RELIGIOUS EDUCATION IN N.S.W. . 803 



wrong; it is more likely to convince them that we have not a 

 Christian spirit." 



" We ought to show ourselyes followers of Christ, who when He 

 was reviled, reviled not again. 1 Peter ii., 23." 



These extracts are given thus fully to justify my statement that 

 the non-sectarian system of tState education in New South Wales 

 from its inception in 1848 has always regarded religion as an 

 essential part of school education, and made due provision for both 

 general and special religious instruction. 



For eighteen years the two school boards carried on their work 

 practically in competition with each other, with funds granted by 

 the State. Serious complaints of overlapping and inefficiency were 

 sent to the Government from time to time, and abortive attempts 

 were made by Sir Charles (then Mr.) Cowper, and Mr. William Forster, 

 successively, to get measui'es through Parliament to remedy defects. 

 Sir Henry (then Mr.) Parkes, sucC|eeded iti passing the " Public 

 Schools Act" at the end of 1866, by which the two existing boards 

 were abolished, and a Coimcil of Education Avas created to administer 

 both National and Denominational Education. The national schools 

 were designated Public. Schools, but the system of teaching was not 

 changed, and the books used in the national schools were retained. 



The council acted with discretion, tact, and prudence in welding 

 the two hitherto opposing forces into a united body. The work of the 

 Denominational schools was brought more in touch with that of the 

 Public schools. The first hour each day in the Denominational 

 schools was devoted to the special religious instruction prescribed 

 b}- the several churches, under the direction of the teachers. The 

 other four hours were to be devoted to secular study, as in the Public 

 schools. 



The value placed on moral training in the schools by the Council 

 is indicated in the following extract from a circular sent to the 

 teachers in 1867 : — 



'■ Of even greater importance than effective and enlarged instruc- 

 tion is the moral training of the youth of the Colony. The formation 

 of habits of regadarity, cleanliness, and orderly behaviour; the 

 inculcation of regaixl for the rights of property (public and private) ; 

 the growth of a spirit of obedience to the law, and respect for duly 

 constituted authority; the correct practical appreciation of the value 

 of time as an element of worldly success; the implanting of a love for 

 patient and sustained exertion in some industrial pursuit; and the 

 development of character for energy and self-reliance are all points 

 of the highest value, both to individual chidren and to the community 

 at large. Honesty, truthfulness, temperance, and other virtues may 

 be cultivated by school discipline; reverence for sacred things may 

 be fostered; and, without any violation of the strict neutrality 

 required between conflicting creeds, a religious spirit. may be educed 

 by a teacher who exhibits in the performance of his own duty the 

 promptings of religious influence. 



The first pleasing result of the new departure was the passing 

 away of the bitter feeling that positions with conflicting interests had 

 created ; and the esprit de corps among the teachers grew stronger 

 year by year. Matters moved along pleasantly and successfully f( r 



