CURRENT COMMENT

Waipukurau Press, Volume XXII, Issue 20, 18 February 1927, Page 3

CURRENT COMMENT

//,,./ A 1 ';, v • ■ ■ ■ : . ■ EMOTIONS OFEDUCATION. ■ ■' ■ r WRONG ATTITUDE OF MIND. __ Profesor Ernest Wod, late ‘ principal of the Sind National College of the Bombay University College of the -Bombay - University, who is now visit-ing-Wellington in the course of a world lecture -tour,- is an ardent reformer in ' the field of education. He has supplied .some sugestiycnotes on the subject of the emotions in schools.

It .seems to be rarely realised what IrnrAbU) society js done by the present treatment of the emotion's of the young in many schools all over the world (writes Profesor Wod). It is sad, but true, that the anti-social emotions arc often cultivated, and. the instructive - pre-social-emotions arc starved. We put before our young people a certain set of studies, and then wo say to them: ‘New work hard and pass.your examinations, and if you succeed you will be in a position: to get money, comfort, safety, pleasure and dignity, but if you fail you will have to face poverty, hardship and indignity for the rest of your life.” The child thus advised works hard, feeling that the ’ world of men “is a dreadful, dangerous place, a forest full of wild beasts, and , he must fight for himself. He develops the idea that it is himself (A) against the rest of mankind (from B to Z); \ and so acquires a state of mind and a sot of motives which resemble those of the criminal, who may he defined as a man whose motives and emotions are - anti-social. It is no wonder, when children are trained in this way, that we have many citizens who care little for society and the State, but are eager for money and position. Such citizens are the bane of civilisation; everywhere are men eager to become M.P/s and title-holders, not for the sake of the public work they might do, but desiring some honour and fame for themselves. Whenever there is any conflict between private profit and public good, these depraved citizens are ever ready to sacrifice the community to their own self-interest. But what- is to be done? We must get the children to apply themselves to those studies which will fit them to be useful in some sphere of life, and to mingle with educated people. What other spur can we apply to them?'’The social motive. The small child, has this motive instinctively. When .it finds some new and highly interesting variety of spider or beetle, or sees the moon through the trees, it at once runs for its mother or nurse, and brings her to the spot to share this great pleasure. The pleasure is enhanced for the child also have it. Observe also the way in which boys take to cigarette smoking, and delight in their first pair of long trousers. They enjoy these things only as symbols of their entry into the worshipful company of grown-up people —a society for which they have great respect. The social instinct can be preserved in the .schools, and much developed by the right form of elementary civics. Many stories should be told to the gii.ihjren, showing what we owe to the courageous efforts of our forefathers to build up civilisation. Then you can say to him: “Work hard at your studies that you may be a worthier member - of this great human family. It is a fine thing to belong to it and perform some serivee well, within these noble ranks.” Then, whether his future occupation be high or lowly, it will be full of dignity and true manhood.