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Timebinder, v. 2, issue 2, whole no. 6, Spring 1946
18
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of giving more than sectarian instruction? To give instruction in the spirit of Jesus, who never heard of the Christian church, or Buddha, who scare thought in terms of dogmatized religion, is something which very few persons are broad enough and capable enough to do. Mrs. Vashti McCollum has a legal right to request a restraining action, but as a good agnostic she ought to know that all of this “nonsense” cannot affect her child. And in any case if her child has reflective thinking powers, the exposure to these doctrines ought merely strengthen his own convictions. Mrs. McCollum is no more “progressive” or “vigilant” than the persons who forbade the teaching of evolution in Tennessee. All doctrines must stand or fall on their merits. The great secret of religions is that while none of them are right, they are all right. We choose a religious tradition for any of several reasons; the more traditions with we are familiar the broader concept we will have of the true spiritual unfoldment towards which all but the most primitive religious concepts are straining. The theologian Albrecht Goerke wrote: “Of the many paths, to one God, none is the best – but the riches of one can best be seen when another is known, and he who approaches the goal over many paths knows best whence he came and why he is hither come; and the ways of all men will be as one to Him.” The world, to better itself, need discover no new, startling psychological principles. It need only make proper use of the plethora now available. True religious instruction is a vital necessity to a person’s education, because it is the only approach which does not condone, by implication, the slitting of they neighbor’s throat if thou art in a tough situation. Perhaps the best approach to religious instruction will be found in the philosophical method, where all religions are impartially surveyed by one who is broad enough not to taint this impartial survey whit personal dogmatism. There are few such teachers in schools today, and they are hampered at every turn by the restrictions of those zealots who shriek most loudly as the mention of intolerance. ***** *** * *** ***** -16-
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of giving more than sectarian instruction? To give instruction in the spirit of Jesus, who never heard of the Christian church, or Buddha, who scare thought in terms of dogmatized religion, is something which very few persons are broad enough and capable enough to do. Mrs. Vashti McCollum has a legal right to request a restraining action, but as a good agnostic she ought to know that all of this “nonsense” cannot affect her child. And in any case if her child has reflective thinking powers, the exposure to these doctrines ought merely strengthen his own convictions. Mrs. McCollum is no more “progressive” or “vigilant” than the persons who forbade the teaching of evolution in Tennessee. All doctrines must stand or fall on their merits. The great secret of religions is that while none of them are right, they are all right. We choose a religious tradition for any of several reasons; the more traditions with we are familiar the broader concept we will have of the true spiritual unfoldment towards which all but the most primitive religious concepts are straining. The theologian Albrecht Goerke wrote: “Of the many paths, to one God, none is the best – but the riches of one can best be seen when another is known, and he who approaches the goal over many paths knows best whence he came and why he is hither come; and the ways of all men will be as one to Him.” The world, to better itself, need discover no new, startling psychological principles. It need only make proper use of the plethora now available. True religious instruction is a vital necessity to a person’s education, because it is the only approach which does not condone, by implication, the slitting of they neighbor’s throat if thou art in a tough situation. Perhaps the best approach to religious instruction will be found in the philosophical method, where all religions are impartially surveyed by one who is broad enough not to taint this impartial survey whit personal dogmatism. There are few such teachers in schools today, and they are hampered at every turn by the restrictions of those zealots who shriek most loudly as the mention of intolerance. ***** *** * *** ***** -16-
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