Deseret evening news. [volume] (Great Salt Lake City [Utah]) 1867-1920, 1905-04-01

only to assessment OF such rates as
they Impose upon themselves IN respect
thereof.
TN the appropriation Of public
moneys by the Legislature I'm aid or
education. and In the distribution OF
any moneys paid 10 the government or
the province arising from the school
fund established by the Dominion
Lands Act. there shall be no discrimina-
tlon between the public schools and the
separate schools, and such moneys shall
be applied TO the support Of public ana
separate schools IN equitable shares or
proportions"
The effect OF this last clause, 1t Is as
serted. viii be TO fasten sectarian
schools upon those provinces, and this
prospect IS not relished by all Cana
dans. Even the organ OF the Liberal
party OF which Sir Wlfrld Is the lead
err. opposes the scheme on the ground
that "the highest interests Of all par
ties, for the present and for the future,
VIII be best served by Parliament deal
ing only with federal matters and leav-
ing to the legislatures Of the provinces
all the duties and responsibilities which
the Confederation Act intended 10 be
provincial"
The question according 10 the Chris
tian Guardian IL one that concerns the
entire Dominion. 1t touches II, that
paper thinks, at the deepest core OF
It's national and social life, at is the
question as TO whether, in the great
and rapidly growing provinces Of the
Northwest there Is TO be
fastened a demorallzing, dslntegratlng
educational system, setting race against
race. and creed against creed, nelghbor
against nelghbor and man against
man"
It viii, no doubt. be a surprise to
many to learn that Sir Wilfrld Laurier,
IN his defense OF the obnoxious measure
actually ascribes all the Ills Of the
United states TO our school system, OF
which we are justly proud. In recent
address he said
I'VE live by the side OF country a
great nation--a nation for which have
the greatest admiratIon-b whose ex-
ample | do not take In everything, In
the schools Of which these morals and
these dogmas are not taught for fear
that dogmas might be taught In
which all do not believe. When
compare these two countries
when / compare Canada with the Unit
ed States, when ! compare the status
OF the two nations when ] think upon
their future. when observe the social
condition Of the civil society In each or
them, and when ! observe IN this c0un-
try Of ours a total absence OF lynchlngs
and almost total absence OF divorces
and murders, for my part | thank
heaven that we are living in country
where the young children of the land
are taught Christian morals and Chris
tlan dogmas Either the American sys-
TEN is right or the Canadian system Is
right They cannot both he right For
my part, say and say 1t without any
hesitation, know that we are i'm the
right, and In this instance, as IN many
others. ! have an abiding faith In the
institutions Of my country
According TO this, one serious afilic-
ton the United states. Is the absence
OF sectarlan teachings in our schools.
And this was seriously maintained by
a prominent statesman!
Canada, we should think had better
keep It's school system entirely free
from sectarian influence, and leave
each church free to reach out for the
growing generation by means Of sun
day schools and other missionary agen-
cies. Religion cannot be taught in the
same way as geography history or
grammar and every effort to do so ends
In failure. The religion that goes no
further than the head, is no protection
against criminal tendencies Only
when It becomes a regenerating power
can It save the individual from the
temptations that beset him, on account
OF heredlly. OF environment. or both.