,note3 ,images of the original pages are
 available through        ,internet     
,archive4 ,see                          
https3_/_/archive4org_/details_/livingfo
untains#jjsuth            ,,living      
,,fountains ,,or ,,broken ,,cisterns    
,an ,educational ,problem for           
,protestants         8,my people have   
committed two evils2 they     have      
forsaken ,me the fountain of living     
waters1 and     hewed them out cisterns1
 broken cisterns1 that     can hold no  
water40 ,jer4 #b3ac4      by    ,e4 ,a4 
,,sutherland    ,president of ,battle   
,creek ,college              ,review and
 ,herald ,publishing ,co4  ,battle      
,creek1 ,michigan  #aijj    ,copyright1 
#aijj1  by ,e4 ,a4 ,sutherland          
,,preface      ,there are few books     
which treat of the history of education1
 and fewer  which attempt to show the   
part that the educational work has ever 
borne  in the upbuilding of nations4    
,that religion is inseparably connected 
with1 and upheld by1 the system of      

education maintained by its advocates1  
has been recognized by many historians  
in a casual way2 but1 to the  author's  
knowledge1 no one has hitherto made this
 thought the subject of  a volume4      
,in teaching the history of education   
and the growth of ,protestantism1 the   
close relationship ever existing between
 the latter and true methods of         
education led to a careful study of the 
educational system of the nations  of   
the earth1 especially of those nations  
which have exerted a lasting  influence 
upon the world's history4 ,the present  
volume is the result of  that study4    
,d',aubign says that in the ,reformation
 8the school was early placed  beside   
the church2 and these two great         
institutions1 so powerful to  regenerate
 the nations1 were equally reanimated by
 it4 ,it was by a close  alliance with  
learning that the ,reformation entered  
into the world40    ,true education1    
,protestantism1 and republicanism form a
 threefold union  which defies the      

powers of earth to overthrow2 but to-day
 the ,protestant  churches are growing  
weak1 and the boasted freedom of        
,america's democracy  is being exchanged
 for monarchical principles of          
government4    ,this weakness is rightly
 attributed by some to the want of      
proper  education4 ,the same cause of   
degeneracy would doubtless be assigned  
by  many others1 were effects traced to 
their source4    ,the author has        
attempted1 by a generous use of         
historical quotations1 to  so arrange   
facts that the reader will see that the 
hope of ,protestantism  and the hope of 
republicanism lies in the proper        
education of the youth2  and that this  
true education is found in the          
principles delivered by  ,jehovah to his
 chosen people1 the ,jews2 that it was  
afterward more  fully demonstrated by   
the ,master ,teacher1 ,christ2 that the 
,reformation  witnessed a revival of    
these principles2 and that ,protestants 
to-day1 if  true to their faith1 will   

educate their children in accordance    
with these  same principles4    ,due    
credit is given to the authors quoted1 a
 list of whose names appears  at the end
 of the volume4 ,a complete index       
renders this work easy of  reference4   
,e4 ,a4 ,s4          ,,contents         
,,chapter                               
,,page           ,i ,,god ,,the ,,source
 ,,of ,,wisdom                          
#i          ,,ii ,,the ,,heavenly       
,,school                                
#ae         ,,iii ,,the ,,edenic        
,,school                                
#bb          ,,iv ,,the ,,history ,,of  
,,fifteen ,,centuries                   
#db           ,v ,,the ,,school ,,of    
,,abraham                               
#ed          ,,vi ,,education ,,in      
,,israel                                
#fh         ,,vii ,,the ,,educational   
,,system ,,of ,,the ,,pagan ,,world     
#ib        ,,viii ,,christ ,,the        
,,educator ,,of ,,educators             
#aag          ,,ix ,,education ,,in     

,,the ,,early ,,church                  
#aci           ,x ,,the ,,papacy--,,an  
,,educational ,,problem                 
#aef          ,,xi ,,education ,,of     
,,the ,,middle ,,ages                   
#ahd         ,,xii ,,the                
,,sixteenth-,,century ,,reformation ,,an
 ,,educational ,,reform       #bad      
,,xiii ,,the ,,reaction ,,after ,,the   
,,educational ,,reformation             
#bdh         ,,xiv ,,america ,,and ,,the
 ,,educational ,,problem                
#bhh          ,,xv ,,america ,,and ,,the
 ,,educational ,,problem 7,continued7   
#caf         ,,xvi ,,christian          
,,education                             
#cci        ,,xvii ,,christian          
,,education 7,continued7                
#chj          ,i    ,,introductory3     
,,god ,,the ,,source ,,of ,,wisdom      
8,surely there is a vein for the silver1
 and a place for gold where they  fine  
it4 ,iron is taken out of the earth1 and
 brass is molten out of the  stone4444  
,as for the earth1 out of it cometh     

bread2 and under it is  turned up as it 
were fire4 ,the stones of it are the    
place of sapphires2  and it hath dust of
 gold4 ,there is a path which no fowl   
knoweth1 and  which the vulture's eye   
hath not seen4 ,the lion's whelps have  
not trodden  it1 nor the fierce lion    
passed by it4444    8,but where shall   
wisdom be found8 ,and where is the place
 of  understanding8 ,man knoweth not the
 price thereof2 neither is it found  in 
the land of the living4 ,the depth      
saith1 ,it is not in me2 and the sea    
saith1 ,it is not with me4 ,it can not  
be gotten for gold1 neither shall       
silver be weighed for the price         
thereof4444 ,the gold and the crystal   
can not equal it2 and the exchange of it
 shall not be for jewels of  fine       
gold4444 ,whence then cometh wisdom8    
,and where is the place of              
understanding8444 ,god understandeth the
 way thereof1 and ,he knoweth the  place
 thereof40#a    ,man sometimes feels    
that he understands the way of wisdom1  

and boasts  that he knows the place     
thereof4 ,he may indeed understand it in
 a  measure1 and he may ascertain its   
abiding place2 but that knowledge  comes
 in one way1 and only one4 ,he who      
understandeth the way thereof and       
knoweth the place thereof1 opens a      
channel which connects earth with that  
fountain of life4    ,in the creation of
 the universe that wisdom was           
manifested4 8,when ,he made  a decree   
for the rain1 and a way for the         
lightning of the thunder2  then did ,he 
see it1 and declare it2 ,he prepared it1
 yea1 and searched it  out40 ,written on
 the face of creation is the ,,wisdom   
,,of ,,the ,,eternal4 8,and  unto man   
,he said1 ,behold1 the fear of the      
,lord1 ,,that ,,is ,,wisdom2 and to     
depart from evil is understanding40 ,in 
other words1 when man lives in  harmony 
with ,god1--that is1 when physically he 
acts in accordance with  the laws of the
 universe2 when mentally his thoughts   
are those of the  ,father2 and when     

spiritually his soul responds to the    
drawing power of  love1 that power which
 controls creation1--then has he entered
 the royal  road which leads direct to  
,,wisdom4    ,where is the wise8 ,there 
is implanted in each human heart a      
longing to  come in touch with wisdom4  
,god1 by the abundance of life1 is as a 
great  magnet1 drawing humanity to      
,himself4 ,so close is the union that in
 ,christ  are hidden all the treasures  
of wisdom and knowledge4 ,in one man--a 
man  made of flesh and blood like all   
men now living--there dwelt the spirit  
of  wisdom4 ,more than this1 in ,him are
 8hid all the treasures of wisdom20 and 
hence the life of ,immanuel stands a    
constant witness that the ,,wisdom ,,of 
,,the ,,ages is accessible to man4 ,and 
the record adds1 8,ye are complete in   
,him40    ,this wisdom brings eternal   
life2 for in ,him are 8hid all the      
treasures of  wisdom10 8and ye are      
complete in ,him40 8,this is life       
eternal1 that they  might know ,thee the

 only true ,god40    ,christ1 at        
,jacob's well1 explained to the woman of
 ,samaria1 and through  her to you and  
me1 the means of gaining wisdom4 ,the   
well of living  water1 from the depths  
of which the patriarch had drawn for    
himself1  his children1 and his cattle1 
and which he bequeathed as a rich legacy
  to generations following1 who drank1  
and blessed his name1 symbolized        
worldly wisdom4 ,men to-day mistake this
 for that wisdom described in ,job1  of 
which ,god understandeth the way and    
knoweth the place4 ,christ spoke of     
this latter when ,he said1 8,if thou    
knewest the gift of ,god1 and who it  is
 that saith to thee1 ,give me to drink2 
thou wouldst have asked of ,him1  and   
,he would have given thee living water40
 8,if any man thirst1 let him  come unto
 ,me1 and drink40    ,why1 then1 if     
wisdom may be had for the asking1 if    
that spiritual drink  may be had for the
 taking1 are not all filled8 ,the       
fountain flows  free2 why are not all   

satisfied8 ,only one reason can be      
given3 men in  their search accept      
falsehood in place of truth4 ,this      
blunts their  sensibilities1 until the  
false seems true and the true false4    
8,where is the wise8444 hath not ,god   
made foolish the wisdom of this  world80
 8,howbeit we speak wisdom among the    
perfect 7full-grown73 yet a  wisdom not 
of this world1 nor of the rulers of this
 age which are coming  to naught3 but we
 speak ,god's wisdom in a mystery1 even 
the wisdom that  hath been hidden1 444  
which none of the rulers of this world  
knoweth40#b    ,there is1 then1 a       
distinction between the wisdom of ,god  
and that of this  world4 ,how1 then1 can
 we attain unto the higher life1--to the
 real1 the  true wisdom8 ,there are     
things which eye hath not seen nor ear  
heard1  which eyes should see and ears  
hear1 and these 8,god hath revealed unto
 us  by ,his ,spirit3 for the ,spirit   
searcheth all things1 yea1 the deep     
things  of ,god40    ,to man1 then1 if  

born of the ,spirit1 is given a         
spiritual eyesight which  pierces       
infinitude1 and enables the soul to     
commune with the ,author  of all things4
 ,no wonder the realization of such     
possibilities within  himself led the   
psalmist to exclaim1 8,such knowledge is
 too wonderful for  me2 it is high1 ,i  
can not attain unto it40 ,and ,paul     
himself exclaimed1 8,o  the depth of the
 riches both of the wisdom and knowledge
 of ,god6444  ,for who hath known the   
mind of the ,lord80 8,the things of ,god
 knoweth no  man1 but the ,spirit of    
,god40 ,and 8we have received1 not the  
spirit of the  world1 but the ,spirit   
which is of ,god2 that we might know the
 things  that are freely given to us of 
,god40 ,hence to us is given the power  
to commune with ,him and to search into 
the mysteries of the otherwise          
unfathomable4    ,dealing with wisdom is
 education4 ,if it be the wisdom of the 
world1 then  it is worldly education2   
if1 on the other hand1 it is a search   

for the  wisdom of ,god1 it is          
,,christian ,,education4    ,over these 
two questions the controversy between   
good and evil is  waging4 ,the final    
triumph of truth will place the         
advocates of ,christian  education in   
the kingdom of ,god4 8,god is a ,spirit3
 and they that worship  ,him must       
worship in spirit and in truth40        
,that education which links man with    
,god1 the source of wisdom1 and the     
author and finisher of our faith1 is a  
spiritual education1 and prepares  the  
heart for that kingdom which is within4 
,,ii    ,,the ,,heavenly ,,school       
,god's throne1 the center around which  
circled the worlds which had gone  forth
 from the hand of the ,creator1 was the 
school of the universe4 ,the  ,upholder 
of the worlds was ,himself the great    
,teacher1 and ,his character1  love1 was
 the theme of contemplation4 ,every     
lesson was a manifestation  of ,his     
power4 ,to illustrate the workings of   
the laws of ,his nature1 this  ,teacher 

