SCIENCE IN RELIGIOUS EDUCATION. 35 3 



Thus there must be a common order with regard to school instruc- 

 tion, overruling the preferences of individuals until changed by the 

 common will regularly expressed. The question always paramount 

 and fundamental is, then, What does the common interest demand ? 

 According to the tenor of our preceding remarks we might answer, 

 Theoretical and practical truth. It would be commonplace to say that 

 youth should be taught not to commit crimes or private wrongs. And 

 further, in accordance with the principle of organic growth, they should 

 be informed, clothed on, if possible, with the altruistic character. In 

 the direct relations of man to man there is comparatively little dispute 

 over what is theoretically right and what is wrong. As to the ele- 

 mentary virtues and vices there is no serious difference of opinion, un- 

 less concerning sex-relations, which need not be discussed here. So 

 also as regards elementary knowledge in general. The multiplication- 

 table is well settled, and is universally conceded to be of considerable 

 practical utility. The right use of language might occasion more con- 

 troversy, but there are standards which are tolerably decisive of dis- 

 putes. The geography of the globe, the common features in natural 

 history, the principles of mechanics, the ascertained truths of physics 

 generally, can be and are taught without arousing animosity, although 

 points of doubt, of imperfect knowledge, of opposition between au- 

 thorities, are discovered. In these and like studies it is expected by 

 all intelligent people, of whatever sect or party, that wherever there is 

 question the doubt itself with the arguments for one side or the other 

 will be stated. This is the course usually adopted. The best text- 

 books follow this method. In no other manner can truth be taught. 

 But in this way the learner can be put in possession of the exact state 

 of knowledge in a given branch of study, or upon a certain topic ; and 

 if he have the requisite mental capacity, he is placed in the best pos- 

 sible situation also to add to that knowledge. This is obviously for 

 the public interest. The things that are settled, indeed, should be so 

 taught ; but when there is dispute the utmost care should be taken to 

 state impartially and accurately the divergent views. 



Now, when we come to those departments of knowledge which 

 involve important personal and social questions of practical conse- 

 quence, respecting which there is contrariety of opinion, we have 

 three courses open. The first is for the public authority to select 

 one set of principles and precepts to the exclusion of others, and com- 

 mand these to be taught as truth, and these only ; the second is to 

 refrain from teaching anything whatever on the subject ; the third, 

 to adopt the method just mentioned, namely, to present to the learner 

 the different opinions, with the grounds of each, in the most impartial 

 and judicial manner. 



If the first plan be adopted, the risk must be run of the doctrines 

 selected not being true. Experience has shown that truth will out ; 

 and when once error is discovered, there comes both a demonstration 

 vol. xxx. — 23 



