Public School Education. Michael MüllerЧитать онлайн книгу.
truly American, that it is an essential part of our national system, is utterly false. So far as any system of public schools can be said to have an American idea, the idea will be found to be "education based on religious instruction."
The first schools established in the Union were religious denominational schools. These schools were supported by the churches with which they were connected, and by their patrons. Religious exercises formed a part of the daily duties of the class-room. The early founders of this Republic were not able to understand how they could bring up their children in the knowledge, love, and service of God by banishing the Bible, prayer, and religious exercises of every kind from the school. Hence religion was reverenced, and its duties attended to in all institutions of learning in the country. The American system of education, in its incipiency, and for a long while, was one founded on Bible-teaching and religious exercises. The present system is un-American, anti-American.
Now how did it happen that the primitive Christian system of education became unchristian and anti-American? To make you understand more clearly the origin of the present system of the Public Schools, I must first show you how Secret Societies seek to spread Irreligious Education in Europe.
These societies profess the most irreligious and anti-social doctrines. Among the chief means employed by them for pushing forward their diabolical principles is Education without Religion. The "International," one of the most powerful of these organizations, has lately put forward a programme, in which the following points are laid down as most necessary to be insisted upon in the agitation conducted by the socialist democratic party in Switzerland:
" … Compulsory and gratuitous education up to the completion of the fourteenth year of each child's age. … Separation of the Church from the State, and also of the schools from the Church."
About three short years ago a pamphlet was published in which we find detailed the efforts made in France to spread irreligion by means of bad education. The letters of eighty of the Prelates of France are appended to the pamphlet. Alas! the sad forebodings of that noble episcopate have been too soon and too terribly fulfilled!
The following lengthy extracts are taken from the late Pastoral of the Bishops of Ireland on Christian Education:
"EFFORTS TO SPREAD IRRELIGIOUS EDUCATION IN FRANCE—DISASTROUS RESULTS IN FRANCE.
"'I see,' says the most reverend author, 'that for some time past the most extraordinary efforts are made in France to spread impiety, immorality, the most anti-social theories, under the pretext of spreading education. No longer as formerly, it is in newspapers and books that religion, morality, and the eternal principles of good order are attacked with the most deceitful and formidable weapon of a corrupt system of education. Under cover of an excellent object—and here is the great danger, for we are deluded by this pretext—under the pretext of spreading education and waging war against ignorance, infidelity is spread, war is waged against religion; and thus, whether we will or no, we rush on to the ruin of all order, moral and social. And we, the Bishops, who are as desirous as others, and perhaps more desirous than others, to see spread far and wide the blessings of education, the education of children, female education, the education of our whole people, for this is by excellence a Christian work, we are accused of being enemies of education, because we oppose anti-Christian and anti-social education.'"
The first fact mentioned by the learned writer is the existence of schools, which are called "professional schools for females," into which young girls are received at twelve years of age and upwards, for the purpose of continuing their education and learning a profession. These schools have been founded by women, free-thinkers, who formally and expressly declare it to be their object to train the youth of their own sex in rationalism and infidelity. The following incident shows the impious end for which these schools have been founded: One of the principal teachers died, and over her grave her husband pronounced these words—"I will tell you, for it is my duty to tell you, that if this funeral is that of a free-thinker" [unaccompanied by any religious ceremony], "it is so not only by my wish, but also and chiefly because such was the desire of my dear wife." He adds that she had devoted herself to "the great work of spreading education and morality without religion, because she had no faith except in learning and in justice; she was of those who, having once seen and comprehended these truths, can have no other beacon to guide them in life, or at the hour of death." Round that grave, whose occupant had rejected religion and its ministrations in life and in death, stood three hundred girls, pupils of those "professional schools," holding bouquets in their hands, and throwing flowers on the coffin of their mistress. The schools are of a piece with the teachers. Ten hours are spent in them, but all religious instruction is strictly forbidden, under the pretext that they are free schools, "open to children of all persuasions, without religious distinction." The founders of these schools propose to give to the girls intrusted to them a moral education without ever speaking to them of religion! And this is the system of education which people are anxious to spread throughout France, and even in this country also. But, though we hope they will not succeed, can we feel fully confident that we shall escape the contagion, when we remember that this system is no other than the "mixed system," and when we bear in mind the untiring efforts which are made to develop and consolidate that system in Ireland in every branch of education, from the university, through the model-school, down to the humblest village-school? Read the description of the schools in France, of which we are speaking, and say, does it not apply to every school, even in Ireland, where the mixed principle is thoroughly carried out?
"The printed prospectus of these schools" [continues the most reverend writer] "clearly explains the advantages of professional education, while it hides the religious danger under vague expressions of an apparent liberality, such as the following: 'The school is open to children of all persuasions, without religious distinction.' The meaning of which words is no other than that in these schools, where children are kept from the twelfth to the eighteenth year of their age, and for ten hours every day (from eight a.m. to six p.m.), God and the Gospel shall be treated as if they never existed; not only religion shall never be mentioned, but these girls shall be taught morality independent of any dogmatic faith, any religion. …
"The second engine used by the enemies of religion in France for the maintenance and spread of infidelity, is the Educational League. This League has been introduced from Belgium into France by the Freemasons and the 'Solidaires'—the members of an impious association, the avowed object of which is to prevent persons from receiving the sacraments, or any of the sacred rites of the Church, in life or in death. The Educational League, with a wonderful spirit of propagandism, has established throughout France libraries and courses of instruction for men and for women, and even for girls and young children. On their banner is inscribed 'Spread of Education'; but under this device is hidden the scheme of propagating irreligion. The founder of the 'League' in France[A] was a Freemason, and both his declarations and those of the organs of Freemasonry leave no doubt of the Masonic origin of the scheme, and of the spirit which animates it. Now the third article of the statutes of the 'League' declares, when speaking of the education to be given by their association, that 'neither politics nor religion shall have any part in it.' And lest there should be any mistake as to the meaning of this article, one of the leading Masonic journals declares that religion is 'useless as an instrument for forming the minds of children, and that from a certain point of view it is capable of leading them to abandon all moral principles. It is incumbent on us, therefore,' concludes this journal, 'to exclude all religion. We will teach you its rights and duties in the name of liberty, of conscience, of reason, and, in fine, in the name of our society.'[B] And again: 'Freemasons must give in their adhesion en masse to the excellent Educational League, and the lodges must in the peace of their temples seek out the best means of making it effectual. Their influence in this way will be most useful. The principles we profess are precisely in accord with those which inspired that project.'[C] In April of the same year, the same organ of Freemasonry contained the following paragraph: 'We are happy to announce that the Educational League and the statue