THE EDUCATION QUESTION UNDER SEVERAL ASPECTS.

New Zealand Tablet, Volume XXI, Issue 17, 25 August 1893, Page 17

THE EDUCATION QUESTION UNDER SEVERAL ASPECTS.

IQEJIUK& HERE was a meeting of ministers of various sects, T^nJigsSr and some laymen, held a few tlaycj ago to Jiocuss slMS|yf the Bible- in-schools question, and come to some \^B§2x* decision in reference to it. At this meeting only jflfc^rcffi two voices were raised in favour of justice to Catholics, one that of a C hurch of England «JPR^ clergyman, the other of a lay Presbyterian. We thought this strange ; strange that in a meeting of clergymen and pious laymen only two could be found to advocate the cause of justice and fair play. But if we thought this strange, it appeared still stranger that some of the prominent speakers Bhould deliver the ideas and sentiments attributed to them by the newspapers. The Rev Dr Stcart, for example, would leave the Parliament to decide for the Catholics. He was too cautious to commit himself to the advocacy of justice, or vice versa. This was very pawky, but not very plucky, on the part of the Rev Dr, and evidently meant that he was quite content that Catholics should be compelled in the future, as in the past, to pay for the godless education of other people's children. Then there was the speech of the Rev Beady. We don't know to what sect he belongs, but he was very outspoken . He declared himself to be deadly opposed to denominationalism. Are we to conclude from this that he belongs to no denomination in particular, or that he is a sort of universalist for all, and yet for none in particular. But it is only fair to observe that though he is deadly opposed to denominationalism he is the strenuous supporter of the secularist denomination ! So much for his reasonableness and consistency. And we may add that if he really belongs to any religious denomination in particular, and that if Parliament established, at the expense of all, a system of education in accordance with the principle of his peculiar denomination, it is more than probable that no more should be heard of his deadly opposition to denominationalism. At all events this is quite certain, that our most strenuous objectors to denominational education at present never raised their voices against such a system so long as they had that system of denominational education which suited themselves. Under the old Provincial Government in Otago the system of education was essentially Piesbjterian. The teachers, with hardly an exception, were Presbyterian ; the school books were Presbyterian, and contained numerous shameless calumnies against Catholics ; the Bible was read in the schools and interpreted in a Presbyterian sense ; Catholic children were punished for refusing to assist at this religious instruction ; and as no voice was heard in denunciation of this one-sided denominationalism, we conclude that the opposition to denominational schools is merely a sham and a pretext for persecuting Catholics. We are astonished at the conduct of Scotchmen in this Colony . How different from the conduct of their countrymen at Home ! When the Scotch Education Act was going through Parliament, a clause " was inserted granting aid to other schools than those under the Boards, contributing to education, and of a peimanent character." But here the policy and object of our Education Act as administered are to destroy all rivalry, to ruin all other schools, and establish a grinding monopoly of godlessness. What has become of the nobleness and generosity of the Scotch character at Home, so bent on encouragiag and helping all engaged in the divine work of education ? Colonists having left Scotland have left this nobleness and generosity behind them, aud having crossed the Line, have subsided into a league of selfish and narrow bigots not ashamed to compel all to contribute to the free and godless education of their own children, and to persecute and plunder all who are making any effort to help on this great work on lines other than those of sheer godlessness. These Celts, of whom we, ourselves being Celts, are ashamed, though we should much prefer to be proud of them, have established a system here which has hardened into a heartless monopoly, and raised up a vested interest class whose bread and butter and wordly prospects of advancement have hardened their hearts, darkened their intellects, and converted what ought to be, and otherwise would be, a generous and noble race, into a lot of low, selfish, and narrow bigots and Belf-seekers. A second aspect of the education question in this Colony is the attitude of the Minister of education towards Bishop Luck, of Auckland. Our education law enacts that boards of education are bound to inspect

all other schools than those under the boards if requested to do so by the authorities having charge of these schools. Bishop Luck, trusting in the honest administration of the law, requested the Auckland School Board to inspect the Catholic schools of his diocese. This board, led by a bush lawyer, a busybody who happened to be one of its members, refused to do so on the ground that it was optional for them to do so or not as pleased them. Not wishing to recognise even the existence of Catholic schools, the board refused to comply with the Bishop's request ; and so its administration of the law annuls and repeals the law and frustrates the effect it intended. And all this on the ground that the law says the boards of education may inspect schools other than board schools. This wise and learned lawyer, who has misled the board into a ridiculous and dangerous position, seems not to know that in Acts of Parliament may is equivalent to shall, as even those moderately acquainted with the interpretation of law know, for, otherwise, many Acts ot Parliament could be rendered nugatory. Well, on this refusal of the board to obey the law and do an act of simple justice, the Bishop appealed to the Minister of Education. 'A he Minister's reply shows clearly he understood the merits of the situation, but declined to interfere, and recommended the Bishop to appeal to the Supreme Court. He knew what the law really was, but with sublime courage he feared to encounter the wrath of a mob of ignorant men, on whose breath his political prestige to a great extent depended. Bo much for the Minister of Education and his justice, his administrative ability, and his courage. He is chivalrous and brave, is he not ? Well fitted to be a Minister to administer the lawß of the land and hold high the standard of justice, honour, intrepidity, and fair play. A third aspect of the education question is the attitude of our two daily papers, the Otago Daily Times and the Evening Star. The great object of late with these journals is to strive to persuade Catholics to abandon their own excellent Catholic schools, and send their children to godless schools, and their reason of action is the assumption that Pope Leo XIII. has authorised Catholics in America to send their children to public schools. But Pope Leo XIII. has not done so. On the contrary, his Holiness has taught that Catholics in America are obliged to erect and maintain Catholic parochial schools, that Catholic children are obliged to frequent these parochial schools, and that when this cannot be done, parents, with the permission of their respective bishops, may send their children to public schools, on the express conditions that all danger to their faith and moials are removed, and sufficient means are employed to have them carefully taught in all the principles of their own religion. What has all this to do with us ? Is there any analogy between the American public schools and our outrageously godless system? Do the American public schools teach Catholic children and others that the Catholic Church sells indulgences, and massacres Protestants, as our godless system does, and for twenty years, to our certain knowledge, has done ? Besides, what is the nature of public schools in the United States of America. There are more than thirty States, and each has its own law on education. 80 far as we know, not one of these has established a purely godless system of education. We trust, therefore, that not even one of our people will permit himself to be duped by the incorrect and designing statements of these two papers, the uncompromising advocates of godless education, or that any Catholic will see in these statements anything but the lying and insidious efforts of godless men to deceive them and practise on their credulity. The effort of these papers is to maintain a systom intended for the destruction of Christianity in obedience to the Grand Orient of France and to establish a Jewish supremacy in the State in business, and, if possible, over the Church itself.