OF THE SPIRIT. 389 



idea was first introduced at the time of the French 

 Revolution. It has ever since and in various forms 

 permeated and led educational developments in all 

 civilised countries. Many are the causes which have 

 brought about the demand for a secularisation of teach- 

 ing. The tyranny of the " Syllabus " in Eoman Catholic 

 countries such as France and Italy ; the conflict of the 

 Churches in countries where Eoman Catholics and 

 Protestants live professedly on equal terms, as in 

 Germany and Austria ; the jealousy created by Sec- 

 tarianism and Nonconformity in Protestant countries 

 such as Great Britain, have all tended gradually but 

 surely in the direction of creating a desire to liberate 

 instruction in the higher, in secondary, and even in the 

 popular schools from the clerical influence. But here 

 has arisen a difficulty. So long as education was in 

 the hands of one Power, say the State Church, the 

 training of the intellect and that of the character 

 went hand-in-hand, knowledge and morality being of 

 equal importance, and, as it were, supporting each 

 other in the guidance and the purposes of the teachers. 

 But now that the cry for secularisation has arisen, it 

 becomes a question how the " Moral Lesson " has to 

 be conducted in purely secular schools, which, being 

 under the supervision of the State, can alone secure 

 compulsory attendance. The large, and, as it seems, 

 the increasing number of those who consider that the 

 sense of Obligation cannot be divorced from the sense 

 of Reverence, and that the latter demands a supreme 

 Object, see with alarm the tendency to base morality 

 on purely utilitarian principles, or, at best, upon intel- 



