ECONOMIC POLICY.

Auckland Star, Volume LXIII, Issue 160, 8 July 1932, Page 3

ECONOMIC POLICY.

INSTRUCTION IN SCHOOLS. STRONG OBJECTION TO PROPOSAL. UNIVERSITY STAFF'S VIEWS. "Finally, we feel that it is highly dangerous to submit the schools to external pressure on a matter of economic policy, and use them as instruments of commercial propaganda, even though business interest may be cloaked under the guise of patriotism. We feel strongly that the matter should be left to the discretion of the teachers themselves, and (hat they should be neither instructed nor forbidden, but should be free to discuss the problem as they understp.ncl it, and in such a way as -will be within (he comprehension of their pupils. In the event of teachers holding views which prevent them from conforming (o instructions to promote a particular trade policy, is this to lie regarded as having an important bearing on the tenure of their appointment?" The foregoing is the concluding paragraph in a statement issued for publication by the following lecturers and professors of the Auckland University College:—Professor W. Anderson (.philosophy), Professor PI. Belshaw (economics). Professor A. S. Fitt (education), Messrs. W. T. G. Airey (lecturer in history), L. W. Holt (accountancy), fT. R. Rodwell (economics) and F. 15. Stephens (tutor and research assistant in economics).

No Objection to Discussion. The University members say that in the controversy several issues have tended to become confused. The issues appear to them to be as follow: — "(1) Should teachers bring before their pupils the nature of the products of New Zealand and the Empire? There can be no objection to imparting information on the economic geography of the Dominion and the Empire. Indeed, this is to be commended on the grounds that it extends the range of knowledge of the pupils. '"(2) Should there be discussion of the advantages and disadvantages of buying more Now Zealand and Empire goods? Here, also, it appears to us that no serious objection can be raised, provided that the implications of different methods of achieving these results can be made clear. "Nevertheless, we would draw attention to the fact that the economic consequences of different lines of policy arc by no means self-evident, and we doubt very much if they can bo made clear to school children. There is the danger that it may be accepted as a truism which it most certainly is not, under all circumstances, that it is more advantageous to buy New Zealand than Empire, goods, and Empire goods than foreign goods. Propaganda May Be Harmful. "There is also the danger that a wrong psychological attitude may be developed toward the foreigner and his products. If l the slogan 'Buy Empire Goods' is intended to encourage a more liberal economic attitude, it may be commended as a step toward the breaking down of a restrictive economic policy; but we fear that the intention is restrictive rather than expansive, and while we certainly favour the expansion of inter-Imperial trade, we do not believe it to be to the ultimate benefit cither of the Dominion or the Empire that propaganda should be directed to encourage the purchase of New Zealand or Empire goods without qualification as to price, quality or trade policy, The present troubles of the world are due, in a very large measure, to a narrow economic nationalism, which we should not encourage in New Zealand. Economic propaganda might well have unfortunate results in this direction. "(3) Should teachers be instructed to advocate 'Buy New Zealand or Empire goods'? Wβ feel that this would be objectionable for several reasons. In the first place, the controversy which has already occurred, ae witness the objections raised by the Auckland Chamber of Commerce, clearly demonstrates that the issue is, in fact, controversial, and it is unfair to expect teachers to advocate a policy which they may not conscicntiouely support with qualification. In the second place, avc feel that the danger of inculcating a psychological attitude conducive to narrow economic nationalism would be very much greater if teachers -were instructed to teach the slogans referred to."