EDUCATION OF THE FUTURE.

Press, Volume LVIII, Issue 17460, 22 May 1922, Page 4

EDUCATION OF THE FUTURE.

PROMOTING INTERNATIONAL UNDERSTANDING. ADDEESS BY MB F. MILNER. .A feature of the first Secondary Schools Associations' Conference, held in Wellington last week. was. the address of tho president, Mr F. Milner, M.A., Rector of the Waitaki Boys' High School, who represented the Dominion at the Pan-Pacific Education Conference at Honolulu last year. Mr Milner devoted the greater part of his address to the function of education in the promotion of international understanding, and the full test of his remarks is as follows: — It is not my purpose in the compass of this address to review the educational happenings of the year. Something; in tho form 6f presidential delivery iB naturally expected at this, the inaugural meeting of the Secondary Schools Association —a conference which for the first time can claim to be thoroughly representative of secondary education. The outstanding topic' in educational circles at the present time is the problem of post-primary education. As I have already submitted to the Minister of Education my views on that subject, the result of my personal inspection of the working of the Junior High School in California-, and as this report ihas been printed for circulation by leave of the House, I do not intend to deal further with that subject on this occasion. We are till agreed that education is the greatest agency for human betterment; and we all desire to see progressive improvement in that agency. To my mind the greatest and most promising reform in educational technique is the modern abandonment of the old passive process of memorising, of the old attitude of receptivity in pupils. Until comparatively recently, education existed for the establishment of certain conventions and beliefs sedulously indoctrinated by an autocratic system. It is only now that we are witnessing the proper functioning of the class-ronms in the development of unfettered individuality in our pupils, and in the provision of adequate opportunity for constructive thinking. The external imposition of tasks, the old system of external compulsion, the old objective of perfect assimilation, of slavish reproduction, have been definitely discredited. What little practical experience I gained of tne working of the best American secondary schools has adequately borne out the promise that seems to be contained in the working of the, project and plan method and the Dalton Laboratory plan of classroom work. Our aim must be to generate the faculties of self-reliance, of initiative, and of constructive thinking. Just as in religion the emancipation of the individual conscience has discredited old superstitions, as in the political sphere passive obedience to autocracy has been definitely superseded by ,the recognition of democratic right and social equality, so, too, in the sphere of education we are finding that the faculties of reasoning, invention, and discovery are not developed by gramophonic reproduction. Montessorism is finding its due place in secondary education, and the new educational democracy demands full facilities for constructive thinking. We should welcome the dynamic principle in education, curb our undue lecturing and mothering propensities, equip our pupils with the tools of education—give them objectives, and let them go ahead. International "Understanding.

This by way of preface. There are many interesting aspects of education which my recent American experience presented vividly, to me, but none appealed to, me more than the outstanding lesson of the Pan-Pacific Educational Conference at Honolulu at which I wa3 privileged to represent New Zealand. Consequently I propose to address to .you some thoughts on tho function of education in tho promotion of international understanding. The fact that May 18th is the anm« versary of the calling of the first Hague Conference, and that this day is celebrated as Peace Day throughout tho United States invests my subject with additional appropriateness. It will do us all gopd to rise to a plan, of idealism and to envisage some of the higher and spiritual objectives of education in view of the somewhat depressing and controversial topics ofeducational technique on our lengthy agenda paper. The inaugural educational conference held under the auspices of the PanPacific Union assembled in Honolulu on August 11th, 1921, and remained in session for a fortnight. The conference was summoned by the United States Federal Bureau of Education, and was fully representative of the countries bordering upon the Pacific Ocean. , The Pan-Pacific Union is an influential and wealthy organisation established at Hawaii and supported by the American Government mainly for the purpose of harmonising the relations of peoples and Governments fringing upon the Pacific Ocean. It functions, mainly by arranging conventions of delegates from such countries, and deals , with such provinces of national activity as will best promote mutual understanding and' sympathy. This organisation lias been promoted by men of broad faith and vision. Their actuating motive has been the desire of inculcating and fos.toring national fraternity and racial amity among peoples of the Pacific. It is their policy to enlist all possible agencies, and especially those of education and of journalism, to eliminate factors making for hostility and friction, to foster mutual understanding, and to focus attention upon community of interest among such peoples. It is because we as educators must realise .our unavoidable responsibility in this work of furthering international cooperation and goodwill that I venture to trespass upon the time of the conference to this extent. The promotion or world peace can no longer be relegated to pacificists and cynically flouted as idealistic faddism. The cataclysmic horrors of the recent world war, the terrible holocaust of life exacted, j y prolonged malnutrition and debility of famine-stricken multitudes, the concomitant economic wastage and dislocation have burnt ©very* where into men's consciousness the futility of war as th* aroiter of national destiny. Even now European civilisation is in process of a life and death struggle. The urgent insistence -of L.oyd George's appeals at the Genoa Conference shows that European civilisation is fighting for its very life. The annual appropriations of the great European nations for naval and military purposes still represent collectively the segregation of such a vast amount of capital from productive employment that it is problematic whetner wJir-rsckcd Europß will achieve economic rehabilitation. The one great desideratum is tho setting up of international confidence and good* faith, it is because I believe that within our educational system lies the potericy of indoctrinating the plastic and responsive mind of the adolescent young with the will to peace that I discuss this theme at an educational conference. We need the. development of a common conscience; of identity of sentiment among nations re international conduct to antagonise the frantic excesses of nationalism which are rending the fabrio of modern civilisation. Material progress cannot safeguaid our complex inheritance. The startling divergencies of national feeling . witnessed in Euiope show that moral approximation, and the spiritual agencies of enlightened education are alone capable of countering these destructive forces.

