EXTENDING HORIZONS

Hokitika Guardian, 7 March 1929, Page 2

EXTENDING HORIZONS

CHURCH AND EDUCATION. •r ' “The study of the social sciences and the examination of current social forces, would place the teaching of the Church in closer tune with the changing realities of life on earth and would make it a more effective force in education for good citizenship,” said Dr H. Belsahw, professor of econonics at the Auckland University College, in an address given in the Pitt Street Church in connection with the annual Methodist Conference at Auckland.

Describing the Church as one of the greatest educative institutions, Dr Belshaw said there were four problems with which it was mainly concerned. The. first was to develop the capacities and habits of mind of the citizen so that he might achieve the maximum economic efficiency. Related to this was the economic and social problem of placing him in the occupation for which he was best suited. The second was to develop his capacities and habits of mind so that he might use his leisure to his own greatest happiness and the enjoyment of others. Although the manner in Which these problems were solved would have important social reactions, they related primarily to the personal development of the citizen and his individual relations to his fellows.

good citizenship. The third problem was, in a sense, all inclusive, the problem of education for good citizenship. It related more specifically to individual morality. The fourth problem was to select and educate for leadership those who were endowed with the necessary capacities for it. The Church provided a social centre round which might .be grouped cultural activities of great importance, continued Dr Belshaw. To provide within the Church itself a centre for cultural development, particularly in sparsely settled localities, would, he believed, strengthen its influence enormous!.y /' There was. a challenge to the Church, as well as to the .schools and univer r sities', the / professor added, to provide leaders of thought who would assert themselves. • This • was the function of Trinity College. The horizons of the world were to-day extending at a: prodigious rate..; The reactions of so-, ciety to the forces which influenced it were more rapid than ever before. Science was making discoveries of pro-, found importance. The problem of adjustment was -more acute and the need for'.leaders of thought was more urgent than ever. . “The kernel of my message is the necessity on the part of Christian teachers to stress more fully the social implications <tf Christianity,” said Dr Belshaw, in conclusion. “They must be prepared to modify their interpretation of the teaching of Christ in the light of changing social phenomena and new contributions to knowledge. The Church was passing through a difficult time, said the Rev Dr C. H. Laws ,in an address upon the training of ministers for their work at the present time. The Church had to prove, he added, that it was a valuable element iii the community, and the minister had to justify himself. A widespread disparagement of the Church had. arisen because the professedly Christian character did not conspicuously exceed in virtue that of the world unaided by religion, and because Christian science yras so largely spent on second-rate things. “But there are times of great opportunity,” Dr Laws continued “The present age is one of great intellect™ freedom and independence. lhe voung people did not accept what they are told without question. There are men who say that an age with a mind like this is going to the devil. I do not like a man who disagrees with the temper of the times. We must have

in the pulpit men of candour, who will speak out, and who will take courageously a leading place in the large, free-thinking world. A minister must have an evangelistic passion at heart or he . had better be breaking stones or adding up a column of figures. I covet the blend of scholar and evangelist for our Church in New Zealand.”

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