EDUCATION AND EDUCATORS.

New Zealand Herald, Volume XIX, Issue 6565, 1 December 1882, Page 3

EDUCATION AND EDUCATORS.

" Le plus difßc'le, ct lo plus important do tone lei arts, c'fcst rciiucAiiou."—Montaigne. If. EDUCATOK.s : WHO THEY SHOULE bk. l'iti- LIMINARY. As "true eloquence consists ia saying all tb.it is propel- ami nothing more," so heri my duty is — wlmt is .always a most ditHeult one—to be explicit, and at the same time brief. For to define aecu ately, and criticise Successfully, it i< worse than idle to shield one:,"lf behind generalities which, as a rule, arc only a cloak ior ignoraaco, and a door ior misconception. (Iljnce the law maxim, /raits bit, t in ijciicrali'j'tx.) So that, on the one Kami, I have to avoid the rocks of Scylla —generalities : whilst on the other hand I must beware lest 1 fall into the equally dangerous whirlpool, Charybdis—by being unnecessarily prolix. Before, however, endeavouring to realise ! who educators should he, our rirst undertaking seems naturally to consist in clearly I understanding what an educator is —in other j words, what an educator's miss.on is. I WJIAT AN EDUCATOR IS. And the .best definition I can give is that j an educator is "a guide, director, or superintendent of the operations by which" the subject-hting is developed. Now, I have already defined education to be a continuous culture— commencing at euiictptioi/ and only ending with death—of the whole b.-ing : physic d, mental, and moral pari passu. EDUC \ TORS CI. AS .SI FiED. Therefore it follows that the first educator, o! the subject-being, must be the only one available tor the embryotic state. The next should be the person who is pre-eminently the most suited for the infantile stage of life. Then, he or she most fitted to develop and instruct more advanced childhood and j youth. And finally, the most able teacher lor the continuous culture of acult life. , Thus, by analysing the various periods, we arrive at the conclusions that the educator of .1 being sho lid be — (1.) Until birth, of course 'lie mother. (-.) L „tii iiijitnctf br the mother; or, in exceptional circumstances, the ether patent, or a near relative. (3.) For advanced childhood and youth, a parent, or delegate employed by a parent or by tile State. And (4.) For adult life, the subject person; himself or herself. Now, as this article does not purport to be a treatise on embryology or self-culture — because it is written more particularly for the purposes of defining the respective duties, aj ter birth of the subject-being, of the parent and the State, and thereby indicating their errors during that period, as prevalent with us.—l do not propose to discuss in detail now either to what a wonderful extent the itetus may be educated ; or consider education during the periods of life beyond early manhood and womanhood. Although by such omissions I waive comment on one at least (/ c.. the ante-natal) of the most inmortant educational epochs of existence. .So tli it it must suiiiee now only to endeavour to define the duties with regard to education. (1.) Of the parent or guardianbirth, and (- ) Of the State. Let us, therefore, first direct our attention to the duties of the parent —i.e., the person who by his own action in originating the child by the process of conception is charged with the onus of the complete education of such child. DUTIES OF PARENTS. And here at the outset it is necessary to realise clearly chat this duty on the part of the parent is paramount. jid that the State only interferes, and is only justified in interfering, when the natural originator of the child omits or neglects his duty. Hence arises the only justification ior free. and couijiiitsoiy education : which in the abstract is wholly indefensible, anil only defensible at all on the principle that individual rights must he subjected to the common weal. Thus let it be remembered the duty of the parent never ends till the subject-heing is sufficiently developed aud disciplined as to be armed for the battle of life ; in other words not merely till puberty be passed but until ail age of competent ability, such as early manhood or womanhood, be attained. And that the duty of the State never commences uutil the parent omits or neglects the above-mentioned responsibility naturally devolving upon him. Then, and then only, is the State not only justified, but, in the interests of its other subjects, called upon to interfere and insist, if necessary (hence com- j pulsar;/ education) on its subject being educated. Before however, fully entering upon the questions why and how far the State is justified in interfering with the liberty of its subjects in this matter, and that at the expense of the other of its subjects let us briefly try to understand—what I venture to think is not even faintly understood by the very large majority of parents here, namely—the duties of parents in respect of the education of their