The sun. [volume] (New York [N.Y.]) 1833-1916, 1903-08-22
4 REPLY TO DIR. HARRIS.
Views OF the United states Commission
OF EducatiOn

To THE EpIToR OF THE Sun Sir, In the
| current number OF the IndepCndent, W. T.
Harris the United States Commissioner OF
| Education, lays down the thesis that religious
instruction should be widely separated from
| secular instruction. He does not prove his
thesis. He makes a number of gratutous
assertions in the article.
Mr.. Harris takes the ground that reli gious
truth is to be accepted on authority and that
the habit Of thinking cultivated in secular
instruction s out of place on themes so ele-
waited as religious faith deals with" Re-
ligious truth is in great part capable OF demon
straton. At least tw0-thiTds of the truths
of Christianity can be demonstrated The
number that must be accepted on faith is
comparatively small. The habit of thinkin g
cultivated in secular instruction can be put
to excellent and efficient use in considering
the sublime truths of Christian dogma The
habit of thinking has been developed in great
degree, during tn" past nineteen centuries,
through the medium of Christian philosophy
and theology,
MIR Harris states that the analytic un-
Outstanding is necessarily hostile and scept-
cal in its attitude toward religious truth "
his cannot be proved. ;, The understanding
that analyses, receives all truth with caution
and after due consideration. and is not hostl
to religious truth, necessarily =" nor is there
any reason in the human mind for stepticism
toward religious truth. On the contrary,
the human mind is inclined 70 religious truth
rather than averse TO It. The experience Of
all nations proves the teachahle attitude of
The pupil, says Slr Harris is taught in
history to verify the sources and to submit
How 10 manY php IN oTT pb
lie schools authenticate history and subject
the data of history to the criterion of prob.
They are incapabie Of any such mental opera 5T.a
is revealed in allesofc and symbolic form
and the heart as well az by the intellect. Re;
ligious truth has neither the elements of
a;llesory nor symbol. The truths contained
mental truths Of Christianity, are not figures
or signs, but realities
Mr.. Harris positively asserts that "arith-
learned by authority" The great educators
Of ancient and modern times will not agree
with the writer in this assertion.
The pupil who is beginning the study OF
arithmetic must take great deal on authority.
Principles of algebra and geometry must be
accepted on authority All science is dog
ence that cannot be demonstrated, mysteries
that are above reason, as there are mysteries
IN religion which must be accepted on au-
Secular instruction is not that Of demon
strnton and verihcation as Mr.. Harris CON
tends. Our pubc-sChool children. demon
their school work They do not; nor can they
go back to fundamental principles.
am surprised ~ the assertion OF Mr.. Har-
ris that religious instruction should be sur
rounded with solCmnity" Was the study
Of theology, which is religious instruction,
surrounded, with solemnnity in The, great uni
always been taught in the most celebrated
schools of the world us any other science
demonstrated and verified IN those truths
that are not above reason2 The mind of man
can be able 10 apprehend religious truth with
out any csTem9Inlal preparation
II, as Mr.. Harris asserts. the influence
of the dogmatic tone in the parochial school
creeps into secular Rotations and prevents
the pupil from getting at the vital points,
how is it that rs per cent of the pupils of pa
rochial schools have passed examinations
that only Is per cent. of public-school children
could pass'
Mr.. Harris SAYS that experience goes to
show that the school fails TO achieve success
when ntrusted with religious instruction"
He cannot prove this proposition.
The history Of education for centuries in
both ancient and modern times proves the
contrary. From the very nature of educa-
ton, an argument can he adduced that no
system of education can achieve success
u!.eSs 1t has the element of religion.
What does Mr., Harris mean by the blight
ing effect in our, theological ssminaries Of
Rants Third Antinomy'2" There is no CON
tradiction or incompatibility in Christian
dogma. j am confident that his readers did
not understand this concept Of Mr. Harris,
Perhaps he will enlighten them.
A careful study OF the subject Of eduoa ton
education without relig on. that the system
which combines religious instruction with
the teaching Of the secular branches ia the
best system. and ought to be supported by
public taxes. WALTER J. SEISIEy
HARTFORD. Aug. II.