Civil Wars in Future. So interlocked and' interdependent lias the world become, not only through the scientific annihilation of space ny wireless and by aviation, but primarily through the world-wide ramifications ol commerce that henceforth there can be no national isolation. Hencefortn all wars will be civil wars. The fates and fortunes of all nations are inchssolubly linked together. The resources of mankind are again concentrating inventive genius on the provision of such ghastly engines of destruction that the economic and social system of modern life will be unable to meet the strain. The latest diabolical inventions of destructive militarism, viz.: elaboration of Lewisite gas, wirelessly controlled aerial torpedoes, increasingly formidable types of guna and submarines witness that the next war will be a nightmare of horrors. "Whole civilian populations will be wiped out in a single night by aerial bombs capable of containing huge concentrated charges of T.N.T. or up to one ton of Lewisite. This latest devilish weapon of warfare—a compound of acetylene with eolutiop of arsenio trichloride passes through the clothes ancr flesh o£ the victim to the lungs and burn 3 the victinj to death both from within and from without. It must be remembered that war is no longer a matter of professional soldiering, but the whole human and economic resources of the combatants must be flung into the soaks. Another great international conflict must inevitably shatter civilisation as we know it and relegate mankind again to a cycle of barbarism. The Pan-Pacific Union. It is the full realisation of this impending menace and of the fact that our stark ignorance of one another breeds intolerance of view and mutual suspicion that ha 3 impelled the founders of the Pan-Pacific Union to organise Pacific resource for the salvaging of civilisation and for safeguarding at the new' world from the malign effect of those sinister forres whirh are generated' in the darkness of ignorance. At the back of the movement are men of idealism and' of faith in the future of humanity who aim at marshalling all possible counteracting aseneies against our national insularities and nntionthies, our se-l.fish commercial exploitations, our depreciations and misinterpretations of rival mtions aud our glorification of war. It is the avowed purpose of flh's organisation, by a co-ordination of educational sy-tems, to clarify men's vision, to redeem their mentality from parochial obsessions,, and to teach them to env'sige humanity with broader outlook, to endow them with a realisation of their _ community of origin and solidarity of interest. • About the Pacific dwell more than half of the human race—organised in 22 distinct nations. The Pan-Pacilio Union exists as a focus of international goodwill. It instinctively turns to education as the mo-t effective of preventive agencies against tlhe disaster of another war. Education can give the young the right anirle of vision, and enab'o tlhe next generation to avoid th® perpetuation or intensification of tho incubus of militarism and navnlism.. Education can bring home to their impressionable minds the economic futility and madness of war and strip off its false- glamour's. Education is_ the on© great practical means of directing their sympathies aright and of endowing them with the brnad charity, the wide outlook, the liberal understanding which constitute that rare psychological feature, the international mind. Teaching Profession's. Task. At an educational conference., at Home, the Right Hon. H. A. L. Fisher, President of the Boprrdof Education, said: "Wars are made in school class-rooms before ever they come up for discussion in the council rooms Of States. If we bring up our childrcn to disparage, to despise, foreign nations, tlhey will grow up into men with _ a warped and hardened outlook which will affect diplomatic relations." Subsequently Mr Fisher appealed to all teachers'to give the League of Nations their moral and material support. Now, nrt League of Nations can be of practical worth in superseding ; the bloody arbitrament of force unless it is built upon _ a foundation of educated public opinion. If such'. League is to function adequately, there must be an organised background of well-informed public opinion, and this can bo attained only through our schools. There is therefore an immense task before the teaching profession, on all responsible for the education of the young, and for moulding their ideals of international relations. This is tha task of building up a new spirit in the hearts of men, of conferring a new cental orientation, a. broader view • of the destinies of mankind, a new appreciation of a world emancipated from tho thraldom of. militarism and • tional hatreds. It is generally agreed that the clamant need of the hour is effectively organised work tn nullify those elemental forces which, bred on national egotism and insularity, threaten tho very _ existence of civilisation to-day. Herein lie** the supreme justification of tho educational work of the PanPacific Union. Judging that Europe was almost hopelessly involved in its heritage of age-long hatreds and internecine jealousies, it turned to the New World as the stage for,its high project and aims at infusing tihe spirit of broad internationalism among Pacific peoples. It 'is gratifying to know that the Federation of New South Wales teachers has warmly commended the scheme, and stronglv;advocated the incorporation in, tho scliool curriculum of definite teaching in favour of the superses:ion of war by some peaceful means such as arbitration. There is- much in all our educational I systems which needs jettisoning, much that is provocative, much that breeds national egoism. We place too much insistence upon national rights and privileges, and too little upon our' 1 duties and responsibilities to othfii peoples, forgetting that the supreme glory of a nation lies in its social service. There is much false and sinister interpretation of other nations' grout contributions to civilisation, of their triumphs and peculiar glories. There is far too often a narrow self-glorifica-tion which makes for complacent insularity and begets provocative depreciation of the rights of others. We need an authoritative eliminator from history programmes or all perverted and falsified teaching calculated to breed friction. History as taught now has a bias to exaggerated nationalism and to the glorification of military activities. There is complete failure to teach a background of framework of world history—so as to give each people the right perspective of the mighty evolutionary drama of humanity—through the ages, a drama in which all are participants, and to which all are contributors. In our own country we need such an interpretation of English literature —that inexhaustible well ot inspiration and idealism—and of so'cial Bcience —(history, geography, civics and economics) as will widen and liberalise the outlook, eradicate particularism and give sympathetic insight-into national psychologies and meals. There is to be held in the United States next year an International Educational Congress, and on behalf of the American National Educational Association, President Harding -will issue formal invitations to all nations of the world. It is interesting'to know that the objects of the Conference are: (1) Examination and revision of test-books to obviate international misinterpretations. (2) Promotion of moral and- spiritual values in the education of the young to further the great work of 1 the Washington Conference on limitation of armaments. i (3) Promotion through education of the essential unity of mankind's interests in fostering peace. (4) Promotion of teaching of international civics and general furtherance of exact international knowledge. In the light of tho world's great

