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Manawatu Herald, Volume I, Issue 24, 15 November 1878, Page 2

The national system of Education which his been inaugurated in New Zoiiland is calculated to benefit in the highest degree ihe youth of tlio Colony. For many years, until their abolition, owing to the several Pro* viuces having sepai'ate education ordinances, there was no uniform system. Canterbury", Nelson, and Otago had perfected, as far as possible, the methods adopted within their respective limits, and a very excellent result had been a'tained. But other parts of the Colony were lamentably deficient in this most important matter, depending principally upon private schools — or, what is far worse, those under the control of various religious denominations. Any efforts made to establish Government schools were crippled for lack of funds. When, however, the Provinces were swept away, and wiih them that division of interests they tended to perpetuate, a national system superseded he state of things referred to. Since then, a rapid improvement in education has taken place throughout the Colony, and the Act has given general satisfaction., excepting in a few cases, wheie a feeling has been stirred up in favor of denominationalism. With the question of secularism versus denominationalism wo do not at present propose to deal. That has been decided by Parliament already. But other questions demand consideration, viz., should the State give anything beyond elementary education '? Should public money be devoted to furnish anything more than a sound, practical acquaintance with those subjects, a knowledge of which are necessary in the ordinary walks of life? We think not. Knowing that education entera as a mighty factor into the creation of a great enduring people, wo fully recognise the importance of the State educating its youth to such a decree Lhat they are beyond ignorance, and able to appreciato the advantages of further study j but here wr think its obligation ceases, and it becomes the duty ol the parents, or of the child, to utilise the foundation the State has laid. In other words, we hold that Primary Schools fulfil the obligations of the t:tate. In a country like New Zealand, what is called "higher education," is of but little practical use. In most cases, it simply amounts to this. A boy learns to spell out a few Latin sentences, or perhaps to conju-* gate a Greek verb, a very weak smatteering is gained of French, and possibly of (Jerman, and perhaps the First Book of Euclid is gone through. Thus mentally equipped, he goes into an office, and in two years, probably finds himself unable to decline a Latin noun, or to scramble over the 2 )0)i3 asiuorwn. Yef, by means ot this " higher education " craze, the minds of New Zealand boys are misdirected as to the future. Instead of developing a stalwart race of settlers, who would open up our lands, and .push settlement back, we are rais ng a nation of clerks. What is the result 1 Ifor every paltry situation as a clerk, at £80 or£ 100 a year, there are in our cities scores of applicants; whilst the country is actually compelled to pay the passages of emigrants from Europe, to settle our lands. Yet millions of acres are awaiting the touch of the spade to spring into fruitfulness. There aie enough young men in New Zealand to settle large tracts of land, if they could be induced to forego the conceit — the ignorant conceit — which springs from what in their simplicity they regard as their " higher educa*tion." To become sons of th? soil, to unearth the treaties' of nature, to suhdttu the earth — these are the ambitions with which we need to inspire the youth of the Colony. We do not in any sense undervalue classical tatiuing. It is right in its place. If a boy is to be a lawyer, or a doctor, or a clergyman, then depend upon it he will find in the Colony the means of gaining the necessary education. But we ptotes tagaiust the Wanganui Education Board spending its funds in providing the " shabby genteel " eles ment of die town of Wanganui with the means of putting on Dundreary airs, whilst the sons of the sturdy' yeomen of Manawatu are forced to attend schools in buildings where they are " cribb'd, cabin'd, and confin'd ;" where the atmosphere is dangerous to health ; and where a single master, with two young pupil teachers, is expected to teach a large school. If the Wanganui people want " higher education," they can organise private classes. But we protest against the salaries of country mast rs beiug lowered, the teaching staff curtailed, and necessary improvements neglected, because there is no money. And why is there none? Because, forsooth, Wanganui is strong, and the strong must always e<tt up the weak ? These remarks are suggested by the action of the Education Board regarding scholarships. The tendency of the Board to centralise everything at Wnnganui has for a long time been rery apparent ; but their recent action is so palpably opposed to the interests of the country settlers, that we deem

it our duty to speak plainly upon this matter.

P.ridly, wo nv.iy st;ito that the Bixxnl . has decided to oiK-r four scholarship:'; fur ouo y<wj and three for two years. Tho.si.« £chohu\shi[>3 are cxeniptL'il from -Hi^h fc-ehool fees. Had) scholarship is to he of tin; valutof £2>). Only tliosi* pupiis who obi tain 120 mai'kn at tin onlinai'y ('xamiiiatiou cau compete, for scholarships. Now, it will be seen, at a glance that a scholar.- hip of £20 is of no possible advantage to a boy living at Patea, or at Foxton. Supposing, far example, that ono of the Foxton boys wins a scholarship. What ad van - tago is it ? Simply this. He can go to school in Wanganui free for one year, and his father receives £20 towards his support. But in order to get at that £20, the father must add at least £40 more, to pay for the boy's board in Wanganui. Under these circumstances, we question if there is a single parent in this district who would accept the scholarship under the conditions imposed. To a Wan~ ganui boy, on the other hand, such an arrangement is admirable, as he receives free education at the High School, aud his home being in the town, he can avail himself of its advantages, whilst the £20 forms a handsome reward, which can be put in his money-box. The difference in the value of the scholarship is very greatly in favor of ihe Wanganui boy. In fact, if a lEauawatu boy received £50, it would only be just about equal to the £20 received by a Wnnganui lad. We will refer to this matter in our next issue, and show the scheme which has been proposed, by which the country districts will teceive some of the advantages of scholarships.