PREFACE.

Every attentive observer of the tendency which the culture of our Age follows, must have noticed that the old religious ideas are in conflict with the new. While natural science, philosophy, and, in general, civilization in every branch of life advance, the denominations of the Church are still constantly uttering the old watchword: "Cling to the orthodox faith!" In every province of human knowledge the use of reason is permitted, except in the domain of religion. In the Old World an ecclesiastical council decrees the infallibility of the Pope; in the New, the churchmen try to fetter liberty of conscience by introducing the Bible into the public schools, and building on its authority the Constitution of our country. That is not the way to advance. Let us strike at the root of the evil; let us give to youth a liberal education! In this rests the hope of our country, the future of humanity.

Five years ago the author published a Text Book for the Sunday Schools of the German Free Religious Congregations in America ("Leitfaden für den Unterricht in den Sonntagsschulen Freier Gemeinden, Milwaukee, Wis."). It was authorized by their Supreme Board, and has been since in general use in most of those schools. This work having subserved so valuable a purpose in the liberal education of the German youth, the author was encouraged to attempt the publication of an English edition. It is a liberal guide for the moral education and mental enlightenment of children. It aims at the destruction of erroneous theological views, and is adapted to the principles and development of liberal science. It contains: First-A doctrine of human duties and rights, established upon the nature of human reason, and illustrated by examples collected from standard English and American authors, both in prose and verse. Secondly-The history of the principal religions. Thirdly-A criticism of the most important liberal narratives. Fourthly-Views of the Universe, represented in the lib

eral writings of the English, French, German and American natural philosophers, such as Darwin, Huxley, Tyndall, Spencer, La Place, La Marck, Humboldt, Buechner, Feuerbach, Feike, etc.

The Text Books of the Sunday Schools, and, in general, juvenile literature, disseminate much superstition in the unprotected minds of youth. The impressions which they receive from these books they are very apt to carry with them through life. "It is worthy of remark that a belief constantly inculcated during the early years of life, whilst the brain is impressible, appears to acquire almost the nature of an instinct; and the very essence of an instinct is that it is followed independently of reason. -Darwin. "All the machinery of the Church is constantly employed in corrupting the reason of children. In every possible way they are robbed of their own thoughts and forced to accept the statements of others. Every Sunday School has for its object the crushing out of every germ of individuality.”—R. Ingersoll.

Zealots will accuse me of demolishing the old temple, without building up a new edifice on its ruins. But I destroy only that part of the old structure which rests on sand; the Christian religion is also partly founded on solid ground, e. g., on the principle (called "the Golden Rule"): "All things whatsoever ye would that men should do to you, do ye even so to them."— Matth. 7, 12.)

The Morals and Views of the Universe are represented in the Socratic method, in order to better adapt their contents to the capacity of children. Every child of average capacity can easily answer most of the questions proposed in these sections of the book.

Though competent American scholars have reviewed and corrected the translation, the author is afraid that it is still redolent of his mother tongue, and far from perfect conformity with the true genius and idiom of the English language, but he hopes for the kind indulgence of the readers. Should there be a second edition, this book will be supplied. He is told that a similar book, written expressly for children, is, so far, not yet extant in American literature; therefore he trusts that liberal parents will give it a fair trial, until they find a better guide for the moral education and mental enlightenment of their children.

Finally, the author gratefully acknowledges the kind assistance of many ladies and gentlemen in the English edition of the book. Mrs. Cronyn, Mrs. Sara Underwood, Mrs. McCaig and Mrs. Spencer, Miss A. Chamberlain, Messrs. Cronyn, Pfister, McClellan, J. L. Hatch and Dr. J. Spencer have corrected different sections; Mr. Hatch, Mr. B. F. Underwood, Dr. Spencer, Prof. Allen and J. J. Owen have perused and commended the manuscript, and encouraged the author to publish it. To all of them he offers his most sincere and heartfelt thanks.

THE AUTHOR.

1. Bad Habits of the Blackamoor.

A certain man having bought a blackamoor, was so simple as to think that the color of his skin was only dirt and filth, which he had contracted for want of care under his former master. This fault he fancied might easily be removed. So he ordered the poor black to be put into a tub, and was at a considerable charge in providing ashes, soap and scrubbing-brushes for the operation. To work they went, rubbing and scouring his skin all over, but to no manner of purpose, for when they had repeated their washings several times, and were growing quite weary, all they got by it was that the wretched blackamoor caught cold and died.

It is a very difficult task to get rid of inveterated bad habits.Æsop, ab. 550 A. C.