Thus there must be a common order with regard to school instruction, 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 elementary virtues and vices there is no serious difference of opinion, unless 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 controversy, but there are standards which are tolerably decisive of disputes. 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 authorities, 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 possible 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 consequence, 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 command 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
