Page:Popular Science Monthly Volume 17.djvu/615

Rh So does a national system of education. Does the one exalt the principle of majorities over the individual conscience? So does the other. Does a national Church imply a distrust of the people, of their willingness to make sacrifices, of their capacity to manage their own affairs? So does a national system of education. Does the one chill and repress the higher meanings, and produce formalism? So does the other. But everywhere Nonconformists are being drawn into supporting the present school system, into obtaining popular influence by means of it, and, what is most inconsistent and undesirable, into using it as an instrument for spreading their own religious teaching. It is rapidly becoming their established Church, and it will have, we may safely predict, the same narrowing effect upon their mind, it will beget the same inability to perceive the injustice of a political advantage, which the national Church has had upon its supporters. Such a result is matter for much regret. First, because there is already but little steady adherence to principle in politics; and where a large body of influential men put themselves in a position which is inconsistent with the application of their own principles there is a sensible national deterioration. Secondly, if school boards are to be instruments of authoritatively teaching subjects of common dispute among us, such as the inspiration of the Bible and the performance of miracles, the struggle between the supporters of revealed religion and the different schools of free-thought must be embittered. It is the question of political advantage and disadvantage which fans these disputes into red heat. Should this be the case, much of the better side of the present religious teaching will be lost sight of by a large part of the nation under the irritation of the political injustice, and its influence lost at a moment when its influence is especially wanted in shaping the new beliefs.

It may be said that secular education will prevent such antagonism, and that every year brings us nearer to the establishment of it. But secular education, even if it be the most just arrangement of trying to meet the injustice which a state system necessarily brings with it, is, at best, a miserable expedient. It is as if everybody agreed by common contract to tie up his right hand in doing a special piece of work in which he was most interested. Far healthier would it be for each section in the nation, from the Catholic to the materialist, to regain perfect freedom, and to do his best to place before children the scheme of life as he himself sees and feels it. If the common argument, that such separate teaching will produce narrowness of mind and sectarian jealousy, is to be regarded, it should be carried a step further, and the children on Sundays should not be permitted to go to their own churches and chapels, but the state should provide a universal temple which ceremonies adapted for all. I confess, for my own part, that I prefer to see intensity of conviction, even if joined with some narrowness, to a state of moral and intellectual sleepiness, and children waiting to be fed with such scanty crumbs as fall from official tables.