TRUE EDUCATION.

Otaki Mail, 8 January 1919, Page 4

TRUE EDUCATION.

THE NEW AGE. (By BEATRICE OK NORM ANN;) Education is at last promising to take its rightful place among are working for the reformation oflsocicty. It is being increasingly recognised as the most potent instrument tor realising tbe promise of the new age. The future is largely in the hands of educationists, and thai tin- world is alive to this is shown by the demand for the reconstruction of the educational system. A change in attitude is needed, a clear conception of the ideals of the new ago, a definite aim. based on a sound philosophy of life, which is needed, A change of this nature in the schools would slowly and surely permeate (lie whole of our .social fabric, for, tested in the light of Brotherhood, most of the glaring evils of to-day would be impossjbje—evils such as the'strife between capital and labour. Iho exploitation of the weak by the strong, sweated labour, prostitution, houses not lb for human habitation, wages on which no family can live decently.

(This may soiuid Utopian for-practical purposes, and yet thought will. show (that ii" allboys ami j*irls, were trained in the spirit of Brotherhood, irrespective of race, creed, sex, caste, sex or colour, with the ideal of service to the community a"d (rue citizenship of the State, reforms along- all lines would become possible, for every class would lie united to get rid of diseased parts (poisoning the whole organisation. Bc- / forms needed can conveniently be classed muicf three heads: The Child; the Teacher; Administration. (1) The responsibility of the .State to its child citizens must include, a complete scheme of education, commencing before the child is born, and continuing until lie readies adult age. This responsibility must include the physical, menL \il and moral sides of the- child's nature. (2) .Rcveitfiice for tlie child's individuality and the belief that it can best grow in an atmosphere of freedom have become truisms. ' Mrs Annie Bosunf has stated in a pamphlet entitled Theosophy and Education: The ancient wisdom has placed before us a conception of the child as an immortal individual taking birth amongst us -after many hundreds of such births upon our earth, with experiences garnered through many live-; and wrought into him as faculties and powers, with a character which 5s the incarnate memory of his past, with a recepI tivity which is limited ami conditioned ..by-that past, and which determines his j resjwirie to impressions from outside. He is n„ longer a plastic soul, ductile in ! the hands <ii hh elders, but a'being to I be studied, to be tiii<ier.sSood, before he j fan be effectually helpcvS. J /5) There is also need for prope* , balance j« the four great divisions of , \hc child nature, each must have its 'proper food .and exur>;i.ijc. There is the physical body, the body of &/:tion, the em-otiusm! body in which the emotions find expression, too often stunted for lack of proper good; the mental body. ' iu which tire mind expresses itself: and, finally, that in which rite ideals lino, .expression—the spiritual body. The child must be led to recognise himself as the "Immortal Kuler" controlling and us-Ssijj the different sides of his>'nature as useful .-vvants. but never dominated j by thent. Vy ihpsc means character 1 iraising takes the forej&apj place in the education of child,.but not $p the , detriment '<>,* 'tbfl. development of his ■ /acuities and pt>wi.-r*. t <-$) Training in citiv:efl,-hip. Ea'ch | ■chih! should be made to realise iifliself { as a potential servant of the State. &rti j most no longer W. the great objective; j but a co-operative iu4Js'idualism must j take its place. Tor the,spirit of "Ero- i iherhood" to permeate the whole of our social fabric in the way, that has'been j suggested, this realisation of the individual responsibility and obligation of j caclt citizen to his immediate surround- : irigs, to his eount'rj-, :uid to humanity as I ji -whole is essential.