EDUCATION WEEK

Southland Times, Issue 18928, 30 April 1923, Page 6

EDUCATION WEEK

A PLEA FOR UNDERSTANDING. IHE AESTOETIC SIDE OF EDUCATION. No. I. (By Anna Drennan, M.A., Principal S.G.H.S.). THE AGE IS MATERIALISTIC. “The wealthiest man among us is the best:: No grandeur now in Nature or in book delights us. Plain living ai.d high thinking arc no more.” So wrote Wordsworth in a bygone age when he deplored the materialism of his day. And what of the present day? No one will deny the fact that we have again failen on evil days and are living in such an age. Where can we find the remedy? To a very great extent there must be some serious defect in our educational system when this state of things has come to pass. The aim of education—what has it been? What is it now?—to secure an army of efficient industrial workers—to prepare individuals to earn their living? So far so gcod, but what has been done to make the individual socially efficient? According to one educational writer (and his opinion is the opinion of the majority) Mr Bagley (“Educative Progress) “the securing of the social efficiency of the individual must be the ultimate aim of all education.” This implies something beyond the mere preparation for earning a livelihood, and no educational system is complete which fails to provide the means necessary for the discharge of the various civic duties of life and instrumental for the right use of leisure time. While it is to the Higher Schools that a nation must principally look for the preparation of citizens who will discharge the more important services of the community, yet in the primary school this “social efficiency” ought to have an important place, as many of its pupils do not pass on to a higher school. Under the heading of Aesthetic Education” I would place these three —Literature, Art and Music.. Can you imagine what place can betaken in a community by those who have never had opened to their view the vast stores of tiie treasure-house of Literature —who have never seen any masterpiece of Art—who never have been thrilled by hearing good music ? A knowledge and appreciation of these arts is the birthright of every child in the British Empire, and why should they be I withheld from New Zealand children? Instead, what do we find? —the desire oi many of the pupils to leave school as soon as possible in order to make money —that is their whole aim and ambition. They have given their hearts away, a sordid boon. I have heard the excuse made, that this country is young, and perhaps in another century or so, these subjects, Literature, Art and Music will find a place in the school curriculum. Rome was not built in a day, and it will take many years (perhaps a century) before the real benefits of a more liberal education will Le reaped, so that, now is the time to start. The process of inculcating a love of the gcod and beautiful is slow, and unfortunately we are hampered at every turn by the present day educational system, which tends rather to narrow the aims of education: it tends too often, alas! to lay too much stress on mere examinations (of which the name is legion) and examination results. Can the real work of a school be judged by the percentage ?f passes in examination?— never. As regards Literature: Every school ought to have a well-equipped library, and every teacher ought to be able to direct the fv.ipls what to read. Is every school curriculum so crowded that thirty to forty minutes once a week, at least, could not be devoted to the appreciation of literature? This implies, of course, that tha teacher, himself and herself, understands and appreciates what is best.

But here again the educational system must be criticised: how many of the young teachers are in a position to carry out this work effectively ?

I found, from my experience as lecturer in Otago University in 1921 to a class of 120 students (the majority of them Trainirg College students), that the ignorance of English literature was appalling; 30 to 40 per cent, of these teacher students had heard of Chaucer! I was even asked t? spell his name, as many had never seen it in print; to many, Keats, Shelley, Tennvson, etc., were mere names—their poems unknown. Several students informed me that all the “literature” they had ever had, was a. few of Shakespeare’s plays (“analysed to death”) and one or two odd poems, lhe greater part of their time (in instruct'on in English' had been spent in learning formal grammar—which they could by no means apply to the writing of an essay. These facts may seem scarcely credible—the pity is, they are true.

The students were not to blame; jt is the system that is at the root of the evil. I would just like to mention here in passug, that in Scotland, no student can enter a Training College who has not obtained a higher certificate in English, the standard of which is very much higher the Matrieuhtion Examination in New Zealand, and this examination requires a very wide knowledge of literature. Meantime, until thS system is reformed, it lies with those teachers who understand and appreciate literature to guide the pupils under their charge to read what is best: give them a love for reading, so they can employ their leisure time aright. And there is very great need for this at the present time. Life to many is boring unless there is a ceaseless round of p’eaSure and excitement—spending money. Plain living and high thinking—where are they?—scorned, disdained. Perhaps these pople are rather to be pitied than blamed. They do not know what they miss. In I 'terature —in good books there is a treasure “which jewel and gold t cannot equal, neither can it be valued with pure gold—a web more fair in the weaving by Athena's Snuttle — a gold only to be mined in the sun’s red heart where he sets over the Delphian cliffs: deep-pictured tissue—potable geld!” Think what a “revolution” there ‘would be if the people of this nation—of SouthLmd even, supported and advanced Literature as they do horse racing and dancing! Art: Are our schools beautiful?—is there anything about them to inspire pupils?— a thousand times—no. Southland —Invercargill in particular, is sidly lacking in anything artistic; here and there are gardens I grant you, but taken as a whole the surroundings are dull and drab, due in great measure to the monotony of the flat country. “There are substantial buildings,” some one says: yes, but are they beautiful? what is their purpose—again utility. How I wish I could, transport many of our pupils here for one short hour to our ancient Scottish capital; the very buildings send a thrill through even the most unimaginative—the beauty, the majesty, the splendour of them all. Look at the Castle just appearing through the grey mist of the early morning, what picture could be finer?

