SCHOOLS AND MORALS.

Gisborne Times, Volume XXVI, Issue 2369, 9 December 1908, Page 2

SCHOOLS AND MORALS.

BELIGIOUS INSTBDCTION

-In the teaching of morals at school Victoria has long been interested, for i this subject’is the root of the perennial discussion on the introduction of Bible-reading and other iormal relig- > ious instruction into the State school course (says the Melbourne “Age”). ! In a State which practices universal religious toleration it is ob- , vious that the only religious instruction which can bo introduced into tho national schools is that relating to principles upon which all denominations aro agreed, and which all arc Avilliug to have, taught apart from sectarian dogmas. As almost the only such principles are tho broad ones of general morality, tlie real question of religious instruction in schools is this: —Can morals bo taught systematically at school as a separate organised subject? The International Congress on Moral Education .in London, after four days’ reading of voluminous papers, has succeeded in showing only that the subject is full of difficulty, and that if we continue our present course in Victoria wo shall not be missing any clear new educational path. Indeed, it appears from the proceedings of the Congress that the only practical compromise acceptable to such a gathering would bo something like that which we have evolved here as being the fairest to our large number of assertive sects of very divergent vieivs. This compromise consists mainly in the general understanding that our teachers are to practiso tlioir pupils in tho exercise of a healthy, moral feeling towards all their school work. It is significant that at the Congress practical teachers emphasised the value of sound, honest work on any subject as in itself the best moral training to be found in school. The teacher is unconsciously settling the formative moral tone of his class at every hour of tho duy and during lessons that >eem very remote from the moral region. An occasional special teacher may bo able to appeal to the children by means of regular set lessons on morality, but generally such lessons degenerate into routine preaching, which is worse than useless. The practical teacher prefers that morality should be taught in -its natural relation to tho hourly work of his -. lass. A teacher, by administering file principles of equity and honor in ids class, without- over a formal lesson on religion or morals, can produce moro effect than one who teaches the most reverential religious ceremonies, hut practises a subterfuge on the .'lightest temptation. Another potentmoral influence wielded by the teacher is that of guiding the social relations of the children to one -another along justice and consideration without undue interference. Yet, after -■ill, the main part of the child’s moral training must bo received in Ihe home. The central domestic virtues and vices aro learned from parents and from brothers and sisters. The school introduces the child chiefly to its moral duties outside tlie family. >fc is rather too much to a.sk of tlie school tbit it shall teach domestic morality as well. The moral tone- of schools is determined almost entirely by that of the men and women chosen as teachers. In Victoria wo need not dorango present conditions by trying to introduce special courses of religious or ethical lessons into the State schools. The best we cr-il do for our young people is to attract as manv good men and women as we can to the ranks of tho teaching profession.