Articles and Letters by School Teachers
A selection of articles from 'Theosophy in New Zealand' written by teachers or education trust board members.
"The Voice of the Teacher"
The voice of the Teacher comefh not like the sound of trumpets or organs;
but as the falling of a leaf or petal, or of a snowflake—so gently;
or as the soft caress from the nose ofsome animal;
or the whispering swish of poplar leaves;
when all else is still:
To catch it you must be listening intently,
in a heart free from worldly cares,
and bathed in reverence and love.
Harold E. Tyrwhitt.
but as the falling of a leaf or petal, or of a snowflake—so gently;
or as the soft caress from the nose ofsome animal;
or the whispering swish of poplar leaves;
when all else is still:
To catch it you must be listening intently,
in a heart free from worldly cares,
and bathed in reverence and love.
Harold E. Tyrwhitt.
Vasanta College
The long vacation has been far from an idle time at Vasanta. The Matron and her helpers have been filling the shelves with bottled fruit and jams. The painting and staining, the cleaning, remaking and rearranging, can be imagined only by those who have been through the experience. Mr. Blackman, in charge of the additions, hurried on the new sleeping shelter, 37 x 9 feet, in wood and polite, and the new lavatory in brick, so that things were complete just in time for re-opening on February 21st. The mental sufferings of the Executive ceased when, on January 30th, a cablegram reported the arrival of the new Principal and his party at Adelaide. So he really was on the "Ormonde"! It was good of them to forfeit their last Christmas in England and leave on December 24th in order to be in time to begin our school year in February 1922. That is the spirit which will make a great school of Vasanta. For the benefit of the astrologers we may say that it was February the 15th, 10.15 p.m., and adark night, when the taxi reached the College, temporarily blazing with all its lights on, and Mr. E. N. Fernyhough, Mrs Fernyhough, Enid aged eight and Brenda aged one and a bit, entered into residence.
An "At Home" on the lawns, on one of Auckland's red-hot February afternoons, gave opportunity for about one hundred members and parents of pupils to welcome the new Heads. The grounds were in fine order and all are agreed that we could scarcely find better surroundings for the children than we now have.
Dr. Giles, the first president of the Trust, unable to be present, sent a note, some lines from which epitomise the feelings of many other members who are unable to offer in person their welcome to Mr. and Mrs. Fernyhough. "Convey to them my warm greeting and my earnest hopes that their connexion with the College will be long, and prosperous alike to them and to a large number of the Dominion's future men and women. I am sure their efforts will be seconded and reinforced by the silent but earnest thoughts of many Theosophical well-wishers throughout New Zealand."
From the ‘Theosophy in New Zealand’ magazine March 1922
An "At Home" on the lawns, on one of Auckland's red-hot February afternoons, gave opportunity for about one hundred members and parents of pupils to welcome the new Heads. The grounds were in fine order and all are agreed that we could scarcely find better surroundings for the children than we now have.
Dr. Giles, the first president of the Trust, unable to be present, sent a note, some lines from which epitomise the feelings of many other members who are unable to offer in person their welcome to Mr. and Mrs. Fernyhough. "Convey to them my warm greeting and my earnest hopes that their connexion with the College will be long, and prosperous alike to them and to a large number of the Dominion's future men and women. I am sure their efforts will be seconded and reinforced by the silent but earnest thoughts of many Theosophical well-wishers throughout New Zealand."
From the ‘Theosophy in New Zealand’ magazine March 1922
From Far and Near
VASANTA College, established by the New Zealand Section in 1918, calls attention, in a supplemental sheet, to its need for the enthusiastic support of T.S. members. The school, under its new Head, promises to fulfil all our hopes, but it suffers from a want of capital, and especially this year from a fall in income, due, we think, almost entirely to the prevailing monetary tightness. The Trust has considered alternative schemes, but figures show that the likeliest avenue to success is along the present line of a co-educational day and boarding school. The school roll of 54 compares favourably with the roll of 72 at the Morven Garden School, maintained by our sister-section in Sydney, but the larger proportion of day-scholars in the Auckland school makes the financial comparison less favourable to New Zealand, inasmuch as day-scholars are relatively less profitable. Vasanta College has been fortunate in receiving much gratuitous service in the past, and local members help in many ways, one giving a picnic, another a musical evening, a third keeping the flower-beds in order, and so on, while at the present time a working-bee is spending laborious Saturday afternoons upon the new Arts and Crafts Room. A school, however, is a costly venture and the areas which are able to profit most by its existence are not strong enough alone to bear the outlay. The aid of the whole Society is essential to the prosecution of this work, including the remoter districts who unselfishly support the Trust without any immediate prospect of advantage or return.
OUR SCHOOL
At the Fellowship Meeting of the H.P.B. Lodge,Auckland, on March 21st, Mr. E. N. Fernyhough, B.Sc., Principal of Vasanta College, made an appeal to members to form a working-bee for the erection of an Arts and Crafts Room at the College. This appeal was responded to by several members, while others gave money amounting to S25/18/-. Mr. J. Zahara offered an old two-roomed cottage; a very valuable contribution towards the timber and iron needed. Mr. Fernyhough said :—"At the College we are aiming at the three main principles, wisdom, strength and beauty. Wisdom will come last, of course. Strength will be developed in the practice of the ideas of beauty which we propose to keep constantly before the children. We are asking them to promise not to gossip, which implies that they will not speak, write, or even think of anyone without something within them warning that they should be very careful that what they are about to do will help and not hinder. We want this kept strictly, in spirit and in letter; but it is a difficult thing, so we have not asked them to promise to do it, but to promise to try to do it. We have made it clear that if there is anyone who cannot honestly say that he can keep the promise, he should not make it. It was a delight to find that there was one who said he could not take it. But I think we can rely upon him to do his best, and he will let me know when he feels able to take and keep this pledge.
"We wish to follow Dr. Armstrong-Smith's methods, which have been so successful at Arundale in England. He based his scheme on the principle that beautiful colours and beautiful sounds lead to beautiful thoughts and feelings. Unfortunately at the moment we are not in a position to give our children of the best in music; but we should like, as soon as we possibly can, to install a gramaphone provided with records of the finest instrumental music that the world knows. It has been Dr. Armstrong-Smith's experience that the children demand the best. They want Wagner, Beethoven and the great masters of music. They will not tolerate anything inferior.
"With regard to colours, we have now a Common-room for the children but it is not yet fitted up as it should be. We want that Common-room to be a thing of beauty both in colour and design.Of course, it would be more or less easy to create for the children a room that would be beautiful; but it would not be appreciated by them as much as if they took a share in making it beautiful. With that in view we propose that the children shall co-operate with us in the design, and as far as possible carry out their own scheme. They have already chosen a colour scheme of blue and gold. I do not know whether it is altogether a wise choice, but, as I said before, wisdom is the last attribute to be attained, but I think it is an artistic scheme and that the children will take care of their room and be very proud of it.
"Beautiful grounds we already have, and although the grounds at Arundale school are more extensive—they comprise, I think, 20 to 24 acres—they are not so delightful. We certainly have beauty there, but not yet in the Common-room or the Class-rooms. We have the promise of some help towards achieving our aims, and I am sure the children will be very grateful for any further assistance.
" The Board have sanctioned the erection of a Workshop, or, rather, an Arts and Crafts Room, for sometimes the term Workshop implies merely carpentry—making dovetail joints and other things of no interest to children— but this room will be not only for carpentry, but for art needlework, modelling, pottery, and any other kind of handicraft which the children wish to take up. They will be invited to form a Guild and each member will have a certificate of membership, which I am copying from the one which is used at Arundale. This reads :—"The object of the Guild is to serve by expressing the Divine in its aspect of beauty. This principle must first be expressed in unfailing courtesy of conduct and cleanliness of body, Members must be quick to notice and to remedy anything in the nature of disorder. Members must undertake some specific craft or art, with the immediate object of beautifying the school and must satisfy the Master Craftsman of their ability to accomplish the work. The Master must be satisfied, too, that those who seek membership will be able to carry out the work and to live up to the principles."
Mr. Fernyhough then made an appeal for names for the working-bee. He said "We must have this workshop quickly. It is of no use to preach every morning, 'Beauty, Beauty, Beauty.' They will get tired of it. They want some way of expressing beauty." Mr. Fernyhough then mentioned the Vasanta Cooperative Guild, comprising. parents, subscribers, and others who are interested in the school. The subscription is only one shilling per annum, and the Hon. Secretary, Mr. T. Tidswell, will be glad to receive names.
Mr. J. R. Thomson, said, "We are really trying to fit ourselves to be custodians of the Wisdom for this Dominion. The ordinary school does not educate to any appreciable extent. Many educationalists are imbued with the old notion that the present system is all that it ought' to be, though it has failed utterly to touch the noblest? part of the child, for the simple reason that those at the head of it have no idea of the highest and best in the child. That is the radical difference between a Theosophical school and an ordinary school. Our school is intended to be a place where the cream of the nation shall be educated. It is not the weak, inefficient souls we want, but the very best. We want our Theosophical school to be a centre in the Dominion where we can educate and draw out the qualities of our future leaders, artists, and craftsmen, and there is no place where that can be better done than under a Theosophical roof. Members can help if they will, but some will not, because they are ignorant of the great ideal. There should be places for the undeveloped and the weak egos, but not necessarily in a Theosophical school. Those who seek to help should try to visualise the ideal school and weave around Vasanta College, which is the nucleus of a number of schools in our Dominion, a halo of the noblest and the best thought they can command, and thus protect it from the intrusion of undesirable thoughts. This will make an atmosphere in which the best souls in our Dominion will grow and expand rapidly. Many have that ideal, but others are so tied to a smaller conception of things that they are hindering the realisation of that great ideal by pin-pricking regarding small details. Some think that the school is not successful. They lack vision. We need men and women with imagination, with power to see the future-and to detect the nascent qualities lying in those egos. We want everyone to co-operate in this sublime work, and if you want to develop vision,—believe and trust. There is one of the Great Brotherhood who has education as His special department, and if we make the right atmosphere He will ray upon Vasanta College His wisdom, because we, in our small way, are specialising it as a centre of the Wisdom. We make the conditions and He fills the cup. Those who constantly emphasise small details make leaks in the channel through which the force plays. It is not our College; it is not the Board's College; it is the Masters' College. Mistakes we have made, difficulties we have overcome, but that College will be, it must be, a success, if we play our part. We have all made difficulties; the Principal will perhaps make mistakes, but we shall create truly if we have the creative idea. Build, therefore, in your meditation every day, an uplifting noble thought around the College; visualise the great ideal which We shall attain. We are all seeking to make the College a success, but there is a lack of that Intuitive perception of the goal. I want each member of this Lodge to feel that it is his privilege to make it a success. We should go forward shoulder to shoulder and unitedly do the work, and never mind the pessimists, because it is to be a wonderful success. We are going to do the work for this Dominion. It is through education that achievement is to be obtained. It is to be obtained by your and my cooperation in this splendid work. You can; nay, you will, make it a success.
