MR. WILBERFORCE STEPHEN ON THE EDUCATION ACT.

Tuapeka Times, Volume VII, Issue 340, 21 March 1874, Page 3

MR. WILBERFORCE STEPHEN ON THE EDUCATION ACT.

A banquet was given at Maryborough recently on the occasion of the paying of the foundation stone of the new State school, by the hon. the Minister of Education. In response to the toast of " Success to the State school system of education in Victoria," Mr. Stephen, who was roceived with nrach applause, said that he felt deeply indebted for the opportunity which was afforded him of saying something to those present, and to the Victorian public generally, m to the working and probable success of the Education Act, winch had now been tried for over a year. The whole administration of the Act has been a matter of personal anxiety to him. Circumstances have forced upon him, somewhat unwillingly, the administration of the act, for he felt that he was not perhaps altogether in a position to properly discharge the duties, from th 1 ? other numerous responsibilities which devolved upon him. He had, however, considerable satisfaction in ascertaining the results of the year's operations. People little knew the difficulties and dangers which the act had had to pass through. Smooth as its path had appeared, had not the department been met at the very outset in the most friendly way by the denominations, had they not come under the act as they did, and had not the local bodies throughout the country assisted in the most liberal manner by lending the use of their public buildings for State schools, the act might have broken down at the very beginning. Schools would have been closed, and children sent on the streets, and an outcry, fomented by those who were for ever seeking an opportunity of predicting the failure ef the act, would have been raised. The aat, however, had been giveu a fair trial, and he would be able to show that the new system had attained a great hold upon the country, an I, had achieved a wonderful vitality. The number of children on the school-rolls at the end of 1873 according to i an approximate return he had obtained, was ] 206,602, the number for 1872 having been 135,962. A more accurate test of the real benefit derived from the act was the average attendance of children at school. He had felt a great deal of difficulty on this point, because the act itself, in introducing the element of compulsory education, had only required attendance for a certain number of days in the year, aud in some parts of the country this had given rise to the idea that it was not intended that children should attend except orcasionally. He could not too strongly impress upon parents the fact that the success of the schools depended a great deal on the regular attendance of the children. Again, there might be a tendency to hold cheaply that which was obtained cheaply, although it was a false view of the act altogether to consider that there was anything in the nature of almsgiving in the principle of free education. It was simply a method of getting the children well and at the Ramo time economically edit atßd. There was no reason for any feeling of degredation in regard to free education. A.t the same time people might feel that, under the old system of paying fees, they had to get their moneys worth, whereas they now accepted the free education as a benefit. Unless*, however, parents enforced the regular attendance of their children at school, the administration of the act would be seriously impaired. He was pleasantly surprised to find by the i*eturns that the proportion of the average attendance of the children at schol was much higher than he had anticipated, and much in advance of that of the previous

year. The average attendance in 1872, out of 135,962 on the rolls, was 65,436, and the average attendance in 1873, out of 206,002 was 96.039. Out of population of less than 800,000 an average attendance of children at school of 97,000 was highly gratifying. (Applause. ) "The largest attendance was durthfe month of September, when it amounted, to 101,910. Another instance of the vitality of the system was the manner in which the army of teachers had to be increased. In the year 1872 the number of head teachers was 1,071, being 966 males and 105 females ; assistant teachers 887, being 122 males and 765 females ; pupil teachers 458, being 162 males and 296 females ; making a total of 2,416. In 1873 this number was increased in about the same proportion as the number of children had increased. The number of head teachers was now 1,088, being 1,002 male and 86 remale ; assistants, 1.212. being 217 males and 995 females ; pupil teachers, 849, being 28S males and 561 females, making a total of 3, 140 against 2 416 in the previou i year. He knew that in some cases the in comes of teachers had suffered by the new sys< em, but he believed that the profession as a whole was greatly benefited by it. .Parents, in thetirst pleasureof freeeducation, had been rather behiudhand in allowing their children to be taught extra subjects. Some teachers, who under the old system had received from £500 to £800 a year, found that their incomes had somewhat fallen off, but they obtained special advantages under the new system, and the lower grades of teachers had grearly benefited, no male teacher receiving lesa than £100, and any competent man could readily obtain £150 a year. The wives, sisters, op*. female relatives of teachers could be employed in the same schools, so that often the 1 breadi winning capacity of the family was increased thereby ; the teachers also could train up their children to their profession, and ft>e cost of their maintenance would be defrayed by their employment as pupil-teachers". They were likewise entitled to retiring allowan.es. and were relieved from the unpleasant task of collecting their fees. In conjunction with tho heads of the department, whose experieni c and ability had bee,n of the utmost value to him, a scheme for the establishment of training institutions throughout the colony hati been promulgated, which it was hoped would lead to the introduction of well-trained fceaeliei-s into tlie scliools, and at tlie sttr»i<» time afford opportunities of promotion for the higher teachers in thfc service. Another indication of tho vitality of the system was the fact that throughout the country substantial and commodious school buildings were being ei*ected. Parliament had given the most liberal vote af £150,000 towards building schools, and the whole of this would be expended before the end of the financial year. He had not the slightest doubt that an equally liberal vote would be given this year. The feeling of the country was, he behaved, that, at whatsovcr cost, and the cost would not be very great for a rich community like this, but even if it should cost half a million of moncj-, good »u.l>eta.n.l.io.l ocllOol bllilclings should be ere ted within reach of the whole population of the colony. He wished to make a few remarks on the other side of the question. Sectarianism would never again, he believed, endanger the success of the system, for antidote for the poison had been found in the principle of free education. Without the strong motive power for free education he did not think that the hydraheaded monster of den'>minationalisin could nave been got rid of. It was against this principle, however, that objections were now raised, and it behoved the supporters of the system to take care that the expenses of the scheme did not endanger it. The expense of the old system was £200,000 a year, and the amount of the expenditure w:is now £350 000, which he did not think wa3 ton much. There was clanger, however, that with a less buoyant revenue, aud in less prosperous times, exception mi.qht be taken to the expense, and it was necessary therefore to work the scheme in as economical a manner as was consistent with efficiency. It was wise therefore to keep the control of the expenditure in the hands of the Minister, who was responsible to the Assembly which voted the money, else he would in many cases be gladly re'ieved of the responsibility by the local boards of advice. If the responsibility were placed upon them it might lead to the alternative of a local education rate. In England the attempt at a national and compulsory system of education had failed because the country was afraid to adopt sound and economical principles of free education. Until that principle was adopted, education would not be freed from sectarianism and denominationalism, (Applause.) — " Argus."