The New Zealand Times (PUBLISHED DAILY). THURSDAY, SEPTEMBER 18, 1879.

New Zealand Times, Volume XXXIV, Issue 5763, 18 September 1879, Page 2

The New Zealand Times (PUBLISHED DAILY). THURSDAY, SEPTEMBER 18, 1879.

During the turmoil of the general election and the strife of contending parties consequent thereon, the constant demand upon our space rendered it necessary that some subjects of great and enduring interest to the public, but at the same time of such a character that they could be allowed to stand over without loss or detriment, were deferred for future consideration. Among these, is the question of education. We are fully convinced that the majority of the inhabitants of these islands are alive to the necessity of obtaining a sound, and if possible, a liberal education for their children, and we would be among the last to curb or discourage the spirit of anxiety on this subject, which now so evidently animates the great body of the people. On the contrary, we look upon the rapid strides which education has made in all parts of this colony, especially of late years, as one of the brightest and moat reassuring signs of the times. But while we thus give expression to our sentiments on this subject, we may be permitted to express our doubts as to whether we are not over-stepping the mark, and pushing matters too far. We have been at some pains to compare our system of education, from the primary school to the University, with those of other colonies and countries, both north and south of the Equator, and it certainly does appear to us that we are going beyond the bounds of ordinary prudence, and expecting from our students and scholars, both in the primary and in the higher branches of education, more than can be reasonably expected from children, youths, and young men of ordinary mental capacity. The spirit of the age is one of progress—preeminently so called. Men are not satisfied with attainments and achievements which satisfied their fathers. This spirit of progress has animated the major part of mankind through all preceding generations. It was by reason of this principle that our race passed from a state of rude barbarism into one of civilisation and refinement. This spirit of advancement, this desire to excel, has entered the arena of science, and the stern realities of every-day life and business have felt its effect. By its influence man has obtained the mastery over the elements, and has made the powers of nature subservient to his will. It is therefore not to ba wondered at if in this great struggle for preeminence, so characteristic of our race, men should ■ sometimes make mistakes. That we in these islands are now making a mistake is, we think, sufficiently clear to those who take the trouble to look the subject fairly in the face. Wo are expecting too much, and far more than the average mortal can attain to—under ordinary circumstances. Wo do not deny that there are some who, no matter how Herculean the task set before them, would take a pleasure in encountering its difficulties, and bring it to a successful issue. There are no doubt among our young people persons ©f exceptional brain power, and with leisure, and inc lination to boot, who can and will attain 0 highest point of scholastic and aca demieal fame ; these are few and far bgtvi 'een—one among a thousand. But while the few are successful, the many who a ttempt to climb the ladder will fall Ion" c re they have reached the topmost rung. Take for example the New Zealand University. The promoters and founders of that institution have not been satisfied with literary attainments such as satisfy old long-established, and time-honored institutions like Oxford, Cambridge, &o. Nay, they have striven to outstrip even itha London University in the standard of education they require for the New •Zealand degree of B.A. The London University is confessedly one of the most severe in the United Kingdom, as regards the examinations its

students are required to pass. The standard of examination required by our University certainly is much higher than that required by the sister institution in Victoria. Yet, everyone knows that that represents a very respectable education, enough and more than enough to entitle the possessor of its degree to enter any of the learned professions without farther test as to his literary attainments. The Senate of the University of New Zealand, at the last sitting, probably aware of the unreasonable nature of their requirements, curtailed and shortened to some extent the work required for the B.A. examination. This applied only to the Latin ; but it might be well for them to do the same with; other subjects, until they have brought down the standard of their requirements. The

authorities of the New Zealand University j have more than once complained that so few young persons avail themselves of the advantages which they offer, and they have not been slow to attribute the fact to the apathy of the rising generation of NewZealanders, to and their disinclination for literary pursuits. It is quite likely thai the real cause of the University meeting with such slender support lies in the fact tint our young people recognise the practical impossibility, under ordinary circumstances, of fulfilling the requirements of the institution. In mathematics, for instance, in order to go up for examination with any prospect of success the can-

diclate must be prepared to pass a stiff examination in all the books of Euclid, together with Algebra, Trigonometry, Logarithms, in all the higher branches of Arithmetic, Mechanics (theoretically, and consequently, algebraically considered), and Hydrostatics. He must also be thoroughly conversant with Latin, and master of at least three sciences. All this pre-supposes a comprehensive knowledge of many English subjects, in which he will have already satisfied the examiners in the preliminary examinations. Every candidate will have to meet at least five different examiners, each of whom is an expert in one particular branch of science or learning, and he will have to satisfy all these, or fail. We think an attempt has been made to set up a standard of education, involving an immense variety of subjects, with a comprehensive knowledge of eachj and one which ordinary mortals cannot attain to.

Young men cannot have a comprehensive range of subjects, and at the same time a thorough knowledge of those subjects. For this state of things the New Zealand University is directly responsible. That body first set the example, and that example is now being imitated by all our educational institutions, from the primary school upwards. This system of forcing the mental capacities of the young will, if persisted in, be productive of the most serious consequences to the rising generation. Some excellent papers on the subject of over-taxing the brain by excessive study wore recently read by Dr. Kemp, before the Philosophical Association, to which we hope to refer in a subsequent article.