SECULAR SYSTEM OF EDUCATION

Dominion, Volume 37, Issue 239, 6 July 1944, Page 4

SECULAR SYSTEM OF EDUCATION

An Amendment Sought SUPPORT FOR RELIGION IN SCHOOLS Moved by Mr. 11. R. Searle, who said it had been written that secularism was the negation of spiritual values, a Wellington remit that the Government be asked to amend the Education Act by deleting the secular clause and introducing a system of religious teaching as part of the school syllabus, provoked lively discussion at the conference in Wellington yesterday of the Dominion Eederation of School Committees; Associations. The president, Mr. L>. H. lor; ter, emphasized that the allirmation ot the principle, rather than the determination of ways and means of its actual application, was the real point to be decided by the conference. The remit was adopted, but the two Auckland delegates recorded their dissent. . The sad lack of religion in the child s education as far as the school syllabus was concerned, said .Mr. J. D. Gray (Canterbury), who seconded the remit, meant that no special facilities were provided for the child to become acquainted with tlie fundamental laws of the iiioral world. If indifference on the part of the parent robbed the child of its birthright, then the State, was justified in stepping in and providing the neces sary instruction. The problems of juvenile delinquency and of social evils would not disappear through religious instruction in schools, but it would be a big contribution toward that end. It would confer on future generations, the greatest possible benefit. A nations greatness did not consist in the magnitude of its'empire or the size of its lighting services, but in the quality ami character of its people. The most effective way to attain that desirable end was to start with the children. Without recognition of tlie importance of religion in schools, the idea was implanted that it was at a discount in the education system. The moral decadence of the nien who had led the aggressor nations into war was due to their lamentable lack of spiritual ideals. The opinion was expressed by -Mr. M A. Robson (Otago) that had religion played a greater part in the lives of many men, the world would not be m the mess it was today. Its teaching should not be tlie exclusive function ot Sunday school teachers and church ministers.

Maintaining that free, secular mid compulsory education had been the basis of the New Zealand system for 60 years, Mr. C. S. Morris (Auckland) said that he respected tlie views of tlie other speakers, lint tlie church and tlie home were the places where religious instruction should he given, and all should be free to worship God in their own way. Agreement witli tlie viewpoint that the church and home were the places for instruction in Christian ideals, was voiced by Mr. N. E. Dalmer, but were, he asked, ail parents competent to do so. or had they the time to perform that function? ’Tlie objective sought wa s the principle that Hie child slionld receive instruction in Christian ideals just as in other phases, and less important ones, of education. Denominational struggles for dominance in Hie teaching of the Bible, in schools by different religious factio'ns were forecast by Mr. Gilbert (Auckland), if religious instruction was introduced into the education system as a part of the syllabus. Me said lie had seen the actions of men who had been loud in proclaiming themselves Christians. Mr. Searle, replying to points raised during Hie discussion, said the churches sought the recognition of religious instruction as an official p.'irt of the school syllabus. There was no attempt being made to frame the formula for that instruction, as that could lie drawn up by tlie Education Department.