From the ‘Theosophy in New Zealand’ magazine May 1922
OUR SCHOOL
At the Fellowship Meeting of the H.P.B. Lodge,Auckland, on March 21st, Mr. E. N. Fernyhough, B.Sc., Principal of Vasanta College, made an appeal to members to form a working-bee for the erection of an Arts and Crafts Room at the College. This appeal was responded to by several members, while others gave money amounting to S25/18/-. Mr. J. Zahara offered an old two-roomed cottage; a very valuable contribution towards the timber and iron needed. Mr. Fernyhough said :—"At the College we are aiming at the three main principles, wisdom, strength and beauty. Wisdom will come last, of course. Strength will be developed in the practice of the ideas of beauty which we propose to keep constantly before the children. We are asking them to promise not to gossip, which implies that they will not speak, write, or even think of anyone without something within them warning that they should be very careful that what they are about to do will help and not hinder. We want this kept strictly, in spirit and in letter; but it is a difficult thing, so we have not asked them to promise to do it, but to promise to try to do it. We have made it clear that if there is anyone who cannot honestly say that he can keep the promise, he should not make it. It was a delight to find that there was one who said he could not take it. But I think we can rely upon him to do his best, and he will let me know when he feels able to take and keep this pledge.
"We wish to follow Dr. Armstrong-Smith's methods, which have been so successful at Arundale in England. He based his scheme on the principle that beautiful colours and beautiful sounds lead to beautiful thoughts and feelings. Unfortunately at the moment we are not in a position to give our children of the best in music; but we should like, as soon as we possibly can, to install a gramaphone provided with records of the finest instrumental music that the world knows. It has been Dr. Armstrong-Smith's experience that the children demand the best. They want Wagner, Beethoven and the great masters of music. They will not tolerate anything inferior.
"With regard to colours, we have now a Common-room for the children but it is not yet fitted up as it should be. We want that Common-room to be a thing of beauty both in colour and design.Of course, it would be more or less easy to create for the children a room that would be beautiful; but it would not be appreciated by them as much as if they took a share in making it beautiful. With that in view we propose that the children shall co-operate with us in the design, and as far as possible carry out their own scheme. They have already chosen a colour scheme of blue and gold. I do not know whether it is altogether a wise choice, but, as I said before, wisdom is the last attribute to be attained, but I think it is an artistic scheme and that the children will take care of their room and be very proud of it.
"Beautiful grounds we already have, and although the grounds at Arundale school are more extensive—they comprise, I think, 20 to 24 acres—they are not so delightful. We certainly have beauty there, but not yet in the Common-room or the Class-rooms. We have the promise of some help towards achieving our aims, and I am sure the children will be very grateful for any further assistance.
" The Board have sanctioned the erection of a Workshop, or, rather, an Arts and Crafts Room, for sometimes the term Workshop implies merely carpentry—making dovetail joints and other things of no interest to children— but this room will be not only for carpentry, but for art needlework, modelling, pottery, and any other kind of handicraft which the children wish to take up. They will be invited to form a Guild and each member will have a certificate of membership, which I am copying from the one which is used at Arundale. This reads :—"The object of the Guild is to serve by expressing the Divine in its aspect of beauty. This principle must first be expressed in unfailing courtesy of conduct and cleanliness of body, Members must be quick to notice and to remedy anything in the nature of disorder. Members must undertake some specific craft or art, with the immediate object of beautifying the school and must satisfy the Master Craftsman of their ability to accomplish the work. The Master must be satisfied, too, that those who seek membership will be able to carry out the work and to live up to the principles."
Mr. Fernyhough then made an appeal for names for the working-bee. He said "We must have this workshop quickly. It is of no use to preach every morning, 'Beauty, Beauty, Beauty.' They will get tired of it. They want some way of expressing beauty." Mr. Fernyhough then mentioned the Vasanta Cooperative Guild, comprising. parents, subscribers, and others who are interested in the school. The subscription is only one shilling per annum, and the Hon. Secretary, Mr. T. Tidswell, will be glad to receive names.
Mr. J. R. Thomson, said, "We are really trying to fit ourselves to be custodians of the Wisdom for this Dominion. The ordinary school does not educate to any appreciable extent. Many educationalists are imbued with the old notion that the present system is all that it ought' to be, though it has failed utterly to touch the noblest? part of the child, for the simple reason that those at the head of it have no idea of the highest and best in the child. That is the radical difference between a Theosophical school and an ordinary school. Our school is intended to be a place where the cream of the nation shall be educated. It is not the weak, inefficient souls we want, but the very best. We want our Theosophical school to be a centre in the Dominion where we can educate and draw out the qualities of our future leaders, artists, and craftsmen, and there is no place where that can be better done than under a Theosophical roof. Members can help if they will, but some will not, because they are ignorant of the great ideal. There should be places for the undeveloped and the weak egos, but not necessarily in a Theosophical school. Those who seek to help should try to visualise the ideal school and weave around Vasanta College, which is the nucleus of a number of schools in our Dominion, a halo of the noblest and the best thought they can command, and thus protect it from the intrusion of undesirable thoughts. This will make an atmosphere in which the best souls in our Dominion will grow and expand rapidly. Many have that ideal, but others are so tied to a smaller conception of things that they are hindering the realisation of that great ideal by pin-pricking regarding small details. Some think that the school is not successful. They lack vision. We need men and women with imagination, with power to see the future-and to detect the nascent qualities lying in those egos. We want everyone to co-operate in this sublime work, and if you want to develop vision,—believe and trust. There is one of the Great Brotherhood who has education as His special department, and if we make the right atmosphere He will ray upon Vasanta College His wisdom, because we, in our small way, are specialising it as a centre of the Wisdom. We make the conditions and He fills the cup. Those who constantly emphasise small details make leaks in the channel through which the force plays. It is not our College; it is not the Board's College; it is the Masters' College. Mistakes we have made, difficulties we have overcome, but that College will be, it must be, a success, if we play our part. We have all made difficulties; the Principal will perhaps make mistakes, but we shall create truly if we have the creative idea. Build, therefore, in your meditation every day, an uplifting noble thought around the College; visualise the great ideal which We shall attain. We are all seeking to make the College a success, but there is a lack of that Intuitive perception of the goal. I want each member of this Lodge to feel that it is his privilege to make it a success. We should go forward shoulder to shoulder and unitedly do the work, and never mind the pessimists, because it is to be a wonderful success. We are going to do the work for this Dominion. It is through education that achievement is to be obtained. It is to be obtained by your and my cooperation in this splendid work. You can; nay, you will, make it a success.
From the ‘Theosophy in New Zealand’ magazine May 1922
Vasanta College
The second term of our fourth year opened on 6th June with a roll of 58 pupils (31 boys and 27 girls). We have only eleven boarders, and should be glad to fill the remaining beds. During the short holiday of eighteen days the Principal and his family stayed at Milford Beach, but alack, in almost continuous wet weather. Three boys remained at the College, and two girls were entertained at the house of one of our T.S. members. Just before the first term ended, the children repapered and painted their Common-room, doing the work quite skilfully and with pleasing results. The new Arts and Crafts Room has been a long time in hand,owing to the helpers having only Saturday afternoons to give to the work, but we are now getting some special labour to make a rapid completion. Volunteer help has done some necessary grading and tarring of paths, one of the many jobs which a large property is constantly offering to those whose motto is "Service."
We have had a timely offer from a friend who undertakes to set up in the Arts and Crafts Room a potter's wheel, and to give some instruction, as well as, finally, to bake the art products.
In the School things are going on well. A weekly meeting of the upper school and staff has been instituted to talk over together details of work and administration. The children of Standards V. and VI. visit the Technical Schools for weekly lessons, and it was found that the Cookery classes for girls were rather unpleasantly concentrated on meat dishes. Mrs. Fernyhough interviewed the Instructress, who very kindly undertook to bear in mind the vegetarian principles on which our School is managed, and the children's dislike for meat and its smells.
The appeal issued by the Board through this magazine caused some few kind friends to send in promises of support, but the number was very small and the addition to our income was less than twenty-five pounds. However, there must be over eleven hundred members who are hesitating how much to forward, and if they average only five shillings per head the deficit will be filled up.
Annual Subscribers to the Income Fund should receive with this issue a copy of the School prospectus. Perhaps they may be able to place it where it will bear fruit.
From the ‘Theosophy in New Zealand’ magazine July 1922
We have had a timely offer from a friend who undertakes to set up in the Arts and Crafts Room a potter's wheel, and to give some instruction, as well as, finally, to bake the art products.
