The Guardian AND EVENING STAR, With which is incorporated “ The West Coast Times.” THURSDAY. JUNE 2nd, 1921. LOVE OF COUNTRY.

Hokitika Guardian, 2 June 1921, Page 2

The Guardian AND EVENING STAR, With which is incorporated “ The West Coast Times.” THURSDAY. JUNE 2nd, 1921. LOVE OF COUNTRY.

Thu Minister o| Education has taken up a task that lias been all too long deferred. We refer to an effort on the part of tlie. State to inculcate in the minds of the rising generation a spirit ol patriotism and a love of country. I he effort has been long overdue when we recall the actions of the anti-British and disloyal in parading their feelings as regards this country, the Empire to which it belongs, and the Flag which stands for the freedom and liberties we enjoy. Disloyalty began to be most marked in the early stages of the war, and public attention was called to the manifestations of disloyalty to be seen and heard from time to time, but the authorities maintained a negative attitude, and looked on almost patronisingly. Mr Carr lias recognised his duty and that of the Government in the matter, and lie is setting about to make amends. Lately lie made a cleai and definite public statement on the mat-, ter, and he has followed that up with ft fuller explanation, giving the scope of the instructions issued through his Department. A lute message from Wei lingtoii says: The Minister of Education said with reference to recent statements made by him in regard to inculcating patriotism and loyalty in school children the Department of Education is taking action. Something, he said, should he clone to counter destructive influences. Even children were not immune from these influences, for there were so-called Sunday schools in New Zealand, where ideas are inculcated which treat with contempt national feeling* and tend strongly to revolutionary Socialism, also class fare. This is not a proper subject for a, Sunday school. Children must be encouraged to love their country and ,their Empire ,and to this end the Education Department had inserted a new instruction for teachers, under the heading “Civics” as lollows: “Instruction in history and civics shall aim at instilling in hoys and girls love for their country and pride in the achievements of their race throughout the Empire. Loyalty should he the dominant note. Lessons should be selected and presented in such a- way as to lay stress on the need for sympathetic co-opera-tion, not only on Hie part of the \ aliens dominions within the Empire hut oil the part of every section of the community within which wo live. The inculcation of patriotism or loyalty to King and Country and to lofty-ideals readily finds a basis in British history. In this* connection lessons of a celcbrational character are of the utmost importance. Anniversaries such as Anzac Day and Empire Day should b 0 devoted to special lessons appropriate to the theme. In addition, at every celebration and at the beginning or end of each school week, the New Zealand flag or Union Jack is to he saluted, and the National Anthem sung by teachers and pupils in the presence, where possible, of th(- whole school a record of these ceremonies to be entered in the teacher’s work hook under tie- heading “Civics,” examined by the Inspector. It, would be possible for the ■Government to go a step further, and in this respect follow the example of Republican America, where there is an obligation on the Civil Service of the country to show their loyalty in an open and definite way. As n spanker

put it at the recent loyalty display in Sydney in regard to the flag-burning incident. The Lest plan for securing adequate respect for the Union Jack is to emulate the civil service of the l nited States (Federal service), which each Saturday morning calls all the stafl into the quadrangles of the 'departments to salute ‘Old Glory’ as it is unfurled and raised aloft. It would not b t , .jingoism it is extraordinary how some people are afraid to be too emotional in their love for the flag—but the means of instilling into oil State servants that this is the emblem which permits our governmental system to obtain, incidentally securing comfortable avocations for such a large proportion of the population. -What applies to America, or would apply to Australia, is applicable also to New Zealand, and this recognition ot the Flag in a public \\*D would create and foster that spirit so essential to the cultivation of a regard for law and order. In the same way it would bo well also, to require 11101 c respectful attention to the National Anthem when sung or played at all public gatherings. The same spirit of reverence should be cultivated in that respect as in regard to the Flag,