BIBLE READING IN SCHOOLS.

Ashburton Guardian, Volume V, Issue 1321, 21 August 1886, Page 2

BIBLE READING IN SCHOOLS.

(continued) The question now comes to be, how is the evil to be remidied. The chron o

agitation in Now Zealand especially in the provinces of Otano and Auckland, makes it clear that the people are net satisfied. Representations have not cessed to be made to Parliament on the subject up to the present year. Some may say, why not return to denominational ism i The reason against it is that it con'd only operate in the towns where It would lead

to 'a great deal of {unnecessary expense In keeping up separate educational institutions There would then require to be three or four schools where one Is sufficient at present. The National system of education would be broken up, and the efficiency of the schools, in some instances, would likely be impaired. Denomina tionalism has for such, reasons not fount favor in the British colonies. Still

with all its disadvantages, it la to be preferred to the secular system. For the tendency of the aecn'ar system is to Freethinklng. And where Freethinkers are so small a section of the community, it is manifestly unjust to have the system of education purely secular. It is unjust to ali who acknowledge the Bible, and the Bible is acknowledged by the large majority of tbe people. Again, it has been thought that ministers of the Gospel snould undertake the task. And many praiseworthy

instances can be adduced of ministers giving a portion of their time and strength to the providing of religions Instruction in town and country schools throughout the land. Ministers of various denominations have also met in conference on the subject on several occasions in the principal towns. They met so In Christ church In 1833. A concerted effort was made in Dunedin In 1882 to give religions ins'ruction in several of the city schools, with the consent of the authorities The late Rev Lindsay Mackie, in addition to the multifarious dalles of a large city con-

gregation, undertook a large class in the Normal School. In a year or so the ministers so engaged found they had all to give it up. Bishop Moothouse, late of Melbourne, has proved that It is utterly Impossible for clergymen to visit the schools from week to week to the extent of their parishes, and train them in religion. And the reasons are not far to

seek. In the first place attendance is to a large extent, optional. Then, for any one else than the master to undertake the instruction of a number of children of the different standards, without the aid of school discipline, will be found a d.ffisult task; and ih : s, either before dr after school-hours, and from year to year. Besides, the children who avail themselves of such eff rts, are m a rule, those who are alretdy receiving some religious Instruction The neglected 'children of careless parents are still unreached, and the evil of their ignorance of essential truths is still unremedled. There are over 89.000 scholars In onr State schools, and it is a very small fraction of these that baa been reached by ministers of religion. How can It be otherwise 1 In a country like this, no encouragement is given by the authorities, voluntary effort of this kind is carried on under msqy disadvantages. Dr Morrison Principal of the Scotch College, Viet rl», gave the following evidence on this point before tho Victorian Education Commission. He said, “The exclusion of Biblical teaching from the State schools curriculum had a most detrimental effet on a boy’s training. Children remained ignorant of a branch of Education which co'oured'andjimpregoated the best English literature from Chaucer down to the present time. The alleged difficulty was purely theoretical—it had been created by theorists and politicians, and m t by practical men, who had overcame the difficulty. The teachers being trained men, always at their posts, were best fitted to carry on the work—there being a conscience clause for teachers and scholars." In the other colonies of Australis, this has been one of the questions of the day. At a representative meeting in Adelaide, the following resolutions were carried : •i yhat no system of instruction can bo regarded as sufficient which does not include Bible reading and teaching. 2. That such Bible reading and teaching should be given within school hours. 3. Should be undenominational in charac••«is _ I _ L_

ter, and should be given by the ordinary teacher, or, if he conscientiously object, by a substitute to be approved by the Education department 4. That no teacher, who conscientiously objects, should be compelled to give such instruction, and that no child whose parents object should be compelled to attend such Inttrnotion. 5. That the Bible selections and instruction thereupon should be similar in character to those in the London School Boards.” These resoln tions were to be brought before the country and legislature. In New South Wales, Western Australia, and Tasmania religions instruction forms a part of the school work. And here I may mention, in few words, how Urn religions difficulty has been settled elsewhere. j. in England,—the Jaw is, “Times for religions instruction —at beginning or end of school meeting, or at bcth— inserted in time table approved by Ednosr tioniDepirtment, and conspicuously affixed in every schooiooom. The London School Board has the fol lowing regulation—“ln the schools provided by the Board the Bible thill be read, and there shall be given such explanation

and such instruction therefrom in the principles of morality and religion, as are suited to the capacities of the children” Two provisions follow,—l Against proselytising ;2, For objections by parents or ratepayers, to be considered by the Board. 0, In Scotland religious Instruction Is part of the system. .... 3. In Ireland education is controlled by the Board for National Education ; “ Bead era ” are used containing much scriptural instruction. There is a halfhour for religious instruction by ministers or teachers appointed by them. 4 In Germany, there is dogmatic religions instruction by teachers appointed or by ministers. 5 In the United States, during the first half hour there la prayer, singing, and Bible reading without comment. Care is taken that teachers shall be of good moral character. G. In France, the system Includes religious instruction. (To be continued.)