had but to speak1 and before the        
attentive multitudes there stood  the   
living thing4 8,he spake1 and it was2   
,he commanded1 and it stood  fast40#c   
,angels1 and the beings of other worlds 
in countless numbers1 were the          
students4 ,the course was to extend     
through eternity2 observations were     
carried on through limitless space1 and 
included everything from the  smallest  
to the mightiest force1 from the        
formation of the dewdrop to the         
building of the worlds1 and the growth  
of the mind4 ,to finish the course1  if 
such an expression is permissible1 meant
 to reach the perfection of  the        
,creator ,himself4    ,sidenote3 ,angel 
teachers    ,to the angelic host was    
given a work4 ,the inhabitants of worlds
 were  on probation4 ,it was the joy of 
angels to minister to and teach other   
creatures of the universe4 ,the law of  
love was everywhere written2 it was  the
 constant study of the heavenly beings4 
,each thought of ,god was taken  by     

them2 and as they saw the workings of   
,his plans1 they fell before the  ,king 
of kings1 crying1 8,holy1 holy1 holy40  
,eternity was all too short to  reveal  
,his love4    ,sidenote3 ,lucifer's     
place in the school of ,christ    ,the  
,father and ,son were often in council4 
,wrapped together in that glory1  the   
universe awaited the expression of      
,their one will4 ,as one of the         
covering cherubim1 ,lucifer stood the   
first in power and majesty of all  the  
angelic host4 ,his eye beheld1 his ear  
heard1 he knew of all except  the deep  
counsels which the ,father1 from all    
eternity1 had purposed in  the ,son4    
8,christ the ,word1 the only begotten of
 ,god1 was one with the  eternal        
,father1--one in nature1 in character1  
in purpose1--the only being  that could 
enter into all the counsels and purposes
 of ,god4444 ,the  ,father wrought by   
,his ,son in the creation of all        
heavenly beings4 #8,by ,him  were all   
things created1 444 whether they be     

thrones1 or dominions1 or               
principalities1 or powers4 ,all things  
were created by ,him1 and for ,him4'    
,angels are ,god's ministers1 radiant   
with the light ever flowing from ,his   
presence1 and speeding on rapid wing to 
execute ,his will4 ,but the ,son1  the  
anointed of ,god1 the #8express image of
 ,his person1' the #8brightness  of his 
glory1' #8upholding all things by the   
word of ,his power1' holds  supremacy   
over them all40 ,lucifer1 8son of the   
morning10 who 8sealest up  the sum1 full
 of wisdom1 and perfect in beauty1 444  
every precious stone  was thy covering40
 8,thou art the anointed cherub that    
covereth2 ,i have  set thee so2 thou    
wast upon the holy mountain of ,god2    
thou hast walked up  and down in the    
midst of the stones of fire40#d ,he who 
had hovered over  the throne of ,god1   
who had stood on the mount of the       
congregation in the  sides of the north1
 and walked up and down among those     
living stones1  each flashing with      

electric brightness the glory of        
reflected light1  looked upon the       
council1 and envied the position of the 
,son4    ,sidenote3 ,reason takes the   
place of faith    ,hitherto all eyes had
 turned instinctively toward the center 
of light4 ,a  cloud1 the first one      
known1 darkened the glory of the        
covering cherub4  ,turning his eyes     
inward1 he reasoned that he was wronged4
 ,had not he1  ,lucifer1 been the bearer
 of light and joy to worlds beyond8 ,why
 should  not his might be recognized8   
8,thou wast perfect in thy ways from the
 day  that thou wast created till       
iniquity was found in thee40 8,thine    
heart was  lifted up because of thy     
beauty1 thou hast corrupted thy wisdom  
by reason  of thy brightness40#e 8,thou 
hast said in thine heart1 ,i will ascend
 into  heaven1 ,i will exalt my throne  
above the stars of ,god3 ,i will sit    
also  upon the mount of the             
congregation1 in the sides of the north3
 ,i will  ascend above the heights of   

the clouds3 ,i will be like the ,most   
,high40#f    ,sidenote3 ,character of   
the true ,teacher    ,while ,lucifer    
thus reasoned1 ,christ1 wrapped within  
the glory of the  ,father1 was offering 
,his life for the world at its creation4
 ,sin had not  yet entered1 the world   
was not yet created2 but as the plans   
were laid1  the ,son had said1 8,should 
sin enter1 ,i am1 from this time1 one   
with those  ,we now create1 and their   
fall will mean ,my life on earth4 ,never
 has ,my  heart gone out for any        
creation as ,i put it into this4 ,man in
 his earthly  home shall have the       
highest expression of ,our love1 and for
 him ,my love  demands that ,i lay ,my  
life beside his in his very creation40  
,o wondrous  gift6 ,o unselfish love6   
,how could that covering cherub1 at the 
moment  when the ,son of ,god laid down 
,his life1 plan on his own exaltation8  
,sorrow1 the first sorrow that was ever 
known1 filled heaven4 ,the angel  choir 
was silent2 the living stones withheld  

their shining4 ,the stillness  was felt 
throughout the universe4    ,sidenote3  
,creation chooses teachers    ,an offer 
was made to return1 but pride now closed
 the channel4 ,pity and  admiration for 
the leader of the hosts led many to feel
 that ,god was  unjustly severe4 ,the   
universe was on trial4 8,satan and his  
sympathizers  were striving to reform   
the government of ,god4 ,they wished to 
look into  ,his unsearchable wisdom1 and
 ascertain ,his purpose in exalting     
,jesus1  and endowing ,him with such    
unlimited power and command40 ,those who
  before1 inspired by love1 took ,god at
 ,his word1 and found their highest     
pleasure in watching the revealings of  
,his love1 now put their own minds  in  
place of ,god's word1 and reasoned that 
all was wrong4 ,the unfoldings  of ,his 
love1 which had meant their very life1  
now looked but darkness  and despair4   
,god's wisdom1 darkened by placing self 
between the throne  and them1 became    
foolishness4 8,all the heavenly host    

were summoned to  appear before the     
,father to have each case decided40     
8,about the throne  gathered the holy   
angels1 a vast1 unnumbered              
throng1--#8ten thousand times  ten      
thousand1 and thousands of              
thousands1'--the most exalted angels1 as
  ministers and subjects1 rejoicing in  
the light that fell upon them from  the 
presence of the ,deity40    ,sidenote3  
,birth of the rival system of education 
,the principles of ,god's government    
were now laid bare3 it was nothing  but 
a great1 broad system of educational    
development1 and angelic hosts  then and
 there decided whether faith in ,his    
word would be the standard  of their    
obedience1 or whether finite reason     
would bear sway4 ,even  ,satan himself  
was almost won1 as the notes of praise  
resounded through  the domes of heaven2 
but again pride ruled4 ,here was born   
the rival  system1--supreme selfishness 
facing the utter self-forgetfulness of  
,christ1 reason over against faith4     

,after long pleadings1 and amidst deep  
mourning1 heaven's portals opened to    
close forever upon the one who1 with    
his followers1 turned from light into   
the darkness of despair4    ,a new era  
was ushered in2 a controversy was begun4
 ,high heaven1 with its  eternal        
principles of love1 life1 progress1 was 
challenged by a subtle  foe1 the father 
of lies4 ,deep as is the misery         
attending the step1 yet  coexistent with
 the downward move was formulated the   
plan which1 after  the lapse of ages1   
will prove in a greater degree1 and     
manifest eternally  the truth1 that     
8,,god ,,is ,,love40 ,the pathway is the
 way of the cross4 ,it  is a retracing  
of the mental degradation occasioned by 
the fall1 but the  process is according 
to the law of the school of             
heaven1--8according to  your faith40 ,if
 ye believe1 all things are possible4   
,,iii    ,,the ,,edenic ,,school        
,sidenote3 ,creation    8,he spake1 and 
it was2 ,he commanded1 and it stood     

fast40#g ,forth from  the throne of the 
,infinite passed the decree1 and life   
flashing out into  space1 a world stood 
forth4 ,myriads of other worlds1 held in
 their orbits  by the ceaseless power of
 love1 made their circuit about the     
throne of  ,god4 ,but one space in the  
universe had been reserved for the      
highest  expression of ,his love1 where 
was to be manifested the depths of this 
divine attribute4 8,and the earth was   
waste and void2 and darkness was  upon  
the face of the deep40#h ,but even into 
the darkness ,his presence  penetrated2 
and as 8the ,spirit of ,god was brooding
 upon the waters10 ,he  said1 8,let     
there be light10 and darkness scattered 
before the word4 ,the  light1 reflective
 of ,his own being1 pleased ,him2 and   
,he willed that it  should be ever      
present1 accompanying every form of     
life4 ,the first day's  work was        
done1--a day such as the future man     
would know1 and which1 even  in his     
fallen state1 would measure off his     

years4    ,the second day heard the     
mandate for the water to separate2 and a
  third gathered the waters into seas1  
with the dry land appearing4  ,and then 
8,god said1 ,let the earth put forth    
grass10--the lowly blade  covering the  
earth's nakedness with a robe of living 
green1 itself so  humble1 yet a part of 
,his life2 for his life-breath formed   
it1 and it  partook of that life4 ,then 
came the herbs and lofty trees1 each    
bearing  seed1--self-productive1--for   
life is reproductive2 and as the living 
coal kindles a sacred fire1 so each tree
 bore within itself the power  to       
reproduce its kind4 8,and ,god saw that 
it was good40 ,then1 that ,his  own     
light might ever be the cause of growth1
 ,he placed luminaries in the  heavens1 
each being the reflection of ,his own   
countenance4 ,by this should  life be   
sustained4    ,into the moving waters   
passed the power of life4 8,god said1   
,let the  waters swarm with swarms of   
living creatures1 and let fowl fly above

 the  earth in the open firmament of    
heaven40#i ,at ,his word an abundance of
  life filled earth and sky and sea4    
,every drop of water sustained life2    
every square inch of air supported its  
myriads4 ,and from the mighty  leviathan
 that sported in the waters to the mote 
that floated in the  air1 all life      
proclaimed the love of ,god2 and the    
,creator1 viewing with  satisfaction the
 work of ,his hand1 pronounced each form
 of life perfect  in its sphere4 ,each  
held within its own body the breath of  
life2 each in  its every movement sang  
hallelujahs to the ,maker of the heavens
 and the  earth4    ,sidenote3          
,mind--the highest form of creation     
,but the work was not yet complete4 ,a  
mind controlled the universe2 and  its  
powers could be appreciated1 its        
heart-love returned in the fullest      
sense1 only by mind1--by beings made in 
the image of ,god ,himself4 ,and so     
8,god said1 ,let ,us make man in ,our   
image1 after ,our likeness40 ,he can    

then  hold dominion over the lower      
orders of creation1 and standing to them
  as ,we do to the universe1 all nature 
will see ,our power in him4 8,so ,god   
created man in ,his own image1 in the   
image of ,god created ,he him2 male  and
 female created ,he them40#aj    ,as if 
the moment of supreme endeavor had been 
reached even by ,god1  ,he molded the   
form of clay1--one1 only one1 in the    
image of ,himself4  ,he breathed into   
its nostrils ,his own breath1--that     
breath which1  vocalized1 moved the     
worlds2 before which angels bowed in    
adoration4 ,that  all-pervading element 
of life surged through the mighty frame1
 the organs  performed their functions1 
the brain worked2 the man ,adam stood   
forth1  strong and perfect2 and instead 
of the piercing wail which now announces
  the beginning of a new life1 his lips 
parted1 and a song of praise  ascended  
to the ,creator4    ,standing by his    
side was his ,elder ,brother1 ,christ1  
the ,king of heaven4  ,adam felt the    