In the School things are going on well. A weekly meeting of the upper school and staff has been instituted to talk over together details of work and administration. The children of Standards V. and VI. visit the Technical Schools for weekly lessons, and it was found that the Cookery classes for girls were rather unpleasantly concentrated on meat dishes. Mrs. Fernyhough interviewed the Instructress, who very kindly undertook to bear in mind the vegetarian principles on which our School is managed, and the children's dislike for meat and its smells.
The appeal issued by the Board through this magazine caused some few kind friends to send in promises of support, but the number was very small and the addition to our income was less than twenty-five pounds. However, there must be over eleven hundred members who are hesitating how much to forward, and if they average only five shillings per head the deficit will be filled up.
Annual Subscribers to the Income Fund should receive with this issue a copy of the School prospectus. Perhaps they may be able to place it where it will bear fruit.
From the ‘Theosophy in New Zealand’ magazine July 1922
VASANTA GARDEN SCHOOL, 72 Williamson Street. Epsom, Auckland.
A co-educational school for children from four years of age to Matriculation standard. Healthful and beautiful surroundings; kindly discipline; modern methods. Principal ofthe School, Miss B. H. Darroch, 11 Belvedere Street, Epsom, Auckland.
A co-educational school for children from four years of age to Matriculation standard. Healthful and beautiful surroundings; kindly discipline; modern methods. Principal ofthe School, Miss B. H. Darroch, 11 Belvedere Street, Epsom, Auckland.
Vasanta Garden School
OUR School is just completing another happy and successful year's work. In these days of financial difficulty, when almost every other private school has to report a falling off in the roll number, Vasanta is able to show a steady increase.
Next year the School is to take a big step forward in the establishment of a Secondary Department. The Trust Board has been most fortunate in securing the services of Mr. J. G. Patterson of Oamaru, as Secondary Assistant, and lie will work in conjunction with our Principal Miss Darroch.
Complete equipment is being installed, including physics and chemistry laboratory, carpentry workshop, gymnasium and sports facilities.
The privilege of attending our School, especially in tile Secondary Department, will be unique, for each pupil will receive what practically amounts to private coaching for the Matriculation examination. This will considerably lessen the time required for the more academical subjects, so giving the very necessary scope for that creative, imaginative and original work which alone gives opportunity for self-expression—the chief aim of true education.
There are some boys and many girls who wish to follow a practical or non-academical course; here they may do so without being burdened with unnecessary subjects.
Our teachers are striving to put into practice the latest ideas and highest ideals of modern education. They aim at creating an atmosphere in the School of independent responsibility, and inculcating among the pupils the principles of good citizenship; happy indeed are the children who can take advantage of this ideal School in its beautiful surroundings.
President T.E.T. Board.
Next year the School is to take a big step forward in the establishment of a Secondary Department. The Trust Board has been most fortunate in securing the services of Mr. J. G. Patterson of Oamaru, as Secondary Assistant, and lie will work in conjunction with our Principal Miss Darroch.
Complete equipment is being installed, including physics and chemistry laboratory, carpentry workshop, gymnasium and sports facilities.
The privilege of attending our School, especially in tile Secondary Department, will be unique, for each pupil will receive what practically amounts to private coaching for the Matriculation examination. This will considerably lessen the time required for the more academical subjects, so giving the very necessary scope for that creative, imaginative and original work which alone gives opportunity for self-expression—the chief aim of true education.
There are some boys and many girls who wish to follow a practical or non-academical course; here they may do so without being burdened with unnecessary subjects.
Our teachers are striving to put into practice the latest ideas and highest ideals of modern education. They aim at creating an atmosphere in the School of independent responsibility, and inculcating among the pupils the principles of good citizenship; happy indeed are the children who can take advantage of this ideal School in its beautiful surroundings.
President T.E.T. Board.
From the ‘Theosophy in New Zealand’ magazine December 1933
Vasanta Garden School
By Miss S. E. GIFFORD, M.A.
Some few who visited Auckland in March to hear Mr. Krishnamurti were kindly afforded the opportunity of seeing Vasanta School in working order before it broke up for the short Easter holiday. This school is certainly a model of the new type, and it was a pleasure and an inspiration to see how happy and interested the children were. The senior pupils were busily illustrating their Nature Study note books, each working out the description and making the drawings according to the observation of the plant gathered and lying on the desk. The general enjoyment in the pursuit was well in evidence, and one pupil at least was so absorbed as to show no anxiety to be dismissed and exchange holiday good-byes with the Principal. Studies of different countries had been made by the pupils' own investigation; records of these studies were to be seen on the walls in a series of maps, illustrating various points which had been discussed and lectured upon by members of the class. India had evidently lately been a subject of examination. A reference library at one end of the room seemed to be made good use of.
The junior pupils had just finished their work for the day as we came among them. But a great variety of scenes depicted in coloured chalks on the blackboards around the walls evidenced a keen and living interest in the poems and stories read—productions often more telling than the conventionalised art of the adult. From the junior room we passed on to the Assembly Hall, where the pupils were finally summoned to practise the country dances which had just been introduced. There was no manner of doubt about the participants' pleasure in the graceful, rhythmic movements. During the course of the day the Assembly Hall is now being used for the Matriculation classes. The post primary course was an innovation in the School, beginning with this year, and provides a continuity of aim and outlook for those who wish to make further studies. The new addition, in charge of a young master with an earnest appreciation of the requirements of the New Age, is proving a great success. This section of the School, too, has its appropriate reference library and pictorial adornment to the wails.
Every kind of historical tale and event, especially those dealing with more modern times, are sought out and brought to the master to lie attached in their appropriate place. A general interest in art was evidenced in linotype designs and etchings in various degrees of progress lying on a table near by. Science is not to be neglected either, as is seen by the beginnings of a laboratory being set up in roomy quarters beneath the hall itself. Happy the pupils who may find their way to such a new model school and pass through it, free to develop their own tendencies under wise guidance, without the demand for undue conformity and standardisation, and without those repressions, either, which have stunted the personalities and lessened the moral energy of so many of the older generation. Surely we have in Vasanta Garden School one aspect of the preparation for the coming age of leisure, when the creative activity of the individual shall take the place of the industrial drudgery which has absorbed till now too much of man's vital energy.
From the ‘Theosophy in New Zealand’ magazine Feb-April 1934
Some few who visited Auckland in March to hear Mr. Krishnamurti were kindly afforded the opportunity of seeing Vasanta School in working order before it broke up for the short Easter holiday. This school is certainly a model of the new type, and it was a pleasure and an inspiration to see how happy and interested the children were. The senior pupils were busily illustrating their Nature Study note books, each working out the description and making the drawings according to the observation of the plant gathered and lying on the desk. The general enjoyment in the pursuit was well in evidence, and one pupil at least was so absorbed as to show no anxiety to be dismissed and exchange holiday good-byes with the Principal. Studies of different countries had been made by the pupils' own investigation; records of these studies were to be seen on the walls in a series of maps, illustrating various points which had been discussed and lectured upon by members of the class. India had evidently lately been a subject of examination. A reference library at one end of the room seemed to be made good use of.
The junior pupils had just finished their work for the day as we came among them. But a great variety of scenes depicted in coloured chalks on the blackboards around the walls evidenced a keen and living interest in the poems and stories read—productions often more telling than the conventionalised art of the adult. From the junior room we passed on to the Assembly Hall, where the pupils were finally summoned to practise the country dances which had just been introduced. There was no manner of doubt about the participants' pleasure in the graceful, rhythmic movements. During the course of the day the Assembly Hall is now being used for the Matriculation classes. The post primary course was an innovation in the School, beginning with this year, and provides a continuity of aim and outlook for those who wish to make further studies. The new addition, in charge of a young master with an earnest appreciation of the requirements of the New Age, is proving a great success. This section of the School, too, has its appropriate reference library and pictorial adornment to the wails.
Every kind of historical tale and event, especially those dealing with more modern times, are sought out and brought to the master to lie attached in their appropriate place. A general interest in art was evidenced in linotype designs and etchings in various degrees of progress lying on a table near by. Science is not to be neglected either, as is seen by the beginnings of a laboratory being set up in roomy quarters beneath the hall itself. Happy the pupils who may find their way to such a new model school and pass through it, free to develop their own tendencies under wise guidance, without the demand for undue conformity and standardisation, and without those repressions, either, which have stunted the personalities and lessened the moral energy of so many of the older generation. Surely we have in Vasanta Garden School one aspect of the preparation for the coming age of leisure, when the creative activity of the individual shall take the place of the industrial drudgery which has absorbed till now too much of man's vital energy.
From the ‘Theosophy in New Zealand’ magazine Feb-April 1934
Letter to Members
Vasanta Garden School,
72 Williamson Street,
One Tree Hill,
Auckland.
Dear fellow-members AND friends,
You will be pleased to learn that Vasanta Garden School has made excellent progress during the past year; not only has the roll number increased (a phenomenal thing in these days of depression)—the roll number is now 48—but the teachers have been able to approach a little nearer those ideals of education which will enable the children to accommodate themselves to the rapidly changing world conditions.
Now the year's work is nearing completion we can safely say that the experiment of introducing a Secondary Department has proved a success. The school has not just been added to, but it has been expanded and in a sense completed. As modern educationalists insist, the school of to-day should be socially complete; it should be a community. It is this point which makes our secondary school experiment so interesting. An incident from many such will illustrate: One morning the elder children spontaneously asked if each might march into morning assembly with one of the juniors. And they did! Boys and girls of fourteen years without embarrassment took care of children of four and five years.
The sports side of school life has not been neglected. The senior pupils have acted as organisers, with the result that a very successful "Sports Day" was held. Football and cricket matches have been played against former pupils and other visiting teams. We now anticipate the season of swimming and tennis.
