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The Pamphlet Collection of Sir Robert Stout: Volume 24

[introduction]

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"The crop of economic errors, in theory and practice, will never cease until such simple principles as those here expounded shall be taught in every school for the young of both sexes, and of all ranks of life, with their bearing on individual conduct and success, as well as on national prosperity."

"Plant wisdom early; give the flower the chance,

You suffer to the weed."

W. B. Hodgson, preface to "What it Seen and What it not Seen?"

The special objects of the Association are toencourage the teaching and study of Economics as part of the regular work of the school, conjointly, if possible, with the promotion of the introduction into the school of the Savings Bank, by the agency of which, habits of thrift may be encouraged amongst the young of all classes, both as an applied form of Economics, and as a branch of systematic education.

The Bank is intended to be supplementary to the Post Office Savings Bank but its minimum deposit will be as low as one penny.

With the hope of inducing the Government to create such facilities for the proposed banking operations, as shall reduce the work connected therewith, as far as the teacher is concerned, to the smallest amount, it seemed desirable to aim at making the movement deserve the name "Colonial" in its widest sense; and to render it so, his Excellency the Governor and Lady Normanby have kindly consented to be Patrons of the Association. Likewise, it is felt that the recognition of a common bond, in the consciousness of wide-spread simultaneous working together for a great purpose, is an additional reason for desiring that it should be formed of persons in every part of the Colony. The promoters, therefore, earnestly invite statesmen, clergymen, schoolmasters and mistresses, and generally, all who are interested in the advancement of education, to become members. Necessarily, some of these only will engage in practically carrying forward the work, but all may help by taking an interest in, and strengthening by their precept and influence, the efforts of the teacher.

Thinking and intelligent persons are now generally agreed that the science of Economics should form a part of the ordinary school education of every child; yet in the programmes followed at most of our schools, how seldom do we find that this branch has a place! On the part of teachers, perhaps, absence of the science from their own course of studies during school life, has something to do with this; but even when its increasing needfulness as a guide in page 8 life is acknowledged, there seems to lurk a doubt as to whether the kind of teaching necessary for making it a school study can be accomplished. Proof that it can is not far to seek; for those teachers amongst us who have made the subject part of their programme, as well as the most gifted teachers at home, tell us that such teaching is not only possible, but that the subject forms one of the greatest interest, not only to boys, but to girls. It is understood by many to be either abstract or abstruse, or both, when in truth it is neither, if properly taught. And, inasmuch as, says William Ellis—" All science should be presented to children in an applied form; that is, as it may be seen interwoven with the proceedings, the wants, and the feelings of everyday life—neither unapplied nor misapplied," in one important section of it—the dealing with money—a most fitting occasion for the application would very frequently present itself in the event of the Savings Bank becoming part of the machinery of the school. But, whilst the inculcation of the practice of Economics in the school was yet a tiling of the future, Mr. Ellis, in the preface to his "Outlines of Social Economy," graphically tells of the motives which prompted him at that time to persevere in his endeavors to have the theory of the Science introduced as a branch of systematic education. "I had," he says, "for many years been a student of economic science, or social economy; it had fallen in my way, so to speak, by accident. I was conscious of the benefit I could trace to this happy accident of my early years; I felt, as I still feel, grateful to the kind, enlightened, and accomplished men—strangers to me at the time—who led me to begin, and assisted me to follow up my studies; and I could sec no reason why, if we had but teachers qualified for the work, the instruction which came imperfectly and accidentally to me, should not be imparted with certainty and completeness to every human being. I was in this position: I felt that I did know something of social economy. No schoolmaster, as far as I could learn, was teaching, or thinking of teaching it, in our schools, and I was conscious that my aptitude for teaching must necessarily be of the smallest. Nevertheless, it appeared to me—here is a work which ought to be done; which, perhaps, must be done indifferently at first; but which, if there be worth and vitality in it, will be well done in the end. These were my excuses to myself for becoming teacher of social economy. . . . . . . I have lived to see it taken up by numerous able schoolmasters." Mr. Ellis has lived to see more than this, but it is left for another, of the highest authority in such matters, to tell it, and no apology is offered for repeating it here.—"He has long and effectively vindicated in all teaching of both sexes, and of every rank, the true place for Economics as a branch of moral science, needful and fit to guide, conduct, to train character, and to shape condition, as well as to develop intelligence."* Than these, surely, no more cogent reasons could be

* Dr. Hodgson.

page 9 urged why it seems expedient that this science ought to form part of the education of every young colonist.

