The Dominion. THURSDAY, JANUARY 8, 1914. COMMON-SENSE IN EDUCATION

Dominion, Volume 7, Issue 1952, 8 January 1914, Page 4

The Dominion. THURSDAY, JANUARY 8, 1914. COMMON-SENSE IN EDUCATION

The plea of the Principal of the Auckland 'Draining College (Mr. Milnes) for common sense in education will have the hearty sympathy of a very large section of lh« community. In an. address to the Educational Institute he declared that a good physique ought to be the first essential of any system of education, but as a matter of fact- it brings up the rear, he said, receiving only tardy recognition, because it is found that without a certain amount of health tho' studies of the children are interfered 'with. All modern educationists recognise the ideal of a sound body as well as a sound mind, and a great deal is already being done in Now Zealand to increase the physical fitness of the young people attending our State' schools. Mr. Milnes might have been a little more generous in his! acknowledgment of this fact. It is true that more might be done and must bo done, but the authorities have shown that they are alive to the importance of looking after the bodily health of the children as well as their mental development. The present Minister of Education (Mil. Allen) has stated on more than one! occasion that the physical,well-being of young people of New Zealand is a matter that must receive the attention of our educational authorities, and the teachers are now being specially trained so that they may become qualified to give lessons in physical'culture on scientific lines. . In addition to this, provision has been made for the medical inspection of the schools and for the care of-the children's teeth._ And tlitfise are only the beginnings of what will probably become a far-reaching scheme for improving the physique of the rising generation. ■ . ..- ■ ■ -• >■ It is undoubtedly, as Mr. Mii,xes points nut, most desirable that our school children should be well nourished and able to run anrl swim andcinjoy the freuhi nir; but after all nn education avstcm cannot ignore- tlwi;

fac tj. tha L; I elf H n!tlU3i"s f -Av<jl i as.:a;;l)u^xgj^jvi^Ki i np?;tba].f:f3)|; M l i,s as : say Ixii! t K<s Siocfssftyj;f or ph' isi.r«ngthon.his;arj;miiontsl)y;;l)olitUin3 the iinp o k-tn.ncqVcji';.tyiiin ing- Ilie/mi nili to; f(iiqk;f : bne%f ; arm !;j t..; to ' rcad ; :i : *an(J^n:i.| : loaves w'l things.^'re j : bf,fcomparaiivc]yiv!)il:tl!; Rimcil;-.at^is;%:aS:\voll-balancoHa(lo-physical the children ■?>vho , .y..passiSJl!jrough|Soiir schools shall hayeUhe-opporhin'ity'.of becoming, good.-'; citizens,-'capable.-'.of forming a sound judgment.- qn ;; the questions of the da.v,..ancl.'physically fit to-do their■ ideal has certainly -not,yet; been';attaincd, ■ and =-,ouf .educationj.fmct-hods are being'assailed on. every .'side.,. At the_ last meeting .of , the 'British« Association for the.., Advancement'; of Science a leading authority., declared that the , ; English--.:school,. system is unsatisfactory vjifrom.i , a?'charaeterbuilding point.sof';.-view;?and if has been stated in . New Zealand that many of the lads who pass through our schools are not able to.read and write as well as might reasonably be expected. : Other weaknesses are also being pointed out from time to time, and now Mr. Milses declares that the health of the children is being neglected, and that physical culture ought to be the first consideration. It is quite clear, however, that if more time is to-'be,'devoted'to-.this matter some of the other lessons will have to be' curtailed, ('ort 1 . dropped altogether, and-there-is..,a growing feeling that the whole system must be thoroughly reorganised :., ~: - , Me. Mii-nes is of opinion that , the main object should be to'turn out healthy and happv children. ■ This sounds_ very nice, but after . all an education system ought to do something move than this. Health and happiness arc no doubt essential for a good start' in; lifc'.'_ But knowand a trained mind and a disciplined character are almost equally important, for life is something more than a daily round of. pleasure. It is a serious business for most people, and the school should be a preparation for it. ■ Jfo one wants to take away the natural joyousness of youth, but there ;■ is a coddlin.s tendency in many schools that must unfit young peopk to bear ttie disappointments and surmount the difficulties which arc in-store for them when they go out. into the world. The experience of a little hardness in their schooldays is not a bad.thing for boys, and they must be taught to work as well as play if they arc to grow, up into citizens of the right stamp, who will recognise that citizenship has its duties and . responsibilities as well as its privileges. In a- recent address in connection with the Cavendish Association, which is appealing to public; school and University men to engage! in social service for the benefit of the community, Mn. Asquith quoted a couplet, which runs: Vacant hoart und 'haud and ofe, ■ Easy live and qniet die. He went on to say that such a comfortable, though not,very noble ideal of life "is an impossible prospect, for those whose cars arc open to the thousand calls which appeal with ever-growing urgeftey to eacfi of us tor take his share in , the, work' and in the burden of our common life." An ideal education system ought to give the nation an unfailing supply of men quick to hoar and fitted to obey these calls. It should make good citizens. Health and happiness arc excellent things, but they ought to bo supplemented by a sense of discipline, sound knowledge/- , personal character, and that public spirit which is prepared to work and to make sacrifices fpv the good of the community. ~; .- ..;■