The Wheeling daily intelligencer. [volume] (Wheeling, W. Va.) 1865-1903, 1873-12-15

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I Of this school agitation. In this unfair
I ness theyqnly add another 70 the alread,
= nnmbElesS ediao1g Of the twnlf's com.
iplaint ID The lamb for rolling The stream
The Protestants are themselves the re,
sponsible party, It's they who Shavl
/, rolled Tie atrean. Ills both foolish ant
wicked to charge the Catholics with BAT
motives in establishing theic paSolcha
Bchoolss For nothing less Than coHso jenct
1tsake do they establish them, and burder
j, themselves, with the vast expense; FOL
Ibis hRhinlnsSS to- thsir despett coiyic.
lions Ahey Ahoqld beIhonof6d and not de-
nounced.
Be ashamed, Protestantsl Consider
who they are, whom you are 80 cruelty
1lpppfessing Z They are your countrymen
md as patriotic rs yourselves. On many
battleI field they have mingled their
blood with your own. They are more
than your countrymen. They are your
brothers and of the same Father with
yourselves. You complain Of their relig-
ion. But your injustice to them is an ar
gument against your own religion. Alb.
surd and even farsical however is II for the
Protestant to complain of the Catholics
religion or the Catholic to complain Of the
Professionals. They are substantially the
same religion. The great doctrine In
each Is supreme love TO God and love TO
our neighbor equal to that we bear to our
selves. Which party oyerloads this to
decisive doctrine with the, most or the
1 grossest supettitions, Is p conparatively
/ uIiimpOftant Question.
n Another indication Of the approaching
downfall Of the State school Is It's propos.
ing compromises. Any institution may
tbs REGARDED q near 10 end when TO pro-
lonk Iib iife, 1t falls) FOL compromising.
One Of these proposed compromises Is TO
forego prayer in the school. Another Is
to forbid all religious teaching in 1t, and
especially. TO exclude the Bible from IT,
Nothing could Justify the ostracizing Of
the Bible from Il. For. admitting all that
isasaid ofthe errorsi In the Bible, no other
book equals It in specimens Of the truest
eloquence and Id The wisdom and purity
tof lis precepts Moreover, since II Is from
ttAe sublime and sweet Inspirations of this
book iarmore than from any other source
tthat we derive our ruling conceptions Of
the Deity follows That TO Insult the
Bible lis little tless THAN to insult God.
The great disturbance which this ques-
ton Of the Bible in the school Is pro-
Educing, will never cease Until either the,
government on The Bibleiis driven from
the school. God grant that the govern
ment DO the vapquished partY2 Tr7y.
This allowed, Intrusion Of government
into the school opens the way for q still
bolder ,usurpaton. The proposition for
compulsory education meets with grow
ing favor; and the more strangely 30 be-
cthe e3ample of Ptgssla is citqd IN its
fbehall However well such compulsion-
may, harmonic, with q despite govern
meph tits qpiteout 81 place ii q republic.
Il may SUIT the genius OF b people who
arc owned by their ruler; but It Is entirely
unsuited to people, each one Of whom
owns both himself and his children, We
dishonof ourselves and our form Of gov
erpment when Nc look to a Prussian
policy for the moulding Of our children.
Fstsilyrinjurious 10 their character would
besueh almouldipgs Opr1laWg and tra7
| ditioha ucourage bhr ildren 70 lteedom
Of thought and freedom Of speech, but
narrow Is the range 10 which she limits
hers. It Is her boast that she provides
rthe ed1cetion d Az her children; but
sic also provides, that they shall use this
education, both politically and religlously,
only within such llimits as Der govern
meiit shall prescribe. SOdrt theory b that
the people shall enjoy absolute freedom
In politics and religion. The Prussian
government on the other hand notonly
interdlcts unweleouae political utterances,
Ebut H. also audaci0usly iniereres With re-,
tligionD The highest aim IN republicis
tho largest freedom Of the people; and
nothing, however plausible. the plea iort
1t, which antagonizes with such freedom,
Is 10 be encouraged or even tolerated.
zThe claim that the common school, es-
EpecialIg ia cities, gives higher education
thanif7 1t had not the aid Of the govern
ment, would, were 1t ever so founded, az
ford epA argument against, rather than for
ISh6h qid. AS d general thing. Whilst the
wealthy pflze 1uchl al edutations the Ia
boring classes either do not covetit, or do
not feel able to enjoy 1t. Hard, therefore,
Is 1t for these classes TO be taxed to give
this higher Education 70 the wealthy.
TIetI Up then leave the Echoob as we
leave the church, In the hands Of the
people. Government can no more help
the cause OF education than 1t can the
cause Of religion. n It Is no more It's work
To bring all9thep dcholars olIthe localisy
INTO Tue sApe sehqol thsn y 90 bring
| all The religionists Of the locality into the
same church. l do not undervalue the
importance Of uniformity In the early ed
ucation OF the children of'our country
and the consequent importance OF bring.
ing al! races, classes, conditions, and
faiths into hi! schoolroom.I Bnt Tins de-
sirable end Is TO be reached not through
coercion but voluntarily; not by the pow.
err ntRgoV ernmett hut by tho poWqc n
ioTe. Into q $otk sopurelg NORA, gov
eminent cannot intrude ltseh without