY INSTITUTES.

Kumara Times, Issue 170, 20 April 1877, Page 2

LITERARY INSTITUTES.

We have received a copy of a prize essay, by Mr. George Bishop, of Canterbury, entitled “ The advantages of Literary Institutes as a means of education, with suggestions as to the best way of extending their usefulness.” The essay is too lengthy for our columns, but as the subject is one in which at the present time a large section of the people of Kumara is specially interested we give a few extracts. The essayist commences thus;— “ Knowledge is power* is a maxim accepted by all as containing great truth, and, in speaking of Literary Institutions, it cannot be denied that they wield a great force in the dissemination of knowledge either for good or evil. Man, being endowed with reasoning faculties, naturally seeks for means of interchanging thought with his fellow man, and will form society as far as possible under any circumstance best adapted to his own peculiar tastes and dispositions. It is therefore the province of such institutions to endeavour to provide the “ desideratum” by a competent supply of useful works of Standard authority both of reference and for general reading and by means of newspapers, periodicals, classes, lectures or otherwise, to disseminate such useful knowledge as will tend to elevate the moral character of all who come within their influence. But we would view the value of such associations not only by the provision they make to supply the felt necessity of keeping pace with the increasing growth of education, and the continual discoveries in, and advancement of, science and literature; but in affording the means of forming congenial society found, otherwise, too often in. lower and more degrading pursuits. Let ua take, for example, one or two instances in which, we think, well regulated societies of this kind would prove most acceptable and valuable. Keeping in mind the fact that we live, not in a country where established schemes of education have been in growth with the necessities of the people, but in a newly settled land where, nntil recently, the means of acquiring knowledge or improvement in education have been rare, we would first instance the want felt by the immigrant when first landed on the soil of his adopted home. Accustomed, it may be, to the benefit of similar societies before leaving his native land, and severed from higher and nobler friendships by a broad watery waste, where will he be more likely to find society more .congenial to his wants and necessities than in the bosom of such Institutions.

Or, take the case of the old established colonist who, having left his country in early days and assisted in the great work of colonisation, finds himself debarred from many means, which might be enjoyed, of cultivating his own mind, acquiring the necessary information of what is occurring in other lands, or what progress is being made in the advancement of science and art. Again, How many young men are there with education and talent who, during the most critical period of life, are thrown upon the world apart from all the higher influence and example of home ; may.easily be led either into good or evil as surrounding circumstances may - influence ; and thus may become either a blessing or a curse to the country, over whom such institutions as these ought to wield great power and throw around a Strong shield against surrounding temptation ? Might not the institutions also he made attractive to, and influence, that pest .of the present society known as the “ Colonial hoy T who, with little exterior influence is permitted to roam at large as if beyond the cate of his fellow creature. Lastly, I would instance the necessity of making provision for the wants of lads and young men who, after the careful training of both home and tutor, leave school and go forth for the first time from home and friends to mingle with the world, to earn their daily bread by profession, trade or otherwise, and perhaps for tlio first tiro©, learn from experience the distinction between good and evil. hTow we feel it is the province of such institutes, as those, under consideration in this paper, to make provision for the necessities of the abovo classes of persons ; and, only in supplying such wants are they fulfilling the intentions of such societies.”

The author then dwells upon the advantages to be derived from the Reading Room, with its periodicals, the library, v/ith its well-selected books of reference, &c., the lectures, the popnlar entertain ments and amusements, and the debating and educational classes, frequently connected with Literary Institutes. He thus concludes Ms essay :—“ We would assert that these institutions can never become really prosperous, self-supporting, or appreciated until, in all the efforts they put forth for the diffusion of knowledge and the amelioration of the people, they realise the fact that knowledge has ceased to be the inheritance

of any particular class, but has descended from the privileged few to become the common property of the many. That the greatest effort should be put forth to extend their benefits far and wide among the artisan and labouring population, and enable such to realise his individual importance in the welfare of the State and Country.”