Education.

White Ribbon, Volume 1, Issue 6, 1 December 1895, Page 1

Education.

“ The childhood shows the man as morning shows tin* day.” Extremely gratified are we who claim New Zealand as our birth-place or adopted home to hear the opinions expressed by thosa familiar with the old lands as to the high average ability and intelligence displayed by our Colonial youth. And doubtless our educational system is to be credited with a certain share in this satisfactory condition of things Not that we would overlook the hereditary advantages possessed by the children of colonists who must, perforce, have had a considerable amount of enterprise and intelligence to venture on an unknown, untried life in a new land. Nor can we lightly esteem the generally satisfactory physical conditions of life which prevail—pure air and an abundance of good food. Still, the young people of New Zealand have reason for thankfulness that their lot is cast in a land where such an efficient system of free and compulsory education was instituted thus early in the nation s history. But are we thus soon to rest on our oars, and imagine that nothing can he improved upon ? Is everything connected with the lives of our colonial youth so

eminently satisfactory? Nay. We believe that Mr Tregear but voiced the heart-cry of the many when, in a letter addressed to the Wellington Post, he appealed for the definite instruction of, at least, our girls in matters vitally concerning not only their own well-being, but also that of future generations. Our children are crammed with all sorts of information regarding events, places, and things. Their minds are exercised by abstruse arithmetical problems. The eye, ear, and voice receive a certain amount of training by means of drawing and singing lessons. At least elementary instruction is given in seveial branches of science, but the branch more important to the child than any other—the science of life—is almost, if not altogether, ignored. W ho can measure the crime, misery, and suffering for v.hich this ignorance is responsible ? Then, as to moral education. The State takes it directly upon itself to punish immorality (that is, certain forms). Is it not therefore logically hound to directly teach morality ? Some urge that morality is taught indirectly through many of the reading lessons. But are we satisfied with indirect teaching on, say, history, geography, or grammar ? W e do not presume to say that the Irish Text-Book advocated so recently in many of our pulpits is the best text-book of morality that could be arranged. Possibly not. But we do claim that the direct teaching of morality should have a place in the curriculum of our State schools. Parents are, of course, primarily resj- onsible for the instruction of their children in physiology and morality. Home is the place where the most sacred and solemn truths of life should be revealed to the young mind, and enforced in the daily life. Vet, possessing as we do such very palpable evidence that a large number of parents, either through incapacity or carelessness, neglect to instruct their children in matters affect-

ing not only their whole personal career, hut the future well-being of the nation itself, is it not reasonable to suppose that, in its own interests, the State will endeavour to supply the need ? Only as its individual members are healthy, physically, mentally, and morally, can a nation attain greatness. And we especially, who take pride in the advance of our island home, should recognise the inter-relation of the material, the intellectual and the ethical qualities in man's threefold oaganism. A perfectly develoded mind is an impossibility in a weak physical frame. A sound mind and body are not possible without sound morals.