THE EDUCATION QUESTION IN NEW ZEALAND.

New Zealand Times, Volume XXXII, Issue 5080, 5 July 1877, Page 3

THE EDUCATION QUESTION IN NEW ZEALAND.

(Written for the New Zealand Times by the

master of a Public School.)

It will have been seen that in the four codes of education discussed, while they agree in the main, there are some few important differences. In England, it will have been seen, the requirements in arithmetic are higher and the requirements in grammer lower than in Victoria and Otago. It may be said of the English and colonial codes, but especially of the English code, that every year or two sees some important development. In discussing the three higher standards we shall see that the English code is much more forward and systematic than the colonial. SCHOOL INSTRUCTION (CONTINUED). —THE ■- THREE HIGHER STANDARDS. Fourth Standard of English code (supposed to be passed after a scholar has been well taught at school for four years).—Reading : “To read with intelligence a few lines of poetry selected by the Inspector, and to’ resite from memory fifty lines of poetry.” In Victoria, reading from “ Fourth Reading Book.” In Otago, recitation of poems in addition. In the Wellington Second Standard, reading from “Third Royal Reader” or equivalent, and repetition of thirty lines of poetry. This standard, in the education system of this province, though a fourth year standard, seems about midway between the English third and fourth standards. Writing: “Eight lines slowly riotated once from a reading-book, copy-books to be shown (improved smallhand).” In Victoria dictation from third book and in copy-books three hands; in Otago dictation from fourth book, substance of passage read, and small-hand in copy-books. The Wellington second standard seems about the same as the Victoria fourth. Arithmetic : “ Compound rules, (common weights and measures).” In Victoria and Otago to compound rules and reduction, inclusive. In the Wellington second standard (a fourth year standard it must constantly bo borne in mind) to common weights and measures, inclusive,. or the same as in English code. Grammar: “ Parsing of a simple sentence.” In Victoria and Otago very nearly the same (all but the difficult parts of verb). In the Wellington second standard, the parts of speech. Gaography ; “ Outlines of Great Britain, Ireland, and the colonies.” In Victoria the principal countries, towns, peninsulars, bays, &0., of the maps of the world and Victoria; in Otago about the same knowledge of maps of world, and instead of a knowledge of Victoria a similar knowledge of Australia and New Zealand, with rough outline maps of latter. As optional subjects in the English code, “ One or more specific subjects of secular instruction,” which may be algebra, geometry, natural philosophy, physical geography, the natural sciences, political economy, Unguages, or any definite subject distinct from reading-books, In the colonial codes there are no such subjects connected with the fourth or even fifth standards ; but there' seems to be taught, though not regularly and as part of a system, some of these subjects in connection with the sixth standard. In some few schools no doubt, where permitted, some of these subjects are taught as extra subjects in connection with fifth standard.

The Fifth Standard of English code.—Heading : “ Improved reading and recitation from standard authors of not less than 100 lines of poetry previously approved by the Inspector, the meaning and allusion to be known. “ Prose and poetry, in an advanced reading book,” in Victoria. In Otago, reading advanced book and tasteful recitation of poetry. It will perhaps be well to give the Wellington third standard here, though it is rather harder than the English fifth. More difficult prose and repetition of 40 lines of poetry. Writing and composition : “Writing from memory the substance of a short story read out twice ; spelling, grammar, and hand-writing to be considered.” In Victoria no composition but running hand in copy-books and recitation from an advanced reading book. In Otago the same, but with substance of passage read as an exercise in composition. The Wellington third standard is about the same as in the English code in this requirement, but rather stricter. Arithmethic : “ Practice, bills of parcels, and

• simpleproportipn.”: In Victoria practice,’ simple proportion, and four,simple rules in decimals. In .Otago simple and compound proportion, square .and cubic measures, and vulgar fractions. In the Wellington third standard a knowledge of vulgar and decimal fractions, practice, and simple proportion is required. Grammar, “ parsing, with analysis of simple sentences.” In Victoria, parsing and the inflexions of parts of speech. In Otago the same, but in addition, analysis of simple sentences. In Wellington, third, standard, parsing. Geography : “ Outlines of Geography of Europe, physical and political.” In Victoria, maps of Europe and Australasia ; and in Otago the detailed geography of Europe, the British Empire, and the United States of America, with improved outline maps. The Wellington, third standard requires a knowledge of geography of Europe and New Zealand. History: “ Outlines of the History of England from the Norman Conquest to the accession of Henry VII.” In Victoria, no history ; nOr in Otago. In Wellington, third standard outlines of English history, leading events. Extra but optional subjects; any of those mentioned for fourth standard. Colonial systems of education do not make specific provision for any of them, though some are taught as extras in some schools.

