Battle for Freedom of the Schools

Maoriland Worker, Volume 5, Issue 176, 17 June 1914, Page 6

Battle for Freedom of the Schools

THE SCHOOLS-A HERITAGE | . ' WORTH SAVING. ' By PROFESSOR HUNTER. •Tbesteady- increase in the complexity of life makqs it imperative for tie wel-. fare of our citizens that, in their, earlyi years, they should get the best possible, training for the tasks that lie before them. For this, purpose the primary schools- are of most importance' because the great majority of the children milet pass through them, and many get no further schooling. What is meant, then, by saying that the schools are ''free!'? I Clearly it cannot mean that wo do not pay. for them; the community' most do" that; *and ''as> more • than 'GO per <ceut. : of the revenue of the Dominion, is raised im the form of Customs duties, the people with families contribute most towards the cost of the sohools. We are not, therefore, getting something for which we do not pay. The schools are free in the sense that they are open to all on equal-terms': There are neither social nor religious tests for pupils or, ■teachers.-: The door stand open equally for the Anglican arid" the Baptist, for the Jew and for the Gentile; for the rich and-'for the. poor.- It is this dom that we..,stand in danger of losing! The present system'is valued for—

' (1) Its-.equity.'No one objects to the subjects:of the .present-ouriiculum. The proposal' is that a, particular type of religion ehould also be taught. It is proposed' that the • schools ehould be, free in tlie-fullest serise only to ithose who can. accept this form of religious teaching.- Tho prosont system placos no such disability onthoilipldprofany roligious belief, it.is'fair Qnd just to all in the of its marks An EQUITY. ■■-"'. s

(2) Its neutral attitude on religion, It is hostile to no form of religion;,it favours none. It is secular in tho same sense that other State departments ai-e secular: they remain neutral to all forms of religious conviction held by different grbupe of citizene. One Jot its characteristics .is- s its NEUTRALITY.;;

, (3) Its unifying influence. .Unioni we know, is strength. In o\ir schools differences of sect, class, caste, race and nationality are not made prominent; the children are taught their responsibilities ac good citizens. All therefore can meet on the basis .of common interest in, and common effort, for, the social good. The proposal of the Biblo in Schools League is that the sectarian apple of discord should be thrown into this growing community: that instead of uniting them' in the common service of the State, we must teach some children that they' are Anglicane, othere that they, are Presbyterians and so on. We should, in. short, let loose the destroying angel of sectarianism and thus lose the raiue of UNITY. ,

Let. ©very elector: clearly understand that the present eystem stands for equity, neutrality' in matters of religion, equality and unity; that the proposed innovation—the-New South' Wales Sye"tem—means, in- effect, privileged sectarianism, State aid to certain'denominations, inequality and discord. TBlse are the alternatives.

BE NOT DECEIVED. KEEP YOUR SCHOOLS FREE. REMEMBER "THERE IS NO ALLEVIATION FOR THE SUFFERINGS' OF MANKIND EXCEPT VERACITY OF THOUGHT AND ACTION."