The Pacific commercial advertiser. [volume] (Honolulu, Hawaiian Islands) 1885-1921, 1888-12-17
Religious and Moral Instruction in
Schools.

Religious and Moral Instruction in
Schools.
Mr.. EDTToR-Sir: | am glad to find
that the Board of Education in the
''course of study for the public English
schools in Hawaii, " recently put into the
hands of the teachers, recognize the
need of something in the shape of moral
training as a component part of the school
course, inasmuch as the teachers are in
structed that
Throughout the course. it should be i'm
pressed upon pupils to be neat, punctual,
kind and courteous to one another, and to
their teachers. Upon proper occasions,
brief talks should be given uponiusefumess
and honest conduct pertaining to all the
relations in life.
Gratifying as this is, imagine that
many persons will consider that the
Board have not gone far enough in
the matter, and that the instructions
they have given as regards what is after
all the most important part of the train
ing of the young are totally inadequate
to produce the desired result, namely,
the bringing up of the rising generation
of Hawaiians in habits of truth, honesty,
purity, sobriety and industry.
Commission on education signed in Eng
land last July. This commission was
composed of men of ali shades of belief,
and was intended to be thoroughly rep
resentatiYe in character. After sitting
tw0years and collecting mass of evil
dence from all quarters, including the
leading countries of Europe, the United
States, and the principal British Colo
MES, they have set down their cOnclu-
sions in an exhaustive report, which
touches upon every conceivable bearing
of the State to the education OF the
young.
With your permission, | will give a
few extracts from that portion of their
report which bears upon religious and
moral training:
L. Whilst differing widely in our views
concerning religious truth, we are peTsu-
AIDED that the only safe foundation on
which to constructs theory of morals, or
to secure high moral conduct, is the rel;-
gion which our Lord Jesus Christ has
taught the world. As we look to the Bible
for instruction concerning morals, and
take Its words for the declaration of what
is morality. so we look to the same in
Spired source for the sanctions by which
men may be led to practise what is there
taught, and for instruction concerning the
help by which they may be enabled to do
2. On the whole, we are of the opinion
that, greatly as the estimate of the value
OF the religious instruction given in board
schools varies from the standpoint from
which it is regarded by various witnesses,
there is good ground for concluding that
where care is bestowed on its organization,
and sufficient time IS allowed for impart-
ing 1t. 1t IS or Il nature to affect the cOnSci-
ence and influence the conduct of the chill
dren Of-whoSe daily training it forms a
schools q
teachers accompany systematic Bible read
ing with appropriate comments and eX-
plantations: in others the scriptural in
struction Is restricted by limitations
such as that the Bible be read without note |
or comment which we think must greatly |
lessen its value. We must add that though |
we highly value the influence of Sunday |
schools, it is admitted that many scholars |
In elementary schools, do not either attend !
them or any place of worship, and that |
their parents are often either too ignorant |
or too Indifferent to give their children any
religious instruction. Such children are |
entirely dependent upon instruction in the
lay schools for any knowledge of the scrip
,ural truths which ought to be the common
heritage of all the people in Il Christian
3. We are strongly of opinion that much
greater support should be given by the
State to the moral element of training in
our schools. = We recommend there
should be laid down as to
moral training, making it an essential con-
1ition Of the efficiency of public elemen-
AIRY school that it should be held to COM
prise such matters as instruction in duty
and reverence to parents honor and truth |
ulneSS in word and act, honesty, purity
consideration and respect for
others, obedience, cleanliness, good man.
lers, duty to country, the Encouragement
If bad language, and the like.
4. After hearing the arguments for
wholly secular education, we have come to
he following conclusions:
l. That it is OF the highest Importance
hat all children should receive religious
md moral training.
2. That the evidence does not warrant
he conclusion that such religious and
moral training can be amply provided
otherwise than through the medium of
Elementary schools.
3. That in schools of a UNCONVENTIONAL
character to which parents are compelled
% send their children the parents have
light to require an operative conscience
,lause SO that care be taken that the chill
iren shall not suffer in any way in Conse-
Iuence of their taking advantage of the
conscience clause.
4. That inasmuch as parents are com
)elled to send their children to.school, it is
ust and desirable that, as far as possible
hey should be enabled to send them to
chool suitable to their religious convictions
'r preferences.
5. We are also of opinion that it is of the
highest Importance that the teachers who
ire charged with the moral training of the
chOlars should continue to take part in
he religious Instruction. We should re-
ard any separation of the teacher from
he religious teaching of the school ASH
urious to the morals and secular training
# the scholars.
Sir, conceive that the moral training
II the Young is at least aS essential in
Hawaii nei as in Great Britain.
The latter country finds that to divorce
morality from religion is unsafe, and that
n religion alone are to be found the
ecessary sanctions and instructions for
ne practice of virtue. She also finds
hat daily instruction in the truths of the
Bible, carried on in the public schools,
) alone to be looked to as reliable
nethOd of intoxicating nrincinles of uirt,1o