The Daily News FRIDAY, JUNE 19, 1925. TEACHING PROBLEMS.

Taranaki Daily News, 19 June 1925, Page 6

The Daily News FRIDAY, JUNE 19, 1925. TEACHING PROBLEMS.

New Zealand is by no means alone in having to wrestle with problems concerning the teaching of children in the schools. The Mother Country has her full share of controversies on this subject in almost every phase. There is one feature which is common alike to both countries, and will probably be found to exist in the educational process carried on by most of the civilised nations of the world, namely, that relating to the books whereon the teaching is based. It has been wisely said: “Let me write the children’s school books, and let who will draft the political programmes. ’ ’ In a recent article by Lord Riddell the question of whether patriotism, nationalism or internationalism

should be taught in the State schools is discussed fully and forcibly. More important still is the question of how history should be taught in such a way as to compress into the narrowest limits the accounts of wars and their results, and the recital of deeds of naval and military heroism be suppressed altogether. Such a history of Britain and the Empire would be akin to the play of Hamlet with the part of the Prince of Denmark left out. Referring to the publication of Human Geographies, one of the authors of which is Mr. E. Young, au official of the Middlesex Education Committed, written for use in elementary schools. Lord Riddell severely criticises the views therein concerning the teaching of patriotism and kindred subjects. For instance, lie remarks that from a perusal of Human Geographies one would imagine that wars, force, human passions, religious fervour and racial animosities have played but a small part in shaping the destinies of mankind. Nor is there any indication that the British Navy has been one of the chief factors in building-up and preserving the British Empire and British commerce. In fact, the Navy is never mentioned. Instead, it is asserted that the Empire is not the result of conquest or ipilitary subjection, but of growth, with all the diversity that comes from growth. Nothing could be more misleading than to implant in the minds of the young scholars such hyprocrisy as that force has not played a considerable part in the expansion of the Empire. Such teaching, besides prejudicing the cause of international amity, lias the far greater fault of suppressing the truth, and everyone must acknowledge that in the teaching of children it is of the utmost importance to make truth the greatest factor. It is by contrast that the most lasting impressions are created, hence it is very necessary to emphasise the part force has played in the history of the world, in order to inculcate the lesson that it is the sacred duty of every citizen, in every country, to realise, both for moral and material reasons, that the prevention of war is an essential part of duty, not only for the reason that war is repellant, but chiefly because peace is essential to prosperity and the welfare of mankind. In his recent speech at Auckland the Premier (Hon. J. G. Coates) stressed the necessity of imbuing in the young a sense of honour and reverence for the Empire, adding that he stood for and would assist to protect the flag which grants liberty, freedom and justice to all who choose to come under it. That is the sort of teaching which is needed in the history books used in our schools, not the obscuring of the truth,, nor the misrepresentation of facts. History is strewn with the results of wars. Throughout the world at this present time the spirit of nationalism is stronger than ever, yet most nations are armed to the teeth. In this connection Lord Riddell asks: “Why not write up Britain 1 Why not describe the glories of British commerce and what Britain has done to develop other countries We would add: Why not do justice to what the pioneers in New Zealand accomplished, in spite of wars with the natives, in making the country what it is to-day ? One of the most important aims of education should be to evolve good citizens, and although politicians may be keenly concerned m the finished article in the shape of the voter, they should not overlook the fact that the coming generation of voters will be much what the teacher makes them, not forgetting that the school books in use must be a factor in the result. Hence the need for the mould to be fashioned in the right way and not the wrong. Other matters touched upon by Lord Riddell have an interest for the people of the Dominion. For instance, he is concerned with the size of

classes, or rather with their reduction, as well as the replacing of unhealthy school buildings by the erection of well-lighted, wellventilated and well-arranged and equipped structures. He asks: How can teachers properly instruct classes of fifty? How can the nation expect efficient teachers unless they are properly paid? And how can we hope for a vigorous race if large numbers of children spend a great part of their lives in ill-ventilated, insanitary and eramped surroundings. Further, how can we expect a well-informed people capable of holding its own and carrying on the great traditions that have built up the British Empire if the true facts of life are to be concealed from the young? All these, besides other grave issues, may well be seriously considered by every education department in the Empire—not excluding that, of New Zealand.