THE BIBLE IN SCHOOLS.

Otago Daily Times, Issue 20389, 21 April 1928, Page 12

THE BIBLE IN SCHOOLS.

The Primate’s reference to the Bible-in-Schools question in the'address'which he delivered at the opening of the Anglican General Synod may please those who approve of the alms of the Bible-in-Stater Schools League, but is not likely'to have the effect of weakening the opposition to them. Archbishop .Averill says that the Nelson system cannot possibly be substituted for the scheme promoted by the League, inasmuch as the first principle of its scheme is prayer and Bible-reading within school hours. Further, he raises the objection that the operation of the Nelson system must naturally be so limited as to be of little use to the great majority of the children who attend our State schools. This, however, immediately prompts the question, Why should the operation of the Nelson system be so limited? The’system represents a practicable scheme of instruction, and if,' as Archbishop Averill says, not more than 25.CC0 out of 200,000 children in our State schools are receiving religious teaching, that seems tantamount to a confession of failure on the part of those who desire that this instruction shall be imparted, while it constitutes no valid | argument in favour of the League’s objective. It is not to be taken for granted, presumably, that, given the enthusiasm and effort, the Nelson system could not be made far more embracing than it is. Of course, as long aS the Bible-ln-Schools League looks coldly on the Nelson system, and declares that it can never be a substitute for its own scheme, which is directed to reaching the children within school hours,, then it cannot be expected that the Nelson system will make much headway. Yet it might be supposed that those who are anxious that religious instruction should be given to the children would welcome a scheme which has been developed to some purpose, and >which, since it does not involve the introduction into the school system of a kind of instruction which would be the subject of protest on denominational grounds, has not aroused opposition. Under the free, secular, and compulsory system of State education all denominations are treated alike. That has always been the answer to the Roman Catholics who would claim State assistance for the schools which they maintain for- their own purposes and to suit their own point of view. I! they do not choose to take advantage of the State institution, the responsibiity of providing an educational equivalent rests with themselves, and they have no legitimate ground for complaint. The Bible-in-Schnols League cannot fail to recognise that a modification of the strict secularity of the State school system, even to the extent that was contemplated in the Religious Exercises in Schools Bill, would affect the fundamental character of the whole structure, and expose it to denominational attack from a new angle. Moreover, the League apparently

looks upon the provisions of llio Bill which it lias promoted as providing tor a minimum requirement in securing that tire children will lie made acquainted i with the Scriptures. And if the suspicion ! exists that the measure is to be regarded as representing the thin end of a wedge, which would open the way to the introduction of actual religions instruction in the schools, it receives support from the expression by Archbishop AveriH of concern because, under the Nelson svstem, but a small percentage of the children are

receiving what lie describes as “ religious teaching.” The inference would seem to be that “ religions teaching,” not merely Bible reading, is regarded by the Primate as the ultimate objective. The Nelson system affords for tlie religious denominations all the latitude they need desire in respect of the instruction to be imparted by them to the children. If the movement to break through a well-tried rule of our system of primary education through the adoption of the objective of the Bible-in-Schools League were successful, difficulties and complications would be likely to be created that .would endanger the-whole scheme of primary education.