Religious Education

Martin Vickers Excerpts

Tuesday 17th May 2011 Westminster Hall

[Martin Vickers (Cleethorpes) (Con)]

I join colleagues in congratulating my hon. Friend the Member for Congleton (Fiona Bruce) on securing the debate. I suspect that this is one of those subjects on which, as Kipling said,

“never the twain shall meet”.

Those who regard religious teaching in our schools, or any religious instruction, as brainwashing will not be convinced otherwise, and, yes, those who passionately favour the continuation of RE lessons as an essential part of our young people’s education tend to feel equally passionate.

I am a Christian and, although I favour the continuation of RE teaching in our schools, I hope that I have been able to step back and look objectively at the arguments on both sides. I agree with my hon. Friend when she stresses how important it is that RE not be downgraded, to use her phrase. The argument is not about the continuation of “brainwashing”, but about providing an essential background to our culture and identity as a nation. Our history centres around monarchy, Parliament and Church, and although all those institutions have passed through turbulent times, they have, in the end, brought stability and the freedom to enjoy the benefits of religion—or, indeed, the freedom not to practise any faith.

Like many children of the 1950s, I attended Sunday school until I was of an age when my father, who regularly attended that most beautiful of Anglican services, evensong, decided that I, too, was old enough to go with him and appreciate it. Of course, at that time there was a daily assembly in school. I realise that there are many difficulties in delivering such an assembly nowadays, but many of our schools quite simply do not try hard enough—where there is a will, there is indeed a way.

Children who miss out on adequate RE lessons as part of their schooling miss out not only on the opportunity to learn the benefits that faith can bring to an individual and how faith can inspire, but on the opportunity of the shared experience that our churches bring when our communities celebrate the rites of passage or an occasion of thanksgiving. Until two or three years ago, I served for five years as a churchwarden, and it was a privilege to be on duty at, for example, a baptism; but I was always saddened by the fact that many people were not fully able to share the whole experience because they could not recite the Lord’s prayer or understand many of the symbols and traditions that are instinctive to my generation.

It is good that some of our other organisations cater for young people to some extent and fill the gap, on some occasions, that schools have left. On Sunday, I attended Grimsby minster for the somewhat delayed annual St George’s day service of the Grimsby and Cleethorpes scout association. There were a few hundred young people parading and saluting their flag, promising to serve God, Queen and country and to help their fellow men and women, and all in the setting of an act of collective worship and thanksgiving.

Our country is the poorer in that, nowadays, we provide our young people with little opportunity to take part in collective worship and to learn the basic teachings of our major religions; love, respect and tolerance are at their heart and we should treasure those teachings. I readily admit that it is possible to value those precepts and to pass them on to future generations without a faith, but those generations will miss the opportunity to learn about religions and to weigh up for themselves whether to accept their teachings.

The then head teacher at my daughter’s junior school, David Thomas, when questioned at a parents’ evening on the role of RE, said that its role in his school was to bring the pupils to the “threshold of belief”. That phrase has stuck with me; it is valuable and the ideal at which schools should aim. It saddens me that at times there seems to be an acceptance—certainly among some mainstream Christian Churches—that it is all a little too difficult and we must be even-handed, but if the will exists, we can ensure that the valuable tradition of RE in our schools continues.

My hon. Friend the Member for Southport (John Pugh) spoke earlier about a general indifference to RE among people. To some extent that is correct. People are not constantly thinking about it as they go about their daily business, but we should not assume that the great majority of British people are quite that indifferent to it. Only a few weeks ago, someone approached me—ironically enough, as I left a Grimsby Town football match. He had obviously been idling away his time looking at the Parliament website and had spotted that I supported an early-day motion on RE in schools. He congratulated me and said, “I am sure the people are behind you”, which was encouraging and important.

RE in our schools is vital if we are to make people aware of faith and to contribute to the rounded development of our young people, so that they can appreciate our rich cultural history. I hope the Minister will give a robust defence of RE in our schools and, as my hon. Friend the Member for Enfield, Southgate (Mr Burrowes) said, ensure that the resources for it will be available. I hope the Minister will reassure me that the Government will play their full part; that is particularly important, given what has been said on academies. North East Lincolnshire local education authority has been a trailblazer for academies, so it is particularly important that the role of RE in those schools be maintained. I apologise to the Minister: I will have to slip out a few minutes before the end of his summing-up speech, but tomorrow I will eagerly read what he has said in Hansard.

[Several hon. Members]

rose—