Education the Basis Of World Security

Manawatu Times, Volume 70, Issue 266, 10 November 1945, Page 10

Education the Basis Of World Security

A address on education has been given to the Southland branch of the New Zealand cational Institute by the Dominion president, Mr. A. Hanna. After referring to the universal feeling that civilisation was at a crisis in its fate, he expressed the opinion that education alone could save the world. “What does the saving of our civilisation imply?’’ lie asked. “To me it implies, first of all, Avidespread enlightenment. We (I use the democratic we) must have insight into our problems and as a result become convinced advocates of the necessary solutions. This also means that we must be jirepared to replace outworn \-iews with new and timely ones. Surely this is a task for education, not of course merely the education of the child but the education of the whole community. In this connection nothing seems to me more encouraging than the growth, still much too slow, of tho adult education movement. In the second place, the saving of civilisation calls for a change of heart tvhich will give strength and vigour to democratic feeliug, the sort of feeling which puts the Avellbeing of the community and the nation first and which disciplines and restrains the individualistic self-seeking of which, it is coming to be generally felt, Ave have had too much. This democratic or, if you like, anti-Fascist change of heart, can be brought about by many agencies—by the home and by various social groups, but most of all, in my opinion, it need? to be brought about by the schools. Our schools arc the cradles ot our democracy. Given a fair chance they could betAveen the ages of five and fifteen make a good beginning in instilling democratic vieAvs and the moulding of democratic personalities. And, as has been said times without number, by the wisest of all ages: The most important thing is the beginning. “I hope I do not seem to be overstressing an issue remote from the humdrum of everyday life. At present I am thinking of a world Avhich eats,: drinks and is merry, but which has also to master the atomic bomb or go under. World statesmen are telling us this on the cable pages every day. They are anxious and alarmed. It is onlj' a democratic Avorld society that can hope to control for good the atomic bomb. Think for a moment Avhat a Nazi or Fascist society would do Avith it and 1 feel sure that you will agree with me that democracy and education are our only hope. *‘ I have faith in education. In spite of its shortcomings due to lack of means and man- and woman-power, 1 have faith in it. If it were gh r en the means and personnel it needs my faith in it would be boundless. It could mould the young and, in the adult sphere, it could give us a grasp of the problems that must be sol\ r ed if our civilisation is to survive. Parliaments cannot do that. Parliament can only work with the ideas contained by the minds of those education has adequately or inefficiently trained and instructed. The limitations of those minds set the limits to what Parliament can do. This is obvious. The laws Parliament makes cannot move in advance of public opinion. “So I risk being told that I am biassed by my occupation when I say in answer to the question, ‘what must our society do to master the crisis Ave are going through?’ Society must turn to education in the most comprehensive sense of the term; it must turn to tne schools and to those adult agencies ot discussion and instruction Avhich build as best they can on what the schools have done. ’ ’