The Sixth Standard of the English Code.— Reading ; “ Reading with fluency and expression, and recitation from standard authors, of not less than 50 lines of prose or 150 of poetry, previously approved by the Inspector; the meaning and allusions to be known.” In Victoria, any book or newspaper ; and the same in Otago, with tasteful recitations of poetry. The b Wellington fourth or eighth year standard is, on the whole, considerably above the sixth, that is, the sixth year standard of the English code. Writing and Composition ; “ A short theme or letter ; the composition, grammar, and handwriting to be considered.” In Victoria, mercantile writing and dictation from anybookor newspaper. In Otago dictation and paraphrasing, or short original essay. The Wellington" fourth standard seems very little harder than the English sixth in grammar, composition, and writing. Arithmetic: “Proportion, vulgar and decimal fractions.” In Victoria, compound proportion, interest, and vulgar and decimal fractions. In Otago, vulgar and decimal fractions, interest, discount, evolution, and some exercises. The Wellington ' fourth standard is considerably higher than the English sixth, and higher than the sixth standard in Otago, including as it does mensuration of the rectangle, triangle, and circle. Grammar': Parsing and analysis.” In Victoria, syntax, structure of sentences, and analysis from Morell. In Otago, syntax, word-building, analysis of sentences, and prosody. The Wellington fourth or eighth year standard does not seem higher than the sixth year standard of Otago, though rather higher than the English sixth. Geography: “ Asia, Africa, and America.” Victoria requires knowledge of the world generally, as does Otago ; bht with outline maps and physical geography additional. .The Wdfihqjt oll fourth standard requires, a paper on some particular section of geography. History: “ Outlines of the History of England from the accession of Henry VII. to the death of George III.” In Victoria and Otago, no history. In the Wei: lingtou fourth standard, a paper is set on some particular period of history. In all these standards and in all the systems of education, needlework (for girls), drawing, singing, and drill are supposed to be taught, where practicable. In England, Victoria, and Otago, visiting instructors or extra teachers are supposed to teach these subjects. THE EXTRA SUBJECTS OP THE ENGLISH CODE. In the English code, subjects such as algebra, Latin, and natural philosophy are provided for in the ordinary school work. This is therefore a most important and distinctive feature of the English education system—a seemingly comprehensive one. The questions of how they are are taught and what is required in each subject are questions which anyone may put. It would be well therefore to give this division specially and exactly— Algebra.—Fourth Standard : Notation, addition, and substruction. Fifth ; Multiplication and division (integral indices only). Sixth : To simple equation, inclusive. Latin.-—Fourth Standard.—Early portion of grammar, up to verbs. Fifth : Regular verbs and first rules of syntax. Translation of short sentences of three or four words into English. Sixth: Irregular verbs, translation of sentences a little larger, and of short simple sentences into Latin. French. —The same as for Latin. “To read with tolerable good pronunciation.” ' German.—Thfe.same as for French.

English.—Engb'sh literature. Physical Geography.—Fourth Standard ; Figure of the earth, distribution of sea and land, form of continents. Fifth Standard : The preceding and mountain systems ; divisions of ocean, and ocean currents. Sixth : The preceding, and atmospheric phenomena; trade winds, and distribution of plants and animals and races of metn '

Animal Physiology.—Fourth Standard: The building of the human body, and the names and positions of internal parts. Fifth ; Constituents of blood, muscle, bone ; circulation and respiration. Sixth : The preceding and alimentation, the sense organs, the muscles and nerves.

Taking a review, we see that in England, Otago, and Wellington the education systems' of school instruction are of a practical and useful character, while in Victoria they are of a more purely theoretical character. . The Otago system seems far too severe, the Wellington rather too easy, while Victoria has a fair standard on the whole, but wants, usefulness. Fairer in degree, more thorough in usefulness, more comprehensive in its grasp, and more liberal in its spirit than any other, is the grand system of English elementary school education, developing gradually.

THE EDUCATION OP THE MORAL FACULTIES AND OP THE HEART.

If the generality of parents of children had gone through the same course of school instruction which their children are now going through, the parents would be qualified to take a part in the management of the school. They, however, generally do not understand sufficiently reading, writing, &0., to be good judges ; they do not at all understand how much can be taught, nor of what kind or degree. Therefore, in these matters they are not qualified to direct or manage. But in the education of the heart and moral faculties [no teachers or Boards of Education are better qualified, and not one—and it is not too strong an allowable exaggeration of language to say, that not a single body of teachers are a quarter so interested and so earnest as the parents are in this matter. Indeed, it seems silly to make any comparison. If the parents were reasonably qualified to judge in matters of school instruction they might have the sole power of management in their school. But they cannot; yet how can they manage in what they are the best and most earnest judges. If they are no judges, or but very poor judges, of what booklearned or professional knowledge a teacher should possess, and therefore should not undertake the sole power of appointing, they can very quickly judge of a man in other respects. It would be well, therefore, that appointments should be made by competent boards of educated gentlemen, but' that the appointment should be subject to the approval of the parents, who should have the power to absolutely require the Board to remove any teacher. The object sought to be gained is this, that the Board shall introduce to the school an educated man, a man who, to remain, must gain the confidence as well as the respect of the parents; for the way to educate the heart and moral faculties, especially the heart, is to bring to intercourse with it one who has both affections and conscientiousness. A teacher in a school can do a great deal to cultivate the feeling and senses of right and wrong, while as now, at least in Wellington, there seems, except in a few cases perhaps, no sympathy with the children, no cordial relationship between the teachers and parents. ‘ Let anyone read Kingsley’s “ Health and Education,” and they will be impressed with the fact that the best education is indefinable. We see the result, but cannot even describe it. A boy is skilful; define his skill: a girl is graceful; define this grace. Impossible. It is not to be taught by mere rules, but must be acquired by imitation. Knowledge is measurable, the character is un-

measurable. We seek too much for the definite and tangible, and do not aim at the beautiful, _ the indefinable—that which excites love and reverence. Who by rule and scales can produce the beautiful in matter, in marble, or on canvas—much less, then, can anyone produce the beautiful in mind and heart by any set rules.