Mr. Fitch's little pamphlet (altered to suit colonial circumstances) illustrates in a most interesting manner the working and results of the Savings Banks in the schools of Belgium. The system was initiated eleven years ago by Professor Laurent, of Ghent, and has now passed from the region of mere experiment by being incorporated into the daily routine of the school. The system has also greatly developed throughout Europe. In France thousands of School Banks are now in operation, and last year, in the City of Bordeaux alone, there were forty-six schools furnished with Savings Banks, with 3753 scholars as depositors, who had at their credit a sum of £21,225, being an average saving of 6f. per scholar in six months; a result highly satisfactory, when it is considered that almost the whole of this sum came by voluntary contributions of cents from children of the lowest and poorest class.

In England it has been commenced with the very best promise of success. Consequent upon the publication of Mr. Fitch's paper, the matter was taken up by Mr. Scrutton, of the London School Board who, in conjunction with Mr. (now Sir Edmund) Currie, vice-chairman of the Board, brought it under the notice of a group of twelve Board Schools in the Tower Hamlets district. The masters and mistresses of these schools evinced so active a sympathy, that in six months Mr. Scrutton was able to report to the Board that there were, out of 10,000 scholars, no less than 4031 depositors. Now, the Board itself has taken up the work, and its efforts are directed to establishing Banks in every Board School in London. Lord Shaftesbury a warm advocate for these Banks, regarding them as one of the very best christianizing agencies. As a proof of the fitness of the proposed scheme to meet the practical needs of the time, and to commend itself to thinking men belonging to extremely diverse schools,* it is significant to note that some time since, at a meeting held in Willis' rooms, London, Cardinal Manning mentioned that Lord Shaftesbury and his friends had induced the children of some sixty schools in Norfolk to put their pence into Savings Banks; and, adds the Cardinal, "it has grown like the grass." The example is contagious, and in many other parts of England, and in Scotland, the School Bank is becoming a favourite institution. Nor must it be lost sight of, that in the school the inculcation of thrift is but the practical recognition, by the teacher, of a branch of moral training; and, regarded in this

* After the above was in M.S the following letter was received by the Secretary; its peculiar interest attaches, of course, to the fact of its being from a clergyman of the Hebrew Church Dunedin, June 20th, (5636) 1876. W. Dalrymple, Esq. Sir—I am in receipt of your letter of the 19th instant, with pamphlets on the study of economy and encouraging habits of thrift among our young people. I have no hesitation in saying that if this proposition be carried into effect, not only will economy be encouraged, but it will also prove the means of cultivating practical morality, and will thus result in being a fountain of blessings to our young New Zealanders.—-I have the honor, &c., Bernard Leichtenstein, H.M. of the Dunedin H.S.

page 10 light, it takes high ground indeed. It would be a means of cultivating the exercise of forethought, self-denial, self-control, and kindred powers. When busy toilers gather round the statesman, the philosopher, or the philanthropist, to hear the way to self-improvement pointed out, invariably the practice of these powers is recommended, and nearly always it is demonstrated that their material and social well being greatly depends on the cultivation of habits of providence. To them the Savings Bank is ranked as one of the most beneficent of modern institutions, as being not only the means through which such habits may be fostered, but also, as affording a ready and safe place of deposit where small sums may accumulate against a "rainy day." It may, therefore, be asked, why wait till people are grown into men and women before urging the wisdom of thrift, when, ten to one, careless, if not improvident habits will have already been formed. When this point has been reached, to practice thought fulness, or restrain self-gratification, is found to be very difficult, if not well nigh impossible. Nor is it the children of the working classes who alone have need of such training.

In his celebrated speech on thrift, delivered in London some short time since, Lord Derby says—"Rich and poor, we are all tarred with the same brush, and I utterly disclaim the offensive and ungracious office of lecturing only those who have little to spare on the duty of laying by for the future, while that same duty is notoriously neglected by thousands in classes where its performances would be comparatively easy" It is sadly true, that in the midst of our unparalleled prosperity we cannot boast that this picture does not represent the state of things in New Zealand.