offspring. I especially allude, as I have indicated above, to po-t-nataJ influences, and therefore intend only to enter into details in respect of that period ; but at the same time I cannot refrain from briefly pointing out, in passing, the strange and almost universal ignorance which appears to prevail amongst parents regarding the obligations they owe to their children hcjorr birth, which ignorance seems to assume somewhat the following forms, namely ; — (a) That the conception of children is simply a matter of divertissement to bo entered into wantonly and recklessly, and without the interests of the child, in respect of its physical mental or moral faculties—coming into consideration at all, and without any regard to consequences. Thus, parents do not feel called upon to see that such precautionary measures are taken at the time of conception as would ensure to the litcgerm physical vigour, or mental strength aud morale, or to refrain from creating more children than they can themselves afford to feed, clothe, educate, and launch in life. These are most serious omissions, the latter patent, the former uccause medical authorities hold that the circumstances immediately surrounding conception have a wonderful influence, in all respects, on all the after-life of the conceived subject. And the importance of this cannot be overestimated, because not only on the instant of conception talcing place is the entire machinery required for the development of the physical and mental organs set in motion—but life is begun. Conception therefore must be deemed the basis on which all education is afterwards based. And therefore is as important to the child as a solid foundation is to the superstructure of a buihlin,'. (//.') That after conception and prior to birth no efforts need be made to inspire education. lint no mistake can be graver : for no post-natal in'luencc can be so direct or potent as those which are ante-natal ; when the maternal connection is complete : aud when therefore thu maternal influence in all respects—physical, mental, moral —is simply all-powerful. For the edueatible material is never so plastic as then—to bo developed and directed. And the great Napoleon and James I. as regards disposition, aud Samson in respect of physical development arc quoted as striking instances of this. Thus, up to the time of birth these serious omissions occur : and thus, so to speak, the child is born seriously handicapped. | Hut now let us discuss the various stages of educational life aflrr birth and the duties of parents respecting theni. And firstly of course we speak of (1). The period ii/iua dial' hjsurer r.liny birth —the infantile period. And here it has always appeared to me most serious misconception prevails, inasmuch, as up to the time of apparent consciousness the child is treated as not being edueatible—the parents altogether ignoring, as Cicero says, that culture (even at that stage) is to the mind what food is to the body. This, however, is a fallacy which must be apparent to any thoughtful person, and I need not therefore further expose it. For, if my argument be sound as to the impressibility of the life ger.n, or fu'tus, ct fortiori it -will apply here. (-). Childhood, and. Youth, immediately succeeding infancy. And this period of course extends from the apparently conscious period until the subject—being is deemed to be fully armoured for the battle of lifo (and if life bo a battle what madness it must be not to be armoured for the contest). And therefore is the period which is popularly looked upon as the peri od for Education. j Now, I have so fully defined in my pre— ' yious article what education ia that it is un-

necessary for me to go into details here, I because all I have there said applies , primarily to the parent, and only to the State in default of the parent doing his duty towards the child. ! But 1 may point out to parents in pa.-she' a fact which seems generally overlooked — even iu these iutensely selfish times — tfi.it even apart from natural duty no parent can ever make a better investment for hi,us-. '/" than the education of his child en. And the reward accrues not onlv in the proud satisfaction to him in "contemplating the gradual devi of phy-ique, intelligence, an., mora-, j result of hU efforts aid foresight I but also in the happiness and gratitude of j the child. For it is always pu'-eminrntlv 1 wise to remember that there is" n i real hap- ! piness iu this life except the happiness of I making others happy. I shrink from en- I larging on this question — tile duties of i parents—for fear of unduly lengthening this article; and am therefore "deterred from in- ! dicating the best parental modes of influenc ! ing aright the young although 1 think thev are almost unknown, or at aff ev. ins un- imctised, amongst us. And must, in cons;.jueucc, cont.-nt m\s.