New Zealand Tablet. Fiat Justitia. SATURDAY, SEPTEMBER 5, 1874 THE GOVERNOR'S SPEECH.

New Zealand Tablet, Volume II, Issue 71, 5 September 1874, Page 5

New Zealand Tablet. Fiat Justitia. SATURDAY, SEPTEMBER 5, 1874 THE GOVERNOR'S SPEECH.

Pebhaps this article should be headed Sir James Fergusson's speech. It is not to His Excellency's official speech, delivered at the closing of our Parliament, that we draw attention ; but to the address he delivered at the farewell banquet given to him by the members of the two Legislative Chambers. His Excellency spoke on this occasion fluently and pleasingly, and gave evidence that he can wield the English language well. In addition to this it must have been highly gratifying to his audience to hear one in his position speak in such eulogistic terms of the great resources of the colony, and of the measures adopted to develope these resources. Sir James Eeegusson's "words will do New Zealand much good, and for this we must all feel deeply indebted to His Excellency. But there was one subject on which Sir James dwelt at considerable length, and yet succeeded in saying very little, if indeed anything, that was new and suggestive. He said almost nothing, indeed, calculated to help colonists to overcome the difficulties of the question. Our readers will at once understand us as alluding to the views expressed by him on the very important and very vexed question of Education. At this time it is quite unnecessary to inculcate the importance of Education, or to prove its utility or necessity for the promotion of the public welfare. These are points which are conceded on all sides — in fact they have come to be regarded as mere truisms.

Nevertheless, all the real difficulties of the question, so far at least as the general public is concerned, remain without (solution. True, we have that sort of Education ■which under the circumstances commends itself to the majority, but at the same time it is a sort of education of which nobody entirely approves. It is the result of a compromise on the pai't of the various sections of the majority — a compromise concerning the wisdom of which these sections are themselves ill at ease. Education is a great necessity and a great blessing — everybody says so. All ought to be educated — there is no second opinion on the subject. It is the duty of the Government to adopt means for placing, as far as possible, good schools within the reach of every child between the ages of five and fourteen throughout the colony. "We do not suppose there is an individual in the community outside the Lunatic Asylum, who would controvert ttis proposition. And yet the realisation of these truths, so far as this colony is concerned, appears to be a long way off. If Sir James Eebgussojt, instead of impressing on us truths about which nobody entertains any doubt, had pointed out to us the genuine meaning of the word education, and indicated the way by which all our children could be educated, he would nave placed us under great additional obligations. Sir James can hardly have failed to see that even the best system prevailing here is inefficient, and works a grievous injustice to minorities. In Otago, Canterbury and Auckland, the three largest provinces, the entire community is taxed to provide an unsatisfactory system of Education for the majority. The minority is obliged to pay the piper, whilst the majority dance a discordant jig. The system adopted in these provinces is godless, and expensive to the country. In principle it is the worst that can be imagined, and in practice, judging from the experience of other countries, it cannot but lead to the most deplorable results — infidelity, disloyalty, and immorality. It is indeed greatly to be regretted that a statesman of such high abilities and extensive experience did not on the occasion of a great opportunity, throw aside all timidity and polite reticence, and tell the colony what it ought to do in order to raise up an intelligent, cultured, and moral population. It is true, indeed, that His Excellency Buggested the payment by results system, but this might mean a great deal or it might mean nothing. Had he been a little more explicit, he would have been more satisfactory. Payment of school-teaching by results is recommended ; but how is

this to be carried out ? Are schools of all denominations to receive aid in proportion to their efficiency ? or are Q-overnment Schools alone to be considered? Unfortunately Sir James has left us in the dark on this vital question. It is plainly unjust that all should "be taxed for the exclusive benefit of a part. But this is the system that prevails generally at present, and which the Premier, the Hon. Julius Yogel twice proposed to establish universally. Under such a system the education of the people, is an impossibility. How can a people be educated when the instruction offered is an insult to the most cherished feelings and principles of a large section of the community, is deprived of that which is of the very essence of Education — moral training founded on Faith — and is a standing monument of the tyranny of a majority, alienating nearly one-half of the people, and calculated to fill them with hatred and thoughts of revenge. An Institution that impresses on large masses of a nation a rankling sense of injustice and helplessness inflicted on them by their fellow citizens, is surely not a means likely to promote their intellectual and moral development. It is not improbable, we take leave to say, that Sir James Febgusson is himself an advocate of Denominational Education. He belongs to that great Conservative party, one of whose undamental principles is Education founded on and united with religion. His cautious treatment of the Education question, and his recommendation of payment by results, confirm us in this opinion. Under these circumstances, we regret very much that he permitted any delicacy arising from the presence at the banquet of so many advocates of Secular Education to withhold him from expressing fully his views on the subject. Had he spoken more freely and fully he might, indeed we are of opinion he would, have done good service to the cause of real education, and have largely contributed to the peace and prosperity of New Zealand.