"WHAT EVERYONE OUGHT TO KNOW"

Evening Post, Volume CXXVII, Issue 118, 22 May 1939, Page 8

"WHAT EVERYONE OUGHT TO KNOW"

(To the Editor.)

Sir, —A simple but sound analysis of our country's economy by "New Zealander" in Saturday's "Post" ends with a plea that simple articles be published in every newspaper showing that orthodox economics is simply a statement of cause and effect; that it is not an instrument of Capitalism, but merely a guide to those who think. Here he touches on one of the vital needs of our time: the necessity for every person who can think to be told in simple terms how our economic machine works. ■ ...

In this our newspapers have done good work, but the record of our postprimary schools in this duty is one of woeful neglect. The product of these schools—thousands of them—who go out into the world each year are generally well informed about their language and literature, history, the essentials of mathematics, and one or other of the physical sciences, but of the working of the machine of which they form part they know practically nothing. A young man who has been through a secondary school can generally write a decent French prose, but to him the sterling funds.held by New Zealand in London are an unexplored mystery. He can discuss with you the general causes of the French Revolution, but should you inquire what factors determine the number of banknotes the Reserve Bank can issue he is dumb about both bank-notes .and the Reserve Bank. He, along with the average adult wage-earner in New Zealand, cannot appreciate the truism that a man may receive a 20 per cent, increase in wages and still be worse off.

i v In this stupid neglect of ."what everyone ought to know" we are penalising bur young people and the counj try is paying for this neglect. The usual argument is that economics as, a subject is only for the mature mind. That may be true, but the simple principles which lie at the root of a country's economy should be drilled in as thoroughly and as universally as multiplication tables or money sums. The primary school may be too early, though, even. there, these principles could be simply illustrated. There is, however, no justification for those -who go through a post-primary school being denied instruction in questions which affect them so directly. Had this been done before we would not have now a people so ready to accept the sugarcoated . but fallacious theories which have been in vogue in New Zealand lately.. Our people would at least have been better equipped to sift the false from the true. ;

It is therefore a just demand that the salient features of the working of the machine by which each of-us gets his daily bread should be explained in those institutions whose duty it is. to fit us for life. This does .not mean teaching politics, as many . people think. Call the subject what you like: economics, social science, or-just general knowledge, but open up to the post-primary student at least the basic principles on which our economic life rests. Without such knowledge, it yis almost impossible to form a reasoned judgment on contemporary affairs in New Zealand.. Indeed, without this knowledge, it is difficult to read the newspaper intelligently.—-I am, etc.,

ENLIGHTENMENT,