The Manawatu Daily Times Smaller Industrial Units

Manawatu Times, Volume LIV, Issue 7189, 22 June 1933, Page 6

The Manawatu Daily Times Smaller Industrial Units

Mr. H. Kamsbotham, Parliamentary Secretary to the Board of Education, stated in a recent speech that he was not at all sure that the present system of mass production and of largescale industrialisation was bound to develop indefinitely in countries as highly civilised as Britain. They might, in time, come to regard the industrialisation and urbanisation of the country as excessive. That would not, of necessity, mean a decrease in mechanisaiion or in the application of science. He foresaw no limit to that, for he foresaw no limit to human ingenuity and inventiveness. But more work by machines should mean and must eventually mean less mechanical work by mankind. As the educational attainments, both cultural and technical, of the masses improved he believed there would be less and less inclination to spend the greater part of the working life as a cog in a machine. The higher the educational standards of the people became, the less easy 'would it be to confine their acti\ ities to the monotonous functions so often imposed by the system of large-scale industry and mass production. They might, therefore, witness a growing tendency in the more highly-developed countries to revert to smaller industrial units, to more individual work, and to the production of articles of high grade and design, relegating the methods of mass production and the supply of all that is cheap and standardised to the countries of teeming popualtions, lower education, and lower standards of living. Nazi Education

The dominant principle of the Nazi educational policy is lo be that of service to and identity with the State, as distinct from the liberal theory'of individual thought and freedom. Dr. Frick, Minister of the Interior, said that the task of the new regime in matters of culture was not only to clear away the lumber of the past 14 years, but also to correct the mistaken cultural policy reaching far back into pre-war years. Liberal ideas in education liad thoroughly corrupted instructional methods and the schools. Under their sway the schools had not reared, but merely developed their pupils. They had not developed all the qualities of the scholar to the benefit of the nation and the State, but had merely imparted knowledge foi the benefit of the individual. They had not formed the German rooted in the people and bound to the State, but had merely served the education of the free individual. They had not ensured the unity of the nation and the devotion of its members to the State, but had promoted the victory of private interests over the State. These individualist conceptions of education had done much to destroy the national life.