At the conclusion of last term a school concert was given, at which two hundred parents and friends were present. We have no hesitation in saying that from an educational point of view it was a great success, every child having the opportunity of expressing his own individuality in some way or other.
We are grateful for your co-operation and interest in this most necessary Theosophical work, and we know that in the future you will not fail us, for we need all the help you are prepared to give.
Yours fraternally,
B. H. Darroch, Principal.
E. Worthington, Infant Mistress.
J. G. Patterson, Secondary Assistant.
REPORT BY THE GOVERNMENT INSPECTOR OF SCHOOLS
"Organisation is sound and management capable. Instruction is based upon the principle of individual development, a modified Dalton plan being used by senior pupils. Every endeavour is made to lay the foundations for a sane and well-equipped adulthood, while cultivating individual interests to the full. As is to be expected, the standard of attainment varies considerably from fair to very good. Pleasing featuresare appreciation in literature and oral response, and interest in geography and history. Two open-air class-rooms, and a large room used for general instruction purposes, afford sufficient and suitable accommodation. The general efficiency and the tone are good."
(Sgd.) B. N. T. Blake, M.A., Inspector. 22nd June, 1934.
From the ‘Theosophy in New Zealand’ magazine Oct to Dec 1934
72 Williamson Street,
One Tree Hill,
Auckland.
Dear fellow-members AND friends,
You will be pleased to learn that Vasanta Garden School has made excellent progress during the past year; not only has the roll number increased (a phenomenal thing in these days of depression)—the roll number is now 48—but the teachers have been able to approach a little nearer those ideals of education which will enable the children to accommodate themselves to the rapidly changing world conditions.
Now the year's work is nearing completion we can safely say that the experiment of introducing a Secondary Department has proved a success. The school has not just been added to, but it has been expanded and in a sense completed. As modern educationalists insist, the school of to-day should be socially complete; it should be a community. It is this point which makes our secondary school experiment so interesting. An incident from many such will illustrate: One morning the elder children spontaneously asked if each might march into morning assembly with one of the juniors. And they did! Boys and girls of fourteen years without embarrassment took care of children of four and five years.
The sports side of school life has not been neglected. The senior pupils have acted as organisers, with the result that a very successful "Sports Day" was held. Football and cricket matches have been played against former pupils and other visiting teams. We now anticipate the season of swimming and tennis.
At the conclusion of last term a school concert was given, at which two hundred parents and friends were present. We have no hesitation in saying that from an educational point of view it was a great success, every child having the opportunity of expressing his own individuality in some way or other.
We are grateful for your co-operation and interest in this most necessary Theosophical work, and we know that in the future you will not fail us, for we need all the help you are prepared to give.
Yours fraternally,
B. H. Darroch, Principal.
E. Worthington, Infant Mistress.
J. G. Patterson, Secondary Assistant.
REPORT BY THE GOVERNMENT INSPECTOR OF SCHOOLS
"Organisation is sound and management capable. Instruction is based upon the principle of individual development, a modified Dalton plan being used by senior pupils. Every endeavour is made to lay the foundations for a sane and well-equipped adulthood, while cultivating individual interests to the full. As is to be expected, the standard of attainment varies considerably from fair to very good. Pleasing featuresare appreciation in literature and oral response, and interest in geography and history. Two open-air class-rooms, and a large room used for general instruction purposes, afford sufficient and suitable accommodation. The general efficiency and the tone are good."
(Sgd.) B. N. T. Blake, M.A., Inspector. 22nd June, 1934.
From the ‘Theosophy in New Zealand’ magazine Oct to Dec 1934
The New Education by Daphne Darroch
“The Child… a fragment of the morn, a piece of spring.”
This quotation is very different from the old saying “Spare the rod and spoil the child"; compare the two and we find the complete reversal of attitude to that ever pressing and present problem in the child. In the home it used to be that children should be seen and not heard, and should at all times even in adult years be subservient to the will of the parents. At school the teacher even improved on this system of rigidity: regarding the child as a blank and empty container of grammar, number, places, peoples, dates and declensions as he could. Even religion and character training were formal subjects based on the don’ts of the Ten Commandments, the catechism, and the even more forcible argument of the well wielded rod.
All this is changed.
In this age, whose general keynote is change and reform, the organization that has shown a marked and steady development is education, in the modern home the children take a natural and a happy place. Their wishes are considered and consulted as members of the family unit, and their childhood is further brightened by the lavish gifts of culture, art, music, dancing, literature recreation and travel which the modern world bestows.
More marked still is the change in the relations between Teacher and Pupil. Daily through a study of the latest psychologists and scientific educational research investigators the teachers perfects and applies his art. No longer is the frown, the piercing eye, and the chilly exterior the necessary stamp of his personality, and no longer is the ferule the recognised emblem of his office: in his personality he aims at being strong and gentle but never overbearing and tries to create in his class that atmosphere of perfect freedom and friendship in which the growing mind can expand and experience and find itself.
To-day the hall-mark of education is not what a man knows but how he applies his knowledge, hence in the modern school we find the scholar not so much memorising the facts, but learning through his own experimentation - gradually, through trial and errors he masters his physical environment, commands his emotional nature and directs his mind, under ideal conditions, free from compulsion and fear, it is found that this development of body soul and mind is but a blossoming of the powers already latent in the child; therefore it is from this point of the self that all educators being their work.
Education falls into two divisions –
1. The mechanical subjects (reading, writing, arithmetic, means of livelihood, etc) which give the mastery over the physical environment.
2. The creative subjects (Art, music, dancing, literature, philosophy etc) which aid him to master the forces of the spiritual world, to evolve as an ego, and to discover himself as a God – not a man.
Methods of presentation have swung from an over emphasis of sinking oneself in “working all together” in the team or community spirit, to that of a consideration of the individual alone ideally; these poles meet and balance when the citizen learns to serve his community by contributing to the whole the efforts of his own individual uniqueness.
From “The Torch” 1937
This quotation is very different from the old saying “Spare the rod and spoil the child"; compare the two and we find the complete reversal of attitude to that ever pressing and present problem in the child. In the home it used to be that children should be seen and not heard, and should at all times even in adult years be subservient to the will of the parents. At school the teacher even improved on this system of rigidity: regarding the child as a blank and empty container of grammar, number, places, peoples, dates and declensions as he could. Even religion and character training were formal subjects based on the don’ts of the Ten Commandments, the catechism, and the even more forcible argument of the well wielded rod.
All this is changed.
In this age, whose general keynote is change and reform, the organization that has shown a marked and steady development is education, in the modern home the children take a natural and a happy place. Their wishes are considered and consulted as members of the family unit, and their childhood is further brightened by the lavish gifts of culture, art, music, dancing, literature recreation and travel which the modern world bestows.
More marked still is the change in the relations between Teacher and Pupil. Daily through a study of the latest psychologists and scientific educational research investigators the teachers perfects and applies his art. No longer is the frown, the piercing eye, and the chilly exterior the necessary stamp of his personality, and no longer is the ferule the recognised emblem of his office: in his personality he aims at being strong and gentle but never overbearing and tries to create in his class that atmosphere of perfect freedom and friendship in which the growing mind can expand and experience and find itself.
To-day the hall-mark of education is not what a man knows but how he applies his knowledge, hence in the modern school we find the scholar not so much memorising the facts, but learning through his own experimentation - gradually, through trial and errors he masters his physical environment, commands his emotional nature and directs his mind, under ideal conditions, free from compulsion and fear, it is found that this development of body soul and mind is but a blossoming of the powers already latent in the child; therefore it is from this point of the self that all educators being their work.
Education falls into two divisions –
1. The mechanical subjects (reading, writing, arithmetic, means of livelihood, etc) which give the mastery over the physical environment.
2. The creative subjects (Art, music, dancing, literature, philosophy etc) which aid him to master the forces of the spiritual world, to evolve as an ego, and to discover himself as a God – not a man.
Methods of presentation have swung from an over emphasis of sinking oneself in “working all together” in the team or community spirit, to that of a consideration of the individual alone ideally; these poles meet and balance when the citizen learns to serve his community by contributing to the whole the efforts of his own individual uniqueness.
From “The Torch” 1937
The New Education by Bertha Darroch
(Principal of Vasanta Garden School)
Free Education
Free Education! How misleading, or shall we say, how misunderstood, this far-flung phrase has become. Unlimited screeds have been devoted to the fascinating subject which is now known as the New Education, new only in the sense that more universally have the thinking people become education conscious. Such writers, having been inspired by "this newness," have lit the flame of enthusiasm within the heart of many who have dared to endeavour to put into practice, the ideals of this New Education. But, "All great art and all great science springs from the passionate desire to embody what was at first an unsubstantial phantom, a beckoning beauty luring men away from safety and ease to a glorious torment," has been the discovery of such. Nevertheless, the pathway, strewn with its manifold perplexities, has been illuminated by the torch of Truth which ever beckons mankind onwards and upwards. Free Education! Only free in the true sense, free as any one person or collection of persons may be, shackled by a world encased in its cage of self-imposed limitations, free to express itself only as that freedom is conducive to the well-being of all. Such a statement gives but the fundamental principle while a more detailed analysis reveals a maze of intricate windings leading into every department of the Philosophy of Education.
The Attitude to the Child
We, at Vasanta Garden School, claim no monopoly of understanding, nor do we presume to have succeeded or failed along a pathway which is ours, and ours only, but rather would we add yet another testimony of truth in the efforts of all true seekers for the/light of Right Education, and to affirm our belief, that the child is a Divine Spark awaiting the opportunity for its unfoldment; that he best blossoms forth into the full stature of his splendid manhood in an atmosphere of love, truth and harmony, where the teacher is his natural friend and accepted guide; and finally, that education is not receptivity but activity, not impression but expression, not learning but thinking. The foundation of our school has been built upon the rough ashlar of common sense and service. This has reminded us that children live not only in their own child-world, but also in that larger world, Society, of which they comprise a composite part. Therefore we have endeavoured to make school a gradual and pleasant extension of that small community, home, merging surely into the responsibilities of that larger community, Society. To this end we have admitted both boys and girls, from ages three to sixteen, of any sect, caste or colour, and endeavoured to cultivate a genuine acceptance of all differences, be they what they may.
