RELIGIOUS TEACHING IN SCHOOLS.

Dominion, Volume 6, Issue 1749, 14 May 1913, Page 9

RELIGIOUS TEACHING IN SCHOOLS.

THE N.S.W. SYSTEM. REVISED SYLLABUS OF INSTRUCTION. / f | The folloifing special articlc by "X, which appeared in the "Sydney Daily Telegraph" of May 3, will be of considerable interest at tho present time in view of tho fact that it gives an idea of the actual working of the system of religious instruction in the New South AValcs schools:— Tho non-sectarian . system of r-.ligious instruction, given in the public schools has been mockingly designated the "Public School Reb'gion!" The old saying, ".Many a true word said in jest," could hardly be better illustrated. Mctlnnks tlw critic "wrought better than lie knew, and, as niany others may be In like case, it will bo a. valuable public duty to give your readers a definite idea of tho flaborate schenio of religious and moral teaching provided for in the revised syllabus of instruction. Generally speaking:— "Moral instruction should permeate the whole management of the school, and 1:0 embodied in methods of discipline, m treatment of children, in manners Irom children, and example of teacher. Moral influence should also continue in playground." . "Infants-Suitable stones from the authorised Scripture lessons, Old and New Testaments. Stori.'s and fables with mciral purpose. Truthfulness, obcdience, family affection, politeness, gentleness, control of tempc-r, greetings at hoinc film nt school, politene.'s in question ana answer, personal cleanliness, kindness to animals, and simple proverbs." "Second Class.—Scripture stories ns to til,-* infante Stories illustrative of mcTal attributes, such as respect for school laws, self-help, consideration for others, contentment, unselfishness, truthfulness ill word and do:d, self-reliance, courage and kindness, punctuality and prompt courtesy, conduct in street, care of property, "kindness to animals, and proverbs." " As only a very few parents and citizens visit tin?, schools during lesson time, it may provo of interest to give here a necessarily cursory sketch of the matter and method of ono of these stories. I am aware that a verbal description can give buit an. indifferent idea of a skilfully given moral lesson or picture talk but "half a leaf is tetter than no bread." Suppose the teacher proposes to give tho youngsters a lesson on the divine attribute of compassion, 'or. as simplified to the needs of the immature minds, on pity, or simpler still on kindness. She holds in front of the class or division a coloured picture of the Good Samaritan, showing the wounded man lying ou the' roadside, the Samaritan binding up his wounds, the beast standing near, and, the-priest and the Levite in the distance, after passing by "on the other sids." There will be some guessing as to how the poor v;ounded man.came to bo lying "half-dead" by th-o roadside, as the robbers have left, but someone is sure to have heard the story before at home or at school, who will be delighted to give the desired information. For tho rest of the story, the figures in the picture, together with a few leading questions by the teacher, will bt? sufficient to suggest all that the teacher wishes to instil. The children never fail to answer correctly the question of Christ, "Which, now, of these three, thinkest thou was neighbour unto Him that fell among the thieves?" Even tho tiniest little mite will unhesitatingly tell which of the three is tho good man, and why. All attributes, that thus lend themselves naturally to picture-talk treatment, and for which good pictures can be procured, are taught in the same way. Many of tho remainder can be effectively taught in connection with the ordinary routine of tho school. Breaches of personal cleanliness. want of prompt courtesy, waste of school material, and complaints, of, bad conduct on the 'way' home from, schooj.or. in the street, are seized Upon as occasions to impress the necessity and beauty of the .opposite virtues. . .'-The. syllabus .continues :— "Third Class.—Authorised . Scripture lessons—to be read. Stories from history ami biography, stimulating to sclf-reli-nnce, helpfulness towards the weak, the aged, and tho unfortunate. Good manners in home, at school, and in public places. Regard for property, lovp of country, ami temperance in relation to health. Proverbs." "Fourth Class.—Scripture lessons, to be read; duties to parents, relations, and friends; duties to self, care of body,choice of companions, books, and amusements; temperance, in its social-and individual aspects; industry, honesty, in word and deed, and regard for public good as an element of patriotism; courtesy in speech and bpi'aviour, and kindness to animals." "Fiftfi Class.—Old and New Testament lessons, to be read;, lessons in moral courage, pritlo in thorough work, use of leisure time, value of hobbies, earning of a living, zeal, self-improvement upon leaving school, gratitude to parents and teachers, frugality and thrift, and the use and abuse of money, the evils of gambling, temperance. The Golden Rule." "Moral instruction is also bound up in the teaching of civics. Tho duties which the individual owes to society, regard for public interests ,and public property, the responso to the demands which the State mokes upon the individual citizen; these form a largo part of that civic morality, the elements of which may be taught in the school, and form the foundation of a true citizenship." ! These extracts from the syllabus give but an imperfect impression of the real scope and influence of Hie moral and religious training, as the lessons to be thoroughly appreciated must be seen as given in the school; but, even in this bare outline, it must appeal to the public generally as a code of rules for the right formation of character and for the conduct and government of life in all its relations, domestic and public. Hypercriticism may account it an elaboration of the Golden Rule and an embodiment of many of 'the principles enunciated in tho Sermon on the Mount. Many of those qualities thus proposed to be developed during the school course are, by repetition, in connection with the daily intellectual training, so solidly built into tho characters of tho children as to become, so far as innate tendencies and home and other outside influences permit, almost automatio ill their exercise—"done without thinking." So, notwithstanding defects of matter and method in tho system of Scripture reading in the' upper classes, it must be admitted by every unbiased reader that the so-called "Public School Religion' pro. vide? for a fairlv satisfactory training in the duties wo owe to/ God and His creatures, and should also lie an efficient instrument for the sowing, in the spring•time of life, seeib of many civic virtues which will surely in the summer blossom in flowers of good fellowship and good citizenship.