THE ART OF LIVING

Hawke's Bay Herald-Tribune, Issue 181, 18 August 1937, Page 9

THE ART OF LIVING

"A Full Life Means More Than Making Money" MODERN EDUCATION "Education is not the same thiug aa schooling. It is a much bigger thing and it should not interfere with schooling. It is impossible to deiine oxactly what education is, and its aim is just what wc like to make it," said Mr W. A. G. Penlington, principal oi! the Hastings High tSchool, last night when he addrcssed a gathering of about 50 on various aspects of education. Mr E. J. W. Hallett presided. "The scope of education is continually changing and so is its aim," said Mr Penlington. "Its aim uow is to help people to live successfutly. Everytning that makcs for succcssful living must come within tho scope of education. Although the prime essential is that a man should be able to pay his way, successful living means very much more than making a succcssful living. A man is not living with the fullest measure of success if he has an unhealthy bodyt or an inefficient mind; if his relations with other human beings are marred through ignorance or uncharitableness. • "In the past we have stressed learning, and have been rather inclined to overlook ' the* fundamental factor — that of feeling. We have been inclined to consider, when stressing characterbuilding, the moral virtues only, rather than the whole character of man. We should realise that the most vital aspect of man 's environment consists of his fcllow human beings. Complete living involves being emotionally healthy and socinlly adapted, as well as being intellectually accomplished ■ and vocationally efldcient. The modern trend of education lics in the dircction of the human make-up and human relationships. ' ' PersonaH Fitness. Continuing, Mr Penlington said that in a large measure the ideal of education must be the development of, personal fitness. Definite steps had been taken in the schools to promote fitness of the body, and, to some extent, the study "of physiology and hygieno and , the claims of moral education had been given .some rccognition. But the hygiene of the human mind had beon almost entircly neglected. '.'It must be admitted that our min-ds, genorally speaking, are not proving sufdciently efficient to cope with tho obligations which democracy has imposed upon us, or to maintain a set and resolute course through the complexities and distractions of modern life," he said. "Witncss the prevalence of muddled thinking, the frequeney of nervous breakdowns, and the population of our mental hospitals — ono in everv 200 people. These point to the great deal of inefficiency in our minds working, and this is somethihg within the scope of education.?' A truly educated .person ought' lo know how to think clearly, how to meet new situations, how to rclax, how to nttend, how to separate the essential from the unimportant, and liow to keep in the best frame of mind for the present purpose. Touching on tho question of examinations, • Mr Penlington said that. one of the great faults with. examinations was that many of- tke broader issiies were most diflSicult to measure. Then again many of the things that could be measured 'were not always the most important. "The worst thing about examinations is that they cramp style, ' ' be said. "Tbe teachers are ticd down and must confine their work to what is in the cxamination syllabus. Unfortuhately those who set ' the syllabus are not always possessed of the broadcst scnse of education." Abolishing Examinations. Some relief from the matriculation oxamination had bcen afforded by the itLtroduction of another certificate, which was based on a much wider scope. ■ Then again the proficiency had been ab'olished, and he thought that this would have a good effect on the teachers in the primary schools. He enterta-ined no f ears that the children entering the .secondary schools .would not be as well propared as in the past as the resu)t of tho elimination of this hxamination. Discuseing diseipline, the speaker was of the opinion that this should not bo'just "order for the sake of order," but for a' definite purpose. .It - was necessary to' have a particular diseipline for the particular job in hand. Diseipline in the army differed from that in .the navy,- or again from that required in ofiices^ or. in schools, To-day diseipline 111 the schools was wider and freer, ,but not necessarily less efficient. The idea was to support and guide children to the adult stage, and ineuicate in them self-diseipline. The need for adult education was also stressed by Mr Penlington." He did uot suggest that adults should go back to school to learn schooling, but there was a need for the adults to broaden their outlook and increaso their knowledge and understanding. Now that the tendency was for greater leisure the adults should endeavour to secure this education. In conclusion, Mr .Penlington contended that, after all, tho teachers were really the best judges of what should be the teaching in the schools. There was much made of modern youth and criticisms seemed to all be based on the assumption that youth was antagonistic to age or maturity. Actually youth was nothing of the sort. ' ' The children .to-.day are better than the children of a generation back," he said. "I really do think that they have improved. They are more indcpendcnt and more serious-minded. " .