It can be positively exciting to listen to an open political, religious or social discussion in class, where everyone knows he has the right to express his opinion and that his opinion will be respected although not necessarily accepted, by either teacher or fellow-pupils. As such times the intuitive teacher will speak only when spoken to, giving her opinion when requested, for, too often is a teacher's crime not that she doesn't teach but that she does. As Bernard Shaw reminds us, "He who can does: he who cannot, teaches." Not only must he be conscious of different points of view, but also must he be given a sense of a fitness of behaviour towards different ages and stations, because after all there is a Right Behaviour towards one's contemporary, one's senior, one's junior, one's servant, one's master. This he learns more by example than precept.
It is an ever increasing delight to observe the consideration and care given to the "babies" by the senior girls and boys. It is not an uncommon sight to see boys and girls of all ages playing together in a community game, inspired and organised by themselves. Their attitude towards their class-mates should always be friendly and polite, while their teachers have a right to expect the same consideration and courtesy any modern parent might reasonably receive from her child, but no more. So, when I ask a pupil to open a window and he replies, "Could you wait a moment? I'm busy" I am not alarmed; in fact I feel we are getting where we want to be. Do not misunderstand me— impertinence is quite another matter, and instant obedience is only sometimes necessary.
Court of Justice
To maintain law and order, if need be, there is a democratic administration by the School's Court of Justice, elected Captains and Prefects. In this Court the children know they are to be justly tried by their peers, and although at times they shrink from the ordeal, the method satisfies them as being wholly fair, and it never occurs to them to resent a decision of the Court.
Initiative and Independence
The children are given every possible opportunity to display initiative and independence: parties, picnics, concerts, the entertainment of visiting teams are organised and arranged by the pupils; in fact I often feel that I do not have to keep them "up to the minute"— they keep me. Recently a visiting basket-ball team was entertained by our senior girls, who arranged the entire afternoon, which meant telephone rings, marking of court, placing of seats, cooking cakes, making sandwiches and drinks, and finally graciously serving it under the shade of the beautiful trees on the lawn. The self discipline, self-government, and self-management of the School have proved successful methods of helping the child to become democratic-minded. It would appear that the teacher sits all day just observing. Do not imagine that self-anything is easy: to do as anyone else dictates is the way of least resistance; to decide one's own thought or line of action needs definition of purpose, will and wisdom. If I have given you a rosy impression of us, I make haste to disillusion you, for the way has many failures to its account, children, teachers and parents all still being imperfect. In truth, I must make the admission that every child is not strong enough to bear, and benefit by, the burden of self-direction. He therefore may be given only the amount of freedom he can use with profit to himself and pleasure to his fellows: otherwise we do him and the community of which he is a part a disservice.
Right Environment
As Man expresses himself physically, emotionally, intellectually and spiritually we, endeavour to provide our children with an environment in which these aspects of himself may best develop. On the physical side are large open-air classrooms overlooking lawns, and as each child has a light, portable single desk, which he may move into the open spaces, he feels there is no obstruction between him and the lovely world. Then, too, no child is confined to his desk for unnaturally long periods of time, the teacher giving ample opportunity for free movement in and out of school, while maintaining a sense of order.
Emotional Impression and Expression
Conducted by experts are the usual seasonal sports with Revised Greek Dancing and Bagot-Stack exercises done on the lawn in bare feet and the minimum of clothing. Emotional impression and expression is given, through the mediums of "Free Art," by which I mean that each child is encouraged to develop his own particular art whatever he may discover that to be, without undue imposition of technique, composition or style; through Drama, the writing of Plays and their production being a feature of the school; through Music, an excellent collection of gramophone records, and singing taught by an expert being the chief means; through Literature Appreciation, which truly lends itself to the emotional awakening of the child.
Examination System
Intellectually we hold that our children shall reach as high (and in the case of those who need individual attention, higher) an academic standard as is expected in other schools, and therefore we are obliged to prepare for the usual State examinations. Personally I consider this exam-getting a pernicious, obsolete habit, getting nowhither and arriving nowhere, but as Society demands ''labels" we put the case clearly to the child and it his anticipated life's work requires certificates, he is given the opportunity and encouragement to procure them. If a student has the wish and the academic capacity to pass examinations no lasting harm is done, providing all pressure and compulsion is self-imposed. Nevertheless I am bound to state that an alarming proportion of a child's time is spent in accumulating and tabulating facts and figures for which he will have no use in after life. ''What shall we teach?" might well be the infant cry of the New Education.
Spiritual Life of the School
The Spiritual Life of the School is, by the very nature of itself, that elusive something that may be sensed rather than spoken of. We have been ever conscious of its growing "inwardness," nourished by the love, goodwill, and friendliness that pervade our atmosphere, and we have jealously guarded its simple, natural expression always striving never to impose a dogmatic religious attitude. The children come from homes of every shade of religious belief, from Atheists to Salvationists, and as free class discussion is encouraged it has been an interesting task to keep all opinions equally respected. The religions of the world and their Teachers and Prophets have been considered. As the poets, and even the newspapers, allude to the theories of reincarnation, survival after death, ghosts, these ideas are naturally brought forward and the children commence their for and against arguments.
For some years we have had no form of actual worship, and I, personally, felt it a loss, but as so many of our parents had sent their children to us just because we did not exert any special religious attitude, I was loath to do anything about it. However, some time ago a group of seniors privately discussed the advisability of a daily church service to be held in "The Chapel" and asked permission to begin. The service has been arranged and now we have it with no compulsory attendance, but, to my astonishment, all —with the exception of two—come regularly. They decided we should begin with a hymn, accompanied on the organ by a pupil, followed by a Bible reading, prayers and benediction, teachers and pupils taking part conjointly. We are hoping to vary the procedure, if we can make it more universal, with perhaps suitable readings from other Scriptures, or, perhaps prayers written by the children.
In conclusion, let us not indulge in a feeling of finality, nor reside in complacency, for, if Vasanta Garden School is to justify its existence and promulgate the ideals for which it was founded, all those responsible for its well-being must have minds to envisage the needs of an ever-changing world and an ever-changing people, hearts to love, and wisely to direct the plans conceived, and hands skilfully to execute the design of the True Education.
From the ‘Theosophy in New Zealand’ magazine October 1940
Free Education
Free Education! How misleading, or shall we say, how misunderstood, this far-flung phrase has become. Unlimited screeds have been devoted to the fascinating subject which is now known as the New Education, new only in the sense that more universally have the thinking people become education conscious. Such writers, having been inspired by "this newness," have lit the flame of enthusiasm within the heart of many who have dared to endeavour to put into practice, the ideals of this New Education. But, "All great art and all great science springs from the passionate desire to embody what was at first an unsubstantial phantom, a beckoning beauty luring men away from safety and ease to a glorious torment," has been the discovery of such. Nevertheless, the pathway, strewn with its manifold perplexities, has been illuminated by the torch of Truth which ever beckons mankind onwards and upwards. Free Education! Only free in the true sense, free as any one person or collection of persons may be, shackled by a world encased in its cage of self-imposed limitations, free to express itself only as that freedom is conducive to the well-being of all. Such a statement gives but the fundamental principle while a more detailed analysis reveals a maze of intricate windings leading into every department of the Philosophy of Education.
The Attitude to the Child
We, at Vasanta Garden School, claim no monopoly of understanding, nor do we presume to have succeeded or failed along a pathway which is ours, and ours only, but rather would we add yet another testimony of truth in the efforts of all true seekers for the/light of Right Education, and to affirm our belief, that the child is a Divine Spark awaiting the opportunity for its unfoldment; that he best blossoms forth into the full stature of his splendid manhood in an atmosphere of love, truth and harmony, where the teacher is his natural friend and accepted guide; and finally, that education is not receptivity but activity, not impression but expression, not learning but thinking. The foundation of our school has been built upon the rough ashlar of common sense and service. This has reminded us that children live not only in their own child-world, but also in that larger world, Society, of which they comprise a composite part. Therefore we have endeavoured to make school a gradual and pleasant extension of that small community, home, merging surely into the responsibilities of that larger community, Society. To this end we have admitted both boys and girls, from ages three to sixteen, of any sect, caste or colour, and endeavoured to cultivate a genuine acceptance of all differences, be they what they may.
It can be positively exciting to listen to an open political, religious or social discussion in class, where everyone knows he has the right to express his opinion and that his opinion will be respected although not necessarily accepted, by either teacher or fellow-pupils. As such times the intuitive teacher will speak only when spoken to, giving her opinion when requested, for, too often is a teacher's crime not that she doesn't teach but that she does. As Bernard Shaw reminds us, "He who can does: he who cannot, teaches." Not only must he be conscious of different points of view, but also must he be given a sense of a fitness of behaviour towards different ages and stations, because after all there is a Right Behaviour towards one's contemporary, one's senior, one's junior, one's servant, one's master. This he learns more by example than precept.
It is an ever increasing delight to observe the consideration and care given to the "babies" by the senior girls and boys. It is not an uncommon sight to see boys and girls of all ages playing together in a community game, inspired and organised by themselves. Their attitude towards their class-mates should always be friendly and polite, while their teachers have a right to expect the same consideration and courtesy any modern parent might reasonably receive from her child, but no more. So, when I ask a pupil to open a window and he replies, "Could you wait a moment? I'm busy" I am not alarmed; in fact I feel we are getting where we want to be. Do not misunderstand me— impertinence is quite another matter, and instant obedience is only sometimes necessary.
