Continental Systems of Religious Instruction in Public Schools.

Patea Mail, Volume XXXIX, 26 June 1914, Page 4

Continental Systems of Religious Instruction in Public Schools.

\ TO THE EDITOR t Sir,—The following brief description of { European systems of religious instruction ) in public schools is worthy of note just i row ! [ In Italy the law on religious instrucf tion in schools is about sixty years old, | and it prescribe that the Catechism is j to form part of the regular school currif rulum in the public schools. Various ) Royal Decrees have modified this \ Religious instruction was banished from )' the curriculum of the public elementary schools of Rome about six years ago but I last year (1913) religion? instruction was ! reintroduced. ( In France, Thursday is granted to the churches for imparting week day religious instruction to the children. The following extracts are from •* Moral Instruction and Training in Schools,” a report of an International Enquiry held in Linden, 1908, edited by Professor Sadler, Professor of History and Administrator of Education in the University of Manchester; “ Methods of Moral Instruction and Training of Girls in France," by Miss Eleanor P. Jourdain : ' It is regrettable, too, that all teaching ' I of Jewish and Christian literature is 1 emitted from the State programme, and ■ Jewish history is only slightly alluded to This greatly lessens the value of the conclusions drawn, and narrows the historical and literary view.” Denmark. Miss Henni H. Porch* I hammer said; “Eighty per cent of all I children of school age attend elementary schools, ninety-sight per cent of the I population belong to the Lutheran Church. The law requires dogmatic religious instruction in all schools for children, both elementary and second-a-y-” Norway. Dr Otto Andersson, Principal Higher Training college of the University~”of Christiana, said: “ In our school law, religion is placed as the first | subject in the curriculum. The religious 1 instruction _ is in accordance with the ) doctrines of the Lutheran Church ; in the lower classes it is concentrated on Bible

history, and the Catechism ; in the higher classes on Church history,” Switzerland: “ An Educational Democracy," by Mr Gustay Sp'dlor, General Secretary to the International U nion cf Ethical Societies, records: *' It is usual for the school to open and close with a short prayer, There are several types among the religions lessons. With the youngest children the teaober has a good deal of freedom; in the country round Zurich he is expected to teli ethical tales with a religious, point and vice versa. Then follow Biblical stories for the next three years* Finally, the clergy of the different denominations come into the school to teach the children of their respective communions. In the secondary schools all the religious teaching is given by the clergy, and at no stage is it compulsory.” Germany. “ Moral Education in the Boys' Schools of Germany,"by Mr Gustav Spiller:— “ Moral education is usually Coupled with religous education. . . • The religious lesson is regarded as the most important, and a religous atmosphere is expected to pervade the school. (Heligion and country, throne and altar, are the foundation of Gorman educationSome years ago Germany banished the Bible from her schools but has reintroduced it.—l am, etc., 8. Pearson. 253, Cuba St„ Wellington, ! 24th June, 1914.