THE EDUCATION QUESTION IN NEW ZEALAND.

New Zealand Times, Volume XXXII, Issue 5093, 20 July 1877, Page 3

THE EDUCATION QUESTION IN NEW ZEALAND.

(Written for the New Zealand Times by the Master of a Public School.) - In the first paper on this question it was shown that in England, Victoria, Otago, and Canterbury, there were six standards of examination in the elementary schools, and that in Wellington there were four ; that these standards, excepting in Wellington, were one year’s standards, that iu Wellington they were twoyear standards. It was seen that up to the end of the third year’s course the subjects taught in the elementary schools of these places were very similar, both in kind and degree ; but that in the fourth, fifth, and sixth year subjects, there were very considerable divergencies from the main body of subjects forming the ordinary school course —the English code allowing to be taught systematically in the fourth, fifth, and sixth years one, or more of a large number of extra subjects, such as algebra, Latin, and natural philosophy. This very briefly indicates the nature of the two first papers published in the New Zealand Times.

In the laat paper published {vide New Zealand Times of Saturday last) the training, requirements, classification, and payment of teachers in the various places mentioned were discussed. In all the colonies about four years was the term of training for pupil teachers in the elementary schools, and then-remuneration while learning, .ranged generally from £2O in first year to £SO in the fourth year. In all the places, too, all the teachers held third-class certificates who simply had a thorough knowledge of what is ordinarily taught in the schools, and whose salaries would generally be from £l2O to £175 per annum. Next were second-class teachers who were required to possess at least a knowledge of the commonest subjects taught in grammar schools, and whose salaries would generally range from £175 to £3OO. Then there were first-class teachers who were required to possess much higher attainments, nearly equal to those of an ordinary Bachelor of Arts, and whose salaries would range from £3OO to £6OO per annum. Now, we come to the appointment of teachers and supervision of schools. GENERAL MANAGEMENT. In England a committee of the Privy Council sees to the working of the whole educational system. Proceeding according to the provisions of the Act “the Education Department” may provide adequate school accommodation where a School Board is in default. Dissolve useless School Boards, define the course of school instruction, lay down requirements for all classes of teachers ; recommend for appointment by her Majesty inspectors of schools, who are to see that all conditions are fulfilled, and to disburse to the School Boards the Parliamentary grant. It should perhaps be remarked here that - the Education department is constantly developing the national system of education. In Victoria there is a special Minister for Education, styled the “ Minister of Public Instruction," who is at the head of a distinct department of the Government, and who has to devise, according to the provisions of the Education Act, a general system of elementary education. There are no school fees, and everything seems to be provided by the direct authority ef the Minister of Education. In Otago, Canterbury, and Wellington there are Education Boards (now appointed by the Governor) who prescribe the course of school instruction, the requirements for various classes of teachers’ certificates, who direct the disbursement of public moneys, and attend to education generally. It will thus he seen that all the systems of education are carried out by competent boards or departments. LOCAL MANAGEMENT. In England, Otago, and Canterbury, school committees seem to have very full powers of local management—erecting school buildings, appointing teachers, and, excepting Canterbury, possessing limited powers of increasing or diminishing their income locally. In Victoria and Wellington there are local boards of advice, possessing, as one may say, no independent powers at all. In all cases, however, the conditions laid down by the general education body have to be satisfied. The general boards always have the appointment of inspectors. In every instance the head teacher of a public school must hold a certificate from a superior ■education board. In any case, excepting the province of Wellington, the local bodies are elected in a most careful manner. In Victoria even, where the boards seem to have no independent powers, in a contested election the inhabitants vote by ballot. In all cases the general educational bodies imperatively require that a certain class of teachers shall fill situations in public _ schools, and lay down general conditions which they may stringently enforce. Only in England and Otago do the local bodies have the independent power to appoint particular certificated teachers. In all other cases, at least the individual appointment must be specially approved by the general educational body. In no cases do the local boards have any power to interfere with the course of school instruction. .

What do we gather from all this ? That school instruction is being generalised. That is, instead of hundreds of local school committees having as many different systems, there is a great national system. This system seems likely to be, in some respects, of the character of the municipal system. At least there are always local bodies exercising by right or in practice considerable powers of a local character. The course of public opinion seems to be to make school instruction universal and compulsory.