Court of Justice
To maintain law and order, if need be, there is a democratic administration by the School's Court of Justice, elected Captains and Prefects. In this Court the children know they are to be justly tried by their peers, and although at times they shrink from the ordeal, the method satisfies them as being wholly fair, and it never occurs to them to resent a decision of the Court.
Initiative and Independence
The children are given every possible opportunity to display initiative and independence: parties, picnics, concerts, the entertainment of visiting teams are organised and arranged by the pupils; in fact I often feel that I do not have to keep them "up to the minute"— they keep me. Recently a visiting basket-ball team was entertained by our senior girls, who arranged the entire afternoon, which meant telephone rings, marking of court, placing of seats, cooking cakes, making sandwiches and drinks, and finally graciously serving it under the shade of the beautiful trees on the lawn. The self discipline, self-government, and self-management of the School have proved successful methods of helping the child to become democratic-minded. It would appear that the teacher sits all day just observing. Do not imagine that self-anything is easy: to do as anyone else dictates is the way of least resistance; to decide one's own thought or line of action needs definition of purpose, will and wisdom. If I have given you a rosy impression of us, I make haste to disillusion you, for the way has many failures to its account, children, teachers and parents all still being imperfect. In truth, I must make the admission that every child is not strong enough to bear, and benefit by, the burden of self-direction. He therefore may be given only the amount of freedom he can use with profit to himself and pleasure to his fellows: otherwise we do him and the community of which he is a part a disservice.
Right Environment
As Man expresses himself physically, emotionally, intellectually and spiritually we, endeavour to provide our children with an environment in which these aspects of himself may best develop. On the physical side are large open-air classrooms overlooking lawns, and as each child has a light, portable single desk, which he may move into the open spaces, he feels there is no obstruction between him and the lovely world. Then, too, no child is confined to his desk for unnaturally long periods of time, the teacher giving ample opportunity for free movement in and out of school, while maintaining a sense of order.
Emotional Impression and Expression
Conducted by experts are the usual seasonal sports with Revised Greek Dancing and Bagot-Stack exercises done on the lawn in bare feet and the minimum of clothing. Emotional impression and expression is given, through the mediums of "Free Art," by which I mean that each child is encouraged to develop his own particular art whatever he may discover that to be, without undue imposition of technique, composition or style; through Drama, the writing of Plays and their production being a feature of the school; through Music, an excellent collection of gramophone records, and singing taught by an expert being the chief means; through Literature Appreciation, which truly lends itself to the emotional awakening of the child.
Examination System
Intellectually we hold that our children shall reach as high (and in the case of those who need individual attention, higher) an academic standard as is expected in other schools, and therefore we are obliged to prepare for the usual State examinations. Personally I consider this exam-getting a pernicious, obsolete habit, getting nowhither and arriving nowhere, but as Society demands ''labels" we put the case clearly to the child and it his anticipated life's work requires certificates, he is given the opportunity and encouragement to procure them. If a student has the wish and the academic capacity to pass examinations no lasting harm is done, providing all pressure and compulsion is self-imposed. Nevertheless I am bound to state that an alarming proportion of a child's time is spent in accumulating and tabulating facts and figures for which he will have no use in after life. ''What shall we teach?" might well be the infant cry of the New Education.
Spiritual Life of the School
The Spiritual Life of the School is, by the very nature of itself, that elusive something that may be sensed rather than spoken of. We have been ever conscious of its growing "inwardness," nourished by the love, goodwill, and friendliness that pervade our atmosphere, and we have jealously guarded its simple, natural expression always striving never to impose a dogmatic religious attitude. The children come from homes of every shade of religious belief, from Atheists to Salvationists, and as free class discussion is encouraged it has been an interesting task to keep all opinions equally respected. The religions of the world and their Teachers and Prophets have been considered. As the poets, and even the newspapers, allude to the theories of reincarnation, survival after death, ghosts, these ideas are naturally brought forward and the children commence their for and against arguments.
For some years we have had no form of actual worship, and I, personally, felt it a loss, but as so many of our parents had sent their children to us just because we did not exert any special religious attitude, I was loath to do anything about it. However, some time ago a group of seniors privately discussed the advisability of a daily church service to be held in "The Chapel" and asked permission to begin. The service has been arranged and now we have it with no compulsory attendance, but, to my astonishment, all —with the exception of two—come regularly. They decided we should begin with a hymn, accompanied on the organ by a pupil, followed by a Bible reading, prayers and benediction, teachers and pupils taking part conjointly. We are hoping to vary the procedure, if we can make it more universal, with perhaps suitable readings from other Scriptures, or, perhaps prayers written by the children.
In conclusion, let us not indulge in a feeling of finality, nor reside in complacency, for, if Vasanta Garden School is to justify its existence and promulgate the ideals for which it was founded, all those responsible for its well-being must have minds to envisage the needs of an ever-changing world and an ever-changing people, hearts to love, and wisely to direct the plans conceived, and hands skilfully to execute the design of the True Education.
From the ‘Theosophy in New Zealand’ magazine October 1940
Vasanta, an impression by Daphne Darroch
Community Centre
The interests which surround Vasanta Centre are many and varied, but each smaller interest is subject to and harmonised with the whole—the greater work of The Theosophical Society. Though at first Vasanta was a School, it did not long remain only as such; thoughts of forming a Community and dreams of trying to make the conditions ideal enough to create a Centre, soon followed. We owe a debt to those Theosophists who, through the first years of strain and difficulty displayed the vision, the courage and the executive ability to found and finally to establish such a School and Community that we now have at Vasanta. There has be a sacrifice also on the part of members all over the Dominion.
In every educational experiment real and permanent, progress is achieved only after much experience, trial and error, failure and success. It is in the unfoldment of, and constant adjustment to, the newness of living that the purpose of the evolving life, always in flux, finds moment by moment its fulfilment. And so it has been with this experiment at Vasanta. Failures there have been, but these have made the ultimate success all the stronger.
Vasanta House and Members' Homes
The spacious two-storied home in the School grounds, called Vasanta House, was converted into flats in which some twelve members now live—among these are Miss Bertha Darroch, the Principal of the School, and Miss E. Hunt, General Secretary of the New Zealand Section of The Theosophical Society. This may be called the nucleus of the Community. But as important to the growing life of the venture throughout the years was the presence of several of the foremost workers of the Society who bought adjoining sections and built their homes thereon. One of these was the late Bishop John Ross Thomson, who was so loved by all and who was for many years the General Secretary for the Society in New Zealand. He built on his property the small Chapel of the Liberal Catholic Church which is the very heart of the Centre, and in which the Eucharist is celebrated each week-day morning. Then Bishop and Mrs. Crawford, with their son Sirius, made their home next door. and Sirius matriculated from Vasanta Garden School. Quite near, too, is the home of Miss Hemus, President of the Educational Trust Board of the New Zealand Section; with her live her sister and two other members. Then we have Miss Stone, the Treasurer of the Section, and one of our oldest and most devoted workers; she has her flat close by. Within the radius of Vasanta Centre live Miss Lilian Edger, lately returned from India; she was the first General Secretary of the Society in New Zealand. For many years Mr. H. H. Banks, Chief Knight of the Round Table, had his rooms at Vasanta House, but he has lately left to take up work as a travelling- lecturer. Altogether the Community consists of about thirty people.
The interests which surround Vasanta Centre are many and varied, but each smaller interest is subject to and harmonised with the whole—the greater work of The Theosophical Society. Though at first Vasanta was a School, it did not long remain only as such; thoughts of forming a Community and dreams of trying to make the conditions ideal enough to create a Centre, soon followed. We owe a debt to those Theosophists who, through the first years of strain and difficulty displayed the vision, the courage and the executive ability to found and finally to establish such a School and Community that we now have at Vasanta. There has be a sacrifice also on the part of members all over the Dominion.
In every educational experiment real and permanent, progress is achieved only after much experience, trial and error, failure and success. It is in the unfoldment of, and constant adjustment to, the newness of living that the purpose of the evolving life, always in flux, finds moment by moment its fulfilment. And so it has been with this experiment at Vasanta. Failures there have been, but these have made the ultimate success all the stronger.
Vasanta House and Members' Homes
The spacious two-storied home in the School grounds, called Vasanta House, was converted into flats in which some twelve members now live—among these are Miss Bertha Darroch, the Principal of the School, and Miss E. Hunt, General Secretary of the New Zealand Section of The Theosophical Society. This may be called the nucleus of the Community. But as important to the growing life of the venture throughout the years was the presence of several of the foremost workers of the Society who bought adjoining sections and built their homes thereon. One of these was the late Bishop John Ross Thomson, who was so loved by all and who was for many years the General Secretary for the Society in New Zealand. He built on his property the small Chapel of the Liberal Catholic Church which is the very heart of the Centre, and in which the Eucharist is celebrated each week-day morning. Then Bishop and Mrs. Crawford, with their son Sirius, made their home next door. and Sirius matriculated from Vasanta Garden School. Quite near, too, is the home of Miss Hemus, President of the Educational Trust Board of the New Zealand Section; with her live her sister and two other members. Then we have Miss Stone, the Treasurer of the Section, and one of our oldest and most devoted workers; she has her flat close by. Within the radius of Vasanta Centre live Miss Lilian Edger, lately returned from India; she was the first General Secretary of the Society in New Zealand. For many years Mr. H. H. Banks, Chief Knight of the Round Table, had his rooms at Vasanta House, but he has lately left to take up work as a travelling- lecturer. Altogether the Community consists of about thirty people.
