EDUCATION, SECTARIAN, SECULAR. OR RELIGIOUS.

Dominion, Volume 6, Issue 1754, 20 May 1913, Page 4

EDUCATION, SECTARIAN, SECULAR. OR RELIGIOUS.

Sir,—Tho question of religious education has long vexed tho public mind. Many people seem to think that religion, taking its rightful place in the public schools, would simply mean Biblo reading; Fow people will deny that a book so full of occult or hidden teachings as the Bible needs essentially a wise interpretation. School teachers may not feel competent to give such lessons, yet even if the combined religious bodies provide the interpreters the conflicts of sectarian-

ism would arise. Perhaps most people who opposo religious teaching in schools do so because of the sectarian difficulty. Mr. Caughley, in his recent address, claimed that it was impossible for the State to provido instruction that would be acceptable to all and do none an injustice. But is his claim quite right? Might not religious teaching bo given and yet be quite unseetariau? The same difficulty hod to be surmounted in India. A committee of (lie Central Hindu College, Benares, circulated the proofs for .an "Elementary Text-book of Hinduism," and submitted the same for amendment or addition, to prominent authorities of the different sects. Various widely advocated improvements were, adopted, and now tho various Indian Educational Boards have largely adopted both the "Elementary" and "Advanced Text-books of Hinduism," drawn up in this manner so as to give the essential points of Hinduism, yet leave out the sectarian differences. Could not such a method of united effort, lie promoted by the ClirisI ians here ?

Again, impartial religious instruction might be given dealing with the fundamental truths common to all religious and moral codes, dealing with the matter in a balanced and sympathetic manner I'or this purpose ||,e "Universal Text Hook of lieligion' and Morals" could be ii-cil. or only the part dealing with Christianity if preferred. Some such method of working must be adopted- if (lie warring sects are desirous of giving adequate religions education. Education without: religion may product' clever men and women, but can education be etfectiuil without the impulse gained bv absorbing the pure and liable teachings forming the essential part of all the great religions of the world'i

Truly, as Mr. Caughlev says, the time lias come to decide the question regarding educational and religious liberties Yet he and many others claim that religious teaching should he given by religious bodies only; that would nraulicaliy mean nil Sundays only. Yet. if (lie pure ideals of a noble religion are to permeate our daily lives anil raise the liie of the nation, religious instruction must play an all-important part of the child':) daily lessons.—l am, etc., J. GUimTUS. Jolmsouvillof