SECONDARY AND TECHNICAL EDUCATION.

Waikato Times, Volume XXIV, Issue 1963, 5 February 1885, Page 4

SECONDARY AND TECHNICAL EDUCATION.

Tllß folWWinsr is the circular referred to by tho Premier in his address last week, and which his been .uldiewd to fill governing b »di«M of secondary schools in New Zealand :— " Your attention is directed to th>* grent importance of including in the progriHitnli of the secondary schools as much instruction us possible in subjects th.it ha\e ft direct bearing upon the technical arts of modern hfo. Endowments and other public aid have Wn bet-towed on grsimmu nnd high schools to enable them to supply to all classes, and not httho professional classes only, R course of study preparatory t.> thr more direct and immidiato training foi special career*. The secondary schools therefore should bo prepared to supplement the primary schools, and to carry on pupils trained in them to higher studies. The State also expects tho managers of the secondary schools to bear in muid that the professions are likely to become overcrowded unless something is done to create a bias towards industries, and that our manufacturing industries will not be followed by our brighter and more intelligent youths if they aro morely drilled in the ordinary subjects of a gr.unnnr school education. In other countries increasing attention is now being paid to geomotrical and mechanical drawing, and the handling of took as useful subjects of school instruction. Tho schools t f this colony might do good service by taking up these subjects, as well us nhy^ics and chemistry. Good work might also be done by holding for a few months in each year evening classes, in which apprentices and others might have an opportunity of getting «ound instructions in drawing ana other subjects connected with their business or trades. In some towns Voluntary effort has, to a certaiu extent, supplied what is wanted in tho way of evening clan ses, but the Hchools can in some instances afford scientific instruction more thoroughly. It should be remembered that some schools hold their endowments under trusts requiring to keep up evening classes. If the secondary schools have become in any respect unwpular in any p.irt of the colony it may be because the people have not seen direct practical results flow fiom them. Wero attention paid to technical education an well as to ordinary studies in secondary school*, tho objection now urged ag.unst the endowing of high and grammar schools would probably not be heard."