The Estate
To the casual visitor the atmosphere of Vasanta is at once felt as rest and harmony and to us who live here it is a deep and ever beautiful experience. As soon as the gates are entered one feels that the worries of the work-a-day world disappear and the soul finds peace. The lawns are shaded by many beautiful trees, and each of these is a gracious individual vibrant with friendliness. The children of the School love to climb them, and the branches are smooth and shiny with the wear of soft hands and little feet. It has always been our good fortune to have gardeners who love their work, so that every growing thing has an air of well-being and beauty. Some of the gardens are planted and tended by the children, and everyone knows how magically flowers grow for a child.
Vasanta seems to have two distinct but blending hythms. One is a deep-toned song expressing the soul of the place; it is an echo maybe of the idealism of the School, together with the peace and power of the little Chapel. The other is, perhaps, a free and joyous measure which is an exquisite expression of the perfect happiness of the children. Since her arrival Miss Hunt has started a short Evening Invocation at Vasanta House which we hope will strengthen and unify us in outwork while it becomes a channel of blessing. The central theme is for world-peace and the main Invocation used is a beautiful one taken from the Ritual of the Mystic Star.
Vasanta Garden School
It is very difficult to give an adequate impression of the School. On week days the whole place throbs with the activities of the children, and before and after School and during play periods the grounds resound with the chime of young voices, young laughter and young fun. The older children join in the usual seasonal games and it is an inspiration to watch their spirited and enthusiastic play. The younger ones race over the lawns and about among the trees enjoying their own magical and original games, which are all the more enchanting because they are invented on the spur of the moment. Tree climbing is always full of delight. It is interesting to watch how there is a gradation of proficiency in mastering this age-old child pastime; the three-year olds test their limited powers on safe little trees, the middle school climb the easy and regular steps of the pines, while the seniors, efficient and confident, enjoy the thrill and expert control which the difficult berry trees demand—as reward they pick and eat the bitter-sweet fruit, which only a child would like. It is here in the playgrounds of the school that the Vasanta child learns his most valuable social lessons.
To the casual visitor the atmosphere of Vasanta is at once felt as rest and harmony and to us who live here it is a deep and ever beautiful experience. As soon as the gates are entered one feels that the worries of the work-a-day world disappear and the soul finds peace. The lawns are shaded by many beautiful trees, and each of these is a gracious individual vibrant with friendliness. The children of the School love to climb them, and the branches are smooth and shiny with the wear of soft hands and little feet. It has always been our good fortune to have gardeners who love their work, so that every growing thing has an air of well-being and beauty. Some of the gardens are planted and tended by the children, and everyone knows how magically flowers grow for a child.
Vasanta seems to have two distinct but blending hythms. One is a deep-toned song expressing the soul of the place; it is an echo maybe of the idealism of the School, together with the peace and power of the little Chapel. The other is, perhaps, a free and joyous measure which is an exquisite expression of the perfect happiness of the children. Since her arrival Miss Hunt has started a short Evening Invocation at Vasanta House which we hope will strengthen and unify us in outwork while it becomes a channel of blessing. The central theme is for world-peace and the main Invocation used is a beautiful one taken from the Ritual of the Mystic Star.
Vasanta Garden School
It is very difficult to give an adequate impression of the School. On week days the whole place throbs with the activities of the children, and before and after School and during play periods the grounds resound with the chime of young voices, young laughter and young fun. The older children join in the usual seasonal games and it is an inspiration to watch their spirited and enthusiastic play. The younger ones race over the lawns and about among the trees enjoying their own magical and original games, which are all the more enchanting because they are invented on the spur of the moment. Tree climbing is always full of delight. It is interesting to watch how there is a gradation of proficiency in mastering this age-old child pastime; the three-year olds test their limited powers on safe little trees, the middle school climb the easy and regular steps of the pines, while the seniors, efficient and confident, enjoy the thrill and expert control which the difficult berry trees demand—as reward they pick and eat the bitter-sweet fruit, which only a child would like. It is here in the playgrounds of the school that the Vasanta child learns his most valuable social lessons.
The first bell rings at 8.55 a.m. and, without formality, in little groups of twos and threes the children flock into school. There is hardly a break between the play-grounds and the sunny open-air classrooms. What happens next depends on the requirements of the moment for, though the requisite amount of time is spent on the usual subjects, the time-table is an elastic affair. On frosty mornings a stiff games period is the order, wliile about twice a week during the hot summer the children go swimming; how they love these mornings—nearly every child can swim and those few who cannot are keen to learn. They arrive back to the schoo! fresh and shining and eager.
One morning after obtaining permission from the School Captain I attended their Chapel Service. It was an experience one could not easily forget. I felt uplifted, the atmosphere was so still, cool and sincere; there was reverence but not a vestige of sentimentality. I thought the whole service— the brief ceremonial, the attitude of the children, and the atmosphere created, was different from anything I had as yet known. Could it be that these young people were envisaging the worship of the future and working in a new way unfamiliar to us? Truth never changes, there is no new Truth, but the approaches thereto are, and must be, changing, different, new.
My duties sometimes carry me into the different classrooms, and it is a constant delight to watch the normal child naturally at work. Particularly do I enjoy entering a room where no teacher is present; work proceeds much as usual under the guidance of the Captain. If the teacher is present an atmosphere of comradeship and confidence is evident.
Now take one peep at the Kindergarten. When I see these fascinating mites at play I often think of the following quotation used by Mr. C. Jinarajadasa: "Take one large grassy field, One half dozen children, Two or three small dogs, A pinch of brook, And some pebbles.Mix the children and dogs well together and put them in the field, stirring constantly. Pour the brook over the pebbles; sprinkle the field with flowers; spread over all a deep blue sky and bake in the hot sun. When brown, remove and set away in a bath-tub to cool."
The time for dismissal comes. Again the bell rings; again is the hum of activity; feet which have been bare all day must be washed and shoes put on, hair combed and tunics brushed. At last, looking very smart in their light grey uniforms and blue ties they approach their teacher to bid a cheery goodbye. The last gay laugh floats over the lawn and all is still. The shadows deepen and the school is tucked in for the night.
The Home
While the School sleeps and is silent the. big House on the slope awakens to activity. Its work is commencing, for its friends are returning home. In the evening- Invocation the blessing of the Great Brotherhood is invoked on a world in darkness and stricken with sorrow:
Hail, Holy Angel of the Light, Great Guardian of our Home, Come to our aid.
Lend us of your peace and powers Help us in your work and ours, Draw near and know our Love.
From the ‘Theosophy in New Zealand’ magazine October 1940
One morning after obtaining permission from the School Captain I attended their Chapel Service. It was an experience one could not easily forget. I felt uplifted, the atmosphere was so still, cool and sincere; there was reverence but not a vestige of sentimentality. I thought the whole service— the brief ceremonial, the attitude of the children, and the atmosphere created, was different from anything I had as yet known. Could it be that these young people were envisaging the worship of the future and working in a new way unfamiliar to us? Truth never changes, there is no new Truth, but the approaches thereto are, and must be, changing, different, new.
My duties sometimes carry me into the different classrooms, and it is a constant delight to watch the normal child naturally at work. Particularly do I enjoy entering a room where no teacher is present; work proceeds much as usual under the guidance of the Captain. If the teacher is present an atmosphere of comradeship and confidence is evident.
Now take one peep at the Kindergarten. When I see these fascinating mites at play I often think of the following quotation used by Mr. C. Jinarajadasa: "Take one large grassy field, One half dozen children, Two or three small dogs, A pinch of brook, And some pebbles.Mix the children and dogs well together and put them in the field, stirring constantly. Pour the brook over the pebbles; sprinkle the field with flowers; spread over all a deep blue sky and bake in the hot sun. When brown, remove and set away in a bath-tub to cool."
The time for dismissal comes. Again the bell rings; again is the hum of activity; feet which have been bare all day must be washed and shoes put on, hair combed and tunics brushed. At last, looking very smart in their light grey uniforms and blue ties they approach their teacher to bid a cheery goodbye. The last gay laugh floats over the lawn and all is still. The shadows deepen and the school is tucked in for the night.
The Home
While the School sleeps and is silent the. big House on the slope awakens to activity. Its work is commencing, for its friends are returning home. In the evening- Invocation the blessing of the Great Brotherhood is invoked on a world in darkness and stricken with sorrow:
Hail, Holy Angel of the Light, Great Guardian of our Home, Come to our aid.
Lend us of your peace and powers Help us in your work and ours, Draw near and know our Love.
From the ‘Theosophy in New Zealand’ magazine October 1940
Vasanta Garden School by Katherine Ward
A Story for the Juniors.
The Theosophical Education Trust came into being in India in 1913 when Dr. Besant founded the Benares School. Since then Theosophical Schools have been established in many countries with varying degrees of success. France was the first country outside India to embark on such an enterprise, Scotland followed with the Moray coeducational school opened by Mrs. Ensor, and later Brackenhill, in England, as a "rescue" home-school for slum children, and then St. Christopher's at Letchworth for those more happily endowed. New Zealand was not far behind in responding to Dr. Besant's direction that education should be one of the main interests of the Theosophical Society. The origin of the idea is always hard to place when reviewing the events of past years, but it seems safe to attribute the first precipitation of the idea that the New Zealand Section should start a school to Mr. Simpson. In 1918 Miss E. Hunt, our present General Secretary, wrote a strong appeal in. Theosophy in New Zealand to members to support the projected school, She, like all those who responded so heartily to this pioneer movement, may well feel a glow of satisfaction that this number of our Magazine is able to devote several pages to a well-established and flourishing school with a sound reputation with both the Education Department and the Public.
