Douglas vs. De Mille

by Ronald R Johnson

From the Los Angeles Examiner, Thursday, 8/30/1928. In Burton Funeral Scrapbook, Box 6, Lloyd C Douglas Papers, Bentley Historical Library, University of Michigan.

Several days after Lloyd Douglas gave his congregation a negative review of Cecil B De Mille’s new film, The Godless Girl, a local reporter asked De Mille for his reaction (Harry Lang, “Atheism Exists in Schools Here, Declares De Mille,” Los Angeles Examiner, 8/30/1928). I will quote from the article at length:

‘ATHEISM?—’

Cecil B. DeMille… yesterday sat at that great desk of his, under the stained glass window of his studio sanctum, and said his say:

‘—so long as atheism remains a belief, a man has a perfect right to believe as he pleases. For myself, I believe in God. I think, if a man doesn’t believe in God, that he’s partially blind and partially deaf. He may think the same about me because I DO believe in God. But those are just our personal beliefs, and we’re entitled to them—I to mine, and he just as honorably to his.

‘But when atheism becomes a profession, and when the professional atheist sneaks into our schools and tries to cram his propaganda into the minds of our school children—now, that’s something else again!

‘And if you don’t think they’re doing just that—’

DeMille pointed to the report of a sermon delivered here last Sunday by the Rev. Lloyd C. Douglas of the First Congregational Church.

‘Doctor Douglas says there’s no such thing as atheism in our schools, among our children. Now, I have the highest respect for Doctor Douglas and his sincerity and honesty—but he doesn’t know anything at all about atheism!

‘Why, one of our big schools right here in Los Angeles has in its student body no less than 269 pupils, every one of them paying dues as a member of a national atheistic society! Even if Doctor Douglas doesn’t know that, it’s a point that the principal of that school knows!’

This picture of DeMille’s – ‘The Godless Girl,’ now showing at the Biltmore Theater – deals with the planting of the seeds of atheism in public schools of America, through an insidious, outside-financed propaganda system.

Indeed! De Mille believed that there was an organization of professionals recruiting students just like the unions were doing in the factories. “Professional atheists,” he called them.

The article continues:

‘Whether you like the picture or not is one thing,’ [De Mille] tells you. ‘But remember this, the picture is true; it is fact. When Doctor Douglas or anyone else says that such things as I show there do not exist, he doesn’t know whereof he speaks.

‘Atheism is a menace in our schools today. I don’t think, mind you, that the youth of today want to be atheists. I think they are as fine and as spiritually inclined as the youth of any other age. I think they are more genuine. But the times are different. They miss, at home, the element of spirituality. I remember my dad—he used to sit every evening and on Sundays and discuss spiritual matters. There weren’t, in those days, any movies, any dances, any night clubs, any automobiles, any radio.

(So… movies have a demoralizing effect on young people? Is that what he’s saying? Should movie theaters be banned, then? Probably not what he had in mind.)

De Mille continued:

‘The lack of that spirit in the home of today gives the professional atheist his great chance. It is at that—the professional atheist—that I aim. The sincere atheist won’t try to inflict his beliefs on your child or my child; it is the paid professional who is the danger, the menace.

‘They laughted, remember, at Trotsky and Lenin. But later nobody laughed!’

In De Mille’s fanciful view of the situation, high school students were being brainwashed by these professionals, who were busy recruiting them and turning them against God. And it was easy to understand how this could happen: as students were taught the theory of evolution, their minds would naturally be more receptive to atheism. Or so De Mille seemed to think.

The article concluded with De Mille emphasizing one more time:

‘Atheism IS a menace in our schools today! And who was it that said, ‘Where there is no God…’’

Over in the corner, the press agent prompted: ‘Proverbs, Mr. DeMille.’

‘Yes,’ concluded Cecil DeMille. ‘It was Solomon who said it – wise old chap – ‘Where there is no God, the people perisheth!’’

