LECTURE ON EDUCATION.

Thames Guardian and Mining Record, Volume I, Issue 188, 16 May 1872, Page 3

LECTURE ON EDUCATION.

The first of a series of lectures on behalf of the Thames Wesleyan Sunday-school Union, was delivered last evening, by the Rev. J. Buller, on the subject of “ Education.” The Rev. B. C. Bntland occupied the chair. Owing probably to the unfavourable state of the weather, the attendance was not large. The proceedings were opened by the singing of a hymn, followed by prayer by the Rev. W. J. Williams. The Chairman offered a few introductory remarks appropriate fo the occasion, observing that one of the main points at issue on this point was, whether religion should be taught by the state or not, owhether the Protestant or Roman Catholic view of the matter was to be taken. Mr Buller then proceeded to review the question, pointing out that education meant not only the imparting of instruction, but was a life-long work, commencing in infancy and terminating onl> in death. The object of a good education was to remove ignorance, brutality, and degradation. A sound mind in a sound body was the proper condition of man, and, therefore, a proper physical as well as moral training was necessary. To have well-educated mothers was one of the great requisites, as the first impressions imparted to a child’s mind are of vast importance, and usually have great influence in after life. The object of education was not so much to impart knowledge to the mind as to render it capable of receiving it, and to draw out the natural qualifications. The rev. lecturer cited several anecdotes, showing that a child may be taught to repeat all sorts of lessons by rote without understanding their meaning. An education which was not made intelligible he considered all but worthies'!. Moral training should commence at the parent’s knee in infancy. It had for a long time been a disputed point, whether the State should interfere in public education, but it was now considered that, at all events, where private means failed, that the State should step in. It had been contended that this was an interference with the libert}' of the subject, but the State did step in between parent and child where the latter committed crime, and therefore it was the duty of the State to see that every' child was sent to school to be taught right

from wrong. The feeling that it was a mistake to educate tho masses had died out. In any system which was adopted the conscience should he left free. The three principal systems, the merits of which were now being very generally discussed were : Ist., tho Denominational ; 2nd., the Unsectarian :• and 3rd., the Secular. The denominational system was to carry out education by the agency of the several religious denominations subsidised by state aid. This was all very weH where each denomination had within itself the means of thoroughly carrying it out, but such a system should not be supported at the public cost, and it bad been tried elsewhere and been decided to have been weighed in the balance and found wauling. The Unsectarian scheme embraced a comprehensive system of education, in which religious teaching is included, hut not that of any. particular sect. This system had much to recommend, if there were proper teachers. The 3rd system, the Uusectamn, was that in which all religious teaching is ignored, which had many supporters amongst ministers of religion as well as laymen. All education was incomplete without religious teaching, hut it should be taught by parents at home, by the Sunday school teacher and the clergyman. A pioper system of secular education would embrace not only the three 1 IPs, ’ (Reading, wßiting and altifhmetic) but also the elements of history, geography, political economy, music, dancing, drilling, order, obedience, cleanliness, and the groat principles of truth and honour. This system he thought it probable the Legisture would have to admit, and that it should he left an open question whether. Bible teaching should be added or not. The duty of the State was to educate so that a man should be fitted to discharge the duties of this life, and it was for religion to teach him to be fitted for the life that is to come. There were many difficulties which beset the question, and (he State would act most wisely in adopting such a system as would most effectually he said to “ render unto Cresar the things which are CtesnrV, and unto God the the things which are God’s.” At the conclusion of the lecture a . vote of thanks was passed to the Rev, lecturer, who was frequently applauded during the delivery of his address, his views of this important question being evidently in unison with those of his audience.