-l> instead with simply — in pasjuig - leniiu.'in" parents of the admirable ■iilmonuions of .he '■ Roman philosopher Seneca, and the cely- ! brate.l Oerman Riehter, that Ami j " For . liil Ir.-n, thc-o is aV-.-ait-V.- it.. t:i.-r.tli-T.-, c-xl-jj t, ! example, ,• ilitr 11a; iau.t or .-.-e . " " ! And of the circumstance that " the t.'nacit v of impressions received in childhood is a fact that should be held most impoitant in every scheme of early education." Thus we pass now to enquire — DUTIES OF Til K STATE. (1.) Why the Mate is justified in interfiling at all with ths liberty of its subjects in the matter of education ; and (- ) 11"W far its duties, as a State, extend. And it is especially important I hat w<; have clear views oil this. i>. eause all the problems concerning the establishment and support by the St.ite of Primary Schools. I "niv, rsities. and Secondary Schools (including Colleges Grammar and High Schools), and OpLii Scholarships are soluble only if we form Correct conclusions in respect of these two queries. Now, as regards the fi: st query, namily : W iethe State is justified in interiei ing at all. As I have already pointed out, it is clearly not justified until the parent, omits or neglects his duty, and is then only just..;e.i ui the interests of the common good. But it is then justified oil the ground :h.'.t tin: State is a society (sorius, a friend)-just iiUo a family —whose interest it is that all the members of that society (or family) do the utmost possible for the common good of that society (or family), in order that the society (or family) as a whole m; y prosper. And as its prosperity largely depends oil the ability ami inclination of the aggregate of its members, the State (alia.? the society) is directly interested to sec that its members are so individually trained or, in other words, educated) as to contribute by their labour (physical, mental, or moral) to the prosperity of the soci, ry. It is on only such a principle that— (a.) The State (alia.* the society) is justified in interfering with individual liberty of action (hence compulsory education). Or (b.) Justified m or levying contiihution on its .subject A to educate its subject B (hencefree education). But the justification ends when the object of endowing the subject with the power and inclination to make prosper the State (alias the society) and therefore himself, is attained. Thus the State is not justified either in interfering with liberty, or making its subject A contribute to the education of its subject B, except for the purposes of the prosperity of the State, and therefore not justified in educating B merely for his personal advancement, at the expense of A. Because that is taxing the industry of A for the sole benefit of B, and would therefore not only be unjust, but have tie? effect of discouraging and ultimately suppressing unaided exertion : and thereby injuring the State : the prosperity of which—as I mention below —is largely dependant on the exertions of its subjects. And, moreover, be injurious to B by undermining that self-reliance which is such an important factor iu successful character. And thus we are brought to the next stage to inquire : How far is it requisite for its own prosperity that the State should see that its subjects are educated ? Now, a State or Government exists only for the purpose of rendering its subjects happy—because the sole object of all government should be the happiness of the governed. So that its subjects should be educated— Firstly, To clearly comprehend what will render the State (as a society) happy, and Secondly, To have the power and inclination to render the State (alias their society) \ happy. To comprehend the former requires , physical development, and disciplined intel- . ligence ; to obtain th 3 latter, these qualities , coupled with a trained conscience. Therefore, the State is justified in insist- , ing on education thus far, but uo farther. So that when the State has ascertained that its . subject has been so developed aud disciplined , (I.) That he ia in a position to clearly com- \ prehend what will render the State (or j society) happy, and , (2.) And that he lias bad the discipline i which should ensure the power aud inclination to render the State (or society) happy ; i Then its duty to its subjects, in other words to the aggregate society, not only i ceases, but is absolutely barred from ' j further action by considerations of un- ' warrantable interference with the rights of i the educatable person, aud of its other < subjects at whose expense the public edu- ] cation is being sustained. ' Because the ambition of one subject must ' not be encouraged by the State at the ex- ' pense of its other subjects, otherwise such - encouragement handicaps (i.e., taxes) unaided exertions, and thereby impoverishes the 1 State ; inasmuch as the wealth of a State is : largely derived from the labour of its subjects, ' and the greater the wisely directed labour of 1 its subjects the