That wasn’t what the scripture passage said, but it didn’t really matter. At issue was De Mille’s claim that cadres of “professional atheists” had declared war on the nation’s schools and were even now infiltrating them. And there was simply no way that anyone was going to change his mind. In his autobiography, years later, he started to come in Douglas’s direction. In retrospect, he said, “what seems most dated to me now about The Godless Girl is the high school atheist club. More youngsters of today are more indifferent about God than belligerent toward Him. I wonder which is the more godless of those two attitudes” (De Mille, Autobiography, p. 287). Ironically, this is what Douglas was trying to tell him: that high school students weren’t under assault from “professional atheists” trying to capture their souls but were, instead, being made indifferent to religion because of most churches’ unwillingness to face the facts of modern life.

Instead of being glum about it, like De Mille seems in his autobiography, Douglas was trying to do something about it. But it got him into trouble with a powerful core group of conservatives among the members of his congregation. To conservatives, De Mille’s stand was heroic; for Douglas to oppose him was just one more indication that it was time for him to go. So the conservatives in the congregation made their move weeks later…

Brave New World

by Ronald R Johnson (www.ronaldrjohnson.com)

The University of Illinois

When Shailer Mathews traveled the United States to tell the general public about the new biblical scholarship being done at the University of Chicago and elsewhere, his message included a description of the new state-college system that was transforming the social landscape in America.

It had been happening all around us, he argued, and yet we were strangely unaware of it. During the Civil War, Congress had passed legislation mandating that each state set aside lands and funds for colleges, and the state-sponsored schools that resulted were quite different from the colleges and universities that had been in existence prior to that. The old colleges and universities were sponsored by religious organizations and taught a fixed body of knowledge that was assumed to be true for all time. These new schools were research institutions. The professors were engaged in state-of-the-art research, and teaching was secondary. This had a number of ramifications, but perhaps the most important, according to Mathews, was the fact that the teachers and the students in these schools looked at the world through new eyes. Part of the new worldview was a belief in the tentative nature of knowledge: since the members of the faculty were constantly making new discoveries, they taught their students to expect updates, at least once in a while if not constantly. Graduates of these institutions went out into the world with the tools to keep learning throughout their lives. And as they did so, and they participated in the workplace, especially in management and professional positions, they were transforming their society.

This brave new world they were creating was one in which facts were of supreme importance – not opinion, not feelings, not beliefs, but facts. Those facts were gathered systematically, according to procedures that, as much as possible, were developed to mimic scientific investigations. The old institutions of learning had stressed literature, history, and philosophy; the new institutions were – or at least strived to be – scientific. And the young people who graduated from these new schools were quietly changing the world.

Of all the things Mathews said, this touched Douglas most deeply. Douglas had been home-schooled. His mother and father were both educators, and they gave him a rigorous classical education: in other words, an education that emphasized literature, history, and philosophy (or in his case, theology). On more than one occasion, he hinted that he was not very happy with the education he received at Wittenberg College (a Lutheran institution), and he was especially critical of the seminary, saying it did not give him any of the hands-on training that was necessary for being a pastor. When Mathews talked about the new state universities and the influence they were having on American society, Douglas’s imagination soared. He not only wanted to understand what was happening in the state colleges; he wanted the kind of education they offered. Although he was in his late thirties, he wanted to go back to school.

When the YMCA told him they had created a position for him at the University of Illinois, it was an offer he couldn’t refuse. Sometime later, when he was a pastor in Akron, he looked back on the years 1911 to 1921 and said, “I came to you from an experience of about ten years spent upon the campuses of two great universities [Illinois and Michigan], where I daily faced the new problem of a readjustment in religious thought, to make it consonant with the more recent disclosures of the philosophical and scientific world” (Lloyd C Douglas, The Living Faith (Boston: Houghton Mifflin, 1955), p. 80).

Although Douglas was going to Illinois to evangelize students, his personal desire was to go back to school. It was a win-win situation for him.

But I still haven’t given you the whole picture on why Douglas left Luther Place Church to work for the YMCA. There was another factor involved, and it was more important than any of the others I’ve told you about so far. I’ll explain in my next blog post.

For a free PDF of the booklet, The Secret Investment of Lloyd C Douglas, fill out the form below:

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