It has been urged that the encouraging of thrift amongst the young will foster avaricious and penurious habits, and from this the generous mind shrinks with horror, and well it might, if such a consummation were likely to be the result. It may be the generous, but it is also the shallow thinker, who arrives at and settles the matter by such a conclusion. Admitting however, that a predisposition to hoarding—an inheritance perhaps on the part of some children—might rather grow than otherwise from the proposed scheme, surely to limit the view to this side of the subject would be to form a narrow conception of it. It entirely ignores the indirect and valuable effect of the training to the mass of children who would rather spend than hoard, and this training to self-suppression would be invaluable, and far surpass the good which might result from the mere accumulation of capital. Under the heading "Not niggardly for children to save," Mr. Bartley, the Honorary Secretary of the London Provident Knowledge Society, has the following paragraph in one of his excellent little books :—"Some may say that it is better for children to spend their money; that inducing them to save at so tender an age is, in fact, teaching them to be miserly, page 11 and fostering a spirit of meanness amongst them. This is a specious form of argument, and one likely to be readily assented to by those who settle matters off-hand and without much thought. It is, however, a fallacy, and one which may be judged of bast, by the present improvident habits of so large a number of the industrial classes. Thrift is a duty, and, if so, it must be right to inculcate it, and that too at a period of life when there is most probability of success. It is true that overgrown thrift may merge into miserly habits, but the dread of this being a consequence of the establishment of Penny Banks in schools, need not be entertained. It is to be feared that the spirit of improvidence which has been allowed to grow to such an extent will be supreme for a long while yet; when, however, it shows signs of giving place to the opposite extreme, of miserly niggardliness, it will be time enough to get alarmed."

Surely no one will maintain that the process of saving restrains the impulse to be wisely generous; rather, it is the one legitimate means by which true generosity can be practised, since no act can be called generous that does not involve self-denial on the part of the actor. The child who denies itself the pleasure of spending (and the mere act of spending gives a sense of pleasure), its pennies to satisfy frivolous wants, in looking forward, say, to surprising mamma, by giving her a present at Christmas, or to giving little sister a box of colours on her birthday, or to presenting "a good big sum" to the mission box, or for the "Dayspring," is teaching himself to be generous in the highest sense, because he can have accomplished any one of these objects only at the cost of stifling many a yearning to satisfy some selfish instinct; nor need it be said that such acts, on the part of parents ought to be encouraged. Again, the girl who for months together collects her pennies to buy furniture for a doll's house, or the boy who does the same sort of thing in order to set up a rabbit hutch, or buy himself a set of tools, have the while been undergoing a training in self-restraining qualities, which in after life, will stand them in good stead. They have also been cultivating acquaintance with the marvellous power of trifling acts when oft repeated. Referring to a case similar to one of these illustrations, a French writer says, "L'enfant a accompli un sacrifice; c'est I' élément moral de l'épargne, et c'est son plus grand bienfait, car le sacrifice qu'elle implique, c'est la base de la moralité."

The great engineer George Stephenson, though a thrifty and frugal man, was essentially unsordid. His rugged path in early life made him careful of his resources. He never saved to hoard, but saved for a purpose. In later years he became a prosperous and wealthy man.*

* Samuel Smiles,

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As for that unfortunate being, the hereditarily penurious child, the fact of the Savings Bank being in the school offers, to the teacher, an opportunity which otherwise he could not have had of dealing with him and descanting on the unloveliness of meanness. Let the parents work with the teacher by purposely and frequently giving their children small sums of money for deposit, and being ever ready to suggest or second its disbursement when justifiable occasions for spending or investing it, occur. Character will thus be developed, and the mere teacher who uses his many opportunities of offering words in season, will become a true educator. A lover of his vocation and his kind, he will be thankful, rather than the contrary, for the acquisition of a new power.

To revert to the subject of Economics. Every day brings into the field fresh advocates, for the science being taken up as an ordinary school study. Professor Fawcett, speaking to an English audience in October last, maintains "that no science is more useful and necessary. Politicians, traders, consumers and producers, employers and employed, all need its guidance; and clergymen, philanthropists, everyone in short, who attempts to better the condition of his fellow man, will find that his efforts will prove futile—will often bring about results the exact reverse of those intended, if he is not directed and controlled by the application of economic laws, and no time in life so fitting to begin the study of these as during the impressionable season of youth." That true friend of her sex, Mrs. Butler, of Liverpool, pleads for it a place in the programme of every girls' school. She says that a knowledge of it ought to guide every woman in the management of her domestic matter's, and, that when educated women become more enlightened in regard to it, obedience to its laws would be felt as a moral duty. And, "would not," wrote the late Canon Kingsley, "some acquaintance with Economics be to a woman, not only thrift of money, but thrift of brain, worry, anxiety, care, all of which eat out health as well as heart."

