EDUCATION

Hokitika Guardian, 9 January 1930, Page 3

EDUCATION

(By “X.”)

At one time a distinction was drawn between “school.lig” and “education.’ Quite properly so too, as education i a continuous process, from the cradle to' the grave, while schooling is merely an iidCrluue during which youth i._ grounetcM in, certain things which are supposed to oo useful, if not essential in alter life. The essentials may be said to be comprised in primary inj stiu<lion the non-essentials, which may or may not be useful actording to further occupation are secondary, technical and university instruction. If we regard character formation as the chief object of education it is evidcnl that the “schooling” period is no! sufficient in itself to attain this object. The character lias to some extent hcen formed before the child comes under the influence of the sclioo 1 teacher, and after school days another period of probationary' training is ne-ces-ary before the young man or woman is equipped for the battle of life. The parents, the school tea,hers and tin employers'have each to play their part, and each has an individual handicap or disability. The conditions of modern home life are not in. many cases favourable to the careful training of children, and even where the parents are exceptionally conscientious, self-sacrific-ing, and diligent in watching for, and rectifying defects in character developing in their children, the natural love and affection of the parents often Winds them to defects a.nd causes them to visualise quite imaginary and brilliantly successful careers for their off spring. The school teacher is handicapped so far as character formation i concerned in various ways. The home•life of he child and its bringing-up have already had effect on character: the main business of the teacher is to impart information according to the syllabus and obtain results under the competitive examination system; the

pupil is only for a few hours each dav under the control of the teacher, there-

fore it is only cases of flagrant misconduct which are likely to come under notice.' I do not wish to under-rate the influence the teacher exercises. In many cases the fine character and strong personality of the sJioolmastei has a marked and lasting effect on the charcater of the pupil who is then al the impressionable or initiative age. But the average day scholar is not sufficiently in touch with the teachei to be influenced, except indirectly, in the matter of character formation. The employer is handicapped even more than the teacher in keeping closely in touch with apprentices and moulding tlieir character. The difficulties in thi way ate innumerable, the chief difficulty, liUo that, of the teacher, being that outside working hours there is no control whatever.

The fact has been generally admitted that young people may pass through the schools, and pass through their vocational training and yet theii character may be as unformed as their handwriting. Something essential is in many cases lacking. The. sturdy independence of the pioneer forefathers who at an early age had to learn to make a living for themselves is no longer in evidence. Boys can now tell you very promptly what they don’t want to do. „ut seldom appear to have worked out ft practicable objective for themselves. Have they been taught that the status oi manhood cannot be attained until they are able as the Scotch people put it to “feud for themselves?” Have they learned that thrift isn’t meanness, and that waste and extravagance ar< weaknesses load‘ng. to poverty and des titution? Has it been demonstrated to them that strict unswerving honesty i one of the chief assets in a business, or any other career? Do they know that truth, like honesty, is one of the vital essentials of civilisation, and that if everybody lied to everybody else the whole social fabric would fall to pieces?

This isn’t goody-goody stuff, which should he associated only with Sunday Schools. It is a small portion only of the ethics of civilisation and essential for the training of each effective unit in such civilisation. These erides in their entirety, including definition of personal honor, self-sacrifi e, duty to God and Country are the basis of the Bov Scout and Girl Guide movements. That they should as far as possible be incorporated in our compulsory education system, is probably the opinion of the majority of the people. A large section are so convinced that this teaching is essential, but that it can only be given effectively on a religious basis that denominational schools have been established in all parts of ..ew Zealand. The question will have to be faced sooner or later as to whether these schools have not a- just and legitimate claim to a per capita subsidy. If our present State schools nave failed, or are failing in the matter of character formation this claim will have to be recognised. At the present time we cannot afford .to ignore the fact that sinister influences are at work, tending to undermine and destroy present day civilisation—more particularly as represented by the British Empire. In China, India. South Africa, Egypt, Australia, and New Zealand the Communistic propaganda of the Third International is stirring up strife. Communistic Sunday Schools are training little traitors, and a deadly*anoi-Ohristian poison gas is being liberated and is spreading like a miasma throughout the world. What t, e end will be is hard to propliesv v but A,he effective antidote is the develop-

ment of those activities which have built up the greatest and most tolerant and free nation in the world, Character formation is not. only the Keystone to individual success in lifeit. is the safeguard of the nation.-, as. lan Hav says: “National character jdses in a spontaneous flood, right over the level of party feeling and class prejudice, and swamps a lot, of perfectly good plans‘for its own destruction.”

If ethics can be taught in tire schools; if this science can be made the vital and leading point in education from (he kindergarten to the university, the present secular system may survive. If however, as many contend, ethics and relig’on must be inseparably connected, than religious instruction must be given also. As it is highly improbable owing to diverse religious views of the people that the State would ever he able to undertake this, the case for recognition of, and assistance to denominational schools will be much strengthened. In any case the one vitally essential object is r l ia re ter formation, first, last and all the time. As compared with this every other detail sinks into insignificance.

The vinegar of i quality—Sliarland’s Vinegar. Its’strong, piquant flavour, and absolute purity have made it popular everywhere. In hulk or bwttle. —• Vdvt.