The Waikato Time AND THAMES VALLEY GAZETTE. TUESDAY, APRIL, 2, 1889.

Waikato Times, Volume XXXII, Issue 2609, 2 April 1889, Page 2

The Waikato Time AND THAMES VALLEY GAZETTE.

TUESDAY, APRIL, 2, 1889.

Kqmil and exact jusitco to :ili men. Of whatsoever statu or persuasion, religious or political.

The subject of technical education in the public schools is forcing itself upon tin: attention of leading colonial politicians. Public opinion lias been educating itself upon the subject during :he nasi, year or two. The insuliicienev of the national system to prepare the yolith of the | country to enter, ruJly armed, the 1 battle ot' lift: i'l making Uselt more apparent. The industrial competition. of the nations compels us 1.0 be wide awake t" the \sisdom and necessity of pia-'ing our own people on the same k:\el as others in regard to a skilful knowledge of the arts, sciences and and to the practical application of that knowledge in the development and progress 01 the national industries. The question must next occupy the serious consideiation of the 'Legislature. One of the foremost men of New ZeuJand —-Mr W. Pvolleston—recently delivered an, address at the Timaru High School on the education question, in the course of which he dealt with emphasis on that phase of it to which we have referred. Speaking oh the general aspect of the New Zealand system lie seemed to regard «ith misgivings any attempt at retrenchment in that quarter, and declared thaiwe cannot stand still in the education of the people, unless we wish to be left in the rear of civilisation. In his opinion we cannot neglect the training of the country s youth any more than we can the improvement of our stock. Hy educating and creating an iuteihgunt democracy we sluiM secure (lovernment anu prosperity, 'i. his is undoubtedly true, ami Mr uollcston argues wi.,.. logical force Ihe. general principles of popular education in a national spirit. lint lie appears to evade the view of the question, that it is possible >louv has embarked on <>o ambitious a

sc-home, of l" r > f.xl:mvn»:uil. anil fnst.lv it nalnn\ in proportion ' l;> its population an.l It i-i also a diliatrnlilr point whether our mitionuL system doc-; »iv« that emia.l chance to all which 0 Mr liolli'-sttut quotes as tlio theory ot' democracy. It seems to many who study its oponitioiiH th<it it furnishes aspirants only for the higher walks of life and denudes the country's gvco.t industries of its

natural recruits. We, rather incline to the declaration of Sir Lyon Playfair, which Mr Holleston also quotes A nation in its industrial progress, when the competition of tip/ world is keen, cannot stand still " ; and it is here we come to what the speaker says with reference lo technical instruction, a subject which, he remarks is "in the nil'," and much talked about. He states that technical and manual } instruction on the continent have beaten Iv.iglishmeti in the race of industrial cam petition, or, as The Limes puts it, " Kngland had the start in commerce, but her neighbours, especially Oermany, had the start in popular education. The result is that brains are beginning to hold their own against brawn in this age of science and mechanism." This points to the urgent necessity of spreading technical education if the country is not to "stand still." Mr Rollestion says : — The point to determine is what form it will take. . . It will be sub c-l by practical common sense in adapting our system to tlifi requirements of the people who use it. First of all we have to bear in mind the principle which underlies every branch of education, that it is a trainini: of faculties, the exercise of which will be brought into active play in the business of life, not the mere cramming of special knowledge. . . What is required ia to cultivate simultaneously and harmoniously 'lie faculties of the eye, the. hand, and the miiid. This applies not only to primary, but also to secondary education ; but, neither in primary nor secondary schools can we expect to be able to give direct training for special trades and professions. Carpenters, cabinet-makers, engineers, dressmakers, must, serve their apprenticeship to their special trades after leaving school, but their handincss, their dexterity, and their powers of observation and luibiis of precision may be largely cultivated beforehand. After showing the ijain to be obtained by advancing the education of the faculties of the eye, hand and mind by the practical experience of every day life, he expresses a hope that

" Steps may fe taken tc bring our agricultural schools into connection with our district schools, and by makiug them, as well as the Government workshops, open to the more promising pupils throughout tho country by means of scholarships, of which a certain number should be allotted to each district. This is similar to the suggestion we made the. other day when the late scholarship examinations were won by city candidates, all the country competitors being left out in the cold. lJecidedly, a certain number of scholarships should be set aside for competition amongst country schools only, and these awards should be given with peculiar reference to proficiency in agricultural knowledge, with a view to encouraging a taste amongst the rural youth for what should form the most important ambition of their lives.