Seventh Day Baptists. But they are a small minority, and must submit to the will of the majority, as the government cannot wisely appoint two weekly days of rest. The Revised Statutes of New York, however, provide that those who keep "the last day of the week, called Saturday, as holy time, and do not labor or work on that day," shall be exempted from the penalties of the statute against labor on Sunday, provided only that their labor do not "interrupt or disturb other persons in observing the first day of the week as holy time." The law of New York exempts also the same persons from military duty and jury duty on Saturday.

The United States present, in respect to Sunday legislation and Sunday observance, a most striking contrast to the Continent of Europe, both Protestant and Roman Catholic, where Sunday is perverted from a holy day of rest and worship into a frivolous holiday of amusement and dissipation, dedicated to beer gardens, theatres, horse-races, and political elections. Judged by the standard of Sunday observance, America is the most Christian country in the world, with the only exceptions of England and Scotland.

Religion in Public Schools.

The relation of state education to religion is a most important and most difficult problem, which will agitate the country for a long time. It is increased by a difference of views within the religious denominations themselves; while on the questions of monogamy and Sunday they are substantially agreed.

The Roman Catholics, under the dictation of the Vatican, oppose our public schools, which are supported by general taxation, for the reason that their religion is not taught there, and that a "godless" education is worse than none. They are right in the supreme estimate of religion as a factor in education, but they are radically wrong in identifying the Christian religion with the Roman creed, and very unjust in calling our public schools "godless." They must learn to appreciate Protestant Christianity, which has built up this country and made it great, prosperous, and free. Their

Church enjoys greater liberty in the United States than in Italy or Spain or Austria or France or Mexico, and for this they should at least be grateful. They will never succeed in overthrowing the public school system, nor in securing a division of the school funds for sectarian purposes. They have a remedy in private and parochial schools, which they can multiply without let or hindrance. There is no compulsory attendance on public schools in any of our States. The only point of reasonable complaint from Catholics is that they are taxed for the support of public schools which they condemn. Strict justice would exempt them from the school tax. But the principal tax-payers are wealthy Protestants, who, for various reasons, prefer to educate their children in private schools at their own expense. The right of minorities should be protected by all means save the destruction of the rights of the majority, which must rule in a republican country. The Roman Catholics would act more wisely and patriotically by uniting with the religious portion of the Protestant community in every effort to improve the moral character of the public schools. They may be sure of a cordial disposition to meet them in every just and reasonable demand. Protestants are just as much concerned for the religious and moral training of their children as they.

The public school is and ever will be an American institution from the Atlantic to the Pacific. It dates from early colonial days in New England, and has always been, next to the church, the chief nursery of popular intelligence, virtue, and piety. The Continental Congress, in the ordinance of 1787 (Article III.), enjoined it upon the territory northwest of the Ohio River, that "schools and the means of education shall forever be encouraged," because "religion, morality, and knowledge are necessary to good government and the happiness of mankind." The public school system grows and aims higher every year. It is not satisfied with elementary instruction, but aims at a full college and university education, at least in the West, where large landed endowments come to its aid. The state has the right and the duty to educate its citizens for useful citizenship, and should

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give the poorest and humblest the benefit of a training for that purpose. A democratic republic upon universal suffrage depends for its safety and prosperity upon the intelligence and virtue of the people. But virtue is based on religion, and the obligations of man to man rest upon the obligations of man to his Maker and Preserver. Intellectual training without moral training is dangerous, and moral training without religion lacks the strongest incentive which appeals to the highest motives, and quickens and energizes all the lower motives. Who can measure the influence of the single idea of an omniscient and omnipresent God who reads our thoughts afar off and who will judge all our deeds? The example of Christ is a more effectual teacher and reformer than all the moral philosophies, ancient and modern.

The state recognizes the importance of religion by allowing the reading of the Bible, the singing of a hymn, and the recital of the Lord's Prayer, or some other prayer, as opening exercises of the school. I am informed by competent authority that at least four fifths of the public schools in the United States observe this custom.' Most of the school teachers, especially the ladies, are members of evangelical churches, and commend religion by their spirit and example. To call such schools "godless" is simply a slander.

