Hindoo boys repeat whole books of their sacred literature to their Brahman teachers, and the texts of the Koran are the fundamental teaching of such schools as are maintained by Mohammedans in India, western Asia, or northern Africa. From Mosaic times the Jews have made the religious instruction of children paramount. When the Christian religion grew out of the Jewish the same ideas as to the instruction of children were carried over into the new conditions. With a general agreement of purpose in this respect there is a wide diversity in the methods used, and parochial schools are not maintained by those who, aiming for a like result, deem other agencies in operation adequate for elementary purposes.

In the United States we have now many forms of religion, but only Jews and Christians of some name are in such numbers as to affect statistics noticeably.

The Jews. The devout Jew is hardly less earnest than of old as to the importance of religious instruction of children. In the persecutions of the centuries much of this instruction was driven to the privacy of the home, and the organization of Jewish schools was so far forbidden, discouraged, or interrupted that the Jew has not brought a formal habit of parochial schools to this country. There are numerous classes on Saturday, or at hours outside ordinary school, for the special purpose of impressing the doctrines of Judaism, but they are carefully planned to avoid conflict with the appointments of the public schools of their vicinities. The Jews have also some schools reaching to maturer work and to trade education, in part of which, at least, it is required that candidates for their privileges shall have been in regular attendance at ordinary day schools. The Jew therefore does not have parochial schools in the United States.

Christians. Those who accept the Christian Scriptures in this country are in the first analysis, by order of number, Protestants, Roman Catholics, and Latter-Day Saints, or Mormons. The latter people add another revelation to that of the Old and New Testament. They are principally found in Utah and adjacent regions. As a church they take a positive charge of the education of their children, and some of their elementary schools might not be easily distinguished from parochial schools, yet the term denominational schools seems more fitting under the circumstances.. The secretary of the board of education of the Latter-Day Saints or Mormons reported at the Eleventh Census (1890) 5,092 pupils in schools ranging from elementary to superior, of whom 113 were in Arizona, 696 in Idaho, and 4,283 in Utah. Owing to their location their schools have attracted little national interest. In 1893 there were reported 637 Mormon teachers and 46,099 children of Mormon parents in the public schools of Utah.

The following statement of the Mormon position in education is from the circular of the Juab Stake Academy for 1894-95:

"The growth of infidelity among the young establishes the fact that without the introduction of religious principles the final object of all education, 'Be ye therefore perfect, even as your Father in heaven is perfect,' as expressed by Christ, the greatest of all educators, can not be accomplished. It is also a fact equally demonstrated that the church school system of which this institution forms a part, remedies the growing tendency toward an unbelief in a divine creator.

"The following extract from a letter of President Woodruff of the general board, in which he urges the appointment of stake boards of education, voices the conclusion of every true Latter-Day Saint:

"We feel that the time has arrived when the proper education of our children should be taken in hand by us as a people. Religious training is practically excluded from the district schools. The perusal of books that we value as divine record is forbidden. Our children, if left to the training they receive in these schools, will grow up entirely ignorant of those principles of salvation for which the Latter-Day Saints have made so many sacrifices. To permit this condition of things to exist among us would be criminal. The desire is universally expressed by all thinking people in the Church that we should have schools wherein the Bible, the Book of

Mormon, and the Book of Doctrine and Covenants can be used as text-books, and where the principles of our religion may form a part of the teachings of the schools.' "The past years have proven that an academy based upon the principles of the everlasting gospel can be successfully run in this Stake of Zion."

Early conditions in the United States.-The Protestant settlers of New England had broken with a state church, yet had retained so much of the impressions of unity of church and state that at first citizenship and church membership, when not identical, were closely related, and religion was a dominant subject in founding schools of every degree from the humblest to Harvard College. The adherents of the state church who settled Virginia kept religion prominent in such educational work as they did.

For two centuries New England and the Virginias and States of like settlement were under the control of the descendants of the original settlers and those in sympathy with them. All the institutions in each group were in harmony with the leading religious sentiment. Religious instruction was dominant in some schools, prominent in many, and, generally speaking, tolerated in all. Louisiana and such portions of Spanish America as have been absorbed into the United States were strongly Roman Catholic, the States from Spanish America having been under Catholicism as a state religion till near 1825, and such schools as existed were strongly marked by a religious character. Maryland was settled by liberal English Catholics, but their controlling influence was soon disputed by adherents of the Protestant Episcopal, Established Church of England. As long as any portion of the country remained under the control of the views of the original settlers the religion of their preference was expected to be in their schools, though by lack of interest it often occurred that Protestant communities allowed the disuse of the Bible and religious exercises.

