WAR CONDITIONS

Otago Daily Times, Issue 24345, 9 July 1940, Page 6

WAR CONDITIONS

EFFECT ON CHILD MIND THE IDEALS OF DEMOCRACY RESPONSIBILITIES OF TEACHERS (Peb United Press Association) WELLINGTON, July 8. The influence of the war on the classroom was discussed by the Minister of Education, Mr H. G. R. Mason, in an address to-night. He said the modern school was too closely in touch with real life to let the teacher ignore the war altogether. He could not go on teaching the usual school subjects and pretend that the war did not exist. It would break in on his work in a score of ways. Presentation of the Truth The Minister said it was the teacher’s business to present the truth in such a way that it would be understood by children of the age he was dealing with. A child could not be prepared for adult life in a democracy simply by hiding from him that differences of opinion existed. Children must have their critical abilities trained. They must have a cool judgment that would enable them to see through false arguments and mass propaganda. They must learn to reject all that was shoddy and cheap while they still respected the honesj differences of opinion that inevitably arose in a free community. “ Our children must learn that the differences of opinion that occur in this or any other democracy are only superficial and that underneath there lies a common purpose, the safeguarding of all that is best in our democratic ways of life,” Mr Mason said. “ I never want to see our schools made places of propaganda, but it is no propaganda to instil into every child,in every possible way a deep and living faith in these great human values. It is no propaganda to tell him and tell him again that the great Empire to which we belong is based on these ideals.’ Saluting the Flag Mr Mason said there had been some talk of late of a daily or weekly saluting of the flag as a method of generating patriotism. He hoped he should not be misunderstood when he said that he, personally, had very grave doubts whether that method would do what was intended. It was a fine thing that children should respect the flag as a symbol of all ideals of the British Empire, but he wondered if saluting it as a matter of daily routine would not rather tend to dull the emotion that should be aroused by such a ceremony. To salute the flag or perform anv other ceremony to mark a special occasion, Mr Mason added, could make an impression that might last through life. To do the same thing daily might reduce it to an effortless drill that demanded no attention and aroused no feeling. It was his respect for the flag that made -him fear to see the honouring of it become a meaningless habit.