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--_____---"------_.-_' LOCAL…

----------_--THE NAYnrMANlffUYBES.




---------------MINERS PERMANENT…



PREPARATORY TEACHING. VICE-PRINCIPAL THOMAS, OF OXFORD, ON vVELSH EDUCATION Professor Ll. Thoma.s (vice-principal of Jess College, Oxford) on Saturday afternoon i tributed the prizes to the students at C>o House College, Rhyl, North Wales, and in course of his remarks dealt with the question Welsh education. He said :-It is impassible exaggerate the importance and the value of P j paratory schools. In every undertaking, a1' not the least in education, success depends very much sn the beginning. It is not that expect a great amount of knowledge to beincl cated at such schools—it is injudicious, and dangerous, to force youthful intellects—but right method's of acquiring knowledge cannot taught too soon. It is remarkable, consider1 » the importance of higher preparatory educatao > that it has always been ignored by the (5o"^e ment of the country. But it has not, thereto been neglected. It has passed into prita hands. This is not the place to talk politic > but, as I have mentioned the Govei ment, it may be as well very briefly to call attention to what it has done I higher education in Wales. Luckily, what;B been done is due to the action of both parties, so it may be freely criticised. first step was the establishment of the uni-fer, sity colleges. I have recently had_ the opp tunity of seeing the combined teaching these colleges under one roof. Its strength a variety are marvellous. No one could ever ha." imagined that so much talent could ever be 001" centrated in a little country like Wales. g st be presence of such men in the Principality mo3,, a continual stimulus to educational actlVl But, notwithstanding, there has always uneasy fear that the Government began wrong end. Its action has been compa,i'eCl that of an inexperienced housemaid who tries light a fire from the top. It is quite ce, ^e3 that if the preparatory and intermediate stag are not attended to there will be no na't material on which this superb machinery c work. Perhaps it was the consciousness this which hastened the passing of the In g mediate Education Act. Whether the 4- necessary or not is much disputed, but it J1 be safely said that, if wisely administered, may be beneficial. But if it is used to or supersede the old grammar schools, have done such good work in the past, to -bid courage classical studies—above all, to for ø. religious education and instruction, it will D failure. These objects will not be _negle° The demand exists, and the supply is^ snr?i)ey follow; but, like preparatory education, will pass into private hands. We shall t witness the sad spectacle of elaborate and c | plicated machinery, machinery which is 0 of t no real work. Let us hope that by wise use old institutions, by liberal lines of study> large concessions to religious convictions, 9^ useless dissipation of energy, such wanton of power may be happily spared. .J,-