The Chronicle LEVIN. TUESDAY, APRIL 10, 1917. THE DOLLAR BELLIGERENT

Levin Daily Chronicle, 10 April 1917, Page 2

The Chronicle LEVIN. TUESDAY, APRIL 10, 1917. THE DOLLAR BELLIGERENT

ISo much congratulation lias been expressed towards tlie United States rf America because cf her coming into the world war "at long last," that we feel impelled once again to take up our unpleasant duty of conveying truth in print—instead of newspaper nothings. Insofar as her entry will strengthen the cause of the original Allies, we join in the gratulations; but we have none for the United States. She kept out of the war for over two years and- a-lialf because she was making money; she conies into it now, apparently, because the Gorman policy of frightfulness has gone beyond the length of taking the lives cf American citizens, and has loosened its projectiles against the sacred American Dollar. This summary of the case in plain and unequivocal Eri. glish, and its truth cannot be gainsayed. Lives of Americans have been lost all through the duration of the tvar; but few American vessels and dollars until the last three months. The loss of lives was met by "stern protests" ; the loss of vesels required a declaration of war. The United States senator who alleged that the United States had emblazoned their national flag with the dollar mark told truth. TEACHING OF HISTORY IN THT3 PUBLIC SCHOOLS. The study of history is of an importance almost inestimable; more especially when regard is had to the basis for clear and accurate reasoning and judgment on current happenings and contiguous possibilities that it affords to those who apply its actual tests to the matters of contemporary occurrence. Therefore we take pleasure in noting that the New Zealand Education (Department is impressing upon the [Education Boards and all other authorities concerned in the teaching of history to primary school pupils the necessity for thoroughness in such instruction. In the latest Regulations published by the Education Department, there is laid down the rule that "the teaching of history should not be considered satisfactory if it comprises the teaching of isolated events, even if these are separately, important. The whole of the matter for the four years' instruction should be so selected as to deal with' some degree of continuity and completeness with eeme- of the most important developments in our national life. The work of each classi should form £ part of a related series of short studies which will in the aggregate give the pupils some conception of the growth of our Empire and the ideals of its people. During .the study of the geography of foreign countries—such as Russia, China, France, Germany— some idea, of the history and character of the people should be given. The instruction in Civics and, where possible, in history should have a close connection with much of the moral instruction and training, and the -whole should aim at the development and strengthening of character, the fostering of a sense of service, and the encouragement of the growth of those virtues that make for good citizenship. History in the public schools should be directed primarily to a comprehension of the rights and duties of citizenand their historic foundation, with such a knowledge of areat incidents of the 'past as will enable children to understand and appreciate their national existence. In the earlier stages of the. teaching of history (standard 3) (or in smaljf schools standards 3 and ' 4), should be the principal basis of the/ program in conjunction with elementary notions of civics."