Again, democracy has deep significance for morality on account of its relation to education. Despotic bureaucratic monarchy is indifferent or positively opposed to the education of the masses because the safest basis of such a government is sodden ignorance. On the other hand, general intelligence is the very breath of life of a democracy. Hence the education of the masses is the foremost task of the modern free state. The public-school system of the modern world is the outcome of this imperious demand of democracy. Now this relation of the democratic state to popular education has immense importance for the moral life, first, for the reason that advance in general intelligence means a better maintenance of the moral standard. To increase the number of schools in a community is to lessen the need of prisons and reformatories. More than a century ago Beccaria previsioned this relation of popular education to crime. “The most certain method of preventing crime,” he maintained, “is to perfect the system of education.”[726] And second, education in the modern democratic state has special significance for the moral development going on in Western civilization, for the reason that it means not merely a better maintenance of the moral standard, but also an essential modification of the moral type itself. For in the establishment of its system of education the state has assumed what formerly was one of the chief functions of the Church. This transference of the business of education from the Church to the state has rightly been pronounced “one of the most important movements in the history of education since the Dark Ages.” What renders it of such importance in the view of the historian of morals is that, in the hands of the state, education has become or is becoming wholly secularized. In some countries even the reading of the Bible in the schools or the giving of any religious instruction whatsoever is prohibited. Now this secularization of education results inevitably in the secularization of morality. That portion of the moral code which derives its sanction from theological or special religious doctrines is neglected. Thus one outcome of the transfer of the function of education from the Church to the state has been the imparting of a fresh impulse to that naturalistic movement in morals whose point of departure was the classical revival of the fifteenth century. And thus the three dominant movements in modern European civilization--the Renaissance, the Reformation (in its ultimate effects), and the democratic revolution--have all worked together in determining the general trend of the moral evolution in the Western world. [Sidenote: The democratic state assumes the social-ethical functions of the Church]