N.Z. EDUCATIONAL INSTITUTE.

Manawatu Standard, Volume XLIII, Issue 1713, 2 January 1920, Page 6

N.Z. EDUCATIONAL INSTITUTE.

Per Press Association. WELLINGTON. Jan. 2. Tin! annual 'conference of tlio New '/*<•»■ liuhl Educational Institute <M» ,- "*" tl UHlny. /The prc-idctit, Mr *'. 11. Muiiro, of Anck Innd, in his riffbiiiiig ndrcss, emphn'biscd thai (he school ought to be essentially a! niorili institution; and its chief dntl mid aim to instil Mich hopTc Ideals of life mid duty is will express them'scYvcS in conduct of Hin highest type. Writers on education in recent years laid stre-.s upon the importance of llig i ■<■:■( tuition of ilic social aspects ol education. 'I hey desired to geH aiyay from (he ideal' of the' efficiency of the individual mid to kick instead the training of tin; individual for llio goncilll good of society. That task was not wholly f<* tin? school, 'out for the homo, for the church, aiid the press, find Koeietv itself. Kiteh must take it? share. The sc'uooi fiiiueil at turning out. pupils efficient in every sense—physically,_ intellectitnlly and morally, and lie believed the school could attain such a high ideal. Rcfcrriiiij lt> German and Prussian educational systems the president said: "The result we have seen; the whole German nation was dominated by'one lirtihition— lust for world power. I hid the leadoi's of tlu' nation devoted the same amount of effort and organised skili to li|c inoculation of really worthy adcial ideals, there is no place among tlio' civilised iiatl'qil.-i to which their country might not have aspired and attained." lie went on to say that (Jermiiuy had featured in her ideal in thr; scln ols and universities and in her whole; social structure, war and u German mtlioti resting on war. fnlil.it schools could l/e used and had been used l». mould nations .-is IheirJeadors dcsircil anil thev could lie used again in the future with ;i worthy ideal, not of glorification or tin individual, or of the nation, but: the ideal ol social service- There v.ere three wayu In (.Mr Muiiro) Considered l.y which fh< soh-clcd ideal could be achieved- b\- tin corporate life of the school, through tin methods it employed, and through ik itiidies and curriculum. The corporate lif( of (lie school had beeii in n great measun neglected ii, the past. Ho believed one o tlio ju.-t v/enkenncsses in New Zen lain si hools w.is over government by teachers The fault was not the fault of the Teacher but of tjie system, which placed Jrom 60 l< IIG. children under the cjirc ,of a and virtually mudo him it drill sergeant Thero could be no real'education,->k) dc vclopment of the individual, under sticl conditions. The problem of the large class modified the conception of what was pos sibln in ediictilioiiiil methods. Our toncim tiou of education should be one that woiiu include all the classes of values, tlio attain mcnl: of which mu'db better men and women