The Irish standard. [volume] (Minneapolis, Minn. ;) 1886-1920, 1894-02-03


Americans are not gifts q generous con
.descension on the part q the govern
ment, or yielded by the majority vote Of
the American people; they are the in
alienable rights guars nteed to every hu-
man being under the protection OF the
American flag, by the principles Of our
pequaled constitution. No matter how
deep rooted our religious convictions
may be, no matter how divergent or
conflicting our honest opinions may be,
the public school-room is not the proper
arena whore religious differences may be
discussed or decided. Not only must re-.
ligion not be taught nor discussed in the
school room, but by neither word nor
gesture must the worthy teacher offend
the religious sensibiliiies of parents or
children.
Our common schools are maintained
and supported by all classes of the peo-
pie for the impartial benefit of all. They
must not he diverted from their purpose
to benefit few. No teacher in our
schools has any claim to position or pre-
ferment on account of his religious pro-
fession. He must rely solely upon his
honest ability to impart useful knowl-
edge, and to teach both by word and ex-
ample. While onr peculiar conditions
involve the necessity of silence concern
ing religion, we would be false to the
most precious interests of children if we
did not demand upright conduct and
edifying example from the teacher, whose
influence will work for good or i'll in the
future of the child.
Religion, we all we'll know, is the only
sure foundation for virtue. Religion
does not spring from virtue or upright
living, but an honest, viltuous life is the
sweetest fruit of religion. 1t is not the
primary duty of religion to teach natural
morality, or inculcate the natural virtues.
These are instinct in the human heart.
Men were honest, truthful, kind, benevo-
lent and moral before the glitteripg light
of the religion OF Jesus Of Nazareth
frightened up the human soul. Rei-
gion's mission in the world is to stead
fastly support the eternal principles OF
truth and morality, and by it's whole.
some influences fortify the human con-
science, and INCREASINGLY supply convinc-
ing motives to men to follow where viz
tue and righteousness may lead. Hon
esty, truthfulness, justice, fortitude and
temperance are natural virtues which
the light of human reason has discov-
cred in the natural order of things. But
the sad and shameful record OF human
weakness and human SIN conclusively
demonstrates the imperative necessity OF
religion to sustain mans moral nature in
fidelity to the natural virtues, and to lift
the heart of man to the love of supernh-
1ural truth and holiness.
The exclusion of religious instruction
and religious influences from the public
school.room does not imply hostility to
religion on the part of the American
state, but rather impartial respect for
liberty of conscience and entire freedom
of religious worship. The state cannot
teach any religion or favor any religion
and be consistently just to all its citi-
zene. Hence, it does not usurp the sa-
cred duties Of religion, and confesses it's
iucapacity to expound Gods word or ar
bltrute the religious differences of the
people. Fully approaching this delicate
position IN which the inahenable rights
of our Heterogeneous population place
the state, aud fully realizing the im-
pera,iye need of religious instruction
and religious influences for the well
fare of the chtld, many OF our people,
who cheerfully contribute their equit-
able portion in support Of our common
schools, and VINO have no desire to inter
fere with the efficient aid harmonious
operations of the public school system,
generously maintain private schools, III
which, in connection with the common
school branches, the doctrines of their
faith may be taught and the wholesome
Influences of the religion they love be
exerted upon the plant heart of child
nood. This earnest desire for religious
training is no more an indication of hos
tility to our common school system than
is the exclusion of religion from the pub
lie school room an evidence of the states
hostility to religion. Private or paro-
chial schools are maintained, not because
the public school system does not do it's
allotted work we'll, but because by sta
tutory limitation it is unable to do all
that many parents believe essential for
the best interests OF their children.
Over one million children receive a