BIBLE IN SCHOOLS.

Evening Star, Issue 15065, 23 December 1912, Page 2

BIBLE IN SCHOOLS.

THE NEW SOUTH WALES SYSTEM. A PERSONAL TESTIMONY. [By G. S. Cook, in the ' Methodist Times.'] The writer may lay claim to having enjoyed exceptional opportunities for gaining first-hand knowledge of the working of the Bible-m-schools system in New South Wales. Born in that State, and beginning my school life in 1870, my memory covers nearly the whole period of the system, winch was instituted iu 1866. I spent 32 years of my life there—long - enough, to IV<!1 V<! ° ne of niy own children in the schools. I hive resided in the three great natural divisions of the State—the coast district, the tableland, and the interior. I have been associated largely with school teachers, having two brothers in that profession, with whom I have also kept up a regular correspondence. Four ,-ears aro I spent three months in New South Walls —a good deal of that period with schoolmasters and ministers. During my 13 years in New Zealand I have had a live interest in the Bible-in-schools question, having preached or lectured on the subject ' in every circuit in which I have been sta- > honed. My knowledge of the working of the system has led me to regard it as the happy, solution of this difficult question for | the English-speaking world, and I am not surprised to find its general principles spreading. i The three school teachers with whom I £ad most to do in my school life were Roman Catholic, agnostic, and Presbyterian respectively, but their personal views did not affect the lessons given. The Scripture lessons in the text book were made as clear to us as anv other reading lesson. The impression left on my youthful mind was that the Roman Catholic was the best teacher of these lessons, and I would place the agnostic and Presbyterian second and third respectively. A 1 large proportion of the children in these schools were Roman Catholic, but iw trouble ever arose through the lessons, either from teachers, ministers, or pupils. Nor have I ever known of any difficulty in the schools through these lessons. One of my Australian correspondents said: "The teacher who cannot give an interesting and helpful lesson to children from portions of Scripture selected by educational experts, without getting himself and the child tangled up in sectarian and philosophical difficulties, must be mentally twisted to begin with." Speaking to the head, master of a district school in New South Wales, a fine type'of'university man, and who is now an inspector*, he said: " 'The best teacher of Scripture lessons that I have had under me was a Jew. One day I said to him: 'lt seems strange that you, who are a Jew, should take such an apparently keen interest in giving these New Testament lessons.' 'Not if you look at it from my point of view,' wa6 the reply. 'I believe that the position occupied by the Jewish people and their permanency is due to our religion. I have a sufficiently high estimate of the ethical influence of Christianity to believe that the true progress and permanency of the Christian nations depends upon their religion From this point of view, I believe that th<*sfl are the most important lessons that I have to teach, and I am interested accordingly.'" This view is in accord with Professor Jack's opinion, in the 'Hibbert Journal' of October last, where he 6ays that the basis of social discipline is moral; "that this moral element is enforced by religious sanctions, and its growth amongst Western nations is intertwined with that of Christianity." Scarcely anyone in the communities where I went to school took advantage of the conscience clause, and there was oertainly no petty persecution in these cases, nor have I heard any complaint of such in New South Wales. In a. letter which I received from a teacher, he stated that 1,000 children had passed through his hands, and in only one case did a parent lake advantage of the conscience clause, and the calibre of that man may be guessed <fey lias • request that his children should not be taught history oi anything belonging to Hie past, as he wanted them to have a clear start in life. It was Goethe, I think, who said that tho man who did not use the heritage from the past, and who would not borrow the best ideas in the present, was original—as original blockhead, lite right of entry of ministers has not caused any friction. Personally, I received more benefit from, the instruction of teachers than from visiting ministers. Not every minister knows how to talk to children as well as the trained teacher can. But tho right _o? entry removes the ground of objection to a National System on the part of Roman Catholic and High Church leader.?, as it provides opportunity to teach their own children. It makes for toleration, be. cause it makes'clear to the child, mind that there is no State Church, but that, all are equal before the law. Discarding the ostrich-like policy of the Secularist, it is ai frank recognition of tho place which religion occupies in the life of tho people. It is a neutral attitude, in contrast to the negative standijoint which makes Secularism tho religion of the Stole, brands and banishes' the Bible as a sectarian book, and attempts to ignore religion. It brings ministers in touch with one another; docs not weaken Church loyalty, but lessens sectarian bitterness. I have known a Protestant teacher in a purely Catholic community, and a Roman Catholic in an almost Protestant population; and the Scripture lessons were given in each case without any trouble*.

But the absolute proof of ite satisfactory working lies in the following facts: The kadsrs"of the Roman ■ Catholic Church are opposed to the methods in New South Wales, as they are to the fecular system here, and are pitching their schools in both countries, holding that, the education oi their children fhovfld be in the-hands oJ the Church. The proportion of Gatholica to the population is nearly twice as large over tht-re. The Labor vote is strong enough to place and ke-ep a Labor Governraent ill power, and a plank in then- platform dec-lares for free, compulsory, and secular education. In spile of all this, the people are so remarkably satisfied that less than 1 ]>er cent, take advantage of the conscience clause, and the conscience clause is a continuous referendum. A leaderwriter in ;i Wellington daily states that the furious controversy now raging is a proof that we are not- ready for Scripture lessons in the schools. It seems to mc tha.b it is proof of the failure of the secular system after 35 years' trial. There is nofurious controversy in New South Wales, after 36 years. Many of the teachers would like a more up-to-date text book ejected on the line.-; adopted in Queensland, and proposed for New Zealand. I know, from a wide experience, that with the exception of one church, which-wants more, and not less, religious teaching that the system, gives, that tho teachers, parents, and ministers in New South Wales are satisfied with their system. 1 have sufficient confidence in the Scriptures, the teachers, and the people to believe that it will work still greater good in. New Zealand.