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CO-OPERAWB UNIVERSITIES. 1

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CO-OPERAWB UNIVERSITIES. 1 gm-The question of education applies io ail persons, Irrespective of degree, but our present purpose is not to treat the subject as a whole, but to direct our attention to it in regard to a section only of the community. For convenience we may divide the population into three classes the wealthy, the poor, and the class that is intermediate. It is to the question of education as affect- ing the intermediate class that we specially address our- selves; for we may fairly assume that the wealthy take care of themselves, and the necessity for providing means for the education of the poor has for a long time enforced the attention of thinking men, and of late has called forth the energies both of individuals and of many organised bodies throughout the kingdom; private charity has done much; the various religious bodies have done much; and so deeply has the nation felt that its poor must not remain uneducated, that these efforts have been largely supplemented by the State. But the class between the wealthy and the indigent- composed to a great extent of persons of striving and in- dustrious habits, troubled neither with riches nor poverty, and noted for their self-reliance and independence, is that which is being fast left behind in the educational race. That they are sensible of the advantages of educa- tion is evidenced by the efforts that many put forth, and the privations to which many submit themselves in order to secure for their children a higher education than would otherwise be attainable. For the most part, however, they entrust themselves to the mercies of what are known as the Middle-class Schools. These schools, for their results, are costly; as a rule, they are notoriously defective and uncertain. But the great blot in our middle-class educational means undoubtedly is that they are not systematised. And this points to the fact that the education as given in our private middle-class schools, although more varied, is of a less thorough and practical character than that which may be obtained in our National and British Schools. The security in the latter is in its method: this causes what is done to he well done. I We are aware that competition has aone mucn to raise the character of middle-class schools, and that public test examinations, having the same object in view, have been introduced. And we do not underrate the value of other existing means, which are doing good work in their own limited way. But all fall wide of the mark. There is something more, and a great deal more required. What is wanted is an educational scheme that will suit the pecuniary circumstances of this class, that will be con- sonant with its spirit of self-reliance, and that will present the means of procuring a superior education that shall be both reliable and wise. Why may not these ends be attained by co-operation ? And with this co-operation, is it not feasible to establish a system of schools or colleges, embracing wide districts, being under able directorship, and provided with thoroughly efficient masters—in fact, a system of co- operative universities ? By making use of the co-operative principle, combined with economy in the establishment expenses, and with a large number of scholars (for instance, five thousand), there is no reason why the cost should exceed JE20 a year. Board and establishment expenses, say, £ 16; masters, say, £ 4; total, L20. A reliable arrangement, by which education with board, equal to that of the average of our middle-class schools, may be obtained at £20 per annum, would, on the face of it, be gladly welcomed. How much more so, and by what multiplied numbers, would it be embraced, if tho education were greatly superior, and might be obtained at the same cost. By the combination of numbers such an arrangement might be easily effected. The large number will ensure the low cost, and the low cost will secure the large num- ber. This scheme is one peculiarly adapted to the many. In starting there would doubtless be difficulties in pro- curing the requisite accommodation and in organising the co-operation, but these difficulties belong to the com- mencement only. At first sight such a scheme may be regardedas unprac- tical, by some deemed Utopian; but we hesitate not to say that in proportion to the reflection bestowed upon it it will be found practical. That it will do everything for education we do not pretend. That it may be a powerful engine in the promotion of education we cannot doubt. We are. sir, your obedient servants, DAVID AND JONATHAN.

■ .THE LATE HURRICANE AT ZANZIBAR.

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