The Dominion SATURDAY, JULY 31, 1920. THE SCHOOLS & NATIONAL SPIRIT

Dominion, Volume 13, Issue 263, 31 July 1920, Page 6

The Dominion SATURDAY, JULY 31, 1920. THE SCHOOLS & NATIONAL SPIRIT

At a time when great efforts are being made to work out a better system of education, full heed ought to be given to those' aspects of education which tend to give children an elementary conception of national life and what it entails: On the whole the inculcation of national spirit and respect for national ideals has been rather neglected hitherto . in the schools of this country and evidence is afforded at times that this neglect is producing undesirable results. There are a number of ways, some of them very simple, in which school life and training may be made the means of developing a sound national outlook in the rising generation and ' fostering that legitimate pride of race which is very far removed from jingoism or vainglory. For instance, tho ceremony of saluting the flag which has been instituted in some .New, Zealand schools is capable of exerting a profound influence upon the minds and lives of the; children who arc taught in this way to honour their country. Hearty approval must be given to the suggestion offered to the Government by Jin. R. A. Wright, M.P.,. that this patriotic observance should be made universal and a matter of daily practice in all Dominion _ schools. Children could not begin their school . dafy, better than by assembling each morning. to salute tho national ensign, which flies as an ever-present reminder of the effort service and sacrifice of dead and living millions who havo made and kept their nation great. Even to the minds of young children tho associations of the. flag, developed and enriched ' as much by peaceful achievement as in war, may be made to carry a profound significance and appeal. . It is not, of course, suggested that any attempt should be made to play upon the "sentiment and emotions of children without appealing at the same time, to their intelligence. On the contrary, it is as children come in some degree to realise what nationhood means and the place their own nation takes in the life of the world that the daily tribute of respect .to tho flag will begin to carry a really inspiring meaning. In this respect, that is to say,'inhelping children to form clear ideas about national life and the lines on which it has thus far developed, there is great room 'for improvement on existing practice in our schools. ' History notoriously is a subject that receives little attention in the average ,Ncw Zealand school. In our news columns yesterday, reference was made to a report by the Hector of the Waimatc High School in which ■ he stated that history was neglected in most schools and in some the children practically knew nothing about it. Probably most of those who are in touch with the educational institutions of the Dominion will agree that the facts in regard to the (caching of history are here fairly epitomised and that the state of affairs disclosed is in every way to be deplored. Years ago history was often- taught as a barren chronicle of battles and political events and involved much tedious and unprofitable memorising of dates; That teaching on these lines has been or is being dropped is all to the good, but with a wiser .choice of matter and method history might easily be made one of the most fascinating and. stimulating subjects in the school curriculum. Sound historical instruction is certainly invaluable as a means of fostering lnvo of country and-as an antidote to the spread of false ideas. Even in New Zealand there are some men in public life or on its outer edge who profess an unwholesome "internationalism" and .seem to find constant delight in decrying and defaming their own country. Any instructed man or woman knows that the denial of nationality does not ! make for international organisa- | tion, but for mere anarchy or chaos i Even the tentative and limited spread of such ideas makes it doubly worth while, however, to .give children in their years at school a nlear perception of the essential facts of national life. Fortified by a sound knowledge of what their nation as a nation has accomplished, the members of tho rising generation would be in little danger of being deluded and led astray by ihe cheap sneers and poisonous | theories of social wreckers. A phase I of history which certainly ought to bo given more attention than it is getting at present in New Zealand schools.is the record of our own pioneer settlers. As Sir William 13irowood observed in one of tho last addresses,he delivered .in this country there is splendid inspiration for. present and future genera-1 t'ions of school children in the deeds' of the pioneers. It is to be hoped that the record of their achievements will yet be presented in such a form as will enable all children to understand how bravely thoir an--1 cestors faced and overcame hard-'

ships and clangors in the days when New Zealand was an untamed wilderness. If this and other aspects of history are taken \\\> and taught in the schools as they ought to he, the ceremony of saluting the flag will soon acquire lull and 'rich meaning for the children by whom it is performed, and the best moans will be taken of inculcating national faith and loyalty and an apt readiness for the team-work which is the. vital condition of. national health and welfare.