After much negotiation the Estate in Epsom was purchased in January, 1918, and School opened on February 10th, 1919, with 11 boarders and 26 day pupils, under the tutelage of Mr. S. T. Butler, L.R.A.M, who offered his services free for the first year. The early vicissitudes of the School were many and various and must often have been heart-breaking. Difficulties seemed almost insurmountable at times, especially as regards finding a Principal and retaining the boarding-establishment. Finally, in 1922, effort in the latter direction had to be abandoned and the School was continued for day pupils only. Mrs. Beatrice Ensor, member of the English Section, original Founder of what is now known as the "New Education Fellowship," with its following of educationalists of world-wide reputation, wrote advising that the only way to have a successful school was to ''first find the teacher"—the teacher with the enthusiasm, the right attitude towards the problem and the devotion to make it a life work. This seemed to be expecting the impossible, but in the Theosophical Society, as in all worth-while movements. (lie man (or the woman) arises meet the occasion. Time has proved that when the Trust Board accepted the services of Miss B. H. Darroch they certainly found the right individual to meet the great occasion. On February 12th, 1923, Miss B. H. Darroch started with thirteen children —to-day the Roll is sixty-three. At the end of the first year we find the President of the Board, Mr. Simpson, reporting that "the outlook is now hopeful. A new school is now arising from the ashes, and the work done under Miss B. H. Darroch has won golden opinions."
Has the School been justified? Other pages in this number will provide the answer and show that the School has grown round the "permanent atom" of Miss B. H. Darroch's genius.
Suggested by that Grand Old Man of our Section, the late Dr. Giles, the Motto of the School is Truth, Light, Fellowship. Those who are in daily contact with her know that the Principal's life and work touch that Truth, spread that Light, and embrace that Fellowship by her understanding and her love.
From the ‘Theosophy in New Zealand’ magazine October 1940
After much negotiation the Estate in Epsom was purchased in January, 1918, and School opened on February 10th, 1919, with 11 boarders and 26 day pupils, under the tutelage of Mr. S. T. Butler, L.R.A.M, who offered his services free for the first year. The early vicissitudes of the School were many and various and must often have been heart-breaking. Difficulties seemed almost insurmountable at times, especially as regards finding a Principal and retaining the boarding-establishment. Finally, in 1922, effort in the latter direction had to be abandoned and the School was continued for day pupils only. Mrs. Beatrice Ensor, member of the English Section, original Founder of what is now known as the "New Education Fellowship," with its following of educationalists of world-wide reputation, wrote advising that the only way to have a successful school was to ''first find the teacher"—the teacher with the enthusiasm, the right attitude towards the problem and the devotion to make it a life work. This seemed to be expecting the impossible, but in the Theosophical Society, as in all worth-while movements. (lie man (or the woman) arises meet the occasion. Time has proved that when the Trust Board accepted the services of Miss B. H. Darroch they certainly found the right individual to meet the great occasion. On February 12th, 1923, Miss B. H. Darroch started with thirteen children —to-day the Roll is sixty-three. At the end of the first year we find the President of the Board, Mr. Simpson, reporting that "the outlook is now hopeful. A new school is now arising from the ashes, and the work done under Miss B. H. Darroch has won golden opinions."
Has the School been justified? Other pages in this number will provide the answer and show that the School has grown round the "permanent atom" of Miss B. H. Darroch's genius.
Suggested by that Grand Old Man of our Section, the late Dr. Giles, the Motto of the School is Truth, Light, Fellowship. Those who are in daily contact with her know that the Principal's life and work touch that Truth, spread that Light, and embrace that Fellowship by her understanding and her love.
From the ‘Theosophy in New Zealand’ magazine October 1940
Editorial
The Child-Spirit
This number of our magazine features Vasanta Garden School, and we hope that it will bring with it something of the freshness of child-life. The child-spirit is the spirit of Peace, and in the heart of a child the world regains its sweetness and purity. The happy voices of the children at Vasanta speak to us who live there of the joyousness of life, and help to ease the tension of today. The School is the true centre of the Community life which has grown round it as a nucleus.
The New Zealand Section of The Theosophical Society has reason to feel proud of the success of this section of its work. The School has given the opportunity to hundreds of children to grow up in a natural and happy environment, and it has made a definite contribution to the problem of education.
Children From Overseas
It has been suggested that some of the children of English Theosophists might be brought to our country for the period of the war and be educated at Vasanta Garden School. This would mean that the homes of the Theosophists of Auckland, who have already so splendidly supported the School, would have to be open to receive the children. The American Section has received appeals from European Theosophists asking that their children be taken for the duration of the war. Some thought has been given to a plan for housing them at Olcott, which is the Headquarters of the American Section. "To do so," writes the General Secretary, Mr. Sidney Cook, "would require that capable and experienced members volunteer their services at Headquarters to provide the mothering care, and that a school be established with personnel to continue the children's education."
What can we in New Zealand do to help in this work? It would be a beautiful gesture to our English Brothers if we were able to give some of these children the happy environment of Vasanta Garden School and so save them from the experience of terror which their stay in the Home country might entail.
Manu Inspired
The people of New Zealandhave offeredhomes to accommodate ten thousand children for the duration of the war, and the Minister of Internal Affairs, Mr. W. E. Parry, has said that the response of our people has been patriotically magnificent. Eagerly the ships are awaited which will bring the children to our land, and already one has sailed unheralded into our peaceful harbours.
Is not this coming of the children to the countries of the new world Manu inspired, and one which has a deeper significance than appears on the surface? Many of them may remain with us and be destined to play their part in the building of the new nations of the Pacific, contributing something of the great traits of the mother-race so splendidly being portrayed in this hour of England's trial.
The Temple of Peace
Perhaps the world-suffering may seem worth while if it sweeps away forever some of the false values of this present age, and makes possible the flowering of a new and happier civilisation in which our children and our children's children may grow into the fullness of life's experiences. It is worth the sacrifice.
There are some who are sensitive who are already beginning to feel the gentle flow of those forces which are destined to bring peace to a strickehed world and build a true order. The foundations of the new order are clearly outlined in a fine article by Dr. Arundale, "Building the Temple of Peace," which we print in this issue. He says that it is from the heights that all planning for peace must descend upon the world, and he shows that the source of peace is in the Life rather than in the Form, in the Spirit rather than in treaties, sanctions and economic laws.
Vasanta Centre
In Vasanta we hope to make the right conditions for a centre of Peace in which the new age ideas can find fruition, and in which the forces which work for the realisation of Brotherhood may be organised and through which they will flow into the outer world. In this work the School is not the least of the factors. If the rhythm of this Centre can be brought to beat in unison with the rhythms of the new world-order and so reflect the Will of the Great Brotherhood, then it will be the focal point of Light for our Section and become the integrating centre for our larger work.
There are some who think that this is the foundation of the success of the work of The Theosophical Society in New Zealand.
Emma Hunt,
General Secretary.
From the ‘Theosophy in New Zealand’ magazine October 1940
This number of our magazine features Vasanta Garden School, and we hope that it will bring with it something of the freshness of child-life. The child-spirit is the spirit of Peace, and in the heart of a child the world regains its sweetness and purity. The happy voices of the children at Vasanta speak to us who live there of the joyousness of life, and help to ease the tension of today. The School is the true centre of the Community life which has grown round it as a nucleus.
The New Zealand Section of The Theosophical Society has reason to feel proud of the success of this section of its work. The School has given the opportunity to hundreds of children to grow up in a natural and happy environment, and it has made a definite contribution to the problem of education.
Children From Overseas
It has been suggested that some of the children of English Theosophists might be brought to our country for the period of the war and be educated at Vasanta Garden School. This would mean that the homes of the Theosophists of Auckland, who have already so splendidly supported the School, would have to be open to receive the children. The American Section has received appeals from European Theosophists asking that their children be taken for the duration of the war. Some thought has been given to a plan for housing them at Olcott, which is the Headquarters of the American Section. "To do so," writes the General Secretary, Mr. Sidney Cook, "would require that capable and experienced members volunteer their services at Headquarters to provide the mothering care, and that a school be established with personnel to continue the children's education."
What can we in New Zealand do to help in this work? It would be a beautiful gesture to our English Brothers if we were able to give some of these children the happy environment of Vasanta Garden School and so save them from the experience of terror which their stay in the Home country might entail.
Manu Inspired
The people of New Zealandhave offeredhomes to accommodate ten thousand children for the duration of the war, and the Minister of Internal Affairs, Mr. W. E. Parry, has said that the response of our people has been patriotically magnificent. Eagerly the ships are awaited which will bring the children to our land, and already one has sailed unheralded into our peaceful harbours.
Is not this coming of the children to the countries of the new world Manu inspired, and one which has a deeper significance than appears on the surface? Many of them may remain with us and be destined to play their part in the building of the new nations of the Pacific, contributing something of the great traits of the mother-race so splendidly being portrayed in this hour of England's trial.
The Temple of Peace
Perhaps the world-suffering may seem worth while if it sweeps away forever some of the false values of this present age, and makes possible the flowering of a new and happier civilisation in which our children and our children's children may grow into the fullness of life's experiences. It is worth the sacrifice.
There are some who are sensitive who are already beginning to feel the gentle flow of those forces which are destined to bring peace to a strickehed world and build a true order. The foundations of the new order are clearly outlined in a fine article by Dr. Arundale, "Building the Temple of Peace," which we print in this issue. He says that it is from the heights that all planning for peace must descend upon the world, and he shows that the source of peace is in the Life rather than in the Form, in the Spirit rather than in treaties, sanctions and economic laws.
Vasanta Centre
In Vasanta we hope to make the right conditions for a centre of Peace in which the new age ideas can find fruition, and in which the forces which work for the realisation of Brotherhood may be organised and through which they will flow into the outer world. In this work the School is not the least of the factors. If the rhythm of this Centre can be brought to beat in unison with the rhythms of the new world-order and so reflect the Will of the Great Brotherhood, then it will be the focal point of Light for our Section and become the integrating centre for our larger work.
There are some who think that this is the foundation of the success of the work of The Theosophical Society in New Zealand.
Emma Hunt,
General Secretary.
From the ‘Theosophy in New Zealand’ magazine October 1940