Religious Teaching in State Schools.

White Ribbon, Volume 7, Issue 81, 1 February 1902, Page 4

Religious Teaching in State Schools.

Dear Madam, —The article in las month’s White Ribbon re Moral Instruction of the Young is opportune, and, coming as it does just before Convention, let us hope the subject will be well threshed out. In order to open up the suDject still further, I intend to advocate religious instruction, and to indicate brietly how the subject is dealt with in New South Wales. Such instruction is provided for in two ways, general and special. Ist. General Re ligious Instruction : The teacher, following a syllabus, gives instruction to all pupils not exempted by written notifications from parents. 2nd. Special Religious Instruction : This may be given in school hours by the representative of any denomination. In regard to the first, an official report says that no teacher lias refused to give such instruction, and that it is taught as conscientiously ar, are the secular subjects. Moreover, the notifications to exempt pupils are so few that for statistical purposes they may be said not to exist. About 30,000 Roman Catholic children attend the State Schools, nearly all of ivhom receive general religious instruction. In regard to special denominational instruction, the report says the clergymen of different denominations, the teachers, and the School Boards find no difficulty in making arrangements to suit all concerned. In Section 119 of the Public Instruction Act provision is made for denominational books of instruction being kept out of the way of children whose parents may object to them.

Children not receiving religious instruction are employed at secular work during the time set apart for religious instruction. (This plan is adopted in Rhodesia.)

In your article you ask: Has the State any responsibility in this matter ? In reply, yes. for this reason : School work and home lessons exact all the mental effort that may reasonably be expected of children. If, then, those who would instruct the children are denied the time and opportunity, upon whom does the duty devolve if not upon the State ? 1 urther, is Biblical research likely to be encouraged by keeping the Bible, or selected portions of it, out of the schools ?

How has it come about that throughout the colony there has been an awakening in regard to the teaching of handwork and the adoption of kindergarten

methods ? Simply because those who believed in them persevered and proved their efficacy. In conclusion, let me point out that a careful inquiry into the early training of the men and women now holding responsible positions in this colony would, I believe, in the great majority of cases, reveal the fact that they received religious training in their childhood. With a somewhat limited knowledge, this fact appears to me to hold good, even apart from a good parental example.

I am, dear fellow-worker, Yours in the interests of the children, Mary McCarthy, Naseby.