PATRIOTISM IN THE SCHOOLS

Dominion, Volume 9, Issue 2613, 9 November 1915, Page 9

PATRIOTISM IN THE SCHOOLS

WHAT IS BEING DONE INTERVIEW WITH MINISTER OF EDUCATION. A reply to charges or suggestion • that Ho serious efforts are made t cultivate an intelligent patriotism i :our schools was macio by ths Ministe of Education (the Hon. J. A. Hunan in an interview with a Dominion rc .porter yesterday. i "I know of no grounds for the chargc iif such a charge' has been made, tl?n .our education system has in any wa, failed, to recognise the importance o fostering in our school children a na tional patriotic spirit," said Mr. Hanan : "Indeed, in other countries, notably ii ;Caoada and in England itself, New Zea iland has more than once been cited a affording a striking •example of tin success with which patriotism can bi stimulated and fostered in « people a; a whole through the instruction givei :in the elementary schools. Making a Cood Citizen. ! "The syllabus for primary school; states that lessons on 'the privilege: and duties of a citizen as a. membei ,of the Empire, of the State or colony and of the municipality' are to bi given, and generally that in the teaching of history and civics "the practica aim of making a good citien is to bt kept constantly., in view.' There is every reason to believe that teacher! have cpnscieutiously complied ivith the provisions of the regulations, and b) lessons suitably graded to the varying Capacities' of the pupils in the several standards are laying the foundations oi an earnest patriotism. It is also a fact that in most schools the teachers regularly explain the war news to thejr pupils, who are thus kept in touch with tho _ progress of events, and as opportunity arises road or recount deeds of heroism or self-sacrifice to stimulate the imagination. Further, essays are written upon the war—its origin, the justice of the Allies' cause, the oppression of Belgium, and kindred subjects. The School Journal. "Long before the war broke out, the School Journal, which is supplied to all schools and goes into most homes, regularly published articles bearing directly on patriotism, and, in the Empire Day issues made a special feature of patriotism and Imperial topics. By means of both prose and verse pupils were shown striking examples of selfsacrifice and devotion to duty in ancient and modem times, and these could not fail to rouse in their minds the noblest emotions. Articles oil characterforming were included also. Sometimes these taught patriotism by direct exposition, but more generally by the narration of inspiring stories taken from the lives of men and women in all ranks of life. Since the war broke out its many aspects have been dealt with, and during tho.current year alone 110 fewer than twenty-four articles bearing directly on tho war have appeared in Part 111 (for Standards V and VI), in addition to others giving outlines of tlio history of the countries engaged. Thb pupils are thus enabled to follow the course of the war in an intelligent manner, and by means of the accompanying maps, diagrams, and illustrations, must obtain a vivid picture of what is takingplace, and the manner in which the war is carried on. The Children's Saorifice. "A person with even the most juperlicial knowledge of what our school phildren have done for the Empire during the war must admit that those responsible for their instruction have not.'ailed in their duty. In addition w :ontributiug liberally to the war equipneub of our soldiers on the outbreak of lostilities, out of their own savings, ills school children have provided live notor ambulances as well as other ammlanco accessories,for the relief of tho lick and wounded. Continuously since ;hen the girls have been busily making >andages,' balaclavas, socks, etc., in lome cases the boys providing the material out of their pocket-money. In ioth primary and secondary schools nipils have gladly consented to forogo he annual prizes, picnics, etc., in order hat the money usually spoilt on these night bo used to supplement one or >ther of the relief or patriotic simds. t'hanks to tho instruction they' liave eceived our children have displayed an arnest patriotism and a spirit of sacriice unrivalled by any other section of lie community. They have shown in he most practical manner—and, it is iolieved, not under the influence of find impulse, but witli the full appreiation of their responsibilities—that hey possess in full measure a great >ride, and an intense lovo of their ountry and the Empire. "May I say here that tho spirit of arnest patriotism and of sacrifice iraotically shown by our school chilIren furnishes a striking object lesson o a number of adults '(possessed of :reat wealth) who have failed in their uty to spontaneously make contribuions according to their means to patiotie funds for the assistance of our oldiers and for the Empire's cause. Empire Leagues. "It should be also mentioned," said Ir. Hanan, "that many of our teachrs and school children are members of Impirc Leagues (they had one branch f the League of the Empire in Southtnd) and other movements to promote mperial education of tho young, such ? tho establishment of a web of corsspondence among tho schools of the Impiro;' that is to say, by linking chools in one part with those in dissiit parts, of the Empire for the interlinngo between scholars of descriptive ittcrs, photographs, post-cards, liewsapers and patriotic literature. Funtions are held at which lectures are lven illustrated by lantern pictures nd tableaux,_ and prizes are given for asy competitions. Much good is done V this means to promote friendly and Ideational intercourse, to make the ising generation better acquainted ith one another, to understand one anther's needs, and to establish a lasting nmdation of Imperial friendship and sefulness. Imperial Studies. "In regard to lessons on the economic rlvantagos of supporting British trade lid industries I may say that it has ready- been arranged that a series of ■ rticles dealing .vitli the industries of ew Zealand will appear in Part 111 >r next year. "Had I 1 ranee possessed a similar pub. Dation to our 'School Journal' there ould have been no necessity for the sue of the booldets upon which so ucli stress is laid in The Dominion's i-ticlo of 2nd instant. I notice in a I wa-s reading recently that le question of Imperial studies in con}otion with the universities at Home being urged, perhaps something in iiß connection- may be done in this umtry. , In conclusion. Mr. Hanan said ho ! as heartily in sympathy with any cency or methods to further and bet- , t inculcate in the minds of the school nldren tho virtues of loyalty, pat- j otism and pride in .the race from which ; ley havo sprung, so that we may knit - ■gather in a firm bond of sympathetic 1 lion the minds and hearts of those I I [lose birthright is to control -the fu- 1 ire destinies of the British Empire." (