Such results of propaganda are not limited to times of warfare. I know a college where the work of every department was seriously disorganized for a semester by a religious revival in the town. The pressure of religious prejudices upon institutions of learning in this country is one of the most serious forces with which education has to contend. The hostility in the West and South toward the teaching of any other account of the origin of man than that contained in the book of Genesis, is not new. It is merely the giving of legislative support to religious dogma which strikes us as new. And that has also happened many times in history. Popular religion has always watched education with jealous eyes. However, there is one factor in the present Fundamentalist attack upon the theory of evolution which seems to have escaped general notice. There is revealed an attitude toward education in general which should give us concern because it seems to be held by many people who are not rural Fundamentalists. When those who conceived of teaching as imparting a doctrine--let us say of special creation or the authority of the Bible--found that students were being made acquainted with biological science and its various hypotheses regarding the evolution of species, they could not understand that science could be taught in any other spirit than that of theology. They still thought of teaching as imposing upon the uncritical student mind a system of belief, a rival creed but still something alleged to be a final truth, which must be accepted on authority. Persons who speak in this manner of teaching simply do not know what education is. How could a scientist go about teaching evolution in this way? Nobody but a propagandist ever teaches a theory. The scientific laboratory itself is a witness against such a philosophy of education. Here the student is exposed to the phenomena to be studied, and to the sources of information and is aided to discover the facts for himself and draw his own conclusions. Science learned by any other process is a mere pretense to knowledge. I suspect it was not the doctrine of evolution so much as permitting the student to draw his own conclusions from the facts that most disturbed the advocates of popular religious dogma. Yet few people saw the issue in this light. At the Dayton trial of the instructor who broke the statute passed by the legislature of Tennessee, chief emphasis seems to have been laid on the issue whether after all evolution is contrary to Genesis. Most people seem to have accepted without comment the Fundamentalist notion of what teaching is. The whole meaning of education is involved in this issue. Education is not the substitution of new creeds for old. Appeals to popular prejudice will continue to do harm to education so long as it is conceived of as “teaching” any beliefs whatsoever. As long as students are to be indoctrinated, naturally every group will wish its own propaganda taught.