TO-DAY'S PROBLEMS.

Marlborough Express, Volume XLVI, Issue 10, 12 January 1912, Page 7

TO-DAY'S PROBLEMS.

INFANTILE FAILURES

THE EDUCATIONAL ASPECT.

THOUGHTS FOR CONSIDERA-

TION.

In his annual address to the New Educational Institute at "Tlmaru, the president, Mr 0. D. Flamank, said:— We are all aware that a very large percentage of infants fail to reach, the age of one year. During 1909 the total number of births in the Dominion was 26,524. Though it has been stated by eminent medical men that the mortality among our infants Is the lowest recorded in any country in the world, yet in New Zealand the deaths under one year are 68 per 1000 births. Thus, in New Zealand no fewer than 1800 children die annually before -reaching the age. of one I year. Of these 10 per cent., or 180 were born with some inherent physical or mental weakness. The remedy fortfthis it is not my intention to discuss, but that the number is sufficiently large to demand public attention is evidenced by the steady growth of the eugenic movement—a movement which, by tne way, deserves the support of every, right-think-ing teacher. The aspect of the case with which we are at present most ■concerned is that 90 per cent, of the deaths under the age of one year are fhose of -children physically healthy at birth. Think of it. In a single decade this. Dominion, with; only'one million inhabitants; and, as I .said "before, with the lowest recorded Infant mortality in the world, loses 16,000 healthy-children under the age of one year alone. IGNORANCE OF PATIENTS

To-day the popular cry is, "Population, more population." We.spend annually large sums of money in advertising the country so that immigrants may "be attracted to our shores, 'but at the same time we take insufficient means to prevent the loss occasioned by the death of thousands of healthy children within our own borders. The immigration of the'unfit ye dread; the birth of the unfit, the -degeneracy of our native-room population, and the alarming loss of healthy infant life, we seem to regard as a matter of course which calls for no interference on our part. jit present there is widespread ignorance among parents concerning tho care of infants, and it is surprising that the rate of infant mortality is not higher. This, then, is ray reason for. advocating a. course of instruction in the elementary laws of physiology, hygiene, and dieting. Such instruction must begin in bur primary schools. Instruction in our high schools, technical -schools, and universities is good, but it will not meet the case, for the great.majority of our children, and especially of those among whom in later years the birfh-rate is highest, never see the inside of such 'buildings. The difficulty lies in formulating a scheme that shall 'be sufficiently comprehensive to meet the end we have in view without adding to the burdens of' an already overweighted syllahus. • It is not 'intended, however, that another subject shall he' introduced into the •syllabus, but even if such, a course were necessary many'bj the present "frills" of our education system might well "be displace*! by those 'studies which will tend to develop -what "is paramount in the welfare of •every nation—a vigorous manhood. I "know that in many cases health instruction forms a very prominent feature in the work of the school, hut I also know from the admissions of "teachers themselves that in many •other ; echodls the matter Receives but seani consideration. A suitable "book •of instruction, carefully designed and illustrated to meet the requirements of the various classes, should be one •of the free boots distributed to the •children. Such a boot would he of great advantage, especially to* teach*ers in. country, schools where classes • •must necessarily he grouped for in-, struction

,;•: ■". vV .PROPOSALS. ;;/. ...... ■ '" As a "feasts for discussion I now put forward the lines along which snch insirnetion should proceed. The detailed series of lessons are purposely •omitted, for if this institute sees fit to affirm the question of the necessity for such instruction, I am in hopes that a committee will be set up to I>ring forward a detailed scheme for "the consideration of the next' annual meeting of this institute. Standards 1., 11., and lll.—Lessons on the car© of the teeth, the cleanliness of the skin, the importance of fresh air, the value of exercise, and such other matters as: are readily intelligible to children, of these classes. Standard IV.—ln this standard there should be a definite course in elementary physiology and hygiene; this should form the science course.for Standard IV., and could easily be overtaken in lessons of one hour per week throughout the school year. Standards V. and Vl.—ln Standards V. and VI. a twoyears' course should be drawn up for ijoth hoys and girls; first aid to the injured should form an essential part of the military training for boys. The girls of Standards V. and .VI. should Lave a two-years' course- in cookery and domestic science. This should include instructions in plain cookery, the relative value of foods, the care of the sick, and common-sense methods of clothing. Instruction similar to that given to the boys and girls of Standards V. and VI. should be continued in the technical and high schools. ■- SEXUAL INSTRUCTION FOR CHILDREN. I now wish briefly to discuss the necessity of providing instruction in sexual matters for boys arid girls of the upper classes of our public schools. In advocating such instruction I know that I am on very debatable ground, and that the question is one that is sure to meet with that adverse criticism \vhich is always hurled against any reform. Nevertheless, straightforward, honest qriticjism, favorable or unfavorable, will be heartily welcomed, inasmuch as it will help to create a deeper and wider interest in the matter, and finally lead to the most satisfactory solution of the difficulty. Though we may not see eye to eye in the matter, I believe that we are all equally sincere in advocating what is considered best for the moral uplifting of our youth. Is there any necessity for reform? The answer to this question is to be found in the increasing necessity for the extension of our schools for incorrigible, our mental and physical hospitals, our gaols, and our rescue homes for fallen humanity. To what oxtent sexual impurity is responsible for the extension of the first four of these classes of institutions I am unable to say. No doubt those in charge of such institutions could enlighten us if they were permitted to do so. ■

