"A Protestant minister of Oakland, California, in a recent address
on the public school system of the United States, expressed himself
as follows: 'In one of the schools of San Francisco Herbert Spencer's
"Data of Ethics" was introduced as a text book of morals--as palpable
a violation of the law forbidding sectarian instruction as the
introduction of the Catholic or Methodist catechism; for Hebert
Spencer belongs to a very small and narrow sect which promulgates
the creed of Agnosticism.'
"If the reverend speaker had taken the ground that the 'Data of Ethics'
was too abstruse to be placed in the hands of public school pupils we
should have felt inclined to sustain his objection. But when he says
that to introduce such a book is to give a sectarian character to the
school in which it is used, we must enter a protest. Science is never
sectarian; philosophy is never sectarian. Sectarian teaching begins
when you ask a man or a child to assume what cannot be proved, for
the sake of keeping within the dogmatic lines that fence round some
particular creed. The followers of Mr. Spencer may be in a minority,
but they are no more a sect than were the adherents of the Copernican
system of astronomy, or than are the believers in the Darwinian
theory of natural selection. Mr. Spencer makes no appeal to faith,
but finds his premises in the common experience of mankind. A pupil
who was being taught out of the 'Data of Ethics' would be quite at
liberty to dispute either the premises or the arguments of the author;
and he would not be silenced by the declaration that Mr. Spencer
is infallible. But when catechisms are taught they are taught, not
as containing matter for discussion, but as containing doctrines
that must not be disputed, on pain of more or less disagreeable
consequences. Similarly when the Bible is read in school it is read
not as a fallible record of events, or a fallible guide in morals,
but as something absolutely authoritative--the very voice of God. It
is perfectly obvious then, where sectarianism in education begins; it
begins just at the point where doctrines of any kind accepted on faith
by a portion of the community and not discussible on grounds of reason,
are made a part of public school instruction. Sectarianism comes
in whenever the teacher is obliged to say, 'Hush' to the inquiring
scholar who wants his reason satisfied before he will believe. There
is no sectarianism, on the other hand, in making use of a book which
lays no claim to any kind of privilege, and which, therefore, cannot
force the belief of anyone. The followers of Mr. Spencer do not form
a sect because they have no beliefs which they wish to exempt from
criticism or discussion, and because they hold themselves at full
liberty to pass beyond the bounds of Mr. Spencer's thought whenever
they can see their way to doing so. Mr. Spencer's 'Data of Ethics'
may not contain all the truth on the subject of morals, but the truth
which it does contain lends itself to demonstration; and no one can be
the worse for being taught demonstrable truths. Upon that foundation
he can afterward build what he likes--hay, stubble, or what not; and
after his superstructure has been tried by the fire of experience,
as it is very likely to be, he will still have something solid left
on which to rebuild in perchance wiser fashion. We do not advocate
the introduction of the 'Data of Ethics' into the public schools: but
we are convinced that it would be a very good thing for the rising
generation if some of the ideas contained in that book could be
brought home to their minds." (Popular Science Monthly, November 1889.)