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Learning About Learning

Of course the new blueprint of education which HG Wells held up before the British Asso- ciation for the Advancement of Science deeply stirs educators and pedagogical experts.

If Mr. Wells could popularise natural science, perhaps he can also popularise education. He is critical of education as it exists, but his critique has a constructive core. His diagram

Hong Kong, Saturday, October 16, 1937 of the informative content of

RUSSIA TO THE RESCUE?

education, which looks disarm- ingly simple, would be revohi- tionary if applied to school sys- tems.

It sounds elementary to state. A welcome recent development that the natural curiosity of the in the precarious political situa-child is the beginning of educa-

tion. tion is reflected in the statement

Yet how curiosity is smothered and mishandled in made in London by M. Maisky, much of the machinery of con- the responsible Soviet Ambas-ventional education! From this sador to Britain. This statement natural basis, Mr. Wells would was to the effect that Russia is have rise progressively at dif

ferent age levels, a content and now ready not only to defend its concept of education to constit- own frontiers effectually, butute the essential framework of also to help to save from the knowledge an irreducible min- wolf that my Red Riding beings, of all ages, under modern

imum for all responsible human. Hood" which is world peace. conditions.

M. Maisky's statement repre-

The base of his diagram, the sents a change in the attitude foundation for all later learning, of Russia, a nation which was is the child's instinctive inter- one of those to whom Sir Sam ests about animals and pets, as uel Hoare, ex-Foreign Secretary, about things and what can be the dawn of natural history; scathingly referred in the House done to them-toys, bricks, etc. of Commons, when he defended as the dawn of physical the Hoare-Laval agreement, the science; and about shelters, acti proposal for making terms with vities and ways of living-cubby Italy at a time when that coun-houses, playing shops, etc. ***** as try was engaged upon what a the dawn of human history and

THE GLOUCESTER HOTEL League of Nations committee economics. On the development

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·ROSS BENOCULARS. KELVIN'S NAUTICAL ENGLISH SILVERWARE Drect

had found to be unprovoked ag-of these three natural urges of gression upon Ethiopia. Sir the child he plans all the later Samuel said on that occasion positive and deliberate teach- that apart from those of Britam, ting," on up through famihar "not a ship, not a machine, not fields and subjects to original a man has been moved by any study for "new knowledge and other member state" in support thought" at the top all to be of sanctions against aggression "distributed through the general But his hearers will have noted information channels of the the definiteness of M. Maisky's world." professions.

He emphasises that the teach- "We in Soviet Russia," heling plan he proposes embraces said "believe that Europe at only the factual side of educa the present time has arrived tion and the organisation at a furning point where it has knowledge.

to make a final choice. There

are two possible ways of a Perhaps the main thing, after vance. The first is that of all, regardless of the systems of organising active resistance to education, is to act upon, as the aggressor on the part of as academically accept peaceful nations. The other is cept that education is not the way of constant retreat period of preparatio before the aggressor, the way of childhood and youth, Isubmission in the face of aggres-tinuous, cumulative

sion in the ridiculous hope that both unspecialised and perhaps after all this ravenous ed learning from wolf will not devour. Red Riding to the end of life...

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