THE GLOBE. MONDAY, APRIL 11, 1881. SECULAR EDUCATION.

Globe, Volume XXIII, Issue 2222, 11 April 1881, Page 2

THE GLOBE. MONDAY, APRIL 11, 1881. SECULAR EDUCATION.

Doubtless impelled thereto by the near approach of the coming session of the General Assembly, the opponents of the present system of education are again en the alert, their avowed object being to re-establish the old system of denominational education in our midst, and the reason for this activity does not entail any elaborate search. They cannct, or will not, sue that the education to be imparted to the rising generation is totally separate from, neither ought to be in any way connected with, creeds or bases of belief. Religious instruction •hould not be imparted by any teacher whose legitimate duties are to fit our boys and girls for the spheres in which they will move when school duties are numbered with the things of the past, but it pertains solely to their parents, and the clergymen belonging to the creed in which it is intended the children shall be brought up. But, for reasons best known to themselves, certain instructors of religion are desirous that schools in connection with their particular creeds shall replace those of the present system of education. Both Episcopalians and Roman Catholics are moving in the matter, but we protest against any public money being devoted to such a purpose, recognising in it the thin end of the wedge towards State endowment of religion. It is only reasonable to demand that the present system of education obtaining in this colony, which is working well, shall not be tampered with or diverted from its successful course to suit the views of the minority, who wish to revert to an exploded system which has been tried in the balances of public opinion, and found wanting. At a recent meeting of Church of England clergymen it was decided to bring pressure to bear upon the Government at the approaching session of Parliament to bring about this change, for which purpose a committee was appointed. Now, we will suppose for sake ef argument that it be determined to grant the views of the agitators, abolish the present system, and return to denominationalism. "We unhesitatingly state that it would be found unworkable. Granted that certain denominations succeeded in properly organising their schools, how, we ask, about the rest ? "What of the children of those creeds whose numbers are too small to allow of their having day schools in which the tenets of their creeds alone could be taught ? Are they to count for nothing in the arrangement ? With equal justice could they claim the same concession it would not work in large towns. Certain it is it would fail in country districts where separate schools for each creed are quite out of the question. And there is yet another argument, which is, that the old system failed in the past, and if tried would fail again. We notice with pleasnro that in certain schools different clergymen have, in hours apart from those devoted to necular studies, given lessons to tho scholars of their faith in scriptural truth, and wo believe that if a certain time was set apart for this purpose, say each Wednesday afternoon, when the whole of tho children should be present as on ordinary occasions, when tho secular toachors should givo place to the clerical instructors, and tho children bo put into

different class rooms, according to religions belief, then the clerical representatives of our various religious bodies, the properly authorised teachers of religion, could impart that instruction which they now clamour shall be taught day by day by a teacher who may possibly be totally devoid of any religious belief whatever.

A great deal has been said, by those who wish to dictate to the majority into what channels the monies voted for educational purposes shall flow, about " Godless education." For this state of things, if it exists in our midst, which we are not prepared to admit, the teachers of religion are alone responsible. It is their duty, as also that of the parents of the children, to impart religious instruction to the young; they have no right to attempt to divest them of the duty which clearly pertains to them, and more beside ; and in the wish to delegate such a grave responsibility to a teacher of A B C, or mathematics, they are clearly evading a portion of their duties. Fer as a teacher of classics or mathematics has been prepared and qualified for imparting those particular branches of instruction, so, too, the clergy have acquired a closer insight into ' the mysteries of their calling than the former; and it is manifestly the duty of each one to teach the particular tenets of their several creeds to the children of those who hold a like belief, and it is unworthy, alike of them and their high vocation, to endeavor to shuffle out of it on any pretext whatever. Of one thing they may rest assured, and that is that the great majority of the population of New Zealand will never again allow the miserable system of denominational education to be subsidised by the State. Before leaving this question, there is one matter in connection with our present educational system that calls for remark. It is free, secular, and compulsory, and such we wish it to remain; but we contend that the curriculum of studies provided by the State free of charge shall extend no farther than such as will fit lads for the ordinary duties of commercial life. All other instruction should be regarded as educational luxuries, fees for which should be charged to, and paid by, the parents or guardians of those receiving such instruction.