HIGHER EDUCATION.

Taranaki Daily News, Volume LIV, Issue 258, 1 May 1912, Page 6

HIGHER EDUCATION.

SPEECII BY THE HON. J. A. lIANAN. | COMPULSORY PRINCIPLE SHOULD BE EXTENDED. Palmerston X., April 27. Tlib Hon. Mr. Tlanun, in the course of a speech at 'YVoodville at the opening of the new technical class rooms in connection with the district high school, said it appeared to him inevitable that before long the limits to which the compulsory principle was applied should be extended. He did not advocate this as an immediate policy. As the State had proved the wisdom of making primary education compulsory, it would soon be a question whether children of between, ■say, fourteen and eighteen years, would not be equally benefited by additional compulsory instruction. Education should not finish on a scholar passing the primary school. The period between the ages named was amongst the most impressionable periods of life, and should not be wasted, as was so frequently done by many young people. He hoped the idea would soon prevail that in future our youths should not remain without a continuance of instruction as they were permitted to do now. The education > which closed and gave place to wageearning at an early age fell short of its aim. He emphasised the importance of education, and pointed out that the world was to-day moved by its thinkers and skilled workers. Pit" nation was essential to the highest iccess in all callings. The people iv,.re looking for a more advanced and practical form of education, which would better fit the children for citizenship. He was pleased that more consideration was being given to technical education, as it would do much to prepare the boys for their future careers as artisans in other industrial and commercial pursuits. In this country agriculture was of the first importance, and should be actively developed, This called f6r the providing of scientific agricultural education.. With closer settlement it would be necessary to intensify cultivation, and with this agricultural training must go hand in hand. He | agreed with the Prime Minister, who was ' lads for farm work. He (the speaker) i looked upon the extended rural course instituted by the Government in 1909 as an important advance. It was not intended that such a course should turn ■ out finished farmers, but it brought about a more intimate relation between district high schools and rural pursuits. In conclusion, he expressed his admiration of the great local interest which was being manifested in the technical branch of the school, as evidenced by I the substantial public contribution to- [ wards the cost of the building. They had an educational system which had conferred great blessings on the young people. In only one other country in world —viz., Switzerland—was there a State system of education. He believed in the democratisation of education. The supreme test of a nation' 3 greatness was its educational system, and the test of the system was the quality of the citizens it produced. Not only must tlley aim at intellectual efficiency, "but commercial and industrial efficiency. Further, they must promote moral progress if they wished to build up national life and character. He hoped to be able to introduce certain progressive features which would make for the improvement of the educational system. Education in the widest and highest sense made for the well-being of a democratic community. (Cheers)'. 1 Intellectual gifts were to be met with as much in" the homes of the poor as in the mansions of the rich. They could not afford to let talent go to waste. Latent mental wealth must be developed. Equality of opportunity in regard to acquiring higher education and the benefits of scholarship was an ideal worthy of attainment.