thrill of unity and harmony2 and while  
for a 8little time  inferior10 yet      
within him lay the possibilities of     
attaining greater  heights than angels  
held4 ,he was to be the companion of    
,god1 the perfect  reflection of ,his   
light and glory2 there was no thought of
 ,god that  might not have access to the
 brain of man4 ,the universe spread out 
in  panoramic view before him4 ,the     
earth1 newborn1 presented untold        
beauties4  ,by his side stood his       
companion1 the other half of his own    
nature1 the  two forming a perfect      
whole4 ,the harmony of thought brought  
strength and  life2 and1 as a result of 
this unity1 new beings like themselves  
would  be brought into existence1 until 
the earth was peopled4    ,sidenote3    
,the ,eden home    ,god planted a garden
 eastward in ,eden1 and from the        
beauties of the  earth chose the most   
beautiful spot for the home of the new  
pair4 ,in the  midst of the garden stood
 the tree of life1 the fruit of which   

afforded  man a perfect physical food4  
,beneath its spreading branches ,god    
,himself  visited them1 and1 talking    
with them face to face1 revealed to them
 the  way of immortality4 ,as they ate  
of the fruit of the tree of life1 and   
found every physical want supplied1 they
 were constantly reminded of the  need  
of the spiritual meat which was gained  
by open converse with the  ,light from  
heaven4 ,the glory of ,god surrounded   
the tree1 and enwrapped in  this halo1  
,adam and ,eve spent much time in       
communing with the heavenly  visitors4  
,according to the divine system of      
teaching1 they were here to  study the  
laws of ,god and learn of his character4
 ,they 8were not only ,his  children1   
but students receiving instruction from 
the all-wise ,creator40    ,sidenote3   
,subjects taught in the first school on 
earth    ,angels1 beholding the wonders 
of the new creation1 delighted to fly   
earthward2 and two from the heavenly    
host1 by special appointment1 became    

the instructors of the holy ones4 8,they
 were full of vigor imparted by  the    
tree of life1 and their intellectual    
power was but little less than  that of 
the angels4 ,the mysteries of the       
visible universe--#8the wondrous  works 
of ,him who is perfect in               
knowledge1'--afforded them an           
exhaustless  source of instruction and  
delight4 ,the laws and operations of    
nature1  which have engaged men's study 
for six thousand years1 were opened to  
their minds by the infinite ,framer and 
,upholder of the universe4    ,sidenote3
 a4 ,botany b4 ,zoology c4 ,astronomy d4
 ,physics e4 ,meteorology f4            
,mineralogy    8,they held converse with
 leaf and flower and tree1 gathering    
from each  the secrets of its life4     
,with every living creature1 from the   
mighty  leviathan that playeth among the
 waters to the insect mote that floats  
in  the sunbeam1 ,adam was familiar4 ,he
 had given to each its name1 and he was 
acquainted with the nature and habits of

 all4 ,god's glory in the heavens1  the 
innumerable worlds in their orderly     
revolutions1 #8the balancing of  the    
clouds1' the mysteries of light and     
sound1 of day and night1--all were  open
 to the study of our first parents4 ,on 
every leaf of the forest or  stone of   
the mountains1 in every shining star1 in
 earth and air and sky1  ,god's name was
 written4 ,the order and harmony of     
creation spoke to them  of infinite     
wisdom and power4 ,they were ever       
discovering some attraction  that filled
 their hearts with deeper love1 and     
called forth fresh  expressions of      
gratitude40    ,as new beauties came to 
their attention1 they were filled with  
wonder4  ,each visit of the heavenly    
teachers elicited from the earthly      
students  scores of questions which it  
was the delight of the angels to answer2
  and they in turn opened to the minds  
of ,adam and ,eve principles of  living 
truth which sent them forth to their    
daily tasks of pleasure full  of        

wondering curiosity1 ready to use every 
,god-given sense to discover            
illustrations of the wisdom of heaven4  
8,as long as they remained loyal  to the
 divine law1 their capacity to know1 to 
enjoy1 and to love would  continually   
increase4 ,they would be constantly     
gaining new treasures of  knowledge1    
discovering fresh springs of happiness1 
and obtaining clearer  and yet clearer  
conceptions of the immeasurable1        
unfailing love of ,god40    ,sidenote3  
,method of instruction    ,the divine   
method of teaching is here              
revealed1--,god's way of dealing with   
minds which are loyal to him4 ,the      
governing laws of the universe were     
expounded4 ,man1 as if looking into a   
picture1 found in earth1 sky1 and  sea1 
in the animate and inanimate world1 the 
exemplification of those  laws4 ,he     
believed1 and with a heavenly light1    
which is the reward of  faith1 he       
approached each new subject of          
investigation4 ,divine truths  unfolded 

continually4 ,life1 power1              
happiness1--these subjects grew with    
his growth4 ,the angels stimulated the  
desire to question1 and again led  their
 students to search for answers to their
 own questions4 ,at his work  of        
dressing the garden1 ,adam learned      
truths which only work could reveal4    
,as the tree of life gave food to the   
flesh1 and reminded constantly of  the  
mental and spiritual food necessary1 so 
manual training added light  to the     
mental discipline4 ,the laws of the     
physical1 mental1 and spiritual  world  
were enunciated2 man's threefold nature 
received attention4 ,this  was          
education1 perfect and complete4    ,the
 magnetic power about the tree of life  
held man1 filling his senses  with a    
thrill of delight4 ,adam and ,eve lived 
by that power1 and the  human mind was  
an open channel for the flow of ,god's  
thought4 ,rapidly  the character of the 
,edenic pair was being formed1 but      
strength could  not come from mere      

automatic action4 ,freedom to choose    
,god's company and  spirit was given2   
and while ,he wooed them with ,his      
tenderest love1 ,he had  placed in the  
midst of the garden a tree of another   
sort4    ,sidenote3 ,a lesson in faith  
,to the man ,he said1 8,of the tree of  
the knowledge of good and evil1 thou    
shalt not eat of it2 for in the day that
 thou eatest thereof thou shalt  surely 
die40#aa ,what was the meaning of this  
command8 ,as the angel  teachers heard  
the question from man's lips1 a cloud   
seemed to dim the  brightness of their  
glory4 ,did not ,adam feel a strange    
sensation1 as  if the fullness of divine
 thought was suddenly checked in its    
course  through his brain8 ,he was      
preparing himself to accept teachings of
 a  different character4 ,then was told 
the story of the one sorrow heaven  had 
known1--of the fall of ,lucifer1 and the
 darkness it brought to him2  that while
 he lived1 the decree of ,god was that  
he could no longer remain  within the   

walls of ,paradise4 ,in low tones it was
 told how some could not  see the       
justice of this2 that ,lucifer had been 
given the earth as his  present home2   
that he would use his arts to capture   
them2 but that light  and power had been
 placed about the tree of life1 and     
remaining true to  the teaching given   
within the circle of its rays1 no evil  
could overtake  them4 8,faith1 have     
faith in ,god's word10 said the angel1  
as he winged his  flight toward heaven4 
,the word 8death0 sounded unnatural to  
human ears1 and as they sat  together   
talking of the angel's words1 a longing 
to understand filled  their hearts4     
,fear8--they knew no such word4 ,was not
 their ,maker love8  ,eve1 wandering    
from her husband's side1 found1 before  
she knew it1 that  she was nearing the  
tree of the knowledge of good and evil4 
,she stood  gazing from a distance1 when
 from the rich verdure came a voice of  
sweetest music3--    8,beautiful woman1 
made in ,god's own image1 what can mar  

thy perfect  beauty8 ,what can stop that
 life now coursing through thy veins8   
#8,hath  ,god said1 ,ye shall not eat of
 every tree of the garden8444 ,ye shall 
not  surely die3 for ,god doth know that
 in the day ye eat thereof1 then your   
eyes shall be opened1 and ye shall be as
 gods knowing good and evil4'0          
,speaking1 he plucked and ate4 ,was this
 the deceiver8 ,had she not been        
promised a knowledge of all things8 ,was
 she not to be with ,god8 ,perhaps  this
 was some new revelation of his         
goodness4 ,she felt no danger4 ,he ate1 
why should not she8    ,sidenote3       
,effects of doubt    ,her curiosity was 
aroused1 and she was flattered by the   
words of the  serpent4 ,instead of      
fleeing1 she argued with him1 and       
attempted to  decide in her own mind    
between right and wrong4 ,but ,god had  
told her  what was right4 ,that moment  
of indecision1 of doubting1 was the     
devil's  opportunity4    ,unable to     
reach the soul of man by direct means1  

,satan approached it  through those     
outer channels1 the senses4 ,he had     
everything to win1  and proceeded       
cautiously4 ,if man's mind could be     
gained1 his great  work would be        
accomplished4 ,to do this he used a     
process of reasoning--a  method the     
reverse of that used by the ,father in  
his instruction at the  tree of life4   
,the mind of ,eve was strong1 and       
quickly drew conclusions2  hence1 when  
her new teacher said1 8,if ye eat1 #8ye 
shall be as gods1'0  in the mind of ,eve
 arose the thought1 ,god has            
immortality4 8,therefore10  said ,satan1
 8if ye eat1 #8ye shall not surely      
die4'0 ,the conclusion was  logically   
drawn1 and the world1 from the days of  
,eve to the present time1  has based its
 religious belief on that syllogism1 the
 major premise of  which1 as did ,eve1  
they fail to recognize as false4        
,why8--,because they  use the mind to   
decide the truth instead of taking a    
direct statement  from the ,author of   

wisdom4 ,from this one false premise    
comes the doctrine  of the natural      
immortality of man1 with its endless    
variations1 some  modern names of which 
are theosophy1 ,spiritualism1           
reincarnation1 and  evolution4 ,the sons
 and daughters of ,eve condemn her for  
the mistake made  six thousand years    
ago1 while they themselves repeat it    
without question4  ,it is preached from 
the pulpit1 it is taught in the         
schoolroom1 and its  spirit pervades the
 thought of every book written whose    
author is not in  perfect harmony with  
,god and truth4 ,now began the study of 
8dialectics10  so destructive to the    
,christian's faith4    ,sidenote3 ,eve  
was deceived because she depended upon  
sense perceptions    ,having accepted   
the logic of the serpent1 and having    
transferred  her faith from the word of 
,god to the tree of knowledge at        
,satan's  suggestion1 the woman could   
easily be led to test the truth of all  
his  statements by her senses4 ,a theory

 had been advanced2 the experimental    
process now began4 ,that is the way men 
now gain their knowledge1 but  their    
wisdom comes otherwise4 ,she looked upon
 the forbidden fruit1  but no physical  
change was perceptible as the result of 
the misuse of  this sense4 ,this led her
 to feel more sure that the argument    
used had  been correct4 ,her ears were  
attentive to the words of the serpent1  
but  she perceived no change as a result
 of the perverted use of the sense  of  
hearing4 ,this1 to the changing mind of 
the woman1 was still more  conclusive   
proof that the words of ,christ and     
angels did not mean what  she had at    
first thought they meant4 ,the senses of
 touch1 smell1 and  taste were in turn  
used1 and each corroborated the         
conclusion drawn by  the devil4 ,the    
woman was deceived1 and through the     
deception her mind was  changed4 ,this  
same change of mind may be wrought      
either by deception or  as a result of  
false reasoning4    ,sidenote3 ,a change

