It is cheerfully admitted that hospitals and asylums have been built by Christians in Christian countries, and it is also admitted that hospitals and asylums have been built in countries not Christian; that there were such institutions in China thousands of years before Christ was born, and that many centuries before the establishment of any orthodox church there were asylums on the banks of the Nile—asylums for the old, the poor, the infirm—asylums for the blind and for the insane, and that the Egyptians, even of those days, endeavored to cure insanity with kindness and affection. The same is true of India and probably of most ancient nations.
There has always been more or less humanity in man—more or less goodness in the human heart. So far as we know, mothers have always loved their children. There must always have been more good than evil, otherwise the human race would have perished. The best things in the Christian religion came from the heart of man. Pagan lips uttered the sublimest of truths, and all ages have been redeemed by honesty, heroism, and love.
But let me answer these questions in their order.
First—As to the schools.
It is most cheerfully admitted that the Catholics have always been in favor of education—that is to say, of education enough to make a Catholic out of a heathen. It is also admitted that Protestants have always been in favor of enough education to make a Protestant out of a Catholic. Many schools and many colleges have been established for the spread of what is called the Gospel and for the education of the clergy. Presbyterians have founded schools for the benefit of their creed. The Methodists have established colleges for the purpose of making Methodists. The same is true of nearly all the sects. As a matter of fact, these schools have in many important directions hindered rather than helped the cause of real education. The pupils were not taught to investigate for themselves. They were not allowed to think. They were told that thought is dangerous. They were stuffed and crammed with creeds—with the ideas of others. Their credulity was applauded and their curiosity condemned. If all the people had been educated in these sectarian schools, all the people would have been far more ignorant than they are. These schools have been, and most of them still are, the enemies of higher education, and just to the extent that they are under the control of theologians they are hindrances, and just to the extent that they have become secularized they have been and are a benefit.
Our public-school system is not Christian. It is secular. Yet I admit that it never could have been established without the assistance of Christians—neither could it have been supported without the assistance of others. But such is the value placed upon education that people of nearly all denominations, and of nearly all religions, and of nearly all opinions, for the most part agree that the children of a nation should be educated by the nation. Some religious people are opposed to these schools because they are not religious—because they do not teach some creed—but a large majority of the people stand by the public schools as they are. These schools are growing better and better, simply because they are growing less and less theological, more and more secular.
Infidelity, or agnosticism, or free thought, has insisted that only that should be taught in schools which somebody knows or has good reason to believe.
The greatest professors in our colleges to-day are those who have the least confidence in the supernatural, and the schools that stand highest in the estimation of the most intelligent are those that have drifted farthest from the orthodox creeds. Free thought has always been and ever must be the friend of education. Without free thought there can be no such thing—in the highest sense—as a school. Unless the mind is free, there are no teachers and there are no pupils, in any just and splendid sense.
The church has been and still is the enemy of education, because it has been in favor of intellectual slavery, and the theological schools have been what might be called the deformatories of the human mind.
For instance: A man is graduated from an orthodox university. In this university he has studied astronomy, and yet he believes that Joshua stopped the sun. He has studied geology, and yet he asserts the truth of the Mosaic cosmogony. He has studied chemistry, and yet believes that water was turned into wine. He has been taught the ordinary theory of cause and effect, and at the same time he thoroughly believes in the miraculous multiplication of loaves and fishes. Can such an institution, with any propriety, be called a seat of learning? Can we not say of such a university what Bruno said of Oxford: "Learning is dead and Oxford is its widow."