W.E.A.

Waikato Times, Volume 89, Issue 13840, 19 August 1918, Page 3

W.E.A.

ADDRESS BY HON. GEO. FOWLDS. There was not a large audience at the lecture given by Hon. (ieo. Fowkls, of Auckland, on Friday, under the auspices of the Hamilton branch of the Workers' Educational Association, hut ihose who were present were treated to a highly interesting and informative address on the necessity for an educated democracy and the provision for facilities for instruction in the economic problems which loom so large on the political horizon. .Mr J. A. Young, MP., occupied the chair, and briefly introduced the speaker, who was warmly greeted. Mr Fowlds stated that there was a consensus of opinion that there would be great changes after the war, but fewhad any idea as to what would be the nature of those changes. There was also a tendency in some quarters to belaud German methods in connection with education, but he hoped we would be careful not to follow too closely the German lead in this connection. They gave an undue prominence to "science," and so lost touch with liberty and justice. True education was not a matter of bread and butter, but it trained the student to get the best and highest out of life. The Scotch universities emphasised a humanitis course, which by classes in mental and moral philosophy sought to broaden humanitarian sympathies. This was also the aim of the W.E.A.; it sought to broaden out 'the mind of the student, to enable him to enter into the view of the other man, to make the most of his own life and to develop into a desirable citizen. Mr Fowlds then referred to the genesis of the movement. It grew out of the University extension classes, which had failed to reacli those for whom they were designed; but in its present form the movement had been warmly welcomed by the educational authorities in Britain and the overseas dominions as providing a means of bridging the gap between the workers and the scholars and dispelling the prejudices of both. In England the movement had made great strides, and was largely instrumental in bringing about the large measure of educational reform contained in Hon. Fisher's Education Act, and which would do much to provide facilities for the further education of the vast number of Britain's youth, for whom no avenues of knowledge were open after the attainment of 13J years of age, the tragedy of whose life was the cry "I never had a chance." England lost much through inefficiency and ignorance, and the inability of the several groups to mutually impart their ideas. They thus could not understand each other's viewpoints, and this was dangerous to the community. When the several groups were brought into contact (and this was what the W.E.A. was doing), prejudices were broken down and the whole community benefited. The lecturer then referred to the great strides the W.E.A. had made in Australia since it was first introduced in 1913. It was first established in New Zealand in 1914, and though first inaugurated in the four chief cities, it had spread to the smaller towns, the following figures would indicate the progress of the classes in the several I districts-*-

And this year's figures would show continued progress. Mr Fowlds then referred to the methods adopted in class work, and stated that the future of the Empire depended upon the education of the people, for knowledge would be necessary to the solution of many of the post-war problems. Old methods and systems must go, and it was necessary that employees equally with their employers should understand the ramifications and intricacies of the problems that would arise; they must be ready to accept some of the responsibilities as well as reap some of the advantages. Every ■worker must be a thinker. True education aimed at the development of the whole man—physically, mentally and spiritually, and there were great possibilities if the W.E.A. were associated with some such an organisation as the Y.M.C.A. The movement was essentially a missionary one, and it should be a source of inspiration in every nook and corner of the land: it would be welcomed in the far back settlements equally as in the more thickly-populated centres, and would do much to bring about those ideals of brotherhood which are the basis of true democratic thought and action. President Wilson had stated that the aim of the Allies was to make the world safe for democracy: it was for the democracy to prove itself worthy. The lecturer then referred to the necessity for a change in the method of selection of Parliamentary representatives, and lie put in a strong plea for the adoption of the proportional system. It was admitted that majorities must rule; but under the present regime, when there were three parties, the majority of the people were often not in the ascendancy, and this was causing a large section to lose faith in representative government and would prove the basis of considerable trouble if some remedy were not speedily adopted. The speaker concluded an interesting address with an appeal to all who were not already enrolled to link up with the W.E.A. On the motion of .Mr Strutt a hearty vote of thanks was accorded the lecturer for his instructive address. The chairman, in supporting the vote, referred to the excellent work being done by Mr McKenzic, the tutor of the Hamilton class, and in referring to the necessity for an educated democracy referred to Russia, whore the people had seized the reins and, through ignorance, had 1--ought chaos on their country. The usual compliment to the chair concluded a profitable evening.

1917. 1918 Auckland .. 8 10 Wellington .. 4 (I Canterbury .. 3 3 Dunedin .. 1 4 Invercargill .. 1 2