In early settlement Pennsylvania probably covered the greatest number of religious bodies that could not accept the tenets nor understand the language of one another. There were Swedish and German Lutherans, English Friends or Quakers, Dutch Mennonites, German Moravians, and Scotch-Irish Presbyterians. .

From the organization of the Federal Government into the second quarter of this century the influence of foreign immigration was slow in its effects, and each State, or even a group of States, tended toward something of a homogenous religious sentiment, in accordance with which its schools were molded.

Public schools maintained by local taxation, as now existing in part of the nation, were almost unknown. Even near the end of the second quarter of the century Horace Mann said in his report upon the schools of Massachusetts for 1846: "There is not at the present time, with the exception of the States of New England and a few small communities elsewhere, a country or a State in Christendom which maintains a system of free schools for the education of its children. Even in the State of New York, with all its noble endowments, the schools are not free."

Effect of quickened immigration on school systems. In this second quarter of the century an active immigration began to pour into the Northern States that has only varied and not ceased to this date. The digging of canals and a little later the construction of railroads induced Catholic laborers from Ireland to come by thousands and scatter among Protestant communities. The failure of their potato crop gave tremendous enlargement to the Irish emigration just before 1850. The revolutionary conditions of the continent greatly stimulated German emigration about the same time. The Germans were partly Catholic and partly Protestant Evangelical of Lutheran profession, each form recognized in the provisions for religion by the State in their native regions. Later came Scandinavian Lutherans, bred in a State church, often in numbers sufficient to form colonies and organize and maintain local institutions, as was true in a degree of Germans. Such German or Scandinavian colonies

Stake is the term used for a settlement by the Mormons.

became especially numerous in Illinois, Wisconsin, Minnesota, and the States immediately west of them. Wisconsin gave the privilege of suffrage to immigrants of one year's residence, a welcome which had a desired influence in determining migration thither.

In the two decades, 1850-1870, the free public school maintained mainly by local taxation came to be the educational watchword and almost uniform practice north of the Ohio River, and it has continued to extend with the westward expansion of settlement and the development of the South.

In the South, below the border States, public schools, outside of some considerable cities, are of recent growth, and such schools often have some tuition fees, as they did in Northern States generally almost to 1850 and irregularly to the time of the civil war. The Southern States are not yet much affected by foreign immigration, and they conserve the views of a white ancestry chiefly English in origin in a degree not elsewhere equaled.

It is to be noted that the growth of our public free-school systems has been largely coincident with the great foreign immigration, and its development has been promoted and modified by the views of adopted citizens, especially from countries possessing efficient systems of popular education. Foremost of these was the combination of States which we know as Germany. The schools of Germany had not generally been free, but in the revolutions of 1848 free schools was one of the popular demands generally attained for a time, though tuition fees again became common,1 and now again fees have been abolished in elementary schools of Prussia.

EDUCATIONAL CONDITIONS IN COUNTRIES FURNISHING IMMIGRANTS.

To understand the views with which citizens of foreign nativity have aided to build up and maintain local public schools and especially to understand their attitude toward religious instruction in such schools, it will be appropriate to consider the conditions under which they or their parents were born.

The tables, derived from the Eleventh Census (1890), here used to show the ratio of persons of foreign parentage, point out only conspicuous countries of their origin and indicate the portions of this country most affected by each. The great masses of immigrants have come from Ireland, Germany, Great Britain, Canada, and Scandinavia, or Sweden, Norway and Denmark.

The first table shows the entire population separated as of native parentage and of foreign parentage. This table includes the colored population of which the foreign-born portion is so small as to require little notice here. The people of African descent are chiefly in the South, where, having learned English ways at second hand, they add something to the conservatism against customs brought in by recent immigration. Taking all Northern and Western States together the population of foreign parentage is but little less than half the whole; taking all Southern States together the population of foreign parentage is close to one-tenth.

TABLE I.-Population distributed according to native or foreign parentage, by States and Territories: 1890.

The following table will enable anyone to see what numbers and what per cent those of foreign parentage, white or colored, reach in any State or Territory. The per cent of colored foreign parentage is exceedingly small, and the per cent of whites of foreign parentage is usually low in the South.

TABLE II.-Number and percentage of white and colored population of foreign parentage,

a Persons of negro descent, Chinese, Japanese, and civilized Indians.

The next table, dealing only with whites, will enable one to see the lines of heredity for the large bodies of immigrants as indicated by the countries of their origin and to judge in what States and Territories any form of foreign ancestral habit or opinion is likely to be influential. The minor bodies of foreign parentage have been omitted, as their influence is too small for consideration in a statement that aims only to be suggestive.