The Question of Education.

The Premier went on to say that he was not satisfied that in our public schools to-day the existing curriculum was what required. He was afraid that there was time lost—valuable time, which ought to be spent in other ways, and that the curriculum required to go under review. Then, in respect to endowments, he pointed out that farseeing statesmen of the past had given large grants of land for educational purposes, and he asked who were reciving the advantage of these endowments to-day? He regretted that some portions had been set aside for primary education: he would rather have seen the cost of primary education kept upon the people. This was all that the masses of the couuntry got for the large sums that they paid in the shape of indirect taxation. (Hear, hear.) Visiting some of the secondary schools, he had found children there of eight, nine and ten years who could not pass the third standard. He was told that their parents paid the fees; but as half the amount involved came from these endowments, it followed that they were using these endowments for the education of children of tender years. The land bad heen set apart for the education of the people, and it ought to be available for that. This matter required to be carefully gone into, and the moneys received from these endowments ought to be expended not for the benefit of a select few, but for the advantage of the children of New Zealand. (Applause.) He would like to see the most brainy boys and girls whose parents were not richly endowed with this world's, goods brought from the public schools to the high schools and from the high schools to the university. He would be asked, Did not scholarships do this? and his answer was, No. It often happened that boys and girls, owing to the position of their parents, were unable to remain at the schools beyond the fifth standard. We and others in that audience had met boys and girls head and shoulders above their fellows taking all before them as far as the fifih standard, and then the circumstances of their parents came in, and they had to go to work. There ought to be a condition of things obtaining which would enable these boys and girls to go on to the sixth standard, and from that point to the high school. It ought not to be a question of fees: they ought to be in the high school, ami have their board and lodging paid. (Applause.) Let this be paid out of tha lands of the people, which had been set apart for that purpose. Upon education the great future of this colony depended. If we were to fight against other nations, we must have these educational facilities. Let them not forget that the safety of the democracy, the safety of our country, depended upon the education of the young. (Applause.) We must, he claimed, remove some of the difficulties now existing, and go on in the path so well marked out for us by the statesmen of the past.

It has been said that he had no constructive ability. He claimed nothing: but he could, at all events, reasonably say that they had heard of progressive legislation which had heen foreshadowed in the past hut had never found its way on to the statute book, and he could claim that during his ten years of office what he and his party had advocated had become law, and there had been laws passed for the good of the people which had not been dreamed of in the highest flights of fancy by the statesmen of the past. There had also been questions of Imperial importance dealt with. Some had said, Let Mr Seddon meet the Statesmen of the Empire, and then you will realise what a poor representative you have sent. (Laughter.) It was not for him express an opinion; but when the time came that the history of this country was to be written, all he asked was that the credit should be given to the people—to those in Parliament, and to his colleagues who, during the last ten years, had helped to place these laws upon the statute book of this country. (Applause.) After a reference to the South African war, and the part which the New Zealand soldiers had played in that conflict, Mr Seddon assured his audience that while be had health and strength he would continue to do his best for the people of this colony. He impressed upon them the importance of a true humanity, the true happiness of those around them, and said that the Liberal party would continue to be actuated by the desire to do what was best in the interests of the people of this country (Loud andprolonged cheering.)

Mr Quick formally put the resolution to the meeting, which adopted the same by acclamation, the vast audience, accompanied by the band, striking up the time-honoured tune, "For he's a jolly good fellow!" There cheers were given for Mr Seddon, and three for Mrs Seddon.

Mr Seddon then moved votes of thanks to Mr Quick, for presiding at the meeting, and to the committee which managed so well the function. Mr Quick returned thanks on behalf of the committee and himself.

The strains of God Save the King by the band brought the vast audience to its feet, the National Anthem being sung with great spirit by all present, and with the loyal refrain in their ears, the great gathering slowly dispersed, many remaining behind for a few minutes to tender their personal congratulations to the Right Hon. the Premier.