MORALITY AND EDUCATION.

New Zealand Herald, Volume XLII, Issue 12929, 27 July 1905, Page 7

MORALITY AND EDUCATION.

Sir,— it be true, as all report?," official and unofficial, appear to testify, that the tone and standard of morality have fallen, and are falling, in this colony and elsewhere, then it must follow, "as the night the clay," that none of us can wholly escape the responsibility, any more than we can shut ourselves off from the demoralisation. The subject is too large, I am aware, to more than barely outline: its study remains an imperative public duty. ".Facilis est descensus Averni," but I cannot help thinking that whilst the Premier denies the increase of crime, and' at the same time condemns the excessive pleasure and sport-loving, nothing has so eased the descent as his own legislation in regard to holidays and the hours and wages of youthful labour. Leisure and money, unless .there be virtue and intelligence to use them aright, become a snare and not a blessing, as a tropical climate enfeebles unless selfdenial conforms to its conditions. But leaving the search for "causes" which, in truth, may be summed up in one word—selfishness— it not meet to ask what- more or better can be done to solve this moral problem, to destroy this moral cancer that is insidiously and fatally affecting the whole body politic? To yield to unbelief and say this is impossible is to declare that evil is stronger than good, falsehood than truth. Let me repeat, though it be a truism, that no great reformation ever was or can be accomplished without being made a definite end and object, resolutely and intelligently pursued, and pursued 011 moral and not artificial lilies and conditions. Hence, ,as I view it, a great moral revival can no more be realised by daily compulsory reading of portions-of the Bible in schools than a disease-worn patient can be restored by daily doses of noisome physic, without regard to the laws of vitality and its development. It is said this method—the Bible m schools—has suoceeded in New' South Wales. But why is this so greatly doubted! It is because it rests upon official statement only, 'upon replies received from the New South Wales Department of Public Instruction, and is unsupported by the national verdict and the national morals, If parents could become oppressed by the conviction that their children will not be saved without their co-operation, will not be saved unless their salvation becomes an object of parental desire and effortof_ loving, prayerful labour, which they can innocent!} transfer to minister and church, to teacher and school, and hard though it may be they will not pray and labour in vain. Is this to take small count of religious instruction in the school? It is not, I gather, as distinctly and generally understood as it should be that the object of the Bible 111 schools is not simply Bible-reading, but general Bible-teaching," or " religious instruction," as another states, or "instilling spiritual ideals in the , minds of the children," as another explains it. But; it is here the difficulty arises. To a collect and a passage of Scripture read without note or comment there would be little objection; •but who or what authority can specify and limit the instruction? Who shall define

"general Bible-teaching?" - The sohool teachers? But what if they cannot? What if their definitions differ wide as the poles? What if -some., not the least conscientious, refuse the attempt? Enough the plan is impracticable; it may .place a teacher in a false position; it would perpetuate denominational differences, and involve the State in encroachment upon a province that is beyond and above its vocation. If the State fails to instil lofty moral ideals, how can it instil spiritual? Bishop Neligan was reported in your columns to say not re ligions education," but, ' religious instuclion " was their object. I respectfully, but radically diffei from this order. A normal child is naturally religions, ami as its Physical and mental powers are strengthened and grow by exercise, by being brought out, so with ' its moral and so in due time its spiritual The conclusion, . then, is evident.. I low, morbid, pi oral condition requires direct moral .instruction and treatment, demands, in the words of a recent powerful appeal to the local authorities in England and Wales, that the " formation of. moral, character" should be/ "the chief end of education." UWIN U Cambridge, July 25.