greater ceteris paribus the : wealth of the State (i.i*., the society), and, therefore, the greater the prosperity of its individual subjects. Consequently, any ' action on the part of the State (that is, on ( the part of the society as a whole) that tends ' to tax and thereby discourage unaided individual labour tends to impoverish the State, because discouraging, and therefore repressing industry ; and is also objectionable I because, as I remark above, inclining to j injure—instead of promoting—that self- j reliance which is so indispensable to success. ! Thus I hold that Universities and State | Secondary Schools—sueh as Colleges, Gram- 1 mar Schools and High Schools—and Open Scholarships {i.e., scholarships to pupils other than those educated in the primary schools) ought not to be established or assisted at the public expense ; because the requisite power aud intelligence that 1 have spoken of should be easily attainable by the curriculum which should be provided in our primary schools. I do not say that it is now so attainable, but that is merely in consequeneo of the errors of the system on which our primary schools ' are conducted—the main phases of which I have endeavoured to exhibit in my lirst : article. But with our primary schools conducted as they should be, all that tin; State requires of its subjects can and ought to be obtained in them without further expen- I diture of public money. j Here, however, I anticipate an objection ! that I make no provision for exceptionally ; clever or deserving boys, who should be I encouraged to persevere for the purpose of | . i becoming brilliant ornaments to the State, i ! In other words, to fulfil the main purport of the ancient Greek code of education—to I , become brilliant citizens. But the answer ; to sueh an argument I conceive as conclusively applicable to our colony, is that 1 such exceptionally clever or deserving boys who have distinguished then.selves at the primary schools have the district scholarships "(as distinguished from the open scholarships) expressly provided and therefore available for them. For when living—as here—iu a place where no one is clogged or handicapped with hereditary or class privileges or advantages, and where everyone therefore has distinction depending solely on his own merits, and where, therefore, the principle of "the survival of the fittest" has fair play, no boy under such circumstances cau complain if he does not achieve all that he desires to accomplish. Moreover, I cannot—as I mention above — but think that extraneous aid, under such circumstances, is positively pernicious to the boy, because the very struggles requisite to success are the best endowments which a boy can possibly possess when success is secured. In other words, cement his character, and thereby make the boy a jtrrmanrnt success. Thus, if my views he correct, the establishment and support by the State of Universities, Secondary Schools

\ (including Colleges, Grammar anil High | Schools), and Open Scholarships are unjustiI liable—that is, if A receive the advantage of them at the expense ut B. i lam well aware that there is a >eeond ground urjed by politick economist*, as expressed by IVofe-sur Faweett in his work on political economy, viz., "The State must resolutely interfere and boldly assert the yreat principle that every child shall be protected n;;:iinst the irrepnra Me wrorij* which i.< in'beted on him if ho is permitted to ur-ou- n p j :1 '' I'll': it is r.nn-.-'-t_s<rirv for mo to oil t:us as a m-uuml tor State interference, a?* it is iul!\ embraced in the grounds already luenr.ioned by me. Let me iKMi-. th,-'rW\,;e ? hri-fly sum up the main gist of this article as follows : — SCMMAKI". (1 ) An educator is "a mude, director, or suj eriut'-nd' nr i f tli- opeiatirms bv which' the subject bein- is developed. {-.) 1 hat the pivent.'.s duty—as an editon ioi - is ;u\rnt, and commence? at (o.} l'liat the State is only justified in interfering —as ;m educator —when the parent omits or his duty. (4.) That evi n then its duty Urminates with elementary eduction. the ends State cdneatir.il should be fullv attainable in the Ihiinarv Schools. And (•) ) 1 hat, therefore.. Univ^rsitie.- 1 . Secondary Schools (including Ur.iinmar and Hijr'n Scnoois), and Scholarships ou-_dit no ; t?) ho established or aided bv the State. We must bew-.ire, tht:reforo — with our State ednc.it ional establishments of Universities, O'l (i ram mar Schools, liiLih Schools, and Op-,-;) Scholarships— lest our scheme:-. in tho v. «u-ds of the po> t (Jrav, Aro lik* the P.lus ve H-rht, lio.sf flrvttei tin h!a?.; To j.rcrii. <•••< ott be:rivs. Or. as Bishop U'iNon says. as qnotcl bv Mr. Matthew Arnold in his essay on "Culture and Anarchy,'' "First, never go against the best %ht you have : secondly, take e.ire that your li'ltiit- he not darkness." For " the man who stumbles twice on the same stone is a fool. ' 11. Lai-hi,i:v, junr.