“Professor Agassiz has of late given a portion of his valuable time to an investigation of the social evil, its causes and growth, and the result has filled him with dismay, and almost destroyed his faith in the boasted civilization of the nineteenth century. He has visited and noted down the houses of ill-fame throughout the city of Boston, and has drawn from the unfortunate inmates many sad life stories. To his utter surprise, a large number of the unfortunate women and girls traced their fall to influences which surrounded them in the public schools.”[102]
It has been already stated, on the authority of the Educational Monthly,
that in the State of Connecticut, the paradise of public schools and nursery of public-school teachers, there is one divorce annually to every nine marriages, and now we have the unbiassed testimony of Agassiz, after mature examination of the malign influence of state schools in the sister state. Is there any reason to doubt that this sad state of morals exists in other cities, and may be traced to the same source, and, if so, is it not time that our public system of instruction, at least for females, should be discontinued?
But even in a material point of view our common schools have been far from a success. In the efforts, conscientious we must believe, to eliminate sectarianism from the school-books, the Board of Education and Trustees of our cities have almost destroyed their usefulness for any purpose. The primary rules of reading, writing, and arithmetic, and the elements of pure mathematics, can be taught with impunity, but, when the higher branches of study are reached, the religious question again comes up. Take geology, for example, that most interesting science, the abuse of which has led to more atheism than all the sophistries of Voltaire or Volney. As at present taught in our schools, without explanation or qualification, it cannot help being detrimental to the faith, and consequently to the morals, of the curious and undisciplined minds of the scholars. As to history, it is impossible, even with the most careful revision, to reproduce it without constant reference to disputed events and characters, regarding which Protestants and Catholics can never agree. Can we imagine a history of modern Europe, with the great facts of the civilization of the Old World by the church, the establishment of the temporal power of the Popes, the
“Truce of God” and the Crusades in the middle ages, the great rebellion against spiritual authority—miscalled the Reformation—the penal persecution of the Irish Catholics, and the French Revolution left out? At best, such a book would be a sorry compilation of dates and miscalled facts, and yet to describe those great epochs in European history with any degree of accuracy would necessarily offend the opinions or prejudices of either Protestants or Catholics. If history be “philosophy teaching by example,” we must look for it somewhere else than in our public schools.
But, because we are opposed to the existence of common schools, are we therefore against popular education? On the contrary, the efforts of the humbler class of Catholics throughout the country to secure education for their children independent of state interference are almost incredible.
In this city alone twenty thousand children are annually taught in the free schools attached to the various churches, at an expense of a little over one hundred thousand dollars, independent of the thousands who attend the pay-schools of the Christian Brothers of a high grade.[103]
Let us now sum up in brief our objections to the further continuance of the present public school system:
I. All education should be based and conducted on true religious principles.
II. The state has no right to teach religion in its schools.