The Indianapolis times. [volume] (Indianapolis [Ind.]) 1922-1965, 1926-03-17

IL
would contribute the compulsory at
tendance law.
Not Honest
The plan is not honest. By in
direction it would obtain what the
laws forbid and it is opposed to the
spirit of American democracy. Any
proposal which would use the power
of the State to deny religion to any
individual and any proposal which
would by State administration force
religion upon him is equally abhor-
rent in Nation like ours.
When we carelessly speak OF re-
ligion in the schools, what do we
mean? Do we mean the religion OF
behavior? This can be taught in the
schools and long has been. From the
beginning, it has been one Of the
aims of public education. Do we
mean the religion of belief? This
never can be taught in the public
schools. It's teaching is the great
duty Of church and home.
The statement does not mean that
theology should be denied the child.
Theology in one or another Of its
forms has been the stay and support
of countless millions. The child, who
in his adolescent years is not taught
theology, is losing n part of his
birthright, but he cannot be taught
theology in public schools nor can
the state in any way use its author
ity to force theology upon any per-
son without danger of it's future.
Two Ways
In two ways the American school
has developed character.
/. 1t has insisted that the teach
ers of the public schools be persons
of sober lives and high ideals.
2. St has insisted that the school
atmosphere and the school instruc-
ton emphasize the human virtues.
Your character was formed not by
assent to the Westminster catechism
nor to the international Sunday
school lessons, but by conscious and
unconscious imitation of parents,
pastors, teachers and associates and
by the experiences which you shared
with them.
Formal instruction in religion
does not produce character. This is
not "a matter Of theory, but of EVIL
dence. Different denomination, Luth-
Grams, Catholics. Adventists, Nor
mons and others, have maintained
in America parochial schools for
many years, and no evidence has
ever been presented to show that
the graduates of these schools, with
formal religious instruction, are
more faithful. conscientious, indus
trious men and women, or more pa
triotic, law-abiding citizens than the
graduates Of the public schools.
The Canadian of Quebec has been
schooled in Protestant or Catholic
schools, with definite instruction in
religion. Is there any evidence that
he In character and it's manifesto
tons surpasses his neighbor. the
public school New Englander? Is
there any evidence that the theology
taught in the schools Of Germany
and England has made Englishmen
and Germans more humane, more
humble than the public schools have
made Americans? There is no evil
dence.
If the child from the church-sup-
ported school surpasses the child Of
the public school in virtue, it will be
because he has been taught by
teachers more worthy OF his imita-
ton and not because he has mastered
UNCONVENTIONAL tenets.
| 1t is difficult to define religion, for
each has his own definition. The
religion of behavior begins in the
home and continues through the
school. 1t produces character The
religion of belief begins in the home
and continues In the church. Il
produces theology. Every child
should have both