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Show H ' KEUGION-AXIIMOKIMTT LV H l'UUUC SCHOOLS. H Oxe of the chief objections tc the H public school stcm of this country is the exclusion therefrom of re- H ligious inilruction. The fear of H the Vrd is the beginning of wis- H dom," ani education that is not B founded in godliness is built upon H an inadequate foundation. We be- H j "lieve this defect I the principal QH cau-e of the opposition to the pub- H lie fczhool-j th: com 53 from some JH "V . portions of the clergy. H A ! J That early impressions are the B mo"t !M-'railaent universally con- B H Cwied. Toat faith In a Supreme H H ''Selng, and accountability to Him H H I for all the acts or life, should be H H f - taught as -ooa ai the infant mind is H'VMB "capable of sensing in auy degree VH their impart mce, will be a gen- dH erally admitted by all who are B truly If buch tub- flHH jecisore Uept out of tho schools, the HbB f pupils will be likely togrow up with H lW part of their bein undeveloped. H Tho spiritual is as essential a por- 1 1 tion of the person as the physical or the intellectual, and needs cultiva-tion cultiva-tion inanripial degree. Jiiucation j is therefore incomplete where re- ! ligion does not enter into and form H ' nn Important jtirt of it. Thwa who oppose religion in the H J school will say tliat jiareuts who be- Hj . 'uvb in religion can teach their H j children at home, and the Sunday H 1 schools of the cnurcues will answer H 't -i every other uecesaty inirpose. To M I t thiswetaiy reply, the argument in H J Jg favor of teJchinichiUrEnauything H ll.fj i ucuoci lu-tead of or in addition M IM to instniLtion at home, applies M Vj Jut as much to rUIgiou M t as to arithmetic, and the H f - relegation of religion to the Sunday B school would give secular traiuiu,; BH 1 at least live dajsjn very-week a BJH I ajtlnt one d ly fjr reliioas train- BJH isTf thus making the former five JBBll times as important as the latter. I Of course where the schools are open to children whose parents hold I opjwslte viewa as to creed, denominational denomin-ational tenets must be excluded. " ) That needs no extended argument. MK''r T"e Je,v o not want his children HK:' taught the divinity of Jesus Christ, BJ IK rf, the Catholic does not want Protes- BS' W ' , tantisM InsUlled into the minds of H VM ' his children.nor does the Protestant B VAt an'- Papal ideas inculcated in the H sdiools. Therefore all forms and crdanl oltervances ieculiar to BB any church pr seot,'must of ueces- BJH Ely be banished from the public BH , B beheolroonis. BM fBJ 1 . Tftepublic school system is estab- BB ' lisiied. Itisauexlstiugfact. Taxes BB M are levied and schools are supportel J 9 by taxation. In Utah, as iu many M other HKs or the Union, ejucation BJi 9 ismade compulsory bylaw. S litis M useless, perhaje, to say much In BB ' reference to the system iUelf, un- BJ less it be to point out how some J mAlificatioos might be made with- Hb M out l"ng violenc: to aay one's feel- Bb 9 mgt. ( j w think the existencs of a Sa- premglJeiug as the Creator and U Jlulerof the umverse, aud tho De- im cesslty of reverence for and obedi- if , ence to Him. might ba uugbt H S ' without entering into Uio questions H f r Hunatnreor of anythiog doc- H j I triaalordenomluational. Themim- H 1 " nr of person who really beiievr H i th;ra Is no audi crcativan J over- B ruling Power, is so insignificant a- H A J to at searxly the shadow of a H I Hguroia thegreatsum of buman- H j 'ty- Therefore It need not enter I I ' into those considcraUons when we I H vi,;w" tbeui in their vast im;ortance. H Morality, the diflVience between H J 'right and wrong, between honesty B I and Its opposite, betirecn truth and H ' fi'sehoou, courage aud cowardice, H ( Iiighmindeunessaud brutality, anu H the cultlvetlon of those qualities H J, which mate up refined and civis- ' . ifd oiy, and iraue boys and ' v, girfatogr.wup houowble, srlf-cou-B , trolled aud moral men and women, B might and ought to Us taught lathe ( '- 1 Ju'ic schools, and need uot involve L . r , the intrJuetionofauy tenets or the It, " ( IcJlw