But what is the science of Economics? says a not unintelligent young friend, whose notions about it are vague and hazy, and who, in her search after material for self-guidance, had not met with either Mrs. Butler or Canon Kingsley. Briefly, it has to do with the conduct of individuals and of society in general, in so far as they are producers or users or storers-up of wealth; it determines the nature of wealth, and deals with laws which govern its production and distribution. The phrase means derivatively the "laws of the household," and the tendency of the science is to regard the whole of society as one great household. Just as the welfare of a household depends upon good management and direction of individual aptitudes, and the physical and intellectual capacities of each member, so does the same rule apply to society page 13 over a more extended surface; but with the limitation contained in our definition of the science. Very clear are the words of Aristotle, "If one and the same thing is beneficial to the individual and to the community, it seems nobler and better to keep for the community. For the individual indeed it is desirable, but for nations and states it is more excellent and divine. Our science, therefore, as it concerns social well-being, has this for its aim."

The population of New Zealand is made up of single individuals; and on what, it may be asked, does its prosperity depend? Not altogether, as has been affirmed, on its boundless material resources, or the enterprise or energy, or industry of its people. The outcome of all these in yearly exports and imports to the value of millions and millions, would testify to but one part of the question; they might only blind the outside world to a seething mass of vice and misery, which might be co-existent with the outward prosperity. The true prosperity of these islands depends on the aggregate of individual prosperity, and this must descend in its application to individual conduct. Every individual must be taught to see that his welfare is in his own hands; that "he must make it himself by economy, by frugality, by thrift, and by fulfilling the conditions which Divine Providence has appointed as inevitable and indispensible to success in life, which, however, is not everything in the world"* No, it is but a part, though a most important part, of man's chief end; and surely such a part, as demands practical recognition in the school. Our zeal quickens at the thought of the grand and noble aims which might inspire the teaching power of our still infant Colony, not yet afflicted with that cancer of older countries—that mother of vice and crime—Poverty. Suffice it to say, that if it be conceded that the pupil on leaving school, ought as far as possible to have some knowledge that would aid h:m in his future self-guidance and some general idea of the principles and conduct which promote the well-being and happiness of a people, then, it is virtually admitted that the Science of Economics should form part of his school education.

It has been said that the present effort to make the practical knowledge of the use and value of money part of the school curriculum, will not meet with the approval of one class of our teachers—clergymen. That this is not wholly true is proved, by one of the promoters of the movement being a clergyman of the Presbyterian Church, the offer of hearty co-operation by several Bishops, and the fact, that a Wesleyan clergyman applied for copies of Mr. Fitch's pamphlet for distribution among his brethren at their late conference. However, it cannot be denied that there is not unanimity of opinion in regard to the wisdom of the step. In the preface to a little book called Lessons on the Phenomena of Industrial

* Dr. Hodgson.

page 14 Life, the Dean of Hereford makes some valuable remarks on the point in question. They are these:—

"From my own observations of the total want of this knowledge among young men who go up to our Universities—their inexperience of the value of money and what ought to be had in exchange for it—their never having been taught to reflect or exercise their reasoning faculties in matters of this kind, but rather, perhaps, being taught to despise it, I am convinced, that many a youth has been, from pure ignorance, led into extravagance and debt which he has had to regret through life; and I hope the time is coming; when instruction in such subjects will be thought necessary, even for the class of students who are looking forward to an University education; and that in Universities themselves such lessons may not be lost sight of as part of their own teaching; the good results of which, experience as a clergyman, convinces me would soon be widely felt throughout the land—in a better knowledge of practical life which it would give rise to among my clerical brethren and others educated there; and through them, among the various classes of society over which they have influence."

Before finishing' this portion of the subject, it may be well to strengthen the appeal now made, by giving the opinion of the Royal Commissioners appointed some few years ago to inquire into the state of popular education in England. Their remarks, in spirit and in letter, apply (with slight exceptions) to the condition of educational matters in New Zealand at this hour. After giving an outline of the course of instruction, both in reference to the Government examinations, and to practical skill in teaching given in the Training Schools, they add :—"But, we feel bound to state that the omission of one subject from the syllabus, and from the examination papers, has left on our minds a painful impression. Next to religion, the knowledge most important to a labouring man is that of the causes which regulate the amount of wages, the horn's of his work, the regularity of his employment, and the prices of what he consumes. The want of such knowledge leads him constantly into error and violence, destructive to himself and to his family, oppressive to his fellow-workmen, ruinous to his employer's, and mischievous to society. Of the elements of such knowledge we see no traces in the syllabus. If some of the time, now devoted to the geography of Palestine, the succession of the Kings of Israel, the wars of the Roses, or the heresies of the early Church, were given to Political Economy, much valuable instruction might be acquired, and little that is worth having would be lost." And one of their recommendations is, on page 546 of their Report—"That certain alterations be made in the syllabus of studies, and, in particular, that more attention be given to Political Economy and other subjects of practical utility."

