Richmond palladium. [volume] (Richmond, IA [i.e. Ind.]) 1839-1854, 1841-07-10
FoR THE PALLADIUM.
STRUCTURES


Upon AN AddTess,' &c ----. NO. H.
There is a great deal OF reasoning that is more
specious than snbstani ial it is like The stuffed
skin of elephant, having all The bulk, without
The strength Of the animal. There is also much
that Is cross eyed; !, seems To look toward the
mark; but IN the end, find lis arguments have
lost their way, and have arrived at the wrong
point
Popular and traditional opinions, to the eye OF
the pre-possessed, appear to be remarkably clear;
and these W no attempt TO defend them think they
have very easy task. But we frequently Ind
that such indicators, assume as true, what II is
their duty TO prove; and attempt to prove, what
has not been denied. And many persons, espe-
cially those who have been indicted by educn-
ton into the preudces, remain satisfied
with the validity Of their friends arguments,
without enquirng W neither the reasoning has any
relation to the subject under discussion
The avowed object Of the Address, at present
10 be animadve rted upon, is, TO offend the use IF
The Bible in Common Schools. How successful
the speaker mas been IN adherng TO his original
purpose, and 10 terrifying his position we shall
hereafter 1t must be remembered
pass along, that the common schools here alluded
to, are schools established bv law, and open for
the accommodation of children of all religious
denorninot,o They sometimes called Dis
,rict Schools.
Inasmuch as oil sects contribute 10 The supper,
OF these schools II is expedient and right that
every unnecessary obstruction to participation
of their advantages, should DO removed. | con
cIeve that the introduction of The Bible into com
mon schools, Is ust such obs trucion 1t is the
'rule OF faith and prac,Ice of religious per
suasions; and every one insists upon its being
interpreted according to his views; but as the
teacher cannot accommodate his faith to every
parent whose chl!d he may have under his tuition,
he must ITnpart 10 some children, it NAV be to
many, what the parents consider false and PERM
cious principles. The only alternative left TO The
patrons, Is, To suffer their children imhibe O.
while they a re- uaf hei m
mon schooling; TO lose the benefits of the
school while they fully eniltlcd them
Mems conscienccs, it sincere, are rigid things,
and cannot he adap led t. another's wants.
The Bible here beromeS "A bone of contention; for
what parent, who has not an exceedingly pIabie
iaI'h, IS willing for teacher Of adverse relI-
gson. To interpret the Bible to his child? There
are Presbyterians, Baprsrs, Me,hodisrs Uniari-
ans, Mormons, Universities, aud many Others,
To be gra,ltied Ii the teacher be of any religion
he mus, be allow ed To .xpound accordance with
ms own teneis. | take Tor granted that
so simple, to say the child should he taught
10 understand what he reads; for in that case the
Bible has no value over so many words jnmbIed
together withnst order, and without sense; and |
also imagine, that no prudent parent would trust
a rhIld's untutored intellect with tho metaphors
and hyperboies of the Bible, without explanation.
We see daily instances Of the absurdity of such
a course.
These objections are no. equally valid, (tho"oh
the contrary has been a$sertedl aua,"'' other
school books; for The arithmetic. grammar and
spelling books not rules of religious faith and
practice: our scientific preferences and literary
tastes may differ, yet readily accommodate
them To enc another; but sacrifices his
conscience to another. Here he should be,
stiff as the oak, immovable the hills; for
worthless is that mans fni,h, which Yields TO the
pressure of circumstances.
Before we enter more particularly into ex-
animation Of the lecture in hand; let 1t be DIS
Nv no.. h1
the Bible good book; and ought i, he read?-
but, AS the Bible is the best Of all books and IS
50 variously and stubhnruly Interpreted bv d ffrr
ent religious secis. is it a suitable book for the
District Schools. where all these sects come into
contac'? We shall see, in another number. how
the difficulties pointed out here have been met by
the lecturer If indeed thew have been fnreseen;
and how he has succeeded in defending the use of
the Bible in Common Schools
RICHMOND