 in the mind of ,adam    ,eve approached
 ,adam with the fruit in her hand4      
,instead of answering in  the           
oft-repeated words of ,christ1 8,in the 
day that thou eatest thereof  thou shalt
 surely die10 he took up the logic of   
the serpent4 ,having  eaten1 his mind   
was also changed4 ,he who from creation 
had thought the  thoughts of ,god1 was  
yielding to the mind of the enemy4 ,the 
exactness  with which he had once       
understood the mind of ,god was         
exemplified when  he named the animals2 
for the thought of ,god which formed the
 animal  passed through the mind of     
,adam1 and 8whatsoever ,adam called     
every living  creature1 that was the    
name thereof40    ,sidenote3 ,evidence  
of a changed mind    ,the completeness  
of the change which took place is seen  
in the argument  used when ,god walked  
in the garden in the cool of the        
evening4 ,said ,adam1  8,the woman gave 
me to eat4 ,thou gavest me the woman4   
,therefore ,thou  art to blame40 ,this  

was another decidedly logical           
conclusion1 from the  standpoint of the 
wisdom of the serpent1 and it was       
repeated by ,eve1  who laid the blame   
first on the serpent1 and finally on    
,god himself4  ,self-justification1     
self-exaltation1 self-worship1--here was
 the human  origin of the papacy1 that  
power which 8opposeth and exalteth      
itself  above all that is called ,god40 
,sidenote3 ,spiritual death the first   
result of sin    ,the spiritual death   
which followed the perversion of the    
senses was  attended1 in time1 by       
physical death4 ,indeed1 the fruit had  
scarcely  been eaten when the attention 
of the man and his wife was turned      
toward  externals4 ,the soul1 which had 
enveloped the physical man as a shroud  
of light1 withdrew1 and the physical man
 appeared4 ,a sense of their  nakedness 
now appalled them4 ,something was       
lacking2 and with all the  glory they   
had known1 with all the truths which had
 been revealed1 there  was nothing to   

take the place of the departed spiritual
 nature4 8,dying1  thou shalt die10 was 
the decree2 and had not the ,saviour at 
this moment  made known to ,adam the    
plan of the cross1 eternal death would  
have been  inevitable4    ,god1 through 
,his instruction1 had taught that the   
result of faith would  be immortal life4
 ,satan taught1 and attempted to prove  
his logic by a  direct appeal to the    
senses1 that there was immortal life in 
the wisdom  that comes as the result of 
human reason4 ,the method employed by   
,satan is  that which men to-day call   
the natural method1 but in the mind of  
,god the  wisdom of the world is        
foolishness4 ,the method which to the   
godly mind1  to the spiritual nature1   
seems natural1 is foolishness to the    
world4    ,sidenote3 ,true education and
 redemption    ,there are but two       
systems of education1--the one based on 
what ,god calls  wisdom1 the gift of    
which is eternal life2 the other based  
on what the  world regards as wisdom1   

but which ,god says is foolishness4     
,this last  exalts reason above faith1  
and the result is spiritual death4 ,that
 the  fall of man was the result of     
choosing the false system of education  
can  not be controverted4 ,redemption   
comes through the adoption of the true  
system of education4    ,re-creation is 
a change of mind1--an exchange of the   
natural for the  spiritual4 8,be not    
conformed to this world1 but be ye      
transformed by  the renewing of your    
mind40 ,in order to render such a change
 possible1  ,christ must bruise the head
 of the serpent2 that is1 the philosophy
 of  the devil must be disproved by the 
,son of ,god4 ,christ did this1 but in  
so doing1 his heel1 representing his    
physical nature1 was bruised4 ,the      
result of the acceptance of the satanic 
philosophy has been physical  suffering2
 and the more completely man yields to  
the system built upon  that philosophy1 
the more complete is the subjection of  
the race to  physical infirmities4      

,sidenote3 ,physical degeneracy         
,after the fall1 man turned to coarser  
articles of diet1 and his nature        
gradually became more gross4 ,the       
spiritual nature1 at first the prominent
  part of his being1 was dwarfed and    
overruled until it was but the 8small   
voice0 within4 ,with the development of 
the physical and the intellectual  to   
the neglect of the spiritual1 have come 
the evils of modern  society1--the love 
of display1 the perversion of taste1 the
 deformity  of the body1 and those      
attendant sins which destroyed ,sodom1  
and now  threaten our cities4 ,man      
became careless in his work also1 and   
the earth  failed to yield her fullness4
 ,as a result1 thorns and thistles      
sprang up4    ,it is not surprising1    
after following the decline of the race1
 to find  that the system of education  
introduced by ,christ begins with the   
instruction given in the garden of      
,eden1 and that it is based on the      
simple law of faith4 ,we better         

appreciate the gift of ,christ when we  
dwell upon the thought that while       
suffering physically1 while taking our  
infirmities into his own body1 ,he yet  
preserved a sound mind and a will       
wholly subject to the ,father's1 that by
 so doing the philosophy of the         
archdeceiver might be overthrown by the 
divine philosophy4    ,again1 it is but 
natural to suppose that when called upon
 to decide  between the two systems of  
education1 the human and the divine1 and
  ,christian education is chosen1 that  
man will also have to reform his  manner
 of eating and living4 ,the original    
diet of man is again made  known1 and   
for his home he is urged to choose a    
garden spot1 away from  crowded cities1 
where ,god can speak to his spiritual   
nature through ,his  works4             
,sidenote3 ,the false science and death 
,god does use the senses of man2 but    
knowledge thus gained becomes  wisdom   
only when enlightened by the ,spirit1   
the gateway to whose  fountain is opened

 by the key of faith4 ,beneath the tree 
of life  originated the highest method  
of education1--the plan the world needs 
to-day4 ,beneath the branches of the    
tree of the knowledge of good and  evil 
arose the conflicting system1 having    
ever one object in view1--the  overthrow
 of the eternal principles of truth4    
,under one guise1 then  under another1  
it has borne sway upon the earth4       
,whether as ,babylonish  learning1      
,greek philosophy1 ,egyptian wisdom1 the
 high glitter of papal  pomp1 or the    
more modest but no less subtle workings 
of modern science1  the results always  
have been1 and always will be1 a savor  
of death unto  death4    ,sidenote3 ,the
 true science of life    ,as was the    
unassuming life of the ,saviour of man  
when walking the earth  unrecognized by 
the lordly ,pharisees and wise men of   
his day1 so has  been the progress of   
truth4 ,it has kept steadily on the     
onward march1  regardless of oppression4
 ,men's minds1 clouded by self-worship1 

fail to  recognize the voice from       
heaven4 ,it is passed by as the low     
mutterings  of thunder at the gate4     
,beautiful when the ,father spoke to his
 ,son1  and the halo of heavenly light  
encircling eternal truth is explained   
by natural causes4 ,man's reason is     
opposed to simple faith1 but those  who 
will finally reach the state of complete
 harmony with ,god will have  begun     
where ,adam failed4 ,wisdom will be     
gained by faith4 ,self will have  been  
lost in the adoration of the great ,mind
 of the universe1 and he who  was       
created in the image of ,god1 who was   
pronounced by the ,master ,mind  as     
8very good10 will1 after the struggle   
with sin1 be restored to the  harmony of
 the universe by the simple act of      
faith4    8,if thou canst believe1 all  
things are possible40          ,,iv     
,,the ,,history ,,of ,,fifteen          
,,centuries      ,as a stone1 hurled    
from some mountain peak1 crashes its way
 toward the  valley beneath1 gaining    

velocity with each foot of descent1     
until1  wrapped within it1 lies a power 
of destruction unmeasured1 so man1      
turning from the gate of ,paradise1     
began a downward career which in        
intensity and rapidity can be measured  
only by the height from which he        
started4    ,sidenote3 ,two schools     
before the flood    ,giant minds held   
mighty powers in abeyance4 ,before the  
strong will of  men of the first ten    
centuries few forces could stand4 ,as   
the plane to  which it was possible for 
him to attain was perfection1 so the    
level to  which he descended was        
confusion itself4 ,men's lives1 instead 
of being  narrowed by the brief span of 
threescore years and ten1 were measured 
by  centuries2 and intellects1 mighty by
 birth1 had time as well as power  to   
expand4 ,the man of seventy was then but
 a lad1 with life and all its           
possibilities spread out before him4    
,adam lived to see his children to  the 
eighth generation2 and when we think    

that from his own lips ,enoch  learned  
the story of the fall1 of the glories of
 the ,eden home2 when  we bear in mind  
that ,enoch probably saw this same      
ancestor laid in the  earth1 there to   
molder to dust1 we better understand the
 relation he  desired to sustain to his 
,god4 ,after a life of three hundred    
years1 in  which1 the ,sacred ,record   
says1 he 8walked with ,god10 earth's    
attraction  grew so slight that he      
himself was taken into heaven4 ,this was
 less than  sixty years after the death 
of ,adam4 ,passing beyond the gate of   
,eden1 two  classes of minds developed4 
,clear and distinct as light from       
darkness  was the difference between the
 two4 ,cain1 by exalting his own        
reasoning  powers1 accepted the logic of
 ,satan4 ,admitting the physical plane  
to  be the proper basis for living1 he  
lost all appreciation of spiritual      
things1 and depended wholly upon        
feeling4 ,true1 for a time he adhered to
  the form of worship1 coming week by   

week to the gate of ,eden to offer      
sacrifice2 but his eye of faith was     
blind4 ,when he saw his brother's       
sacrifice accepted1 a feeling of hatred 
sprang up in his breast1 and1  raising  
his hand1 he took that brother's life4  
,men are startled at the rapidity of the
 descent from ,edenic purity to a       
condition where murder was easy1 but it 
was the natural result of the           
educational system chosen by ,cain4     
,reason exalted above faith makes man   
like the engine without the governor4   
,sidenote3 ,character developed in the  
worldly school    ,murder1 however1 was 
but one result of the decision made by  
,cain4 ,he fled  from the presence of   
,god1 and1 with his descendants built   
the cities of  the ,east4 ,physical     
needs predominated1 so that the whole   
attention of  this people was turned to 
the gratification of fleshly desires4   
,pride  increased1 love of wealth was a 
ruling passion2 the artificial took1    
more and more1 the place once occupied  

by the natural4 ,in the place of        
,god-worship was self-worship1 or       
paganism4 ,this was the religious       
aspect1  and here are to be found the   
first worshipers of the sun1 the human  
progenitors of the modern papacy4       
,sidenote3 ,affects government    ,as   
there was a change in religion1 so there
 was a change in government4  ,there    
could no longer be a theocracy1 the     
father of the family being the  high    
priest unto ,god2 for ,god had been lost
 sight of1 and his place was  filled by 
man himself4 ,hence1 these descendants  
of ,cain flocked together  into cities1 
where the strong bore rule over the     
weak1 and thus developed  an absolute   
monarchy1 which is perpetuated to-day in
 the kingdoms of  eastern ,asia4    ,the
 education which upheld paganism in     
religion and monarchy in  government was
 the same as that which in later days   
controlled ,greece1  and is known by us 
to-day as ,platonism4 ,it is but another
 name for an  education which exalts the

 mind of man above ,god1 and places     
human  philosophy ahead of divine       
philosophy4    ,sidenote3 ,origin of    
false philosophy    ,the philosophy     
which was thus exalted1--this science   
falsely  so-called1--deified nature1 and
 would to-day be known as evolution4    
,you  think the name a modern one4 ,it  
may be1 but the philosophy antedates the
  flood1 and the schools of those men   
before the flood taught for truth the   
traditions of men as truly as they are  
taught to-day4    ,we think1 perhaps1   
that there were no schools then1 but    
that is a  mistake4 8,the training of   
the youth in those days was after the   
same  order as children are being       
educated and trained in this age1--to   
love  excitement1 to glorify themselves1
 to follow the imaginations of their    
own evil hearts40 ,their keen minds laid
 hold of the sciences2 they delved  into
 the mysteries of nature4 ,they made    
wonderful progress in inventions  and   
all material pursuits4 ,but the         

