Public School Education

by Michael Müller

I have shown that the whole system is infidel in principle. The State says we want no religion taught in the Public Schools, because, as we cannot teach you religion without inculcating some form or other professed by some sect or other, and as we do not wish to give offence, we will teach you none. Let the child believe anything or nothing, so as it is not some form of "sectarianism." I worship in the "Pantheon;" all are alike to me, of course. In all this the State is perfectly consistent, and cannot do otherwise. It has undertaken a part it is not competent to perform. The State, as State, professes no form of belief. Its gods, its worships, its altars, its victims, its rewards, its punishments, its heaven, its hell—are here. It teaches no religion, because it don't profess any. It was not born, it will not die, it has no soul, it was not created, it will not be judged in the world to come, like men.

But let me not be misunderstood as concluding that states, nations, or kingdoms are not moral persons, and are not responsible for their acts and conduct to Almighty God. They have no right to do wrong more than an individual. "States" have their lives, their mission, their destiny; they have their sphere here below. They represent the temporal, or the things which belong to Cæsar.

The State, then, is a moral person, and a fortiori, a religious person, for there can be no morality without religion. But though religion, in a general sense, be recognized by the State, it has no authority to control or direct it. It must respect the conscience of an individual. This is his birthright, and cannot be voted away, whether to support Public Schools or Public Churches.

If there be amongst us any number, great or small, who deny the common faith, it is the duty of the State to tolerate them. A greater power—God—does this. But the State itself cannot profess or play infidel, or, under pretence of avoiding sectarian partiality, strike at the root of all Christianity. I admit the State is of the "temporal order," and cannot discriminate between the various modes of belief; but not for that can it place itself outside of them. It is distinguishable, but not separable, from the spiritual order. It is simply a means to a greater end. It is a mischievous error to say that the State has nothing to do with religion, and may act outside of its obligations. If by this it is meant that the State cannot establish or maintain any special form of religion, or interfere with its profession, or even denial by others, I admit the proposition; but if, on the other hand, it is meant that it regards Christianity and infidelity, God or no God, truth and error, either as equal or unimportant, then I utterly deny and condemn it. To bear with and tolerate error is its duty; to foster or provide for its support or propagation, or place it on the same footing with revealed truth, is another and very different thing.

The constitutions of the State guarantee to every citizen the right to worship God according to the dictates of his own conscience; but this is not guaranteeing to every one the liberty of not worshipping God at all, to deny His existence, His revelation, or to worship a false god. The freedom guaranteed is the freedom of religion, not the freedom of infidelity. The American Constitution grants to the infidel the right of protection in his civil and political equality, but it grants him no right to protection and support in his infidelity; for infidelity is not a religion, but the denial of all religion. The American State is Christian, and under the Christian law, and is based upon Christian principles. It is bound to protect and enforce Christian morals and its laws, whether assailed by Mormonism, Spiritism, Freelovism, Pantheism, or Atheism. But the State does the contrary. For, I ask, is not the State indirectly prohibiting the profession of Christianity by establishing a system of education which prohibits all religious instruction? The State forbids the teacher to speak a word on the subject of religion.

The State says that "it is an admitted axiom that our form of government, more than all others, depends on the virtue and intelligence of the people. The State proposes to furnish this virtue and intelligence through the Public Schools." That is, the safety of the State depends on the virtue and intelligence of the people, and the latter is derived from the virtue and intelligence of the "State." But where does the virtue and intelligence of the State come from? The only answer on this theory is, from the people. So the "State" enlightens and purifies the people, and the people enlighten and purify the "State." The people support the State, the State supports the Public Schools, and they support the State. If this is not what logicians call a "vicious circle," it looks very much like it. It puts me in mind of the Brahmin's theory of the support of the earth. The Hindoo says, "The world rests on the back of an elephant—the elephant rests on the back of a turtle." But what does the turtle rest on? So it is with our "Public School Brahmins." They will tell you, with all the coolness of Hindoo hypocrisy and pretension, that the "State depends on the schools—the schools on the State or people," but they do not say what the turtle stands on. This is the dilemma that all who rest society on the State, or on an atheistical basis, get into. They would cut the world loose from its assigned order of dependence on Divine Law, and "set it a-going on its own hook." But the trouble is, they have no support for this turtle; they have an earth without axis. The Public School savans would have a self-supporting, a self-adjusting, and a self-created State, balanced on nothing, resting on nothing, responsible to nothing, and believing in nothing but in its own perfection and immortality. They pretend, "through godless schools," to give virtue without morality, morality without religion, and religion without God; thereby sinking below the level of the poor Indian, whose untutored mind sees God in the clouds, and hears Him in the wind.

The nameless abominations of the Communists, Fourrierists, and other such vile and degraded fraternities; the cold-blooded murders and frightful suicides that fill so many domestic hearths with grief and shame; the scarcely-concealed corruption of public and professional men; the adroit peculation and wilful embezzlement of the public money; those monopolizing speculations and voluntary insolvencies so ruinous to the community at large; and, above all, those shocking atrocities so common in our country of unbelief—the legal dissolution of the matrimonial tie, and the wanton tampering with life in its very bud; all these are humiliating facts sufficient to convince any impartial mind that there can be no social virtue, no morality, no true and lasting greatness, without religion.

"Religion," says Lord Derby, "is not a thing apart from education, but is interwoven with its whole system; it is a principle which controls and regulates the whole mind and happiness of the people." And, "Popular education," says Guizot, "to be truly good and socially useful, must be fundamentally religious."

The essential element of education—its pith and marrow, so to speak—is the religious element. By excluding it from the school-room the State has committed a crying injustice to the rising generation, and one of the worst—if not the very worst—of crimes against society. It is not one portion of the "triple man," but the whole—the physical, intellectual, and moral being—the body, the mind, the head, as stated in a previous chapter—that must be cultivated and "brought up." Neglect any one part of man's nature, and you at once disturb the equilibrium of the whole, and produce disorder; educate the body at the expense of the mind and soul, and you will have only animated clay; educate the intelligence at the expense of the moral and religious feelings, and you but fearfully increase a man's power to effect evil. You store the arsenal of his mind with weapons to sap alike the altar and the throne, to carry on a war of extermination against every holy principle, against the welfare and the very existence of society.

Science, without religion, is more destructive than the sword in the hands of unprincipled men; it will prove more of a demon than a god. It is these upholders of the present Public School system that arrest the progress of true happiness in our country, and prepare terrible catastrophes, which may deluge the land with blood.