need, all teachers should read such out. I spoken works as H. G. Wells' Salvaging of Civilisation, Norman- Angell The Fruits of Victory, Professor Ramsay Muir's Nationalism and Internationalism'. Broadening the Child's Mind. Then again it appears to me that we should strive to cultivate our pupils interest in international and current affairs, teach them to read good newspapers intelligently as well as goQjd books, and by medium of literary or debating .societies make the leading questions of the day a living interest to their minds. In' this way we can set up. perennial mental interests of it very broadening type. The London "Times" Educational recently said: "Our children must be familiarised with the history and psychology of the citizens of other lands. The study of history, of foreign civics, foreign ideals must become a fundamental, part of the curriculum of our reformed educational system. Tlns should be an organic part of our school life, for the study of the inter-relations of nations is at the present time of profound importance." We must, or course, insist upon a rational, nay even a passionate nationalism, but concurrently with this we must teach a supernational history and the paramount claims of humanity. The idealism ot adolescence will infallibly respond, lo quote the immortal words of tho Imartyred Nurse Cavell, "I now see that patriot-isrti is not enough. Ine best patriot is surely he who reconciles the interests of .his own country with the welfare of humanity. Pan-Pacific Eesolutions. In conclusion, it may help to redeem this address from the accusation of being nebulous idealism if the decisions of the Pan-Pacific Committee on resolutions. of which I had the honour ot being chairman, are appended, for these afford sou'|g constructive basis:Whereas this conference has been summoned for the purpose of promoting inter-racial understanding, sympathy, and co-operation among the peoples the Pacific by the utilisation of educational agencies, we beg to commend the following resolutions to the conference : I I. That this conference offers its congratulations to the Presideut of the United States on his initiative in invit- • ing the Great Powers of the world to the international .Disarmament Conference, affirms its emphatic endorsement of the policy of limiting armaments, and expresses its earnest hope that the conference may be productive of beneficent results. 11. That this conference desires to place 011 refcord its realisation of the far-sighted vision of the promoters of' tho J/an-Pacific Union in summoning this educational convention,; its appreciation of its illimitable possibilities in furthering the great ideal of Pacific inter-racial understaudng and- friendship, and, its congratulations on the abundant measure of success that has attended tins inaugural gathering. 111. That there be incorporated in the educational programmes of Pacific nations definite teaching inculcating the ideals of peace, and the desirability of the settlement of international disputes by means other than war. IV. That scientific research into the causes of war should be promoted by Governments and educational agencies. V. That a Pan-Pacific conference be held for the purpose of orgauisiug a scientific survey of the population problem of the Pacific. VI. That all possible educational agencies, and especially the subjects of rfistory, civics, economics, and geography be utilised to eliminate racial prejudice and antagonism, and to promote better understanding and cooperation among the peoples of the Pacific. VII. That the Governments of Pacific peoples make adequate provision in their university systems for the scientific study of Pacific problems, and for:, the dissemination of such knowledge among their respective communities. VLLI. That the Pan-Pacific Union institute machinery for the purpose of acquiring a body of autndritative knowledge for tho practical furtnerance of those ideals of racial inter-knowledge, amity, and co-operation which are its main objective. 'lfiat the educational authorities of Pacific nations provide facilities for the inter-change of students and teaches, and that where such system has already been instituted, it be further encouraged and developed. X. That the Governments of Pacific nations be asked to promote the production of educational films showing, resources, industries, and general social conditions of their respective countries, and to provide adequate means for promoting misrepresentation of other nations through the use of moving tures. D tlle Roman alphabet should be adopted in all Pacific countries.