But it is patent to everybody that the oeerad'.ition engendered by sexual indulgences must lie at the

roat of the necessity for the erection and extension of rescue homes for fallen men and women. No observant person who rends the accounts of the proceedings of our criminal courts or ha-i mixed to any extent with the world ©round him c*m deny that impurity in word and deed, if not actually on the increase, is at least prevalent to an alarming extent. SHORTSIGHTED 'POLICY.

We point with' pride to the great piles of buildings erected in and near our centres of population, for, per. Laps not unnaturally, we have come to regard them as monuments to the humanitarian and philanthropic spirit of our i\ge. All honor to thoeo public-spirited' and generous smii> who have so ungrudgingly contributed to the cost of their erection and maintenance. But, while I by no means umier-rute the utility of such institutions as a means of rescuing she perishing, I believe that'the more enlightened generations of the future will probably regard these buildings as monuments to the shortsighted folly of their ancestors who uncoir.' plamingly submitted to the burden of taxation necessary for their equipment, without taking any steps whatever to out off at their source those evils which not only fill such institutions with inmates, but sweep still larger; numbers for ever beyond all hope of rescue. The more effective means of checking thesefeials. lies in the education of the youth, for the surest bar to entrance into any evil is a, clear smd ■adequate knowledge of the consequences of that evil. "Where ignorance is bliss 'tis folly to be wise" is often quoted as an argument again.-jt such education. The argument might have some force if it could be proved that "ignorance" existed. Bnt doer, it? One of the chief aims of a teacher is to stimulate healthful curiosity in and intelligent observation of natura phenomena, ond in th<? face of 'the reproduction which is eoatmually going on both in the vegetable and the animal kingdoms, the more highly the observation is trained the less likely is the so-callad ignorance" of mind to exist. Cunqpity cannot be stifled, .and therefore it should be judiciously guided along those lines which lead to pure and correct knowledge. The innocent mind, on account of its very innocence, at first comes unhesitatingly to its parent for enlightenment, but the child is silenced either by an evasive answer- or by a deliberate falsehood. That child soon ceases to approach the parent, end its silence is mistaken far "innocence."

SCHOOL LIFE,

In justice to our senior scholars it is." only- right to state that, while I deny in the majority of cases their innocence of, mind, I believe that im purity of action anid speech during their school hours is practically noiT existent. The conditions of school

life and the strict playground supervision generally exercised by teachers place such beyond the bounds of possibility. The schools are not the fruitful source of contamination that some people -would have usi believe. Unfovtunately, however, the child in tho school and the child on the street are too often totally different beings. Parental control to-day is so lax that many children &re allowed to roam tho streets u-hen they should be at home and in their beds. And; do srh«it they,will the wisest of parents cannot choose the associates of their children, while, going to .t>r returning from school. |

HOME METHODS

The' ..debatable point is whether <~r not the necessary instruction should be given individually or collectively. It is readily admitted, that the home method of instruction is the ideal one, but "for reasons best known to. thexase'lves the vast majority of parents shrink from «oing what they recognise as their duty. My belief is that parents will gladly welcome any w<siidevised scheme which will make it possible to place these matters beforo their children in a more suitable m;mner titan they feel themselves, c&pabl" of doing. . The. chief, advantage yf Itome-'instruction lies in the f«ct that children can be dealt with at an earlier age than is possible under collective instruction, and this is a very important point, seeing that the ago of maturity varies so greatly. It .13 doubtful, however, if the atmosphere of the home is not, in many oases, inferior to that of the schooJ. While, under perfect conditions, the home method of individual instruction is clearly the'ideal one, we must be forced to the conclusion that, viewing the question from the' Standpoint of conditions as they at present exist, the home method is more ideal than practical. Tho individual method is too slow, and generations must pass away -before even the bare majority of children receive any such, tea:chin'.!c. Our eugenic societies are doing praiseworthy work in developing a lioaltbv and powerful public c pinion regarding the question, but even the most ardent eugenist must admit that tHe eihciency of the individual method is marred by its slowness.