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The promoters of the Association may be allowed to express a hope that these valuable remarks of the Commissioners may not be without influence on the Education Boards and School Committees throughout the Colony, and indeed on all who have at heart the spread of sound ideas of the true mission of education.

Up to the present time the work of the Committee has been confined to the distribution, chiefly by post, of the pamphlet on the Belgium Schools, and a short paper showing the happy results of a short trial of the system in Scotland, and ascertaining by direct communication with teachers and representative citizens throughout the Colony, whether the effort to introduce a scheme similar to that of which the pamphlet is illustrative into the schools, would meet with acceptance? As has already been indicated, many persons regard the idea with fear and trembling; others oppose it on the grounds that teachers have already enough to do; and others, while admitting that the training to systematic habits is desirable, would prefer its being given through some other means, such as the study of Physiology or some kindred branch of natural science, and so on. All these however, put together, form so small a minority, when compared with those who offer their support, that the result of the inquiries may be considered encouraging and most satisfactory. The Committee, therefore, feel justified in venturing to appeal to all who take an interest in the well-being of youth, to recognise the subject as one worthy their earnest consideration. And as regards specific instruction in economic science, the intelligent cultivation and growth of a sense of the solemn responsibility of each to observe and spread the knowledge of the laws of well-being, cannot be too widely diffused, and more especially does experience impress upon them the conviction, that the foundation of such knowledge ought to be laid during the school age.

Some months since, a copy of the Ghent pamphlet, with a written communication, was sent to the editors of the various newspapers and journals in the Colony, and through their courtesy, copies of twenty-six different journals were received by the Secretary, twenty one of which commented favourably on the proposed scheme. A very clear and comprehensive interpretation is put upon it by some of these papers, the mere question of money being wholly subordinated to that of the general effect which the discipline inseparable to the working of it, will have on individual character. A few extracts will be appended.

The Committee desire to render cordial thanks to these editors for kindly forwarding their respective papers. Thereby they were enabled to judge of the degree of estimation in which the subject was regarded by the Press generally. Whether the pamphlet was reviewed in more of the Colonial journals, the Committee have no means of ascertaining.

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The editor of the Scandinavian organ, "Skandia," published at Palmerston North, anxious that his countrymen in that district should profit by a perusal of the pamphlet, is giving a translation of it to them in its columns.

That there should be opposition, is simply in the nature of things, and need not by the timid be regarded as discouraging. In some respects this is no disadvantage; it stimulates, for instance, and incites to fresh energy. Success would be shorn of its glory were there no resistance to encounter; at all events, resistance is shown by persons belonging to various classes—from members of the Legislative Council downwards.

As saving habits are altogether at variance with drinking habits, the inculcation of the practice of thrift means the inculcation of temperance. Mr. Bartley may again be quoted with advantage for a few pithy remarks on this point. He says:—"Another very important consideration is the effect of saving on intemperance. Who can imagine a young man who has got into the habit of saving so much a week, also getting into the habit of spending so much a week on drink? . . . . Oil and water will mix more readily than those two qualities. Inculcating habits of thrift consequently implies indirectly inculcating habits of temperance, and, strange as it may seem, it will be found that the money put by does not really straiten. . . . . The best, if not the only way of effecting an improvement in any class of persons is to begin with the children. With this end in view, it is strongly urged upon the managers of schools, and on all who really believe in the blessings which an extension of provident habits would secure, to lose no time in opening Penny Banks in all the schools, and thus practically to help forward the cause of frugality and providence throughout the length and breadth of the land." And Mr. Smiles, in the latest of his very charming books, "Thrift." says :—"One of the best methods of abating the Curse of Drink, is to induce old and young to practice the virtue of thrift." He calls thrift the basis of self-help, and when speaking of School Banks, says that he trusts, before long, they will be established in every school throughout the kingdom.