a stand for any valuable point of morals, do it, however
Smith, Canon of St Paul's.
IN a passage of characteristic sagacity, Dr. J. H. Newman has depicted6 the partisan7 aimlessness more descriptive of the period when this little book first appeared, sixteen years ago, than it is now. But it will be long before its relevance8 and instruction have passed away. I therefore take the liberty of still quoting his words:—
"When persons for the first time look upon the world of politics or religion, all that they find there meets their mind's eye, as a landscape addresses itself for the first time to a person who has just gained his bodily sight. One thing is as far off as another; there is no perspective. The connection of fact with fact, truth with truth, the bearing of fact upon truth, and truth upon fact, what leads to what, what are points primary and what secondary, all this they have yet to learn. It is all a new science to them, and they do not even know their ignorance of it. Moreover, the world of to-day has no connection in their minds with the world of yesterday; time is not a stream, but stands before them round and full, like the moon. They do not know what happened ten years ago, much less the annals of a century: the past does not live to them in the present; they do not understand the worth of contested points; names have no associations for them, and persons kindle9 no recollections. They hear of men, and things, and projects, and struggles, and principles; but everything comes and goes like the wind; nothing makes an impression, nothing penetrates11, nothing has its place in their minds. They locate nothing: they have no system. They hear and they forget; or they just recollect10 what they have once heard, they cannot tell where. Thus they have no consistency12 in their arguments; that is, they argue one way to-day, and not exactly the other way to-morrow, but indirectly13 the other way at random14. Their lines of argument diverge15; nothing comes to a point; there is no one centre in which their mind sits, on which their judgment16 of men and things proceeds. This is the state of many men all through life; and miserable17 politicians or Churchmen they make, unless by good luck they are in safe hands, and ruled by others, or are pledged to a course. Else they are at the mercy of the wind and waves; and without being Radical18, Whig, Tory, or Conservative, High Church or Low Church, they do Whig acts, Tory acts, Catholic acts, and Heretical acts, as the fit takes them, or as events or parties drive them. And sometimes when their self importance is hurt, they take refuge in the idea that all this is a proof that they are unfettered, moderate, dispassionate, that they observe the mean, that they are no 'party men;' when they are, in fact, the most helpless of slaves; for our strength in this world is, to be the subjects of the reason and our liberty, to be captives of the truth."*
How the organization of ideas has fared with higher class societies others can tell: the working class have been left so much in want of initiative direction that almost everything has to be done among them, and an imperfect and brief attempt to direct those interested in Freethought may meet with some acceptance. To clamour for objects without being able to connect them with principles; to smart under contumely without knowing how to protect themselves; to bear some lofty name without understanding the manner in which character should correspond to profession—this is the amount of the popular attainment19.
* "Loss and Gain." ascribed to the Rev. Father Newman.
In this new Edition I find little to alter and less to add. In a passage on page 27, the distinction between Secular20 instruction and Secularism21 is explained, in these words:—"Secular education is by some confounded with Secularism, whereas the distinction between them is very wide. Secular education simply means imparting Secular knowledge separately—by itself, without admixture of Theology with it. The advocate of Secular education may be, and generally is, also an advocate of religion; but he would teach religion at another time and treat it as a distinct subject, too sacred for coercive admixture into the hard and vexatious routine of a school. He would confine the inculcation of religion to fitting seasons and chosen instruments. He holds also that one subject at a time is mental economy in learning. Secular education is the policy of a school—Secularism is the policy of life to those who do not accept Theology."
Very few persons admitted that these distinctions existed when this passage was written in 1854. This year, 1870, they have been substantially admitted by the Legislature in concession22 made in the National Education. Bill. It only remains23 to add that the whole text has been revised and re-arranged in an order which seems more consecutive24. The portion on Secular Organizations has been abridged25, in part re-written, explaining particulars as to the Secular Guild26.
A distinctive27 summary of Secular principles may be read under the article "Secularism," in Chambers's Cyclopaedia.
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1 antiquated | |
adj.陈旧的,过时的 | |
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2 pedantic | |
adj.卖弄学问的;迂腐的 | |
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3 insolence | |
n.傲慢;无礼;厚颜;傲慢的态度 | |
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4 bosom | |
n.胸,胸部;胸怀;内心;adj.亲密的 | |
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5 rev | |
v.发动机旋转,加快速度 | |
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6 depicted | |
描绘,描画( depict的过去式和过去分词 ); 描述 | |
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7 partisan | |
adj.党派性的;游击队的;n.游击队员;党徒 | |
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8 relevance | |
n.中肯,适当,关联,相关性 | |
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9 kindle | |
v.点燃,着火 | |
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10 recollect | |
v.回忆,想起,记起,忆起,记得 | |
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11 penetrates | |
v.穿过( penetrate的第三人称单数 );刺入;了解;渗透 | |
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12 consistency | |
n.一贯性,前后一致,稳定性;(液体的)浓度 | |
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13 indirectly | |
adv.间接地,不直接了当地 | |
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14 random | |
adj.随机的;任意的;n.偶然的(或随便的)行动 | |
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15 diverge | |
v.分叉,分歧,离题,使...岔开,使转向 | |
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16 judgment | |
n.审判;判断力,识别力,看法,意见 | |
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17 miserable | |
adj.悲惨的,痛苦的;可怜的,糟糕的 | |
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18 radical | |
n.激进份子,原子团,根号;adj.根本的,激进的,彻底的 | |
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19 attainment | |
n.达到,到达;[常pl.]成就,造诣 | |
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20 secular | |
n.牧师,凡人;adj.世俗的,现世的,不朽的 | |
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21 secularism | |
n.现世主义;世俗主义;宗教与教育分离论;政教分离论 | |
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22 concession | |
n.让步,妥协;特许(权) | |
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23 remains | |
n.剩余物,残留物;遗体,遗迹 | |
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24 consecutive | |
adj.连续的,联贯的,始终一贯的 | |
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25 abridged | |
削减的,删节的 | |
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26 guild | |
n.行会,同业公会,协会 | |
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27 distinctive | |
adj.特别的,有特色的,与众不同的 | |
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