Teachers’ Attitude To Religious Instruction

Press, Volume XCIII, Issue 27962, 8 May 1956, Page 9

Teachers’ Attitude To Religious Instruction

‘The Press” Special Service

WELLINGTON, May 7. Conviction that the public schools of New Zealand must remain secular, was expressed by Mr L. J. R. Meek, of Auckland, in his presidential address to the conference of the New Zealand Educational Institute in Wellington this morning. This alone could ensure unity, he said, but it should not be thought that the schools were “anti-religious.” They taught moral values but could not satisfy the claims of all denominations. “It has been said that moral and spiritual values in the community would improve if relgious instruction were introduced into our schools.” Mr Meek said. “State aid for private schools and the teaching of religion in our public schools are two matters on which there has been much public discussion in the past and which we can be sure will continue in the future, with pressures being exerted by interested bodies who are determined to get their own way. “The New Zealand Educational Institute has expressed its opinion on both these questions, and simply it can be said that we support the Education Act, which says that education shall be free, compulsory and secular.

“We also, however, affirm that the greatest inseparable purpose of education has been the development of moral and spiritual values, and special claims can be made on the school because of the central role it plays in the nurture of the young,” said Mr Meek.

“The schools accept as their prime responsibility the inculcation of those values which when applied to human behaviour exalt and refine life and bring it into accord with the standards of conduct which are approved in our democratic culture. The allegiance of the individual to commonly approved moral standards is necessary, especially in a society which cherishes the greatest possible degree of individual freedom.

“The public schools of New Zealand, financed by the public purse, created and controlled by statute are the responsibility, directly or indirectly, of the public. They are controlled and supported by all and must remain available to all. . They must remain non-denominational for they can play no part in satisfying the claims of this one or that one of the numerous systems of belief regarding the Divinity and the relationship of man to the Divinity,” said Mr Meek.

“Our schools are not anti-religious. Our public schools show no partiality to any religious denomination and they are hostile to none. We believe that, by raising moral and spiritual values to the primary place of honour in our schools, the schools create an atmosphere which is friendly to religion. “If the numerous religious bodies in New Zealand or any substantial pro-

portion of them should establish separate systems of religious schools the public school system as we know it would be replaced by schools semipublic in character, subject not only to the dissemination of the ideas or beliefs of the religious or political body in immediate control, but also open to pressures from the central government of the country which supplies the money. “What a loss there would be in the indisputable contribution our public schools make to the unity and common loyalties of New Zealand,” said Mr Meek.

“Without advocating or teaching any religious creed the schools can teach objectively about religion. We shoultf be neglecting an important part of the development of our civilisation and its culture if we excluded from the classroom all references to religion and the institutions of religion.” Mr Meek said. “History, literature, art and current affairs cannot be understood without a knowledge of the religions of the world and we must not exclude teaching about religions merely because religious beliefs are controversial.

“Economic and social questions which are also controversial ar® studied in the schools for if the students are to get experience in forming sound judgments they need to know the issues being faced and to get experience in using their critical faculties. Instruction about religion fitting to the stage of growth and development of the child can lead to unity in New Zealand, understanding of the other nations of the world and an esteem for the rich religious beliefs and customs of all humanity,” said Mr Meek.