imaginations of their hearts were only  
evil continually4    ,sidenote3 ,city   
life unfitted minds for truth           
,children educated in the cities had    
their evil tendencies exaggerated4  ,the
 philosophical teaching of the age      
blotted out all faith2 and when  ,noah1 
a teacher of righteousness1 raised his  
voice against the popular  education1   
and proclaimed his message of faith1    
even the little children  scoffed at    
him4    ,so polluted were the cities    
that ,enoch chose to spend much time in 
retired places1 where he could commune  
with ,god1 and where he would  be in    
touch with nature4 ,at times he entered 
the cities1 proclaiming  to the         
inhabitants the truth given to him by   
,god4 ,some listened1 and  occasionally 
small companies sought him in his places
 of retirement1 to  listen to his words 
of warning4 ,but the influence of early 
training1 the  pressure brought to bear 
by society1 and the philosophy of the   
schools1  exerted a power too strong to 

resist1 and they turned from the        
pleadings  of conscience to the old     
life4    ,sidenote3 ,antediluvian       
science teaching was contrary to ,god's 
word    ,as ,noah told of the coming    
flood1 and as he and his sons continued 
to  build the ark1 men and children     
derided4 8,water from heaven6 ,ah1      
,noah1  you may talk of your spiritual  
insight1 but who ever heard of water    
coming out of the sky8 ,the thing is an 
impossibility2 it is contrary  to all   
reason1 to all scientific truth1 and to 
all earth's experience4  ,you may think 
such things were revealed to you2 but   
since the days of  our father ,adam1 no 
such thing ever happened40 ,such        
statements seemed  true4 ,generation    
after generation had looked into a sky  
undarkened by  storm-clouds4 ,night     
after night dew watered the growing     
plants4 ,why  should they believe       
otherwise8 ,they could see no reason for
 it4 ,to  those antediluvians1 the      
possibility of a flood seemed as absurd 

as does  its recital as a matter of     
history to the modern higher critic4 ,it
 was  out of harmony with men's senses1 
hence an impossibility4    ,the student 
in the nineteenth century finds in the  
earth's crust great  beds of coal1 or   
the remains of monsters which once lived
 upon the face  of the earth1 and he    
accounts for these by saying that 8time 
is long40  ,in the words of ,dana1 8,if 
time from the commencement of the       
,silurian age  included forty-eight     
millions of years1 which some geologists
 would  pronounce much too low an       
estimate1 the ,paleozoic part1 according
 to  the above ratio1 would comprise    
thirty-six millions1 the ,mesozoic nine 
millions1 and the ,cenozoic three       
millions40 ,modern text-books are filled
  with these and related ideas of       
evolution1 which account for the effects
  of the flood by gradual changes       
consuming millions of years4            
,sidenote3 ,an education of sight and   
not faith    ,the ,word of ,god is again

 laid aside1 and man by his own power of
  reasoning draws conclusions contrary  
to the testimony of the ,inspired       
,record4 ,the theory of evolution is    
thus substantiated in the human mind2   
and as the antediluvians were1 by their 
scientific research and wisdom1  falsely
 so-called1 unfitted to receive the     
message of the flood1 so  people to-day1
 by pursuing a similar course1 are      
unfitting themselves for  the message of
 ,christ's appearance in the clouds of  
heaven4 ,when will man  learn that there
 are things which eye hath not seen1 nor
 ear heard1 and  yet which exist as     
really as do those few things--few      
compared with the  many in the regions  
beyond--which fall within our range of  
vision8    ,before the flood1 no peal of
 thunder had ever resounded among the   
hills1  no lightning had ever played    
through the heavens4 ,you who to-day    
have  read the works of earth's greatest
 authors1 who have delved into the      
secrets of science1 have you discovered 

the soul of man8 ,have you yet  found   
the golden cord of faith8 ,should the   
,almighty question you as ,he  did ,his 
servant ,job1 how would you pass the    
examination8 ,to you would  befall the  
fate of the generation of ,noah4 ,four  
men built the ark4 ,such a  thing had   
never been seen before4 8,how           
unshapely10 say they4 8,how absurd  to  
think of water standing over the earth  
until that will float60 ,but  in the    
ears of the faithful four whispered the 
still1 small voice of ,god1  and the    
work went steadily on4    ,sidenote3    
,flood a result of wrong education      
,the controversy was an educational     
problem4 ,christian education was       
almost wiped from the earth4 ,worldly   
wisdom seemed about to triumph4 ,in     
point of numbers its adherents vastly   
exceeded those in the schools of  the   
,christians4 ,was this seeming triumph  
of evil over good a sign that  evil was 
stronger than truth8--,by no means4     
,only in the matter of scheming  and    

deceiving does the devil have the       
advantage2 for ,god can work only in  a 
straightforward manner4    ,the tree of 
life was still upon the earth1 an emblem
 of the wisdom of  ,god4 ,man1 however1 
had turned his back upon it4 ,eating the
 fruit of  the tree of knowledge of good
 and evil brought death1 and this the   
inhabitants of the earth were about to  
realize1 although their worldly  wisdom 
taught them the contrary4    ,sidenote3 
,wrong methods of education cause the   
withdrawal of ,god's  ,spirit    ,the   
tree of life was taken to heaven before 
the flood1#ab thus  symbolizing the     
departure of true wisdom from the earth4
 ,the flood came4  ,deep rumblings of   
thunder shook the very earth4 ,man and  
beast fled  terrified from the flashes  
of lightning4 ,the heavens opened2 the  
rain  fell1--at first in great drops4   
,the earth reeled and cracked open2 the 
fountains of the great deep were broken 
up2 water came from above1 water  from  
beneath4 ,a cry went up to heaven1 as   

parents clasped their children  in the  
agony of death2 but the ,spirit of the  
,life-giver was withdrawn4  ,does this  
seem cruel8 ,god had pleaded with each  
generation1 with each  individual1      
saying1 8,why will ye1 why will ye80    
,but only a deaf ear was  turned to     
,him4 ,man1 satisfied with schooling his
 senses1 with depending  upon his own   
reasoning powers1 closed1 one by one1   
every avenue through  which the ,spirit 
of ,god could work2 and nature1         
responding to the loss1  was broken to  
her very heart1 and wept floods of      
tears4    ,one family1 and only one1    
bound heaven and earth together4 ,upon  
the bosom  of the waters rocked the ark 
in safety4 ,god's ,spirit rested there1 
and  in the midst of greater turmoil    
than angels had ever witnessed1 a peace 
which passeth all understanding filled  
the minds and hearts of that  faithful  
company4    ,sidenote3 ,faith the basis 
of the new education    ,the waters     
subsided2 the earth lay a desolate mass4

 ,mountains stood  bleak and barren     
where once stretched plains of living   
green4 ,trees1  magnificent in their    
towering strength1 lay dying as the     
waters left  the earth4 ,great masses of
 rock covered places hitherto inhabited4
 ,this  family came forth as strangers  
in a strange land4 ,the plan of         
education  must start anew4 ,each       
successive step away from ,god rendered 
more  difficult man's access to his     
throne2 it had lengthened1 as it were1  
the  ladder one more round4 ,there was  
at first this one lesson to be taken  by
 faith1--that ,god was true in saying1  
8,in the day that thou eatest  thereof  
thou shalt surely die40 ,it was a lesson
 of faith versus reason4  ,next came two
 lessons of faith3 first1 faith opposed 
by reason2 and1  second1 the plan of    
redemption through ,christ4 ,then came  
the third  lesson1--the flood4 ,would   
that man could have grasped the first1  
or1  missing that1 he had taken the     
second1 or even losing hold of that1 he 

could have taken the third by faith1 and
 prevented the flood4    ,from beginning
 to end it was a matter of education4   
,christians to-day  exalt the material  
to the neglect of the spiritual1 as     
surely as did men  before the flood4    
,shall we not look for similar results1 
since similar  principles are at work8  
,the education of the popular schools   
advocated nature study2 but1 leaving    
,god out1 they deified nature1 and      
accounted for the existence of all      
things by the same theories which are   
to-day termed evolution4 ,this is  man's
 theory of creation with faith dropped  
out of the calculation4    8,this they  
willingly are ignorant of1 that by the  
word of ,god the heavens  were of old1  
and the earth standing out of the water 
and in the water3  whereby the world    
that then was1 being overflowed with    
water1 perished3  but the heavens and   
the earth1 which are now1 by the same   
word are kept  in store1 reserved unto  
fire against the day of judgment40#ac   

8,as it was in the days of ,noah1 so    
shall it be also in the days of the     
,son of man40#ad          ,v    ,,the   
,,school ,,of ,,abraham      ,sidenote3 
,rapid decline after the flood    ,the  
ease with which men fall into evil      
habits is illustrated in the  history of
 the world after the flood4 ,upon       
leaving the ark1 four families  who had 
known ,god1 had committed to them the   
peopling of the earth4 ,but  evil       
tendencies1 the result of years of      
acquaintance with the iniquity  of the  
antediluvian world1 gained the          
ascendency1 and the sons of ,noah1      
failing to carry out the principles of  
true education in their homes1 saw      
their children drifting away from ,god4 
,true1 the bow of promise appeared often
 in the heavens as a reminder of  the   
awful results of sin1 and telling them  
also of the ,god-,father who  sought    
their hearts' service4 ,but again the   
logic of the evil one was  accepted1 and
 men said1 8,we shall not surely die40  

,as a sign of their  confidence in their
 own strength they built the tower of   
,babel4 ,they had  been scattered in the
 hill country1 where nature and natural 
scenery  tended to elevate their        
thoughts4 ,they followed the valley1 and
 built  cities in the low plains4       
,not more than a single century had     
elapsed since the flood had destroyed   
all things4 ,the change was a rapid one4
 ,the successive steps in  degeneration 
are readily traced4 ,they chose an      
education of the senses  rather than one
 of faith2 they left the country and    
congregated in  cities2 a monarchy      
arose4 ,schools sprang up which         
perpetuated these  ideas2 paganism took 
the place of the worship of ,god4 ,the  
tower was  a monument to the sun2 idols 
filled the niches in the structure4 ,men
  offered their children as sacrifices4 
,the slaying of infants and children is 
but carrying out in the extreme  what is
 always done mentally and spiritually   
when children are taught  false         

philosophy4 ,that man might not bring   
upon himself immediate  destruction1 the
 language was confused1 and education in
 false philosophy  thus rendered more   
difficult4    ,sidenote3 ,abraham called
 from ,ur    ,it was from this          
influence1 as found in the city of ,ur  
of the ,chaldees1  that ,abraham was    
called4 ,although the family of ,terah  
knew the true ,god1  and ,his worship   
was maintained in the home1 it was      
impossible for him to  counteract the   
influence of the city with its          
idolatrous practices2 so  ,god called   
,abraham into the country4    ,he was   
obliged to go forth by faith4 ,the      
removal meant the severing of  every    
earthly tie4 ,wealth and ease were      
exchanged for a wandering life4  ,how he
 could make a living ,abraham did not   
know4 ,how he could educate his         
children he did not understand4 ,but he 
went forth ,terah1 his father1 and      
,lot1 his nephew1 went with him4 ,they  
halted at ,haran1 a smaller city1  and  

remained there until the father's death4
 ,then came the command to go  forward4 
,out into a new country he went1 a      
pilgrim and a stranger4    8,by faith   
,abraham1 when he was called to go out  
into a place which he  should after     
receive for an inheritance1 obeyed2 and 
he went out1 not  knowing whither he    
went4 ,by faith he sojourned in the land
 of promise1 as  in a strange country1  
dwelling in tabernacles with ,isaac and 
,jacob1 the  heirs with him of the same 
promise2 for he looked for a city which 
hath  foundations1 whose builder and    
maker is ,god40 8,he staggered not at   
the  promise of ,god through unbelief2  
but was strong in faith40#ae            
,sidenote3 ,called to teach    ,it was  
when the patriarch had journeyed into   
this strange land1 and  knew not whither
 he was going1 that his work as a       
teacher began4 ,the  commission of      
,christ to the apostles1 8,go ye        
therefore1 and teach all  nations10 was 
not more emphatic than the command to   

