[TO THE EDITOR OF THE "SPECTATOR.']
SIR,—The experiment we are trying in this parish may have some general interest as bearing upon the subject of religious education in our elementary schools. When I came into the parish some six years ago, I found there was no kind of religious inspection in the Board schools of the parish, and a, very strong feeling against any inspection conducted by our diocesan inspector. The Board was, however, quite ready to appoint me co-inspector with a leading Wesleyan gentleman of the place, with full powers to arrange for the religious teaching in all the schools under the Board, on condition of our having taught all such parts of our faith as are cordially accepted by Methodists and Church people. Since then we have worked happily and without friction ; we trust each other, and enjoy our work ; several times Wesleyan ministers have helped us, and we have been cordially supported by all the teachers under the Board, though, of course, our action has meant more work with no increase of pay. We examine in the Ten Commandments and the Lord's Prayer, and in selected Old and New Testament subjects. Under the circumstances, I myself prefer not pressing for the Apostles' Creed, as we might be inclined to teach one article, at any rate, in a different sense.
I believe, if one leading and reasonable man were chosen to represent the Church of England, and one each of the orthodox Nonconforming bodies, that in one afternoon of prayerful con- ference they could settle the foundation of a scheme which might make our elementary education truly religious up to the limits, the magnificently great limits, of the agreement of the Christians so represented. Without some such compromise, we are, as Mr. Acland so truly says, in great danger of our unhappy divisions forcing us into the horrors of a national system of teaching apart from God's teaching. I fear not many clergymen, and perhaps not very many Church laymen, grasp the strength of the opposition among religious Dissenters against Church influence in so many of our day-schools. It may or may not be unreasonable, but there it is, and nothing but a policy of trust and co-operation can cure it. On the other hand, Nonconformists must try to see how great is the sacrifice Churchmen are called upon to make in such a plan as I advocate. In all his trials and disappointments, the school has been, perhaps, the bright spot in the clergyman's life : he has denied himself time and money that there, at any rate, he may work out his ideals. But directly Nonconformists see their clergyman ready, for the sake of a greater good, to give up his supreme position, they will vie with each other in con- sideration for his feelings, and care not to distress his best convictions.
While I write thus, I must freely say how sad it seems to me that such a plan of action should be necessary : for myself, I have always felt that the Educational Bill of 1870 was a measure of practical Disestablishment. If the clergy of the National Church are not to be trusted with the care of the religious education of the children, it is a comparatively small question whether they are to be trusted with the spending of the tithe rent-charge and the rest.
Our neglects in the past, our lack of sympathy, our failure to lead the religious aspirations of the poor, must now be atoned for by our bearing a punishment which we deserve, but which will lead us to a better state of things in another
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