TRUE EDUCATION, KINDNESS.

Hokitika Guardian, 24 October 1918, Page 3

TRUE EDUCATION, KINDNESS.

There are crimes that are not recognis- ! i'd as crimes which are very common. A ! teacher should use discretion in dealing with these, but should teach a doctrine , of love far as he is permitted, and may :at least set a good example himself. : Three of these are put by my Master | under the head of crueltios caused by superstition. ‘ I. —Parents and teachers should tell

their boys that no custom which is cruel is really part of 0113- true religion, : for we have seen that religion teaches :us unity, and therefore kindness and ' gentleness to everything that feols. God j cannot therefore be served by cruclt3* I and by the killing of helpless creatures, j 2.—More widely spread is what my ! Master calls the still more cruel superstition that man needs flesh for food. This is a matter that concerns the parent more than the teacher, hut at least the teacher may lead his _ boys to see the cruelty involved in killing animals for food. Then if the bo3" is obliged to eat meat at home; be jvill ’give it up when be is a man, and will give his children a better opportunity than lie himself had. If parents at home and tenchers at school would train young children in the duty of loving anil protecting all living creatures the world would bo much happier than it is af present. Every boy must be taught tlie great lesson of love and much can be done for tlris in school as well as at home. The boy at school lias many an opportunity of learning this lesson and the teacher should point out the duty of showing courtesy and kindness to all who are in inferior positions as well as to tlie poor whom he may moot outside. All who know the truth of reincarnation should realise that they are members of one great family, in which some arc -younger brethren and some elder. Roys must be taught to show gentleness and consideration to servants and to all who are below them in social position. A great part of a teacher’s work lies in the pla3 - ground, and the teacher who does not play with his boys will never quite win their hearts. Bright and affectionate teachers will be looked on ns. elder brothers and difficulties which escape rules will be got rid of by love. In fact all the many activities of school live, should be made into channels through which affection can run between pupil and teacher, and the more channels there are the better will it ho for both. As the boy grows older these channels will naturally become more mm! Ire us and the love of the school v ill become the friendship of manhood. Thus love will have her perfect work. Religion and morals must not only be taught as subjects, but must be made both the foundation and atmosphere of school life. Religion teaches us that we are all parts of one great (self, and that we ought therefore to help one ■ another. My master says that people try to invent ways for themselves which they think will* be pleasant for themselves, not understanding that all are one, and that therefore onlj- what the one wills can ever bo really pleasant for anyone. He also said. “You can keep from your brother tbrougbts that which you have in common with him and that is the Divine Life. At present the set moral teaching is largely made useless by the the school. Tlie da>* school should always pen with something of the nature of a religious service, striking the note of a common purpose and a common life, so that tho boys, who are coming from different homes and difforent ways of living mnv be turned to unity in the school. (From Education as Service by J. Krisbnamurti.)