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An enquiry into the moral conceptions of some New Zealand school children
No full textThe world today has special concern with morality not that its people are less moral, but rather that two agencies in particular have acted to bring about conditions in which a high standard of morality is difficult to attain. First, the industrial conditions of the Great Society produced the Nation, which, according to Rabindranath Tagore, is an organisation of power breaking the living bonds society, giving place to a mechanical structure, so that the full reality of man is more and more crushed beneath its weight. Secondly the disintegrating influence of Democracy, accelerated by the situation which arose from the World War, has produced a renewed disposition to scrutinise opinion about all sanctions of conduct, whether legal, moral or religious, so that "what is sometimes called 'authority' does not count for what it did. Questions are being raised with freedom that is fresh, about the formulas which express the various kinds of faith.
Some observations on character-training in a sole-charge school
No full textIt seems evident that the New Zealand Department or Education is giving some emphasis to the subject of Character-Training. The 1928 Syllabus of Instruction for Primary Schools, which came into force on the 1st. February 1929 includes "Character-Tralnlng" as a subject of instruction, and it receives pride of place by being first on the list. The previous complete revision of the Syllabus for Primary Schools as made in 1919. In that syllabus the subject of instruction were grouped under six general headings, the fifth one of which was "Man and Society" and included "Moral Instruction." Both the change in title and the chan place are significant of emphasis on the subject
The leisure activities of children, being an investigation into activities pursued by primary school children between the ages of nine and thirteen years in their leisure time, with a view to discovering how far such activities are influenced by the Schoo
No full textIn these days of Educational Thought, one often hears the phrase "Education for Leisure." We are living in an age of transition with social changes to be seen on every hand. Not the least important of these changes is the breaking-up of the family. There was a time when the familty was a self-supporting and an all-providing social group. It was, at the same time, an industrial group, an educational group, and a religous group. But within comparatively recent times, the industrial function has been taken over by General Industry, most of the educational functions by the School, and the religious functions by the Church
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