BIBLE IN SCHOOLS IN GERMANY.

Otago Daily Times, Issue 11593, 29 November 1899, Page 6

BIBLE IN SCHOOLS IN GERMANY.

The columns of the Times have been largely used of late to discuss the question of the reading and teaching of the Bible in. the public schools of the colony. I d 6 not propose discussing the question myself, at least, in this paper. I wish only to lay before your readers some interesting particulars of the war in which rel.g,ou 8 instruction is given in Gerthr Til ' hav. e, sae" "° mention anywhere in the- public prints of the colony of the German mode of instruction. Light on a E problem from elsewhere will proV e inteiSt-

Among the valuable special reports on education issued: by the Education department of tlie Imperial Government during the last three years there have been frequent reports educational experts on the schemes in }-ogue in German schools. Volume 3 contains a section entitled "Curricula and Programmes of V,ork for Higher Schools in .frjgsia. 1 his is not an expert's report—it is no report at all, but simply a bare translat o lr ol the C]rcu ia r aent to lhe . R , School Council of each province by the Prusiaii Minister for Education mi lf-9? w hen issuing a revised programme of work for the higner scaools The circular is most interestthr/r M ln ° T'- eat iS tlle Care taken in thoroughly explaining the principles of the code to _ every sub-department concerned in its ■aanunistration. lirst of all, the time tables are gn-en for the four classes of schools, and then the detailed programmes of work in each subject, from the lowest to the highest class. Appended to-those are explanations and practical directions for the carrying out of the scheme of instruction. Confining myself to the subject which I have at present under consideration—religious instruction,— I put before my readers the following facts and extracts:— .

In eac.i of the four classes of school* wnether tne course extends over six years or nmo years, there is provision made for religious instruction every week; in each lowest class for three hours, and in every otKer class tor two hours. Two schemes of instruction are drawn up, ono in the Protestant, relio-ion, the other in the .Catholic religion. I here take tlio former; but in every way the explanations and provisions are as explicit for the lacier as tor the former. The general aim of religious instruction is thus explained- "The Irotcstant religious instruction in higher schools, supplemented by the general moral miluence or the school, aims at bringing up the young in God's Word, and fitting them to set a good and active example in the future, both by their religious and everyday life and by tneir participation in the life and work' of their parish." The detailed work of the classes ie then given. Not to give all this, I point out a few general facts. The four lowest classes have to learn by heart caen year four hymns, some texts, and one or more sections-of the Catechism; so that at the end of four years the Catechism, with Luther s commentary, some 16 hymns, and seme specially-chosen texts, are mastered. JJuring.the following •years each of these sections is thoroughly revised to make the pupil master for life of this early memory work During the-first three years Old and New -testament narratives are read. During the following years the following is the scheme of teaching, so far as reading and instruction are concerned (the classes are arranged in ascending order) : — (B).-—"The Kinigdom of God in' the O.I.; suitable extracts from the Bible, as well as Psalms and passages from the Book of Job, in illustration of the came. Instruction in the Church Year and the meaning of the Order of Divine Service." '

11l (A).— liThe Kingdom of God in the JN'.l.; suitable exfcraSts from the Bible to be read in illustration. Careful study of the Sermon on the Mount and Parables. History of the Reformation in connection with Luther." II (B).—"Bible reading to supplement and complete the portions read in 111 B and 111 A. Explanation of one of the synoptic Gospels." .... . .

H (A). —"Explanation of the whole of the Acts of the Apostles. Other selections from books, of .the'N.,T. to be read."

I. (B).—" Church history, so far as this is of immediate importance for the religious training of the younger members of the Protestant Church; the Petrine period, the Pauline conception of the work and person of Christ, St. Augustine, Pelagius, the growth of the Roman Catholic Church; the Reformation and events that led up to it;, development of the Protestant Chuvcli in its more important directions (Pietism, Moravian Brethren, Spener, Wiehern): also modern sects, such as Methodists, Baptists, Irvingites. Explanation of N.T. Scriptures: the Gospel of St. Johnand the easier Epistles (Epistle to the Galatians, to the Philippians, Epistle of James, Ist Corinthians, Epistle to Philemon). I (A). —"Elements of faith and morals in the form of an explanation of Articles 1-16, 18, and 20- of the Augsburg Confession, after a short previous dissertation on the three creeds'."

Explanation of N. T. Scriptures: The Epistle to the Romans and other.epistles from the selection given in I (B). From the "Notes on Method" I select a few .sentences hers and there: "In religious instruction, chief; stress is to be laid upon a living acceptance and real assimilation on the part of .'the.-pupil of the truths of salvation and the duties of a. Christian; and religious instruction is to be limited so far as it is of a historical nature to those incidents v/hich are of lasting influence upon the religious life of a member of the church."

"The limitation of the amount to be committed to memory renders it, more possible, by frequent repetition, to secure for the pupil as an- abiding possession in after life the hymns, Scripture texts, and portions of the Catechism which he has learnt by heart." From the "Explanation and Practical Directions for Carrying out the Time Tables and Programmes," I select a few sentences:

" The Education department lays particular stress upon the fact that religious instruction in the individual schools is not to be too desultory, and that it is uot to be treated as a detached subject, but is to be brought in a natural way into the closest relations with all other subjects, especially the ethical ones. It is especially the business of hen.d masters and school councillors to work towards this end." " \

" If the higher school is to perform its in this direction, it must maintain outward discipline and order, and foster obedience, diligence, truthfulness, and pure-mindedness ; and it must from all subjects of instruction, especially those which deal with ethics, developgerms that shall be fruitful in the formation of character and manly endeavour. "While in this way the youthful mind is filled with the highest moral ideas, and its interest in them -lastingly aroused, a definite bent towards this goal is at the same time imprinted upon the will." "The fact of the'pupil belonging to a definite church community renders it a part of the duty of the school not only to remove all obstacles in the way of his active participation in the religious observances of his church, but also, so far as the school arrangements aro not thereby disturbed, to promote this participation in a positive manner. The staff will, of course, gladly co-operate to further thej attainment of this aim as fars as possible."

Such is the way Bible-reading is managed in Germany. She trains the body by compulsory military service; ' she trains the mind by compulsory school attendance; she trains the sou]' by compulsory religious instruction. In this manner she seeks the perfection of the whole being of her citizens, with what results we know too well; it is already matter of history.

T. D. Peaece.