The Indianapolis journal. [volume] (Indianapolis [Ind.]) 1867-1904, 1894-03-04
OUR SCHOOL METHODS
A Dispassionate Discussion of Pre-
vailing Methods Of Education.
The Public School VS.. the Denominations
al Plan-The Attitude of the ADJ
herents Of the Latter System.

complete report of his address is appended:
The education question IS one that is al
ways before US in one form or another
upon which there are so many varied the
cries upon this topic Of education. There
IS no longer question OF utility ana neces-
sity Of education for the masses; 1t IS es-
sential for the safety and permanency OF
our institutions, needful 70 make 1nteiIl-
gent citizens. With universal suffrage
must go universal education for without
education the right of suffrage cannot be
exercised either intelligently or conscien-
ttouSly. As IL IS, moreover, the policy or
the country that the varied natiOnalities
which compose the population be assim-
Hated into the American character" uni
versal education is the most rapid factor in
that policy. There are, indeed, a few pes
sinists who are painfully alive TO some
Disadvantages in the PIN Of universal ed
ucatiOn. Such as the creation of new wants
and artificial needs which cannot be salts
fed. and the subsequent discomfort yet
there is no parent who does not wish 10
give his child "a better bringing up than
his had been"
A phase OF the education question which
IS now attracting attention is "denOmina-
tonal education. The advocates or de-
nOminatiOnal education contend that edu-
cation is incomplete unless it be religious
that Christian children have right to
Christian education in harmony with the
belief OF their Christian parents. There are
various theories regarding the right to ed
ucate There are those who contend that
this is a function of the state and that the
structiOn in the elementary branches. They
would prohibit all private elementary
schools. make attendance of public schools
compulsory, and would provide textbooks
OF public expense, and even clothing and
food for pupils when necessary IS an ad-
junct OF the business of education.
The recent attempts at legislation in that
direction by Illinois and Wisconsin is the
application of that principle To its widest
consequence. According 70 this theory,
parental rights are reduced TO a minimum,
the child is. primarily, a ward OF the Ma
tion of course, there is no recognition of
the relation of the child to its Creator and
heIett IeI, because thstI - eAtl. ~ -
nOred, If not openly denied. II Is the re-
suit of socialism and the modern tendency
toward Capitalization and paternalism in
government which looks upon law the
summum bonum and upon legislation as
the panacea for every ILL., il is a kind of
dedication of the State and an abridge-
ment OF liberty in its tenderest relation
the natural right of parent to educate his
child.
The function of education IS at best. but
the accident Of government, and not an es-
sential feature OF IL. 1t assumes 10 fur
Their protect and to organize education and
TO provide the means necessary TO carry II
on, because in a matter of such imr Jrtance
as universal education, If left to individual
effort, many would neglect this duty. But
In the assumption of this function the
State should not ignore individual rights
and duties.
favor one creed more than another without
doing injustice to one or more classes of It's
citizens, therefore. ii limits itself to the
purely secular branches. ''nonsectarian, as
IL IS called But this is unsatisfactory to
very large element or the population, who
cOnscientiously hold that religious education,
going hand in hand with the pure secular
branches of knowledge. is the only true edu-
cation This Is the kind of education advo-
Gated by the friends of UNCONVENTIONAL ed
uCatiOn.
To educate is to draw out and develop
the latent powers of a given subject in rela-
ton 70 its end. Education SAYS Webster.
sis properly to draw forth. and implies not
SO -rnuch the communication of knowledge
as the discipline of the intellect. the estab-
lishment Of the principles and the regulation
t. .ArrTF nj
destiny. and has duties in his relation to
his Creator Education to be perfect, must
out the powers of mis- soul with relation
to that eternity and to that
Being who is the source of all
ligiOus instruction is TO exclude cOnsidera-
ton Of God. whose existence and attributes
attempt to separate them into a distinct
science Is an abSurdity.
RELIGIOUS TRAINING NEEDED.
Cardinal Gibbons, in his book, "Our Chris
tan Heritage" says: Every philosopher
and statesman who has discussed the sub
1ect of human governments has acknowl-
edged that there can be no stable society
without justice, no justice without moral
ity. no morality without religion and no
religion without God"
Education OF the intellect alone cannot
form the moral man; it may elevate and
refine taste. but. as Archbishop Ryan says:
Morality requires sacrifice. sacrifice re-
guires motive; and religion alone can FUR
nish adequate motives stronger than those
that move TO sin, to decide for the right
against the wrong; for the pure against
IF there be such thing as 'nOnsectarian''
education IL must be absolutely goddess and
thus has more OF a tinCe OF agnOsticism and
Christianity. IT may be said that moral
cr religious instruction pertains to the fam
~ = = hat
shown that this is insufficient In the fam
ily there are those who have not the ability.
those who have no time. and those who
have no inclination TO impart this instruc-
ton. COnceding the potency of the home
tan character and the fostering of re-
ligfOus principles. IL may be said that the
church is more successful in maintaining
religious convictions already formed than
In intoxicating religion in children. The
Sunday school is limited to one hour q
week. and that Is Conscientious considered
insufficient in a matter of such Importance
IS the moral being and the eternal destiny.
Who would be satisfied TO leave the knowl-
edge OF arithmetic and geography TO the
home teaching Of elders or % single hour
IN the course OF week? believe that
there are very many who deplOre this alb
sence Of religious training in education as
m evil. and who accept nonsectarian edu-
and illiberality. They see the decay Of that
sterling reliciOus character SO conspicuous
IN the founders OF the colonies and our
iev0lu .ionary fOrefathers and the rapid ad-
vance OF materialism and irreligiOn.
The UNCONVENTIONAL plan of public educa-
don 7 believe. offers the solution of the
difficulty. 1t Is in vogue IN Canada, in
Greet Britain and in Germany. It con-
erves the principle Of universal education.
1ich in Germany is compulsory, but main
Z, Is the right Of the parent 10 impart to
IFS child. along with secular knowledge. an
RslUcat ton In the religious convictions of his
parents. / DO not know TO what extent the
UNCONVENTIONAL system * favored outside of
the Roman Catholic body and perhaps the
Protestant Episcopal and Lutheran bodies.
t. IS q deDcrable thing that the subject
Of denOminatiOual education can scarcely be
EOrne treason at the bottom of IL. I viii be
frank. ] had some misgivings about Sc
iecting that subject for q paper before the
Century Club. Yet the matter IS simply i
question o. Justice and riCht according TO the
view OF q very large element Of our popula-
ton. The conducting Of public schools and
modes of public instruction are public ques-
tons. and inst IS much matter for public
discussion as the tariff or bimeJalliSm and
offer suggestions relative 10 the public
schools In harmony with their religious con-
victOns. We have permitted ourselves &c
assume q lau1atOry tone regarding our sys-
TEN OF public instruction thai admits of no
criticism If any one venture 10 say auSht
against Il he thereby invites denuciation as
an enemy Of the Republic. Even DR.. Rice
In his conscientious articles on the public
schools Of various cities did not escape. He
system. taken a whole, as chaos" and
was roundly denounced for il at teachers
meetings and institutes.
The question of den0minatiOnal educa-
ton as a remedy for the grievance of q
part OF the population merits a calm and