TRUE EDUCATION

Evening Star, Issue 17032, 1 May 1919, Page 7

TRUE EDUCATION

'[By 0. W. Tkkadbeateb.] EawironmoEt has an enormous influence on the growing child, particularly the conditions provided for him by his parents in the homo. The question cf his education and the form it will take is most important. There has been a .vast Amount of misunderstanding to what education really .is. For many 'centuries, and especially "daring the last century, it would appear that the whole idea, of education has not been at all -comprehended. The real signification of the word is perfectly clear Duco means "I lead," e means " out v ; so that " education " means drawing out. The true intent is, therefore, to draw out tire best that is in the child in every way. It is beginning to bo recognised a little now. The Froebel system woe a fitep in the right direction ; the Montossori method is another, and thoire are others t but those who recognise the true intent of education, are still"but few, and the majority' of children are still subjected to the old, senseless and evil methods. The idea prominent in the minds of educators seems to have been for a long time past to cram as many facts as possible into the unfortunate infants committed to then- core—facts of no particular value when acquired, -md in no way worth the trouble spent in a*cpiiring them. If you will but think of how much vahio to you have been most of the things yon learned at school! I think, if vou put that question to yourselves, you will oome to the conclusion that at school yo\! lost, a grea,t deal of time and trouble. It is really a waste of time to make each child a walking encyclopaedia. What you want to make him "is a healthy, hearty, honorable citizen, who will do his work well and understand his duty to his country, to his community, to his fellows, a.nd to" himself. None of- these things are to be attained by cramming people with facts; but they ai e to be drawn out of the child by a proper and (rational method of education. Another and even worse feature of the utter uselessness of education has been the plan of trying to drive and frighten tho children into learning. The plea of good intention hi the case of child beaters may possibly in some cases be true, but in most cases it is simply a barbarous custom, an atrocious act of cruelty thoughtlessly or selfishly committed, and it always means incompetence when a man resorts to force. Such action causes -a vast mass of fear, sorrow, pain, anct deceit—oteuisOß hat-red. timidity, and misunderstanding. The child hates enforced rules. He may bo compelled to keep them so long as some representative of power is in sight, but if he is not in sight those rules are certainly broken. Education is dual—a matter of reciprocal notion. Tho child must learn and yon nuut teach. If any sort of transaction is to take place between two parties, surely the natural way to manage it is to have some sort of co-operation between the two, so that things may go smoothly. Get the child on your side—on the side of the rule; because, if you do that, in go far as ho can be induced to remember, he will keep to the rulo whether you are present or whether you are absent. If he complies with the rulo I'or love of you and because he understands that it is best for him, he is far more likely to try to observe it than if you arouse his emotion against it. Certainly your business, as well as your interest, with regard to the children, is to keep them happy all the time. You will say, perhaps, "that fewer facts will then "be required. I would say: "What then?" Are facts the most important things that should be acquired? You want- healthy, virtuous, happy, high-minded citizens. You have an example of the failure, of wrong education flaming before your eyes at the present day. In no country in the world is education so intense and" so detailed as in Germany. Has that saved her citizens from committing and applauding the mostflagrant acts of brutality and treachery that the world has ever known? It is not only cramming .with facts that you want. You want the inculcation of virtue and of culture, of kindness, honor, and decency. This idea of education is very different from that commonly held in the outside world. You can understand how it is true. When a soul is entrusted to the care- of certain parents, there- is a tremendous responsibility thrown upon them. It is a most sacred work that they have to do for him, and it is the same for the teacher who has to take charge of these children. If he invokes in them tho love which he should be able io invoke, he can make them almost what he will. If parents and teacher are carefid to Invoke the good, then when evil qualities come to the surface and try to assert themselves, thev will be thrown aside, and the'will of" the child will be called into activity on the side of the good ; whereas if you let the evil qualities be first developed, you will ibid but little response to your later efforts for good.