It follows then that from parental selfishness a great number (and close observation leads one to believe that by far the greater proportion) of the children of this generation and in this colony, are growing up with less care and attention being bestowed upon them than what their parents are prepared to bestow upon even their very horses or their dogs. This factor of parental selfishness cannot be ignored either academically or practically. It must in some way be overcome, or at least its influence for harm must be considerably reduced.
It would be interesting to discover how far this parental selfishness was a deviation from true parental pride. Possibly it may not be so very great as the vast difference in results may lead us to suppose, and if this be so the reorganisation of the child's educational system will not be insuperably difficult.
In many homes where there are more than two or three children, there is a total lack of domestic sympathy and pride. The children are not taught to love one another nor to understand and help one another. Adult influence is very seldom brought to bear upon them, and, worst of all, parental influence is either wanting, deficient or injurious. What children suffer from this want in the development in their natures must of necessity be, and it unquestionably is, sufficient to handicap them throughout their whole life. Parents profess that they have done their best with this or that child and that they have failed, but the fault largely lies in the parents undertaking the task with every expectation of failure, and the chief characteristics noticed by the child have been the parental irritability, impatience and incompetence. Having estimated these the child then knows exactly how to gain its own ends and has sufficient determination to persevere until it does. A certain amount of harsh treatment will suffice, until the child is old enough to rebel, in order to keep it in check, or, as is just as often the case, the child may be allowed to have its own way entirely. Under such circumstances it is not a matter of great wonderment that the child should be looked upon as a burden to be fed, clothed, and tolerated until it is old enough to "do something" for itself.
But our school system is also at fault, for by it our children are crammed with an amount of information the whole, or even the greater part, of which very few of them will ever use. Imagine the object, if one can, of spending the precious hours of a child's educational life in teaching it the names of every dozen or so of the different towns of each county in the United Kingdom, and at the same time entirely neglecting its moral training and giving very little attention to the physical.
If a child be bright he has every consideration from his teachers and receives from his companions the opprobious nickname of "Teacher's Pet." He gains a reward, perhaps a medal, and at the annual distribution of prizes the speech-makers point to the coming legislators and successful men of business in a manner which conveys to this scholar the idea that the one thing to live for is to gain an exalted position in the world. This would not be so bad in itself, were it not that the love for honest labour is not inculcated at the same time, and consequently the children imagine that they are going to be pitchforked into prominence. As an evidence, witness the speculative spirit so universal among our youth. They hope to make their way in life simply by "striking it lucky." Personally I have spoken to a large number of boys about the ages of from fourteen to sixteen years and I have never yet been able to find a boy who could tell me definitely what he would like to be. His father looks about for something for him to do without any knowledge of the boy's possibility of greatest success lying in one well marked direction. The boy remains in a billet only so long as he fails to get another with a greater wage attached to it, and when perhaps twenty years of age are reached he is conscious of where the true lines of his destiny lie; but it is then too late for him to begin the necessary education, and the consequence is that his life loses its inspiration. Now it is quite possible that if our school system were so reorganised that parents saw as a result that their children developed a true love for labour and worked with definite purpose, that they would take a more intense pride in them and enter more sympathetically into their labours and ambitions. The education of the child would thus be brought to react upon the parent and tend immediately to reorganise the domestic life and bring it closer to the Hebrew conception, which conception when realised would most thoroughly solve the problem of the moral regeneration of the race. It is impossible for the State to have to commence to educate the parent except by reactionary methods and by compelling the observance of all legitimate obligations. That our present school system does not react favourably upon the parent must be obvious from what has already been said. In the past when only the fortunate few were able to secure the advantages of a good education, they, for the most part, recognised the greatness of their opportunity and prosecuted their studies with zeal. But to-day, with an universal educational system the value of these opportunities is, by the child and sometimes by the parent, very much lost sight of. The child needs now a stimulant, something to arouse and sustain his interest in his work. He should learn to regard his school work with pleasure and his home with affection.
The three principal standpoints from which education is regarded are:—(a) the utilitarian, (b) the disciplinarian, and (c) a compromise between the two.
The Utilitarians consider that an educational system should store the mind of the child with such knowledge only as shall be of direct value to it in its after life. The disciplinarians consider that a child's education should content itself with so developing the faculties that when matured they may be adequate for such mental tasks as the after life or vocation may provide. The middle course is held by those who endeavour to train the faculties of the child in the manner prescribed by the disciplinarians, but in so doing, they employ the mind upon exercises, the accomplishment of which, is of immediate and permanent value.
The education system in New Zealand is constructed upon the utilitarian basis. The children's minds are crammed with knowledge—USEFUL knowledge let it be called—and they are encouraged to be diligent because of the great benefit this knowledge will be to them when they become men and women—which development the child of eight expects will be attained sometime before the end of the world, and will then come by chance. The reward of the child's labour is thrown into the far distant future, and is so entirely lost sight of as an inspiring factor, that artificial rewards have to be provided and the child ponders over his lessons in the hope of winning one of Ballantyne's or Henty's "Books for Boys."
Now, the facts of a child's life demonstrate conclusively that the child is capable of having all its interests absorbed in its work. The diligence with which it will build up a doll's house out of a soap box, a jam tin, a few stones and any odds and ends that it can lay its hands on, is sufficient evidence of this. The child loves to make things for itself, and its affection for the rude creations of its own mind is far greater than that for its most gorgeous and expensive toys. Upon the recognition of these facts, the kindergarten system is based.
In Sweden a very successful attempt has been made to construct the whole of the primary system upon this basis, and for this purpose Sloyd has been introduced into the schools. Certain Sloyd exercises have made their appearance in our New Zealand schools and have met with somewhat severe criticism, the whole system being condemned as being ideal theoretically, but valueless practically. It took many years before the Swedish system was perfected, and it should follow obviously that a very partial experiment, such as the colonial one has been, gives no idea of what value the complete system may achieve.