The Evening Star. PUBLISHED DAILY AT FOUR P.M. Resurrexi. WEDNESDAY, FEBRUARY 4, 1885.

Thames Star, Volume XVI, Issue 5012, 4 February 1885, Page 2

The Evening Star. PUBLISHED DAILY AT FOUR P.M. Resurrexi. WEDNESDAY, FEBRUARY 4, 1885.

Mobe than once have we referred to the ! faultinessof the methods generally adopted ' by colonial parents in educating their \ children without having any definite object , in view as regards their future. We hare from time to time tried to point out the suicidal policy of bringing a child up without providing it with a satisfactory means of living, and after an age of maturity is gained, placing within the reach of each young man or woman opportunities to successfully carry on the battle of life* such as he or she may have to encounter. It has been urged in these columns more than once that more than the three It's, should be imparted in the State schools of the colony, and that the duties of parents should not end at seeing their children taught to read and write. It is a species of cruelty to " turn out" children with only a knowledge of how to write, calculate the price of all they require, and speak their own language, It is, therefore, with a feeling of extreme satisfaction that we observe the movement made by the present Government in the direction of technical education. In such a step we recognise an appreciation that industrial pursuits will be encouraged; that there is a probability of that unfortunate genus— i.e., clerk not being as -much embarassed by the coming generation as he has been in the j past; that some provision for our colonial youth is likely to be made in the matter of occupation, and that the most important result of such an ordinance—if such it should become—will be the developmont of the many industries lying dormant throughout the colony, which would long ago have shown life bad sufficient . encouragement been given them. In various European countries | much importance is placed upon the development of their natural resources, and technical education is a portion of the system carried out in those moat progressive from an educational point of view. Although the grammar school curriculum may be a very satisfactory one from a purely clerical point of view, it is not sufficient to ensure an ordinary youth a means of livelihood in all cases. The circular issued by the Education Department, in connection with technical education in the secondary schools, is a very sensible and practical one, and points out the necessity of adopting the study of courses likely to aid students training for special careers. It points out the desirableness of recognising the fact that the professions are overcrowded, and industries should be paid some attention to; that geometrical and mechanical drawing! and the handling of tools, should form use-, ful subjects of school instruction; that physics and chemistry should not be neglected, and that evening classes, in which apprentices and others might have an opportunity of receiving sound instruction in drawing and other subjects connected with trades or businesses, should be held. These proposals are sound and sensible, and if carried out cannot but result in satisfaction to those connected with them. The very sad praotice, growing into vogue, adopted by parents of teaching their children no handicraft, cannot but lead to disappointing results, and is certainly not doing justice to the coming generation. '