WORKERS’ EDUCATIONAL ASSOCIATION.

Otago Daily Times, Issue 20789, 7 August 1929, Page 15

WORKERS’ EDUCATIONAL ASSOCIATION.

HALF-YEARLY REPORTS. At a recent meeting of the Tutorial Class Committee of the W.E.A., reports from all tutors in Otago and Southland were read, and showed that the adult education v movement was extending its influence in New Zealand, Miss King, tutor of the Literature Claes, reported an enrolment of 83, and an average attendance of 43. The half-session was occupied with the study of “ Julius CteSar ” and “Ae You Like. It” (Shakespeare), “The Vicar of Wakefield” and comedies by Goldsmith, “The Crown of Wild Olive” (Raskin), and Meredith’s “The Egoist ” and Poems. The class deemed to find Shakespearean studies very interesting. Veu. Archdeacon Whitehead, tutor of the class in political philosophy, reported an enrolment of 36 and an average attendance of 20. The subjects lectured upon were “The Influence of Vendalism on Political Theory,” “ The Origin and Nature of Political Authority. “John of Salisbury and the Poliei'aticUs/’ “ The Investiture Controversy,.” “The Popedom and St. Thomas Aquinas,” “ Dante and the Holy Roman Empire,” “The Ideas of Pierre du Bbie,” “ The Settlement of the Roman Question in 1929,” “The Conflicts Between the Papacy and Empire, " and “ The Babylonish Captivity.” Fortyfive members are enrolled in the womens class, conducted by Mrs BeneCm. This class is making a study of the social and industrial of Ehgland. The home life in each period has been reviewed, and special consideration has been given to the conditions of women and children. An effort has been made to show how the thoughts and attitudes of the leaders oi the nation have tinged the laws and politics and reacted upon ths lives of the people. Many interesting parallels have been drawn between early English conditions and those in the East to-day, MUSICAL APPRECIATION. The new class in musical appreciation. Conducted by Dr V. E. Galway, shows tt very satisfactory beginning. The attendance on the first night was 31, and the roll now stands at 45. The. tutor reports that the attendance throughout ha<been excellent, and that seldom has he met a more interested and appreciative class. The class is studying the question of appreciation of art through a knowledge of its formal construction, Working on Sir Hubert Parry’s description of art as “ the expression of feeling in terms of design.” The class has analysed and baa performed works by the cany harpsichord composers of the Fretlch and Italian schools, and more advanced works by Bach, Mozart, Haydn, and Beethoven. The rest of the session will be spent in studying the mind of the Romantic School. COUNTRY CLASSES.

Mr George M'Cracken reported on classes held at. Milton, Palmerston, Sawyers Bay/ and Waikouaiti. In each of Jhese classes the utmost harmony ami interest have prevailed. The tutor has discerned a greater receptiveness in the part or all students, and a willingness to see things from new points of view. He is convinced that the W.E.A. is exercising a, healthy and stinnilating influence upon I thought, and reaching upon every aspect of life and affairs. The I problems discussed wei'e self-determina-tive .and religion, modern'Science, Africa, India, China, 1 banking, war and peace. Mr Rosa reported increasing interest at Hampden, .Ontram, OamaVu, Palmerston Sanatorium and correspondence courses. - In Southland country classes are held at Mntaura, Riverton, Wyndham, and Broiyn s, and at Invercargill and the Borstal Institute. Mr August, the local organising tutor, reports that this has been the moat encouraging session in Southland for some years. The application of ideas and methods learned at recent W.E.A. schools at Christchurch and Warrington were in a large measure responsible for this. A perusal of the half yearly reports would give a good idea of the vainA v ° rk th at was being performed In the W.E.A, DISCUSSION. Tutors mentioned in their reports the zeal with which the students have taken part in the discussions. At the literature class extracts from plays were read by tho students. At the women’s class readings were given, and seven papers prepared.. The discussions at the philisophy class have .been, vei - y satisfactory. Mr M'Cracken reports that members come to him personally for the purpose of conferring upon tho most profound topics. Play readings are popular in most of the classes. The drama and economic classes answered questionnaires dealing with their respective subjects. Debates as another means of expression were also common. '' NEW WORLD CONDITIONS. “Lindbergh has flown the Atlantic; Kingsford-Smith has hopped the Pacific; ■the barriers that separate man from man are breaking down —have broken d6wn.” so Professor T. A, Hunter, of Victoria University College, introduces an article on adult_educntion in the current number of the New Zealand Railways Magazine. “Inventions have made a new world, but man must-adjust himself to tho new environment and the new ideas, or perish; We must understand the inventions and their social consequences. We must understand something of our own nature and development, something of the delicacy of civilisation, something of the thought mid tears that have given us our social heritage. Education in the widest sense of the term covers this process of adjustment of man to his environment, physical and social. It is' because of the increasing complexity of social relations, national and international,- that adult education is beginning to loom largo in the future plans of ’ the progressive nations of the world.” Professor Hunter thus quotes the Committee on Reconstruction in England as saying that “the'adult education movement is inextricably interwoven with the whole organised life of the community. _ Whilst on the one hand it originates in a desire among individuals for adequate opportunities for self-expression and . the cultivation of their personal powers and interests, it is, on the other hand, rooted in the social aspirations of the democratic movements of the country. In _ other words, it rests upon the twin principles of personal development and social service. It aims at satisfying the needs of the individual and at the attainment of new standards of citizenship and better social order. . , . The creative use of leisure is of central importance to the modern state if democratic government is to be Vade effective. . . . The adult education move-

ment means that whatever there is of creative character in the national genius —its songs, its folk tales, its history, its love, and the artistic crafts—will bejiscd for the training of a people able to utilise its powers.”