The record-union. [volume] (Sacramento, Calif.) 1891-1903, 1899-07-18
THE COMMON SCHOOLS.

composed by 90 per cent. of men and
women out of the public schools. That
is to say, 95 per cent. of the represent
tation was of the common schools of
the nation, and 95 per cent. of the in
telligence there manifest was repre-
sentative Of the product of the common
school system.
Before that body there came, by in
vitation we assume, a Preiate Of
church to tell the assembled teachers
that they were out of place, that the
system in which they are expending
their energies is all wrong, and .hat
the State has not the moral right to
conduct an educational system for the
benefit Of the children of it's citizens.
Treating of character building the
priest said that morality lies at the
root of Character and that it's proper
teaching is dependent upon religion. He
held that religious principles must grow
with the growth of the child; that they
can be taught only by authority; that
that authority must be divine and the
agency employed must have divine
sanction; therefore civil government
cannot properly teach them. Neverthe-
less civil government assumes to do SO,
and such assumption is an IMMORAL
or let us say an unmoral--assertion
Hence the private school where these
principles of religion are taught by di-
vine authority and by divinely sane
toned agents are the nations strongest
bulwarkS. Necessarily therefore all
are without divine sanction; therefore
they should not be taught and the
members of the National Educational
Association are engaged in any UNI
given the thought, the unm.stakable
purpose rather than the language of
the reverend orator.
What the prelate wished TO be Under
English, was this, that only teachers
should teach youth who are sanctioned
blythe church, which claims to exercise
authority by divine commission; that
no school is true bulwar;z of the ma
ton that is not conducted by such
teachers and with bowed head before
such authority. The logical conclusion,
the inevitable one to be drawn, is that
the common schools are Goddess schools
and as such are not to ne commended
as against private schools under the
sanction of the church
There was nothing new in all this, 70
be sure: it was repetition of what has
often been preached by more than one
church, but more boldly by the church
represented by this orator than by any
other. 1t was his right to speak his
convictions and courageously voice the
doctrine of his religious organization.
Having been invited to : free rosrrura
he plainly and Enthusiastically told the
educators that no school is praise
worthy that is not taught through the
mediumship Of divine agency.
The Grafton had the virtue of frank
ness therefore, and as such was eEt-
tied to be replied to il q way to strip
Oft the errors with which the clever
logic and rhetorical grace Of the pre-
late surrounded it. 1t does not appear,
however, that any one took occasion to
confute the declarations of the priest
However, that has often been done. But
1t Is In order to recall to mind that
such views of the American school sys-
tenn are erroneous in this, that the
State in no wise interferes with the re-
ligious training of youth. TO every
parent and guardian that office is re-
served The State has sound footing for
its right to see that the children of
the land do not grow up in ignorance,
to become dependents upon it.
While not assuming to teach children
morality as expressed by any particular
religious faith and creed, it does not
neglect the teaching of the common
moralities which do not depend upon
creed for their footing
The champions of the American frea
school 4 system do not see why the
sciences. such of the arts as are chos-
en-, and the ability to read and write.
and to penetrate so far as may be done
into physics may not be taught with
out intruding the religious question in
any form whatever. The friends of
the free school system. do not under
stand, nor will they, why the child in
the free school may not be invested
with that primary and common knowl-
edge of things, historical facts, of lit
erature, mathematics, natural history
and economic. arts, and instructed in
reading, writing and speaking the lam
guage of the nation, without infringe
ment upon the opportunity of the par
ents to train the religious side of the
child's nature4as they may wish.
We fail to understand why. it is held
to be essential that churchly author
ity must Intervene to give to the i'm
parting of knowledge and the cultiva-
ton of the intellectual powers among
children, religious sanction. The Sc
cular tra'ining of the, child. and SO far
Is character building is involved, the:
teaching OF manners and the morals
Of honesty, justice and mercy assured