IDEALS IN EDUCATION

Dominion, Volume 10, Issue 2943, 1 December 1916, Page 5

IDEALS IN EDUCATION

RELIGION A BASIS

A HEADMASTER'S ADDRESS

In tho eourso of an address to tho Presbyterian Assembly on tho subject of ideals in education, Mr. G. H. Uttley, M.A., M.Sc, principal of Scots College, dwelt on the need for religious education in Now Zealand. - Mr. Uttlcy said: "I am fully aware of tho far-reaching possibilities of. the educational work undertaken by the Church; and I am clearly conscious of tho splendid work that is being done in your girls' colleges in other parts of this Dominion. I know that 1 am expected to go and do likewise. I am egotistic ouough to think that we havo already made a good beginning; for novcr in my most optimistic mood did I anticipate that-we should end tho year with a roll of 70 boys, including 23 boarders. I believe tho wheel has turned full circle, and tho timo has arrived when the Church, particularly our own Church, should onco again undertake vigorously tho work of boys' education. Scots College is but a pioneer in a movement which, in the good Providence of God, is bound to grow. Thoro is a distinct need for schools, whoso aim is to train ,not merely for citizenship, but for Christian citizenship. . \ "Tho spiritual factor is widely recognised, at least academically, as the essential in any educational programme. Let me read to' you the . significant words of Dr. Munro, America's leading writer on education. He has been discussing current educational tendencies, and ho concludes with these remarks: — 'Ono of tho present tendencies gives rise to a new educational problem, and at-the same timo solves an old one. The complete seoularisation of schools has led to tho complete exclusion of religious elements in public ' education, and tho very exclusion of the study or even the use of tho Bible and of all religious literature. Thus tho'material that a fow generations ago furnished tho sole content of elementary education is now entirely excluded and the problem of religious education is presented. Littlo attempt at solution is being made, and little interest seems to bo aroused. The problem for .the school teacher comes to bo quite similar to that presented by the Greek philosophers, to produce character through an education'that is dominantly rational, and that excludes tho use of the supernatural or religious element. For our schools wo havo definitely rejected revealed religion as a basis for morality, and seek to find a sufficient basis in tho development of tho rationality in tho child. Thus one. most important phase of education is left to the Church and tho home", neither of which is doing >much to meet the demand.' The position as outlined in these words.of Munro clearly summarise the position of New Zealand education, as it was until quite recenj; years; our education was completely secularised. That the demand existed for tho spiritual and religious factor, has been clearly, demonstrated by the succoss of our girls' colleges. My experience during the present year has convinced me that tho time is ripe for the provision of liko educational facilities for our boys. Parenthetically, I may tdd that tho main difficulty that will loom largely as long as tho war lasts is the inadequato supply of suitable male teachers. If, then, thero is a distinct recognition of, and demand for an education, based on religious and Christian principles, tho duty of the Church is clear. . "Education aims at tho development of the personality in tho widest sense of the term —the development of the whole man physically, mentally, morally, and spiritually. To excludo tho religious aspect, as must happen under a State system of education, is to exclude the aspeot of greatest import to us as beings with an immortal soul; At many stages in the course of evolution of educational theory and practico, tho aim has been formulated in terms of crass materialism, but the effort to exclude the supernatural has never wholly succeeded. Even to-day, when so see so vividly the forces of materiolism opposed to the forces of spirituality—vague and fleeting as tho latter may often appear —there is much promise. Tho philosopher who has his finger on ths pulse of the universe can discern more than tho fitful throbbings of a lifo full of promise; for littlo as wo may be inclined to accept the teachings of Eucken or Bergson in their entirety, they havo emphasised a deep dissatisfaction with modern civilisation and culture, as they affect tho lifo of the spirit. Even the scientific philosopher is not satisfied ;. he has lost bis belief in tho ability of the intellect to solve tho riddle of the universe, faith is assuming its sway, where until quite recently it was an outcast. In spite, too, of the weltering confusion of blood and slaughter, that now. lies upon the face of Europe, and which at times must confound our souls, tho finger of God is surely seen. Germany is living on the accumulated capital of her material prosperity, but her soul is dead. Our Empire is revealing the spiritual forcos that were slumbering' in the depths. To vary Bergson's words, the energy of. our soldiers is drawn from something that does not waste; the spiritual is revealing itself as tho creator of moral force, which is inexhaustible. How else can we explain Kitchener's Army?

"Education must undoubtedly then be first and' foremost spiritual in its aim, but let us avoid at all costs the mero routine of conventional and soulless religious instruction. Religion is nothing if not a soul-experience; it must bo_ an expression from within, not an impression from without. In ono sense we cannot teach religion; every man must find it for himself. But what of the boy? In his earlier years we meet him in all his native spontaneity, full of vigour and activity, living in tho present, with a keen. ar-. dour for the material things of life; full of mischief and tho sheer joy of living, a young barbarian truly, but very lovable. Then later the shades of the prison house begin to close upon him; his self-consciousness becomes rapidly developed; ho feels strango stirrings throughout his wholo being which ho cannot understand. .Ho fears to show his deeper thoughts and feelings, and hides tlicm with meticulous care from thoso about liim. Yet his wholo being is trembling with possibilities, and his future depends largely on how wo tako him in these his most impressionable years.' Hero is a task calling for the most delicate handling. How are wo going to sot about it? Tho main part of the curriculum is, of course, determined for us; but howevor near to perfection it may bo, however good our results may be as gauged by examination tests, wo havo failed lamentably as teachers if wo have not got into living, personal touch with tho. boy. This is tho vital fact in education. To win his confidenco and trust is indispcnsablo if we are going to reach his heart and soul. There is not a subject in tho curriculum that does not offer opportunities of mutual confidence between tho boy and his master.. Trust him, lot him feel that you bcliovo in him, and I know from experience that the response will come. The sentiment of" loyalty must bo early developed, by tho merging of narrow self-interests in tho wider interests of team, or class or school, and it is at this point that the value and significance of combined work in athletics becomes evident. As tho boy grows older loyalty takes on a

wider application, and its importance in his religious lifo is too evident to be stressed here. Ho learns by personal oxperjenco the meaning of vicarious sult'ering, and tho full meaning of devotion to a higher, ideal. Duty becomes an inward growth of tho soul, not" a codo of rules imposed by external authority. Tho supremo value of definite Biblical instruction, as part of tljn ordinary curriculum, is very evident to mo, but there is a danger of tho boys coming to look upon it merely as a subject in tho curriculum. • This we must avoid at all costs. Everything depends on the personality of the teacher. If ho has won his hoys' confidence and sympathy by making their interests in other directions his own interests, and if ho can show by his own lifo that tho religion of Christ is a very real thing to him, I am convinced that his efforts wrll bear rich fruit. Wo must dissipate tho idea that the ChrisItian life is flabby and weak-kneed; tho boy must see and feel that it calls for the display of manly qualities which ho admires, fighting vigour, pluck and endurance. It is this spirit which animates the work of tho Young Men's Christian Association, and tho splendid labours of the Students' ■ Christian Union. Throughout tho wholo gamut of tho school activities, in tho class-room and in the playing-field, tho boy must learn to 'go straight,' not because tho authorities compel him, but because his conscicnco demands it. . . ."