Xll.—That there should be instituted by the forthcoming World's Press Congress a Pan-Pacific branch commissioned to promote by medium of the Press inter-racial understanding and co-opera-tion throughout the Pacific. Xlll.—That inasmuch as the growing unity of the world must ultimately embody itself in some form of supernational world-order endowed with effective powers to safeguard *ie peace of the world and -the ideals of humanity, educational effort should be co-ordinated throughout all Pacific lands to make this great ideal a definite part of the national consciousness. Sowing s Intellectual Seed. Dispassionate consideration will detect no mushy sentimentnlism in the proposals. Cheap cynicism affirms the biological inevitability of war and quotes von "Moltke or Bernh&rdi, or Ludendorff. Thoughtful men see in the painful travail of the world the evolution in embryonic form of a world order of which the Washington Conference is an heartening earnest. In this epochal gathering and even in the League of Nations we have dim adumbrations of a world-or-ganisation which shall finally supersede the horrors of war by peaceful settlemerit and by recognition of cotnmunity of interest. . She is not yet, but he whose ear Thrills to that finer atmosphere,' Where footfalls of appointed things Reverberant of days t<f be Are heard in forecast echoings Like wave-beats from a viewless eea Hear in the voiceful tremors of the sky Auroral angels whispering "she is nigh." Tnto such' a noble, scheme of evolution fits in significantly the pioneer Conference. The seed it has sown will bring forth in the future a rich intellectual harvest in the liberalisation of curricula and in the emancipation of students from narrow national interests. It adds a new width and a new meaning to the old Terentian-. aphorism. Homo sum: humani nihil a me alienum puto.