THE SOCIAL PROBLEM

Wanganui Chronicle, Volume 75, Issue 117, 20 May 1932, Page 8

THE SOCIAL PROBLEM

CAN CHURCH SOLVE IT? SUCCESS OR COLLAPSE? BIBLE-CLASS LEADERS. “In opening this series of lectures on the Bible it will b as well for ns to take into consideration what is the problem to which we aro facing up,” said Mr H. G. Jenkins, at. the first of a series of weekly lectures to Bibleclass leaders and others at St. Paul’s Institute, last night. The objective which we have in view is certainly not the production of abnormally religiously-minded young men and women in Wanganui. Our objective is to bring about a strengthening of the moral influences and through the individual upon the community generally. This is what wo mean by a religious revival. “The object of religion is conduct,” says Matthew Arnold. Let us, therefore, try to get a proper assessment of tho problem which confronts us as a community. Let us look at some social statistics. Prison Population. The prison population during recent vears has increased. In the year 1921 there were 1099, which represents 8.50 per 10,000;’in 1927 there were 1549, or 10.68 and in 1930 there were 1527, or 10.24. Of 2860 persons received into prison durir * 1930, 1760 were of New Zealand birth su this community is directly responsible for most of its prison population. Of tho 1760 persons of New Zeal 1 birth received into gaol during 1930 their ago classification was as follow: 1: to 20 years, 133; 20 to 25. 309; 25 to 30, 276; 30 to 40, 431; 40 and over, 607. These figures clearly show that, the number of young people in gaol is relatively largo,

Juvenile Offenders In the year 1921 the juvenile offenders brought before the Courts totalled 1391. In 1925, however, the law was changed and in 1926 the total registered advanced to 2261. These two years, 1921 and 1926, are not comparable but 1926 and 1930 are, and there is a one-third increase from 2261 to 3217 juvenile offenders brought before the Courts. These facts rever 1 a serious problem. There is a deficiency somewhere. ; Divodce But lot us take another line .of inquiry. Tho late Mr Marshall Hall, K.C., after an extensive divorce practice extending over many years, asserted that the two main causes of divorce were compulsory marriage and the absence of children.

Tho evidence tended to show that during the last five years the proper, tion of compulsory marriages in New Zealand was about one in five, considering first- births occurring within the first year of marriage.

The proportion of illegitimate births in New Zealand was higher than in any Australian State. It has been consistently higher than the Commonwealth average since the year 1924. It will not surprise you, therefore, to learn that petitions for dissolution of marriage increased from 739 in 1926 to 938 in 1930. Now the pitiable thing is that the average duration of marriages terminated by divorce is from 12 to 13 years —a most critical time for the children of such unions. These figures reveal a tremendous •problem which confronts this Dominion. and it is tho tackling of this problem which we hero have dedicated one’s labours. There is much to be done. Tho problem has to be tackled, or this community must collapse of internal decay. The question which we are now ask-

auing ourselves is; How shall we set about solving such a problem? And to ask ourselves this question is to enquire how the problem has been tackled before. Coercion Can we try coercion? Coercing people into a way of thinking brings up the Inquisition, which was physical coercion for a moral purpose —theoretically at least. Coercion won’t do to-day; wo can rule that out. Reasoning. Reasoning or teaching people the results of their folly will that do? Experience along that line is hardly satisfactory. The dangers of evil living are too well known, to tho medical profession for instance, but medical students don’t appear to bo any better behaved than any other section of the student world. Reasoning is not enough. Education Will people become less vicious if they are better educated? Generally speaking, it can bo said that they will. Educated people are less gross and coarse as a rule than uneducated people. But it all depends upon the kind of education with which people are endowed or which they acquire. Instruction in ‘practical’ subjects may degenerate into a technique of earning tho means of livelihood and education of this sort tends to crowd out of notice the way to live, by its overdue emphasis on acquiring the mans to live. Tho true educationalist seeks to develop the individual so that ho may be able to make his economic contribution and so gain the means to live; but he also points out to the student the way to live. Science and Art of Education

The science of education has brought to light an essential fact that the child cannot bo taught anything save that which it stretches forth its mind to grasp. Unless there is that mental movement on the part of tho pupil the teacher is powerless.

The art of education lies in encouraging tho pupil to make that mental volition. How is this achieved by the teacher? By getting the pupil to like the subject; to take a joy in it; to enjoy a subject is to learn it without conscious effort. It is the old case of the sad heart wearying at the mill while a merry heart goes gaily all the day. Education then, rightly and fully comprehended, includes the stimulating of desires. And assuming that those desires are socially desirable then the effect of education upon the conduct of the people will be beneficial. Education and Religion.

But education tends to become, mcehanieal. The burning enthusiasm of the educational enthusiast is not quite