SOCIAL EQUILIBRIUM

Dominion, Volume 29, Issue 98, 20 January 1936, Page 8

SOCIAL EQUILIBRIUM

Reverting to the address delivered _by the Chancellor of the University of New Zealand at the opening of the annual meeting o the Senate last week, there was one point emphasised by the Hon. J. A. Hanan which deserves attention. “Moral and spiritual progress,” he said, “has lagged behind that of material progress, leading to an unbalanced civilisation with growing evidence of degenerating tendencies and dangerous forces that threaten the fabric of civilisation.” Mr. Hanan is one of an increasing number of witnesses the menace to our social equilibrium of the forces of materialism; w.io declare that no triumph of scientific research or mechanical invention will ever enable anyone to judge the worth of a picture ot a poem, or to solve an ethical problem. “It is strength of chaiactei with Ingn moral standards.” said Mr. Hanan, “that alone can use education o good ends.” , Tn any stocktaking of the problems of education which may take place the question to Tie asked is: What is education foi . s it to help people to make more money, or to raise their mental and mota stature? It must be confessed that the whole organisation ot public education in this country to-day seems to be animated by a niatena impulse. Its reconstruction should be on an ethical basis. Conduct and character.” said the Chancellor, “are essential to _ good living, efficient parentage, wholesome familv life, social purity, civic ughteousncss, individual and national strength.” In material progress we have made immense strides during the last half-century. But is it possible to say, in regard to these requirements of a sound socia system mentioned by the speaker, that we have made any progress a all? People may be better fed, better.clothed and better housed than 'they were fifty years ago. They have a greater supply of comforts and conveniences. But these are material things. Are men mote honest and upright in their dealings with each other than they were. Is family life more ordered and secure? Is social purity sttongl) established as a matter of public conscience? Has civic righteousness permeated and refined our political life? r i.. If in none of these things has any progress been made, oMvnat real use has education been? “Knowledge is of little value, said Mr. Hanan, “unless it improves our nature and expresses itself in human betterment.” The Chancellor clearly perceives, as many ot e.s have perceived, that what is lacking in a system of education which has failed to supply a corrective to the materialistic tendencies of this modern age is an ethical purpose. Teachers in their conferences have been heard to declare that it is necessary to spend more money on education in order that our future citizens will be equipped for dealing with the increasing complexities of modern life and the highly technical questions affecting our social and political economy. But. all the money spent on education with these ends in view will be of .little use unless there are present qualities of character systematically developed which will enable those citizens to approach their problems from a moral and humanitarian angle.