views or auy religious de- l,t 1 iiomlnaUon. WL A t'Tliere, is no true religion which H (fit "Joss not embrace morality. And so H If far as u goe?, true morality is part H i-ttt' of re,i'n- A religion that does K ft3, not inculcate moral action is not r?ij, deservmg of the nsme. And all jj morM precepts nre really religious r'j 6f ( jh their sjBU and tendenciw. If W ,j Bjt mjrality cau be taught and I'? B !, illustrated to the' juvenile mind Yvh. f ' without conaccUng it with any- Sua 5 J i tiling sectarian, or ceremonial or K n,4l I crcdal. mSf) h ( ll may : siij, ir you tcaui V ilj i morality jou will have to teach re- II t&W 1'iion, because morality is founded II fffef In Um diwlue law and is deflnedas B ' Mjn "conformity to divine will." It Is Ci Ij J ,rrue that "right" as applied to '.''il ?IM 'morals is sieCntd as "conformity to &U ' f" thecousitutionof man and thewill ill of GiJ-" Hut, a wc iiave shown, ? f 1 ' ue'ief in Deity can be taught wlth- lV ' "" at cater,DS into tlie question ol IS''' k charsrtcristics, as jingled over B" I i)yaectanw,and veneration of the JA Supreme lleing may be inculcated BLi j -without touching on any jnrtlcular HjM I tona of w k5,I'- Aud llius moral- BPiV lty H 'i that muclt if universal II religion, can form m proper aabject for public school tuition, became it does not necessarily include anything any-thing that would beobJectlMMte to the !evoteea oT any particular creed or ecclesiastical system. One thing it it certain canba done. That Is, every InftwerO contrary con-trary to religion and antagonistic to a special form of It, may be and ought to be -vigorously excluded frcm the public schools. If religion or religious morality most fcotbe Introduced, In-troduced, no teacher should be permitted per-mitted to Toiler Irreligion or Infidelity Infi-delity or immorality, or proclaim or Insinuate anything against a given form of faith. If Catholicism may not be taught, anti popery must not be indulged in. If Episcopalianism may not be taught, il must not be , declaimed against. If "Mormotf-isiu" "Mormotf-isiu" may not be explained, anti-"Mormocten" anti-"Mormocten" mast .Eat be permitted. per-mitted. If religion is forbidden in the schools, irreligion must also be forbidden, for-bidden, and no teacher ought to retain re-tain his or her position who permits per-mits any bias or antipathy concerning concern-ing a church or a creed to influence the teachings Imparted In the school. It is bad enough to have Gad and morality excluded from public juvenile ( Instruction. Infldelity and hostility to the religious views of parents must not be tolerated in tho school-room. And no person is fit to act as a public teacher, to be paid out of the public funds, who Indulges in -attacks upon religion or auy form of it. We are numbered among those who believe it "would be better for the children of the Latter-day Saints to be educated in their faith from their earliest childhood. But wo would not have the 'Children of members of other churches compelled com-pelled to receive tuition In the tenets of our faith. Therefore if circumstances circum-stances were such that each denomination could provide scholastic schol-astic training for its own uveniles, we believe It would be the better plau for alL But under the system iiow in force this would not be practicable. Therefore There-fore the small children should attend the district schools, and be drafted when prepared into the higher or Church schools, and religious instruction in-struction should be provided for them while in the district schools, by other means, so that they may not grow up in iguorance of the basic principles of spiritual education. educa-tion. Underline common school system, however, we maintain that faith in Diity and an understanding of moral principles, apart from all sectarian sec-tarian notions and denominational forms, may and ought to form a part of the every day tuition of the children chil-dren iu the public schools, for while no church would suffer from it, society would be beneflted In the mural and spiritual development tbat would be the natural consequence. |