,abraham4 ,god called  him to teach1 and
 he was to be a teacher of nations4 ,to 
the disciples it  was said1 8,all power 
is given unto ,me2 444 go ye therefore1 
and teach  all nations40 ,a power was to
 attend their teaching4 ,power is       
synonymous  with life2 there is no power
 without life1 and a teacher has power  
in  proportion as he lives what he      
wishes to teach4    ,abraham was to be a
 teacher of nations1 hence he must have 
power4 ,power  could come only as the   
result of a life of faith1 and so his   
whole life  was one continual lesson of 
faith4 ,each experience made him a more 
powerful teacher4    ,sidenote3 ,god    
prepares ,abraham to teach    ,his faith
 grew by trial1 and only as he mounted  
round by round the  ladder which spanned
 the gulf twixt heaven and earth1 and   
which had  seemed to lengthen with each 
succeeding generation4 ,a period of not 
less than twenty-five years--years      
filled with doubt1 fear1 anxiety--was   
necessary to bring him to the place     

where the name ,abraham--the father  of 
nations--could be rightly claimed by    
him4 ,another quarter of a century      
rolled over his head1 years in which he 
watched the growth of the child  of     
promise2 then the voice of ,god called  
him to raise his hand to take  the life 
of that same son4 ,he who had said that 
in ,isaac should all  nations of the    
earth be blessed1 now demanded the      
sacrifice of that life  at the father's 
hand4 ,but ,he1 the ,life-giver in the  
event of the child's  birth1 was now    
believed to be the ,life-giver should   
death rob him of his  child1 and the    
father faltered not4    ,these fifty    
years1 with ,god and angels as teachers1
 reveal to us1 as  no other period does1
 the results of true education1 and     
merit careful  attention4 ,if the       
workings of the ,spirit ever wrought    
changes in the  human heart1 those      
changes came to ,abraham4 ,it is not    
strange that when  ,god called the first
 time the voice seemed far away1 and but

 partially  awoke the slumbering soul4  
,as if in a dream1 he1 his father1 his  
nephew1  and his wife1 broke away from  
earthly ties and from the beautiful     
,chaldean plains1 where luxury and      
learning were daily things of life1  and
 journeyed toward the hill country4     
,sidenote3 ,how ,god taught faith    ,it
 has been stated before that ,god       
teaches by the enunciation of           
principles1 or universal laws1 and the  
spirit which comes by faith  enlightens 
the senses that they may grasp the      
illustrations of these  laws in the     
physical world4 ,that is heaven's method
 of teaching the  angelic throng1 and it
 was the method applied before the fall4
 ,with  ,abraham the case was at the    
beginning far from ideal4 ,here was a   
pupil  lacking faith4 ,how should he be 
taught the wisdom of the ,eternal8 ,god 
leads in a mysterious way4 ,as ,christ  
lived ,his visible life1 because  the   
eye of faith was blind in ,israel1 so1  
in the time of ,abraham1 ,god  taught   

inductively1 as ,he now says the heathen
 are to be taught4 ,to him  who had no  
faith1 ,god came visibly at first1 and1 
leading step by step1  developed a faith
 which before his death enabled ,abraham
 to grasp eternal  principles of truth  
if ,god but spoke4    ,in ,ur1 ,god     
said1 8,i will make of thee a great     
nation1 and ,i will bless  thee1 and    
will make thy name great40 ,years       
passed1 age crept on1 and  still there  
was no heir4 ,could he have mistaken the
 voice which bade him  turn his face    
toward ,canaan1 and promised to him and 
his descendants all  the land from the  
8great river1 the river ,euphrates1 444 
unto the great  sea toward the going    
down of the sun08 8,and ,abraham said1  
,lord ,god1 what  wilt ,thou give me1   
seeing ,i go childless8 ,shall it be    
that my steward1  ,eliezer1 shall become
 my heir8 ,shall he be the child of     
promise8 ,behold1  to me ,thou hast     
given no seed3 and1 lo1 one born in my  
house is mine  heir40#af    ,this was   

man's way of working out a promise made 
by the ,maker of the  universe4 ,have we
 passed beyond this elementary lesson of
 faith8 ,can  we grasp ,god's promise of
 faith1 and1 with no fear or thought1   
leave  results with ,him who knows8     
,no1 ,abraham2 think not that heaven is 
limited by the line which bounds  thy   
horizon4 8,this shall not be thine heir2
 but he that shall come  forth out of   
thine own bowels shall be thine heir40  
,and1 standing under  the starry canopy 
of heaven1 ,abraham's soul grasped the  
power of the  ,creator4 ,he himself to  
be a father6 ,his face lighted with a   
holy joy as  he related to ,sarai his   
experience with ,god4    ,but ,sarai    
bare him no children2 and that she might
 help heaven fulfill  its promise1 she  
forsook the divine law of marriage1 and 
gave to ,abraham  her handmaid1 ,hagar1 
to be his wife4 ,would that man could   
grasp at least  the beginnings of the   
possibilities of ,god6 ,untold suffering
 was the  out-growth of that one step of

 unbelief4 ,not one1 not two people1 but
  generations then unborn1 had their    
destinies marred by this lack of  faith4
 ,hagar1 sitting over against her dying 
child1 and weeping because  of the      
bitterness of her fate1 is a constant   
portrayal of an attempt to  live by     
sight4#ag ,again1 the approach of the   
angel and the rescue of the  child      
records in burning characters the       
longing of ,him who pities our          
blindness1 and awards us far above what 
we can ask or think4    ,sidenote3      
,birth of ,isaac    ,ninety-nine years  
passed over the patriarch's head1 and   
still the voice  of heaven's messenger  
was greeted with a laugh when the       
promise was  repeated4 ,sarah turned    
within the tent door when the angel     
guest1 whom  they had fed1 repeated to  
,abraham the promise concerning his     
wife4 ,but  she bare to ,abraham a son  
whom ,god named ,isaac1 in whom the     
nations of  the earth were blessed4 ,joy
 untold filled the heart of the mother  

and  father as they beheld the babe4    
,this was the joy of sight4 ,twenty-five
 years before1 the thing was just  as   
true1 and ,abraham might lawfully have  
worked upon the basis of its  truth2 but
 the stubborn human heart requires many 
lessons4 ,twenty-five  years after this1
 the strength of ,abraham's faith was   
tested at the  altar of sacrifice4      
,leaving home early one morning1 he     
carried fire1  laid wood upon the young 
man's shoulders1 and journeyed toward   
,mount  ,moriah4 8,behold the fire and  
the wood2 but where is the lamb for a   
burnt  offering80 asked the son4 8,god  
will provide himself a lamb10 answered  
the  man who had at last learned to     
believe ,god4 ,it is but the simple     
story  of an ancient patriarch2 but the 
word of ,god bears record that 8,abraham
  believed ,god1 and it was counted to  
him for righteousness40    ,and 8if ye  
be ,christ's1 then are ye ,abraham's    
seed and heirs according  to the        
promise40 ,herein lies the value of this

 lesson to us4 ,we are his  heirs if we 
link ourselves to the power of the      
,infinite by that cord of  faith4 ,only 
by a life and an education such as his  
can the kingdom of  ,christ be set up   
within4 ,such lessons made ,abraham a   
successful teacher4    ,sidenote3       
,abraham's school    ,those who wished  
to worship the true ,god gathered about 
the tents of  ,abraham1 and became      
pupils in his school4 ,god's word was   
the basis of all  instruction1 as it is 
written1 8,these are the commandments1  
444 which the  ,lord your ,god commanded
 to teach you1 that ye might do them in 
the land  whither ye go to possess it40 
,this ,,word was the basis for the study
 of political science1 and ,abraham's   
8methods of government0 were 8carried   
out in the households over which  they  
his students should preside40 ,the      
equality of all men was a lesson  first 
learned in the home4 8,abraham's        
affection for his children and  his     
household led him 444 to impart to them 

a knowledge of the divine  statutes1 as 
the most precious legacy he could       
transmit to them1 and  through them to  
the world4 ,all were taught that they   
were under the rule  of the ,god of     
heaven4 ,there was to be no oppression  
on the part of  parents1 and no         
disobedience on the part of children40  
,his was not a  school where theory     
alone was taught1 but the practical was 
emphasized4  ,in studying political     
science they formed the nucleus of a    
divine  government2 in the study of     
finances1 they actually made the money  
and  raised the flocks which brought    
recognition from surrounding nations4   
8,the unswerving integrity1 the         
benevolence and unselfish courtesy1     
which  had won the admiration of kings1 
were displayed in the home40            
,sidenote3 ,this school was the         
beginning of a nation    ,the influence 
of country life and direct contact with 
nature1 in contrast  with the enervating
 influence of the city with its         

idolatrous teaching  and artificial     
methods1 developed a hardy race1 a      
people of faith whom  ,god could use to 
lay the foundation for the ,israelitish 
nation4 ,we see1  then1 that when ,god  
founds a nation1 he lays that foundation
 in a school4  ,the nation of which     
,abraham and his followers formed the   
beginning1  prefigured the earth        
redeemed1 where ,christ will reign as   
,king of kings4  ,the education of the  
school of ,abraham symbolized ,christian
 education4    8,if ye be ,christ's1    
then are ye ,abraham's seed1 and heirs  
according  to the promise10 not only of 
the kingdom1 but of the education which 
prepares the inhabitants for that       
kingdom4    ,as faith was the method    
employed in teaching in the days of the 
patriarch1 so in the schools of to-day  
faith must be the motive for work1  the 
avenue to the fountain of wisdom4 ,there
 are to-day those who can not  harmonize
 their feelings and their ideas of      
education with the plan which  ,god has 

committed to his people4 ,likewise in   
the days of ,abraham there  was at least
 one family which withdrew from the     
influence of the school4    ,sidenote3  
,lot chose a worldly school    ,lot had 
felt the effects of the teaching of     
,abraham1 but through the  influence of 
his wife1 8a selfish1 irreligious       
woman10 he left the altar  where they   
once worshiped together1 and moved into 
the city of ,sodom4  8,the marriage of  
,lot1 and his choice of ,sodom for a    
home1 were the first  links in a chain  
of events fraught with evil to the world
 for many  generations40 ,had he alone  
suffered1 we would not need to follow   
the  history2 but the choice of a new   
home threw his children into the schools
  of the heathen2 pride and love of     
display were fostered1 marriage with    
,sodomites was a natural consequence1   
and their final destruction in the      
burning city was the terrible but       
inevitable result4    8,when ,lot       
entered ,sodom1 he fully intended to    

keep himself free from  iniquity1 and to
 command his household after him4 ,but  
he signally failed4  ,the corrupting    
influences about him had an effect upon 
his own faith1  and his children's      
connection with the inhabitants of      
,sodom bound up his  interests in a     
measure with theirs40    ,the statement 
is a familiar one1 that schools should  
be established where  an education      
differing from that of the world can be 
given1 because  parents are unable to   
counteract the influence of the schools 
of the  world4 ,the experience of ,lot  
is a forcible reminder of the truth of  
the  statement4 ,and the injunction to  
8remember ,lot's wife10 should serve as 
a  warning to ,christians against       
flocking into the cities to give        
children  an education4 ,the words of   
,spalding are true3 8,live not in a     
great city1  for a great city is a mill 
which grinds all grain into flour4 ,go  
there  to get money or to preach        
repentance1 but go not there to make    

