The Taihape Daily Times. AND WAIMARINO ADVOCATE THURSDAY, APRIL 3. EDUCATION IN THE FUTURE.

Taihape Daily Times, 3 April 1919, Page 4

The Taihape Daily Times. AND WAIMARINO ADVOCATE

THURSDAY, APRIL 3. EDUCATION IN THE FUTURE.

(With which is mcorpnrated The ‘Fai- ‘ hnpe Point and Walpaarnzxo News).

In the Search for causes of the British Empire ’s failure .to ‘keep pace with Germany in the race for indus- : trial.and _ social s-upremacy, why‘ Grer~ lnian products and manufactures were leiuclu'ding those of Britain from the ‘V markets of the world, it has been found lthat woefully faulty and inadequate [education is valnrost the sole explanar tion. We have to admit that for some lnsinister reason Briizish Parlianrents ‘have closed their eyes to the most ' iinportant realisation that in this competitive period no political economy is complete or efficient. that -omits to adequately equip its citizenship. Edueaution is the base of all progress; B'ritaiu has had half a. century’s schooling to enable it to appreciate the \‘a_lue and importance 01’ this truth. ’.l.‘h-at period of national education terminated in a war of one people against almost the whole’ world; of an educated people against a multiplicity of peoples who failed to appraise education at anything like its real Value. Brit-ain taught. its youth to work in factories and on its farnis much as a -shepherd teaches his. dogs to lead, drive, and muster his sheep. British systems ‘of education failed to include the supremely transcendant attributes of the human over those of the dog in the education of its citizenship, and the result. was a loss of inal‘ke‘ts and tar risk of extermination as a great nation. Britain o-mi.t-ted to work upon the fact that education gives to human you"th what it is impossible to give to the dog—it enlarges the soul and gives to the nlil:d more correct apprehensions and more noble ‘.ispDs/itions; ;sonle!.l=.ing am. measurably and iiiealeulably niore than a mere sharpening of instinct. Anglo-Sa.\jon peoples have learned the lessons of the war; that no brand of political economy that does not include a thorough education of citizenship can stand the test which the progress .01": the \vorld’s~ eivi]isat.ior_ is constantly applying. It is now universally understood that the pen is Inight.ier than the sword, hence, it is found that every Anglo-Saxon newspaper is fervcntly and constantly advocqating iunmclusely ;e:~:tended ?t'aeili--ties for laying the only true foundations on which to base essential improvement that is to culminate in a national -Security that is impervious to all eompitit-ive menace. The cause of education in this Dominion is being most pr;-.p<-rlv chn.mpione'd by the New Zealand Educational Institute; asbasic principles for the education of our youth. of the future its postulates are: Q) “The right of the individual to. an opportunity to develop his powersfor real living; (2) ‘The necessity the eonunon interest of drawing out the best iptellectual and moral capacities of the people for their work in life; (33 Thellineeessity of a. hi-gh standard of education for taking part in the life 0f it I°l',oo and self-goverll- - people; (4.) _'r't:he right and duty of '3_~,l'l_-_to SIIZITO in function which is ,tl*o,,99ncer;l of,a11fl;” We think the IllSti§ll,'f(?-’S Clil:iJll__th.at these principles Should be the bedrock of our national} education is correct and just. These” principles are based upon the realisa-. tion that humans have brains to be‘ educated, and that an education that does‘ not train a subiect. for living as

well as for earnin‘;'; :1. living; falls far‘ short of the essenti:l.ls’olt' true citizenship. l\leull)ers' of igheu l-J<luez«_tiona.l' .fll-sl‘it‘.lte justly (2121-1111 that “tliere is‘ my asset the coun'l‘l‘3r posse.~_:seS.!ll'-It will ]):l‘\,' so well for development as! the br:lins and char-:l.cter of {:3 _v-Ding‘ —;.i-opiee .l'Sduea’rion, like I'€l.i.lWll,s'“ ‘r building. should he carried :11 to the! payiiig point. A lad inuy lewe schoul g at fourtoell, thinking he will be ml carpenter or {L lawyer, and be it faillll'€; if he stays at school till he isl sixteen he may find he was me-ant to! be :1 farmer or {L professor. If he goes at foul'teell into :1. :‘blind alley" occupation he may ‘become an idler‘ or ‘a thief; two more years at school might have shown that «he was 11130.0‘ for :1. business -organiser or :1. profes.-l sor." 'L‘hr: reasonings of members of the Illsfifiltc are unxleniable; we have tn rc-ali.~:.r- ‘io-day I'ha'.'t our vCll7lldl'Clli will fu*l'iSh the geniilses in art, the ’le:lders in i.ndusl'ry, ‘the lion'pured stateslnell, the "University pl'ofeSSors,| as well as the thieves, robbers, mur--‘ (lerers, loafers. mid enemies of society, I the outlaws and gaol—birls of to—mor—! row, and it is for us today to do-I cide by'our systein of eduoafion which . class shall prepoucler»a.te- l‘()-'11‘_l01'1‘O-IV.‘ Nature and Providence point out cdu— 1 cation as the great means of -huin»-ail! viinprovement-; every xsysr,-c-ul_ at ‘min Q provement is, zuul will be, successful,‘ just as it sends eclucatiou before it as its herald. Education is nothing; less than the intelleet’s eye and hand, .1 that by v.'hic‘h it roaches out; by which it sees and holds {L knowledge of that ‘ which only can lead the individual and the State on by the highest sand noblest "ideals to human brotherhood. Specific. training has proved a. fqilui-e; good workmen are truly the product, but soinething much higher than making! good workmen is esselltial to a. eitizem | ship that will achieve Tilenuysoii "31 ideal. If every parent will but realise I that his ‘or her cliildren inaiy prove the rogues and vagaboncls of to—mor:'ow, -.1 E systein of general and extended edu—l cation will he urged, and nol.hing'less than What the members of the Newl Zoalaml E<lil<:al.‘l'-‘Melt T.nstil'ute :L(l‘VO- - will be aoceptecl. The Institute eeireetly -.u',rl'lles that us (‘ducution is for the benefit of all, its .administralien is "the interest 03”: all: it contends & fl:--at etlueatioivul affairs to he successful must be locally iiiaiiagecl, and not be under the control of :1 Board‘ celltrcd mzmy miles _away. The school should be the intelleehml and social: nlee’rin,qf {:r(mll(,l.of.' the locality, ‘E9ll’-I nishing the niece 8.31:‘ El.S‘>‘(?11l‘)l}“ ‘VOI-la leatllres and concerts, for iiieotiiigs and clubs. and supply means of’ recreation for young people ‘OF post sclmol :Ig'e.: If the British lslmpil'e is to I'et:lin its! position and h':lditiolls in The l’u’l'ure,; the oLlue.'.~l'.‘(m:ll (lei’ir3i(‘li('iv.~:. of the past i must be nieclo good.