Religious Instruction in State Schools; Statement Prepared by the Rev. Canon D.J. Garland for the Education Committee of the Parliament of New Zealand

<p>This historical document Religious Instruction in State Schools presents a statement prepared by the Rev. Canon D.J. Garland for the Education Committee of the Parliament of New Zealand. Published in 1914 it offers insights into the debates surrounding religious instruction within the public education system of the time.</p> <p>Garland's statement likely addresses the arguments for and against incorporating religious teachings into state schools reflecting the social and political context of early 20th-century New Zealand. This work provides valuable primary source material for researchers and students interested in the history of education religious history and New Zealand's cultural development. It illuminates the complex interplay between religious values and secular governance in shaping educational policies.</p><p>This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact and remains as true to the original work as possible. Therefore you will see the original copyright references library stamps (as most of these works have been housed in our most important libraries around the world) and other notations in the work.</p><p>This work is in the public domain in the United States of America and possibly other nations. Within the United States you may freely copy and distribute this work as no entity (individual or corporate) has a copyright on the body of the work.</p><p>As a reproduction of a historical artifact this work may contain missing or blurred pages poor pictures errant marks etc. Scholars believe and we concur that this work is important enough to be preserved reproduced and made generally available to the public. We appreciate your support of the preservation process and thank you for being an important part of keeping this knowledge alive and relevant.</p><br>