thyself a  nobler man40    ,the two     
systems of education are nowhere more   
vividly portrayed than in  the          
experiences of ,abraham and ,lot4       
,education in the tents of ,abraham1    
under the guidance of the ,spirit of    
,jehovah1 brought eternal life4         
,education in the schools of ,sodom     
brought eternal death4 ,this was not an 
unnatural thing4 ,you can not find here 
any arbitrary work on the part of  ,god4
 ,to partake of the fruit of the tree of
 life1 imparts life4 ,but of  the tree  
of knowledge of good and evil it has    
been said1 8,in the day that  thou      
eatest thereof thou shalt surely die40  
,the system of education revealed to    
,abraham1 would1 if fully carried  out1 
have placed ,israel on a plane of       
existence above the nations of  the     
world4 ,it was a spiritual education1   
reaching the soul by a direct  appeal to
 faith1 and would have placed the people
 of ,god as teachers  of nations4 ,not a
 few only were intended to teach1 but   

the nation as a  whole was to teach     
other nations4 ,the second ,israel will 
occupy a similar  position1 and they    
will be brought to that position by     
means of ,christian  education4         
,,vi    ,,education ,,in ,,israel       
8,therefore sprang there even of one1   
and him as good as dead1 so many  as the
 stars of the sky in multitude1 and as  
the sand which is by the  seashore      
innumerable40 ,as ,god dealt with the   
one man1 so ,he dealt with  the nation4 
,as ,he had led the man from a lowly    
plane to an exalted  position1 so ,he   
led the nation until they stood a       
spectacle to the whole  world4 ,he chose
 them not because of their great        
numbers1 but1 taking the  fewest of men1
 ,he wished to show to the world what   
could be done by the  power of love4    
,sidenote3 ,israel a peculiar people    
,this small people1 however1 were       
intended to lead the world1 and lead it 
in every sense of the word4 ,that they  
might lead instead of being led1  ,he   

made them a peculiar people unto        
,himself1 giving them in the first      
place the rite of circumcision1 which   
put a barrier forever between the       
believer in the ,god of ,israel and all 
the nations of the world4 ,this         
separation was for a purpose4 ,the fact 
that they were to be peculiar  in the   
eyes of the other nations was merely a  
precautionary step1 not a  thing of     
importance in itself4 ,god had a mission
 for the nation2 and in  order that it  
might be accomplished1 every effort must
 be bent in that  direction4 ,oneness of
 purpose is a divine law2 and that      
,israel might  lead1 ,israel must occupy
 a position in advance of all other     
peoples4    ,sidenote3 ,planes of       
existence    ,men live on various       
planes4 ,there are those so constituted 
physically as  to be content with the   
gratification of physical wants and     
desires4 ,these  can readily be led by  
men who live on a mental plane2 for mind
 has ever  been recognized as superior  

to matter1 so that without knowing it1  
the  physically strong yields to his    
mental superior4 ,almost unconscious of 
his power1 the man on the mental plane  
guides and controls those on the        
physical plane2 he can not help it4 ,it 
is a natural law2 the one leads1  the   
other follows4 ,two individuals1 one    
living in one of these spheres  and the 
other in the sphere above1 will never   
contend on account of  principle2 for   
the man physically organized finds it   
natural to follow  the dictates of the  
other4 ,this is1 and always has been1   
the condition  of society4 ,nature      
herself singles out the leaders4 ,they  
are born1 not  made1 for leadership4    
,they are the few1 it is true2 the      
masses always  prefer to be led4    ,but
 it was not as mere mental leaders that 
,god called ,israel4 ,there  is above   
the mental a still higher plane1 the    
ladder to reach which  is scaled by very
 few4 ,as the numbers decrease while    
passing from the  physical to the mental

 plane1 so they decrease yet more in    
passing from  the mental to the         
spiritual plane4    ,sidenote3 ,how men 
reach the spiritual plane    ,man       
reaches this highest plane of existence 
only by faith4 ,it requires  constant   
self-denial and continual development4  
,in reality it is living  as seeing ,him
 who is invisible4 ,the physical man    
depends almost entirely  on knowledge   
gained through the senses4 ,the mentally
 developed depends  upon reason4 ,many  
combine these two natures1 and such     
individuals are  guided by the sense of 
reason just in proportion as the two    
natures are  developed4 ,knowledge as a 
result of sense perceptions and finite  
reason  capture the majority of mankind4
 ,the life of faith1 the walking with   
,god1  takes in the few4    ,sidenote3  
,israel should live on the spiritual    
plane    ,do you see why ,god chose a   
small people8 ,he chose them1 as a      
nation1  to be priests or teachers unto 
,himself4 ,as individuals1 and as a     

nation1 ,israel was to stand upon the   
spiritual plane1 attaining and          
maintaining the position by a life of   
faith4 ,standing there1 it would be  in 
accordance with the natural law for all 
on the lower planes to yield  obedience4
 ,as the mental controls the physical   
without any friction1 so  the spiritual 
controls all others4 ,therefore 7for    
this reason7 said the  ,lord1 8,i have  
taught you statutes and judgments4444   
,keep therefore and do  them2 for this  
is your wisdom and your understanding in
 the sight of the  nations1 which shall 
hear all these statutes1 and say1       
,surely this great  nation is a wise and
 understanding people40#ah    ,sidenote3
 ,israel as teachers of the world       
,statutes in themselves can not command 
respect for any people1 but ,god  gave  
,israel a manner of life which linked   
them with ,himself4 ,living on a        
spiritual plane1 all the world looked to
 them for guidance4 ,as one can  not    
reach up and help those above him1 but  

must come from above and lift  others to
 himself1 so ,israel was pointed to a   
life which made others  follow in spite 
of themselves1 while at the same time   
they were following  what they knew to  
be the truth4 ,this is the exalted      
position which truth  has ever held4    
,sidenote3 ,peculiarity depended upon   
the system of education    ,granting it 
clear that ,israel would lead by virtue 
of the plane of  existence upon which   
they stood1 and that this was attained  
by a life  of faith1 it is easily seen  
why there was marked out for the nation 
a  system of education differing as     
completely from the systems of the      
other nations of the world as the       
spiritual life differs from a purely    
physical or a strictly mental existence4
 ,it made it impossible for  any        
mingling of systems to take place       
without the utter ruin of the           
spiritual2 for as soon as this came down
 to the level of either of the  others1 
it ceased to be spiritual1 and lost its 

power to lead4    ,sidenote3 ,result of 
mixture in educational systems          
,should ,israel attempt to adopt the    
education of surrounding nations1 that  
moment her education would become papal 
in character1 for it would then  be a   
combination of the divine with the      
worldly4 ,if a man-made theocracy1  a   
church and state government1 is papal in
 principle1 the divine and the  worldly 
combined in educational systems is no   
less a papal principle4  ,israel formed 
such a combination more than once1 but  
with the results  recorded in ,ps4      
#ajf3cd-ch3 8,they mingled among the    
heathen1 and learned  their works4 ,and 
they served their idols3 which were a   
snare unto them4  ,yea1 they sacrificed 
their sons and their daughters into     
devils1 and shed  innocent blood1 even  
the blood of their sons and of their    
daughters1  whom they sacrificed unto   
the idols of ,canaan40    ,truth and    
error never form a compound1 although   
they may be mingled4  ,the union of the 

two never produces truth1 and the end is
 death4 ,truth  amalgamated with error1 
as gold with mercury1 lies dormant until
  released4 ,israel could not positively
 forsake her ,god-given forms of        
education without relinquishing her     
place as leader of nations4 ,destined   
to be the head and not the tail1 she    
immediately reversed her position  when 
she adopted a mixed system4             
,sidenote3 ,spiritual nature of their   
education    ,the education which was   
outlined for the children of ,israel was
  soul-culture1 pure and simple4 ,its   
object was to develop the soul which  is
 ,god in man2 and ,divinity so planned  
that every true ,jew should be  a       
,god-man4 ,education was to develop the 
spark of divinity bestowed at  birth1   
and it was the privilege of every ,jew  
to have1 as did that ,one  ,jew1        
,christ1 the ,spirit without measure4   
,let us see1 then1 what the plan was    
which would take the newborn babe1  and 
follow him through life1 making him one 

unit in a nation of spiritual  beings4  
,god recognized prenatal influence1 and 
so gave directions and  laws concerning 
the life of the parents4 ,this is       
illustrated in the story  of ,hannah and
 the wife of ,manoah1 in ,elizabeth1 and
 in ,mary the mother of  ,jesus4        
,sidenote3 ,jewish schools    ,in the   
early history of the nation1            
8,education10 says ,painter1 8was       
restricted to the family1 in which the  
father was the principal teacher4       
,there were no popular schools nor      
professional teachers4 ,yet the         
instruction of the ,jew 444 embraced a  
vast number of particulars40#ai         
,hinsdale says3 8,jewish education began
 with the mother4 ,what the true        
,jewish mother1 considered as a teacher1
 was1 we know from both the  ,testaments
 and from many other sources4 ,the very 
household duties that  she performed    
molded her children in accordance with  
the national  discipline4 #8,the        
,sabbath meal1 the kindling of the      

,sabbath lamp1 and  the setting apart of
 a portion of the dough from the bread  
for the  household--these are but       
instances with which every ,taph1 as he 
clung  to his mother's skirts1 must have
 been familiar4' ,the bit of parchment  
fastened to the doorpost1 on which the  
name of the ,most ,high was written1    
444 would be among the first things to  
arrest his attention4    8,it was in the
 school of the mother's knee that the   
stories of patriarchs  and prophets1 of 
statesmen and warriors1 of poets and    
sages1 of kings and  judges1 wise men   
and patriots1 and of the great          
,law-giver ,himself1--the  whole forming
 the very best body of material for the 
purposes of  child-nurture found in any 
language1--were told and retold until   
they  became parts of the mind itself40 
,he then mentions the case of ,timothy1 
and adds3 8,as teachers of their        
children1 the women of every country    
may learn lessons from the matrons of   
,israel40#bj ,this was evidently  the   

original plan1 and had the families     
proved faithful to the trust1  the      
greater part1 if not all1 of the        
education would have been in the  family
 school4 ,always1 however1 as long as   
,israel was a nation1 the  child 7and   
the term covered the first twelve or    
fifteen years7 was under  the           
instruction of the parents4             
,sidenote3 ,jewish church schools       
,from the home school we follow the     
,jewish child to the synagogue or       
church school4 ,moses was instructed by 
the ,lord to make every priest  a       
teacher1 so the nation had a whole tribe
 of teachers4 ,as every town  had its   
synagogue1 so 8a town in which there is 
no school must perish40  ,quoting again 
from ,hinsdale3 8,the children were     
gathered for instruction  in the        
synagogues and schoolhouses1 where the  
teacher1 generally the  ,chazzan1 or    
officer of the synagogue1 #8imparted to 
them the precious  knowledge of the law1
 with constant adaptation to their      

capacity1  with unwearied patience1     
intense earnestness1 strictness tempered
 by  kindness1 but1 above all1 with the 
highest object of their training ever   
in view4 ,to keep children from all     
contact with vice2 to train them to     
gentleness1 even when bitterest wrong   
had been received2 to show sin in  its  
repulsiveness1 rather than to terrify by
 its consequences2 to train  to strict  
truthfulness2 to avoid all that might   
lead to disagreeable  or indelicate     
thoughts2 and to do all this without    
showing partiality1  without either     
undue severity or laxity of discipline1 
with judicious  increase of study and   
work1 with careful attention to         
thoroughness in  acquiring              
knowledge--all this and more constituted
 the ideal set before  the teacher1 and 
made his office of such high esteem in  
,israel4'0#ba  ,these teachers took the 
youth at the most critical period of    
their  development4 ,and how thoroughly 
they understood the needs of the        

