The sun., 1905-10-22

In the first chapter it is acknowledged
TO be much disputed question as to how far
the privileges OF primary education should
be extended. At present not very much
has been done toward the elementary in
struction Of the masses of the people in the
colonies In Algeria there are hardly any
schools for the natives. The lndo-Chinese
system applied by the French Republic
Is suffering from an uncertainty OF public
policy. In India there are but 100000
pupils out of a school age population OF
100000. or all tropical colonies Ceylon
and Jamaica have the highest percentage OF
school attendance. Yet, even there, when
the actual time spent in receiving instruc-
tion is considered, comparatively little has
been accomplished, while in Africa only
the merest beginning has been made 1t
is often urged that the entire policy of
disseminating universally education among
the natives is mistaken. Those who express
this opinion appeal to Herbert Spencer
who denies -the commonly supposed con-
nection between intellectual culture and
moral Improvement and believes that
"a society is not benefited but injured by
increasing artifcially intelligence without
regard to character. 1t is held, more
over, that at the best such a policy will
result only in half education, developing
indolent habits in the natives, and not giving
them any real intellectual strength Others
maintain that it would be sufficient to
educate the upper classes, and that what
ever education is needed by those below
will naturally filter down to them Our
author points out that the latter view has
little foundation in fact, for in societies
which are founded substantially on caste
basis the educated classes show no great
readiness to impart their education to those
below them.
The Philippine Commission defends the
policy OF universal education upon the
ground that it is necessary in order to
render the individual peasant independent
of the village oigarchy. 1t Is argued on
behalf of the commission that common
school education will not destroy the in
herent love of agriculture, but will enaf le
the peasant to Use | etter methods Of tillage,
and thus oltai greater returns from the
soil, while, at the same time, it will place
him in a position to resist unwarranted
interference with his activities on the part
Of his richer neghbors. Prof Reinsch,
for his part, finds it difficult to see how
rational policy Of universal education can
consistently he condemned, but, in his
judgment, it's efficiency depends entirely
upon the thoroughness with which instruc-
tion is adapted to the actual conditions
and needs of native society. The transfer
of a complete system of education to a
native race on the ground of the systems
theoretical excellence is, re insists, to lie
avoided, tecarse an educational programme
developed for nation that has long given
special attention to intellectual culture
Is not suitable for races which are just he
ginning to enter on a course of upward
evolution. Moreover, the financial ca
pacity of native societies sets rattle er narrow
limits to endeavors in this direction. Our
author is convinced that wherever pcs
sible the native system of schools should be
turned to account.