Even with all the beauties surrounding the pupils of that city, so great a value is set on the training of the young to appreciate things beautiful, that they are taken to visit the National Art Galleries regularly; they are given lectures by experts, taught what art really is—taught what to look for in pictures. I know that in this young country, there is no fine old buildings with “traditions”; in Southland there is no Art Gallery; there is therefore all the n.ore need for the interior of our scfiuols being made beautiful. I should like to see prints of the very best pictures adorning the walls of all our class rooms. This is not beyond the bounds of possibility, and I trust will be a reality in the near future. Again, there are “Art Experts” in Nev/ Zealand. I remember hearing (in Novem-

ber, 1921) Professor Shelley lecturing on Art in the Art Gallery of Dunedin; his lectures were illustrated by limelight views. If the Southland Educational Association is alive to the needs of the schools, would it not be possible for the Association to arlange a series of lectures in Art for all the .schools of the town; the lectures to be given, by say Professor Shelley or some other expert, during school hours, so that every pupil able to understand such a lecture could attend free of charge. Apart from pictures in school, there ought to be beautiful objects for drawing and painting. I remember on one occasion conversing with a well-known artist in one of otir Scottish on the subject of Drawing and Fainting in schools. His advice was to this effect—“if you-'wish to do ihe best by your pupils, never give them anything to draw which is ulgy; use only the most beautiful, exquisite and delicately wrought objects; for painting choose those things which are beautiful in form and colour.” Any New Zealand teacher who has visited our Secondary Schools at Home, particularly in Scotland, will be able to testify to the most beautiful “art” work carried out in these schools. Music: I have already expressed my v : ews on this subject, and in my report published in December, I urged the necessity of a gramophone for educational purposes ; now, thanks to the grant of the governors of the High Schools’ Board, the enthusiasm of teachers and pupils, the generosity of the parents and general public, vc have the means of procuring our gramophone. Results in music, as in literature and art, cannot be expected at once; the p* ogress here again of training in musical appreciation is slow. Possibly, to begin with, many pupils will be disappointed that their familiar ragtime tunes are barred. They are to have the best—or nothing. Through time it is hoped that the benefits Gf this training may be apparent, that Invercargill, in the days to coqje, will be known as a musical town, and that artists belonging to good concert companies will Lot go away disappointed, and that future generations will not countenance anything out the best in music. At one time I understand there was in Invercargill a flourishing Choral Society: what has become of it ? Probably the real explanation lies in the fact that the people of to-day are too easily satisfied in the way cf their pleasures and their needs are catered for without any trouble on their part. A town of this size ought surely to have such an association—for one reason, at least, that the energy of effort in the schools should be adequately supported in the world outside the school. The benefits to be derived from Literature, Art and Music cannot be too highly estimated, apart altogether from fitting individuals to employ their leisure time aright and of making them socially efficent - -There is the “incalculable” addition to the formation of character. From literature, there is made possible a breadth of vision and there is an appeal to the finer feelings and instincts. Surround the pupils with beautiful objects—everyone knows the influence of environment in characterr—there will be created a love for the beautiful; art will be to them a well spring of inspiration. And Music, it can stir their inmost souls. Now the schools are especially responsible tor creating the “atmosphere” necessary for <be awakening of the moral, intellectual and emotional qualities of the pupils. Are these—Literature, Art, Music —ideals? No: our educational system ought to put them within the reach of every one. Let us get away from this materialisation —this utilitarianism in everything. Listen to Ruskin’s words: “A nation cannot last as 1 a money-making mob; it cannot with impunity, it cannot with existence, go on despising literature, despising science, despising art, despising nature, and concentrating its Soul on Pence.” It is only when a nation realises the importance of these fine arts that there comes that refinement and that culture of which the Home Country is proud—and justly so. Let the children of New Zealand have their heritage, let them have this “vision splendid”; they will then possess some-, thing which is greater far than worldly wealth. The teachers are those who have the training of the young: may they not fail in their mission—it is to them that the nation must look to bring about refinement and the culture which uplifts a people. Since writing the above, I have read Mr Rae’s address as President of the Southland leachers Association. I see with much pleasure that he advocates a summer school, to assist teachers in the subjects which I have mentioned—Literature, Art and Music. It is more than six months since I drew the attention of the President of the Principals’ Association to the Summer Schools held in Scotland and England, but nothing has been done so far as I know. The value of these schools cannot be over-estimated, and I should very much like to see Southland taking the lead in establishing them. (Miss Drennan’s second paper will appear to-morrow).