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New Zealand Times, Volume XXX, Issue 4395, 21 April 1875, Page 2

We have taken occasion, in previous issues, to remark upon the wholly insufficient provision made for education in Wellington province, as well as in the other provinces of the North Island. Contrasted with what has been done in Canterbury and Otago, to meet the educational requirements of the respective provinces, one can hardly realise the fact that North and South are integral parts of the same country. But so it is. In the North, the schools are starved ; in the South, they are well and vigorously sustained. We find from the Press of the 12th instant, that the number of children on the school books, for the September quarter of 1874, was 10,136, as against 0816 in the same quarter of 1873. But the School Inspector's report, which has been laid before the Provincial Council, shows that the average general attendance has not kept pace with the number of children on the roll. Another point noticed by the Inspector of Schools in Canterbury is that several schools suffer through having incompetent teachers. It is difficult, no doubt, to obtain trained teachers for every school in the colony, but with Canterbury's funds it should have less difficulty than any other province. Money can procure almost anything ; and the Education Board of Canterbury can well afford to pay for the bast teaching power procurable in the Australasian colonies. But ultimately we think New Zealand must look out to obtain its supply of teachers from within its own borders. On the whole, however, the general efficiency of the Canterbury schools is much improved. Nine new districts were proclaimed in 1874 ; twentyfour new school buildings were completed and seven began,, and sixteen were enlarged. The Normal school is expected to bo finished in June next; and the central school of the East Christchurch district' will be ready for use in August. Tlie Press thus summarises tha* portion of the Education Board's report relating to finance: — The expenditure of the Board of Education during the year amounted to £75,198. On the other hand, there was paid into the Treasury, as voluntary contributions for building purposes, the sum of £555; also, £1209, on account of special rates, and £1022, tho proceeds of the salo of books from the depot. These deductions leave a net charge upon tho department of £71,724. Of the £75,198 actually spent, £8043 was for the Normal school, and £39,950 for new school buildings. Tho former item is an extraordinary one, and the latter will be reduced as tho requirements of districts arc supplied. Still there is no denying that the cost of tho Education Department has become a matter of serious consideration. Tho simple maintenance of schools involves an outlay of nearly £20.000. And when we add tho scholarships, departmental expenses, and miscellaneous items, it seems plain that the system cannot be administered on tho present scale—exclusive of tho cost of buildings and of any provision for future extension— at a less charge than £23,000 or £24,000 a year. How that sum can bo provided, should tho land reveuuo diminish to tho amount at which it stood only four years boforo tho date of this roport, is a question which no 0110 who is inclined to look into the future can ask without some ouxioty.

We shall leave this highly suggestive paragraph, and turn to Otago. That province provides most liberally for its schools ; but the question of finance is forcing itself upon the attention of the public. An education rate is hinted at; and when we fearnj on the authority of Mr. E. McGlashan, that there are only seme 500,000 acres of good agricultural land to be disposed of in Otago, there is considerable reason for the anxiety which is being manifested in certain quarters. Several years ago an education rate was imposed in Otago, but owing to the opposition it met with it was repealed, and the school fund has since been voted by the Provincial Council out of the territorial revenue. The Olago Daily Times of the 12th, in a leading article directed to this question, argues against an education rate. It has the following remarks, which forecast the future much has been done by the Canterbury Press : Again, it has long sinco been quite plain that we have been spending too much upon education. Not too much, indeed, lor the worth of what wo have got, but too much for our means in the future. The time must come when a very largo proportion of the sum expended upon education must bo raised directly for that definite purpose. Is it well to forestall that time when the necessity must arise, and use tho means before the want arises ? Wo can see no reason on behalf of imposing a rate which is not equally good on behalf of raising the school fees. Every objection to this last course (and the objections are very nunierous, if not overwhelming) may bo raised against rating for education, with equal force and propriety. Beyond all these reasons, however, we doubt the wisdom of distnrVtog the present condition of things, in which, after all said and done, an enormous majority of the people willingly acquiesce. It is quite natural that the Daily Times should be anxious to let well alone. The school fund now costs the people of Otago nothing, and while the land fund lasts it need cost them nothing. But it is fast becoming exhausted, and '' the future in " the distance" is by no means pleasant. The Bruce Herald —the most influential district newsjjaper in tho colony—takes the Daily Times to task for the article in question. It distinctly charges the Dunedin journal with "seeking to enlist on " its side those who are opposed to taxa- " tion for educational purposes, and those " who are opposed to secular education, " in order to accomplish'its own end, " namely, the avoidance of that direct "taxation which would make the large "property-holders of the country con- " tribute their just proportion to the " revenue of the country." We are not prepared to say whether this is true or false. We note it, however, as the reason given by a local newspaper which specially represents the agriculturists of Otago—the very class who would feel an education rate most. The Bruce Herald continues : . Education, then, we regard as a return made for the payment of taxes, and the question, therefore, narrows itself to this, that if the present revenue be not sufiicient, more must be provided. As we are now situated, education in Otago is provided for by the State, by an agglomeration of resources, of which nobody knows the exact beginning, but of which not a few can see the immediate end. It is in fact provided for by indirect taxation of the most indirect form, and tho consequence is, that tho man who probably holds £IOO,OOO worth of property in the country pays no more for the protection of that property than the citizen at a few pounds aweek pays for the privilege of living in a taxed house, eating of taxodfood,wcaringtaxedclothing, and, as some one has said, being buried in a taxed coflin. It is clear that a direct tax for educational purposes would make each pay in proportion to the good he derived from a system of State education, and that good would be in exact proportion to the interest held by him in the country. . . . . This would bo but the forerunner of a system of taxation which would make all contribute to the support of Government in an exact proportion as they were interested in maintaining Government. It would shadow forth the beginning of the end, the arrival of the time when the farm laborer, by his consumption of tea, sugar, and raiment, would no longer have to pay for the protection of the squatters' interests; when the man with £3 a week, and seven children, would not give as much towards the maintenance of Government as the man with £IOO a week, and no children. Our readers in Wellington and generally in the North Island, will perceive, therefore, that the question of how to provide funds for educational purposes is beginning to assume importance in the South. When both divisions of the colony come to look it fairly in the face, there will then be less difficultyjin dealing with it. Meanwhile, tho facts and opinions we have quoted are valuable as showing what the South has been doing, and what it thinks of a future permanent j provision for primary schools.