St. Paul daily globe. [volume] (Saint Paul, Minn.) 1884-1896, 1890-07-06
RELIGION IN SCHOOLS.

RELIGION IN SCHOOLS.
The proposition to incorporate re-
ligiOus instruction into the public
schools continues to receive more Or less
attention in all quarters, but is exciting
unusual local interest from the fact that
it will be discussed in the educational
convention this week, and was recently
made the subject of debate in a confer
ence of private citizens who met to-
gether to consider the adviSability of
adopting the Poughkeepsie plan here in
st. Paul.
Without adopting OF combating any
of the peculiar sectarian views held on
this question, the GLOBE does not hest
tate to place itself in opposition to any
plan that will mingle the functions of
church and state. We believe in render
ing unto God the things that are Gods,
and unto CESAR the things that are
CEsAR's. In the first place, it is utterly
impracticable for the various Christian
sects and denominations to agree upon
any system of religious instruction that
would be acceptable to all. And, if
they could, there would be the Hebrews
who would be Disseminated against,
and those who do not believe in relig-
ious creeds. To give to one sect the
right to maintain UNCONVENTIONAL
schools at public expense would neces-
sarily involve the duty of according to
every other sect or denomination the
same privilege. Hence, we say the
proposition to have religious instruc-
ha ;c
practicable, and if attempted, will
produce confusion worse COMPOUNDED.
But if it were practicable the prin-
ciple would be wrong, and contrary to
the genius and spirit of American gov
eminent. 1t is the underlying principle
of our political system that the state
shall lot interfere in matters of con-
science. We might just as we'll talk of
having an established church in this
country as to propose to make religious
instruction feature OF the public school
system. 1t is no part of the duty of the
state to inquire into the religious con-
victions Of those who are assigned to
places on the school board or who are
employed to teach in the public schools.
The work is peculiarly secular, and
when it gets beyond the limit of secular
ism the power of the state ceases. On
the same ground that we advocate the
exclusion of religious teaching from the
public schools do we deny the right of
the state to dictate what shall be taught
in the private schools. Each has sep
arate and distinct sphere of action, yet
both are free from the meddlesome in
reference of the state in matters where
conscience is involved.
But. if for the sake of argument it were
admitted that the state had the right to
establish and maintain religious inStruc-
ton in the public schools, we still hold
that it would be inexpedient, even from
a religious standpoint. Bible reading
and Bible teaching is too sacred mat
ter to be intrusted to profane hands.
The treasures Of Gods Word are not for
the thoughtless and the idle and the IN
different, but are only for those who
will seek for them with the whole heart
Christianity would be more damaged
than benefited by the careless and in
discriminate manner in which Christian
doctrines would be taught if religious
instruction were made part Of the
common school course.
The statement that the tendency of
our modern educational methods is to-
ward infidelity is founded more OH i'm
aginatioa than facts. Many divines
mistake liberalitv for agnosticiSm, and
because the tendency is away from dog
matism they imagine that it is toward
Fo;J @1
are approaching the end of century
marked by great changes silently eff
fected; and among these changes, per-
haps the most important are religious.
Liberality is on the flowing tide; dog
matism is going out of fashion. Aud
yet the old verities are mistaken. The
masses are simply endeavoring to get
rid of the non-essentials, to cast aside
the narrow and Illogical ideas which
have chained the Christian world to
dogma and bigotry, and yet to preserve
the choice and fmperishabe truths Of
religion. The Christian world is yearn-
| ing for more homogeneous Christian
| ity. and its effort to emaneipate itself
from the slavery of old ideas is often
mistaken by the clergy for disposition
! to drift into agnosticism.
The argument that lack of religious
instruction in the public schools has a
tendency to create immoral conditions
| is likewise unfounded. Morality is
| something that cannot he reduced to
| formulation or codifieation further than
| it is reduced in the laws of the land.
| Nor is it necessary that it should be.
For there is unanimity of the entire
| human race in the great rules Of duty
and the fundamental principles of NOR
als-tbe general sympathieS of man
kind flow together and a general judg-
ment is arrived at. There are certain
| principles to which all nations do hon.
age, and the majesty and authority of
| virtue are derived from this common
consent. One proof of this is to be
found in the precepts common to all
nations, aud their great antiquity.
| Example is better than preeept, and
| as long as only teachers of blameless
lives are employed i'll the public schools
| the force of personal influence will be
sufficient to maintain the moral integ-
rity of the school system.
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