496 EDUCATION 



and, with scarcely an exception, rebels against clerical authority or 

 actual defaulters from the faith. Such, for example, were Voltaire 

 and the men of the French Revolution, Garibaldi, Mazzini, Cavour, 

 de Lesseps, Renan, Victor Hugo, Jaurez the great President of 

 Mexico, and Tolstoi. If the reader will consider the matter he 

 will be able to recollect hardly a man, not a cleric, who was both 

 orthodox and great. I can call to mind only Pasteur. 



810. I feel sure that many people will dissent from the opinion 

 that such great social and intellectual differences as exist, for 

 example, between England and Morocco are due mainly to 

 differences in the way religion is taught ; or rather, since religious 

 instruction tends everywhere to be of the same dogmatic type, to 

 differences in the extent to which this method of teaching is 

 influential in moulding the minds of young adults and thus deter- 

 mining their final mental attitudes. I can only ask the reader 

 while bearing in mind (i) that dogmatic teaching obviously tends 

 to close the mind and to create an unchanging outlook on life, (2) 

 that teaching of this kind is much more influential in such places 

 as Morocco where nearly all the formal and much of the informal 

 mental training is religious than in England where it preponderates 

 much less, where the many divergent sects adopt a tolerant atti- 

 tude towards one another, where much of the formal teaching of 

 other subjects is deliberately designed to create a receptive tone 

 of mind, and where indeed the whole surroundings are such that 

 they tend to a far greater degree to encourage independence of 

 thought, (3) that in proportion as dogmatic teaching has been 

 influential the adherents of each of the religions of the world have 

 tended to have much the same social and intellectual status, 

 though in other respects (e.g. climate) the environment has often 

 been very different, and (4) that in proportion as religious teaching 

 has excluded other subjects, races have been stagnant and bar- 

 barous to try to conceive interpretations unlike the one I have 

 suggested. If the facts be granted, only two other suppositions 

 are conceivable, or, at any rate, have been conceived with any 

 degree of clearness. 



8 1 1. First, there is the hypothesis that racial mental differences 

 are mainly innate, and, therefore, that the social state of Morocco 

 differs from that of England because Moors and Englishmen are 

 "naturally" as much unlike mentally as physically. We have 

 already discussed this hypothesis rather fully, but consider again 

 what it implies. It implies that Englishmen and Moors are incap- 

 able of becoming alike mentally, and, therefore, that there is no 