Some schools exclude the Bible to please the Roman Catholics, who oppose every Protestant version, and the Jews and infidels who oppose Christianity in any form. Other schools have found it necessary to reintroduce religious exercises for the maintenance of proper discipline.

E. E. White, LL.D., Superintendent of Public Schools in Cincinnati, in his paper read before the National Educational Association in Topeka, Kansas, July 15, 1886, says (p. 10): The great majority of American schools are religious without being sectarian ; and it is high time that this fact were more universally recognized. It is doubtless true that the most impressive forms of presenting religious sanctions to the mind and heart of the young are prayer, silent or spoken, and the reverent reading of the Bible, especially those portions that present human duty in its relations to the Divine Willforms still permitted and widely used in four fifths of the American schools"

The Catholics certainly have a right to demand the Douay version as a substitute for that of King James, and both might be read, the one to the Catholic, the other to the Protestant pupils; but they are at heart opposed to the free and independent atmosphere of thought which prevails in the schools of a Protestant community, and which is dangerous to the principles of authority and absolute obedience to the priesthood. It is vain, therefore, to expect to satisfy them by the exclusion of the Bible from the public school, which is advocated by many Protestants as a peace measure. It is better to hold on to the timehonored custom of holding up before the rising generation day by day a short and suitable lesson from the Book of books, no matter in what version. The Psalms contain the sublimest lyrical poetry; the Lord's Prayer is the best of all prayers: the Sermon on the Mount is more popular and beautiful than any moral essay; and the thirteenth chapter of First Corinthians is the most effective sermon on charity. A competent committee of clergymen and laymen of all denominations could make a judicious selection which would satisfy every reasonable demand. With unreason even the gods fight in vain.

The reading of brief Bible lessons, with prayer and singing, is a devotional exercise rather than religious instruction, but it is all that can be expected from the state, which dare not intermeddle with the differences of belief. Positive religious instruction is the duty of the family, and the church, which has the commission to teach all nations the way of life. The state cannot be safely intrusted with this duty. It might teach rationalism, as is actually done in many public schools and universities of Germany, Holland, and Switzerland.

But the state may allow the different denominations to monopolize certain school hours in the school building for religious instruction. In this way the problem of united secular and separate religious education could be solved, at least to the reasonable satisfaction of the great majority. Possibly the more liberal portion of our Roman Catholic

fellow-citizens might agree to such a compromise. In communities which are sufficiently homogeneous, one teacher would answer; in others, two or more might be chosen, and the children divided into classes according to the will of the parents or guardians.

The state is undoubtedly competent to give instruction in all elementary and secular or neutral branches of learning, such as reading and writing, mathematics, languages, geography, chemistry, natural science, logic, rhetoric, medicine, law, etc. The difficulty begins in history and the moral sciences which deal with character, touch upon religious ground, and enjoin the eternal principles of duty. A history which would ignore God, Christ, the Bible, the Church, the Reformation, and the faith of the first settlers of this country, would be nothing but a ghastly skeleton of dry bones. An education which ignores the greatest characters and events and the most sacred interests in human life must breed religious indifference, infidelity, and immorality.

But the people will not allow this as long as they remain religious and Christian. Parents will not send their children to godless schools. They have the power in their own hands; they appoint the school boards, and through them the teachers. This is a government " of the people, by the people, and for the people." Republican institutions are a blessing or a curse according to the character of those who administer them. And so it is with our public schools. All depends at last upon competent and faithful teachers. If the teachers fear God and love righteousness, they will inspire their pupils with the same spirit; if they do not, they will raise an infidel generation, notwithstanding the reading of the Bible and the teaching of the Catechism. It is in the interest of the educational institutions of the several States, and indispensable to their well-being, that they should maintain a friendly relation to the churches and the Christian religion, which is the best educator and civilizer of any people.

Whatever defects there are in our public schools, they can be supplied by the Sunday-schools, which are multiplying