
Already the spirit of our schooling is permeated with the feeling that
every subject, every topic, every fact, every professed truth must be
submitted to a certain publicity and impartiality.  All proffered 
samples of learning must go to the same assay-room and be subjected to 
common tests.  It is the essence of all dogmatic faiths to hold that
any such "show-down" is sacrilegious and perverse.  The characteristic
of religion, from their point of view, is that it is intellectually
secret, not public; peculiarly revealed, not generall known; 
authoritatively declared, not communicated and tested in ordinary 
ways...It is pertinent to point out that, as long as religion is
conceived as it is now by the great majority of professed religionists,
there is something self-contradictory in speaking of education in
religion in the same sense in which we speak of education in topics
where the method of free inquiry has made its way.  The "religious"
would be the last to be willing that either the history of the
content of religion should be taught in this spirit; while those
to whom the scientific standpoint is not merely a technical device,
but is the embodiment of the integrity of mind, must protest against
its being taught in any other spirit.
- John Dewey (1859-1953), American philosopher, 
  from "Democracy in the Schools", 1908