developing minds6    ,sidenote3 ,schools
 of the prophets    ,in the days of     
,samuel we read1 for the first time1 of 
the schools of the  prophets1 where     
young men were gathered together for the
 study of the  law1 of music1 poetry1   
and history1 and of the various trades4 
,the name  ,school of the ,prophets     
would indicate the spirituality of their
 work1  and reference to the time of    
,elijah and ,elisha and the experience  
of ,saul  would prove the truth of the  
inference4    ,sidenote3 ,studies in    
,jewish schools    ,concerning the      
subjects taught we are not left in      
ignorance1 if we study  the history of  
the people4 ,thus1 quoting again from   
,painter3 8,the ,hebrew  parent was not 
only to impart oral instruction to his  
children1 but to  teach them also       
reading and writing4 ,as he was to      
inscribe the words  of the ,lord upon   
his doorposts and gates1 he must himself
 have learned  to write2 and1 as he     
wrote them for his children1 they must  

have been  taught to read4 ,hence1 it   
appears that the ability to read and    
write was  general among the ancient    
,jews2 and1 in this particular1 they    
surpassed  every other nation of        
antiquity40#bb ,hinsdale says3 8,from   
the teaching  of the alphabet1 or       
writing in the primary school1 to the   
farthest limit  of instruction in the   
academies of the rabbis1 all was marked 
by extreme  care1 wisdom1 accuracy1 and 
moral and religious purpose as the      
ultimate  object40#bc    ,sidenote3 ,the
 ,bible as a text-book    8,up to ten   
years of age the ,bible was the sole    
text-book2 from ten to  fifteen the     
,mischna1 or traditional law1 was used2 
and after that  the pupil was admitted  
to the discussions of the rabbinical    
schools4  ,so extensive a course of     
study1 however1 was taken only by those 
who  showed decided aptitude for        
learning4 ,bible study began with the   
book of  ,leviticus2 then came other    
parts of the ,pentateuch2 next the      

prophets1  and finally the              
,hagiography40#bd    ,sidenote3         
,physiology    ,in working for this     
chosen people1 ,god cured physical      
infirmities with  the same case that he 
healed a sin-sick soul2 and with the    
laws for  spiritual growth were given   
directions for the preservation of      
health4  ,every priest was likewise a   
physician1 and the laws concerning the  
use  of simple1 healthful foods1 proper 
breathing1 ventilation1 the use of      
disinfectants1 the bath1 etc41 were     
familiar to all who read the statutes   
of ,jehovah4    ,sidenote3 ,additional  
studies    ,painter says1 concerning    
other subjects taught3 8,among the      
potent  educational agencies of the     
,jews1 that of the annual national      
festivals  merits consideration4444     
,commemorating important national       
events1 they  kept the people acquainted
 with their past history4444 ,these     
frequent  reunions not only contributed 
to national and religious unity1 but    

they  exerted a strong educating        
influence upon the people40#be    8,the 
,levites1 more than other ,hebrews1 were
 to study the book of the  law2 to      
preserve and disseminate it in exact    
copies2 to perform  the duties of judges
 and genealogists1 and consequently to  
be  theologians1 jurists1 and           
historians4444 ,as the priests and      
,levites were  to test the accuracy of  
weights and measures1 444 it was        
necessary that  they should understand  
something of mathematics2 and as they   
were  to determine and announce the     
movable feasts1 new moons1 years1 and   
intercalary years1 they had occasion for
 the study of astronomy10 says  ,jahn4  
,since the schools of the prophets      
flourished in the days of ,saul and     
,david1 it would not be surprising if   
,david gained some of his musical  skill
 there as well as on the hillside       
tending sheep1 for poetry and  music    
formed part of the course of instruction
 in these schools4 ,one  author pays    

high tribute to these subjects by       
saying3 8,greek poetry is  beautiful2   
,hebrew poetry is sublime40             
,sidenote3 ,effects of ,jewish education
    ,when children were fortified by    
such an education from infancy to       
manhood1 it is little wonder that the   
influence which the nation 8has  exerted
 upon the world is incalculable4 ,it has
 supplied the basis of  all true        
theology2 it has given a system of      
faultless morality2 and1 in             
,christianity1 it has provided the most 
perfect form of religion4 ,the          
civilization of ,europe and ,america can
 be directly traced to the  ,jews40#bf  
,what might have been the result had the
 nation lived up to its privileges  in  
educational lines is not difficult to   
determine4 ,earth's history would  have 
been shortened by at least two thousand 
years2 for the nation would  never have 
gone into bondage1 and ,christ would    
never have been betrayed4  ,as these    
principles of ,christian education are  

again taking hold of  people1 with what 
interest must the progress of the work  
be watched by  the inhabitants of other 
worlds1 who have seen past failures     
through lack  of faith6 ,that ,hebrew   
education tended mainly to a development
 of the  inner man instead of giving    
merely a conglomeration of facts1 is    
well  expressed by ,wines4 ,he says3    
8,the ,hebrew law required an early1    
constant1  vigorous1 and efficient      
training of the disposition1 judgment1  
manners1  and habits1 both of thought   
and feeling4 ,the sentiments held to be 
proper  to man in society were imbibed  
with the milk of infancy4 ,the manners  
considered becoming in adults were      
sedulously imparted in childhood40      
,sidenote3 ,the threefold nature        
educated    ,the education1 however1 was
 not only moral and intellectual1 but   
physical  as well2 for every ,jewish boy
 was taught some trade which rendered   
him  self-supporting4 ,nor did wealth or
 position remove the need of this4      

,paul1 who sat at the feet of ,gamaliel 
while studying the law1 was able to     
gain a livelihood as a tentmaker when   
preaching the gospel4    ,sidenote3     
,true teaching exemplified    ,there    
was1 however1 in it all this one        
thought3 all instruction was  intended  
to develop the spiritual nature4 ,it was
 considered the highest  honor to become
 a priest 7every ,jew might have been   
both priest and  teacher71 and in this  
office man stood next to ,god4 ,this was
 wholly a  spiritual position1 and      
prefigured the work of the ,messiah4    
,true1 ,israel  as a nation never       
reached the standard set for her1 never 
mounted1 as  it were1 that ladder       
reaching from earth to heaven2 and it   
was left for  the ,one ,man1 the ,master
 of ,israel1 to bind together the two   
realms of  the physical and the         
spiritual4 ,but from time to time men   
arose in the  ,jewish nation who grasped
 in a far broader sense than the        
majority1  the meaning of true education

 as delivered to the ,jews1 and who1 by 
submitting to the educating influence of
 the ,spirit of ,god1 were enabled  to  
become leaders of the people and        
representatives of ,god on earth4 ,such 
were ,moses1 ,daniel1 ,job1 and         
,ezekiel1 and1 to a certain extent1 all 
the  prophets of ,israel4 ,in each of   
these the soul rose above the physical  
man1 until it met its parent force in   
the heart of ,god4 ,this made it        
possible for ,moses to talk face to face
 with the ,father1 and for ,ezekiel  to 
follow the angel of revelation to the   
border land of ,god's home4    ,these   
men were but enjoying what every man in 
,israel might have  experienced had the 
nation remained upon the plane to which 
they were  called1 receiving their      
education by faith4 ,one is tempted to  
ask why  they fell4 ,the answer is the  
same as to that other question1 ,why do 
not  we arise8 ,they ceased to look     
upward2 faith failed1 and reason took   
its  place1 and instead of leading they 

sought to be like the nations about     
them4    ,sidenote3 ,worldly systems of 
education    ,there lay ,egypt1 with its
 mighty men1 and the carnal heart longed
 for  some of the ,egyptian display4 ,to
 understand it1 we must again consider  
the difference in life and education4   
,life on the spiritual plane means      
whole self-forgetfulness2 but when      
carnal desires are heeded1 a fall is    
inevitable4 ,egyptian education was     
largely on the physical basis4 ,it is   
true that mental heights were reached1  
but only by the few1 and those  few1    
bound by earth's fetters1 were unable to
 break entirely away4 ,the  masses1 not 
only in education but in religion1 were 
physical1 and basely  physical4 ,the    
sacred bull was a personification of    
deity4 ,why8--,because  ,god1 to an     
,egyptian1 was an embodiment of lust4   
,all their gods1 all their  rites and   
ceremonies1 every temple wall and       
religious service1 breathed  the        
dreadful odor of licentiousness4        

,historians state that the priestly     
class knew better4 ,and so they did2 but
 their grasp was not that of  truth1    
else they could never have been the     
priests and teachers of such a  religion
 or of such a system of education4      
,these words1 put in the mouth of an    
ancient ,egyptian priest1 speak  truly  
the spirit of ,egyptian education4 ,he  
says3 8,i that have seen nigh           
four-score years of misery2 444 ,i that 
have mastered all the arts1  sciences1  
and religion of ancient ,egypt--a land  
that was wrinkled with age  centuries   
before the era of ,moses2 ,i that know  
both all that the priests  of ,kem ever 
taught the people1 and also the higher  
and more recondite  forms of ignorance  
in which the priests themselves         
believed--,i verily know  nothing6 ,i   
can scarcely believe in anything save   
universal darkness1  for which no       
day-spring cometh1 and universal        
wretchedness for which  there is no     
cure4 ,o wretched man that ,i am1 who   

shall deliver me from  this death80     
,and yet the ,jews would leave that     
education which offered eternal life1   
for this which the best-educated        
,egyptian might acknowledge to be       
darkness and only darkness4 ,it was from
 this that ,god delivered ,israel2  but 
many to-day1 claiming to be ,israel in  
,spirit1 seek still the wisdom  and     
philosophy of ,egypt for themselves and 
their children4 ,israel could  not come 
in touch with this form of life without 
contamination4 ,nay1  more1 she fell    
from her exalted state1 and never       
reached it again4  8,jerusalem was      
destroyed because the education of her  
children was  neglected40    ,the       
ceremonial law given after leaving      
,sinai1 at the beginning of that        
memorable march of forty years1 was     
necessary because the nation had  lost  
all appreciation of the spiritual in the
 abstract1 and could gain  no idea      
whatever of ,god as a ,spirit except    
through some appeal to the  physical    

senses4 ,this condition was due to the  
fact that four generations  had been    
subject to ,egyptian education4         
,sidenote3 ,israel at the ,exodus       
,the plan of types and ceremonies alone 
appealed to the mind4 ,and even  in this
 inductive method of teaching1 the      
nation seemed slow to learn2  for the   
forty years between the ,red ,sea and   
,jordan served to develop  scarcely     
enough faith to carry the people into   
the promised land4 ,god's  law1 written 
on the tablets of the heart by the pen  
of faith1 appealed to  but few4 ,men ate
 manna from heaven1 but knew not that it
 was the token  of a crucified ,saviour3
 they drank of water flowing constantly 
from the  smitten rock1 never dreaming  
that it prefigured the shed blood of the
  dying ,son of ,god4 ,once settled in  
,canaan1 the whole system of education  
was so planned as to teach the child to 
accept ,christ by faith4 ,some  grasped 
this spiritual truth2 but a few had eyes
 which saw the things  hidden from the  

multitude1 because faith was an avenue  
to the very soul4    ,having the        
privilege of living by faith1 and       
accepting the divine  teaching in this  
its highest form1 they preferred the old
 way1 and  walked by sight4 8,except ye 
see1 ye will not believe20 8,o ye of    
little  faith40 ,when we look at what   
the ,israelites might have been1 and    
then  at what they were1 there is a     
feeling of intense pain1 for the fall is
  inexpressibly great4 ,by little and   
little1 ,jehovah strove to reach the    
higher nature again1 and bring ,israel  
to its heaven-selected place4 ,there    
was steady progress until the days of   
,solomon1 whose wisdom outshone that  of
 the great men of earth1 and ,israel as 
a nation was again on the verge  of     
becoming the leading people of the world
 politically1 intellectually1  and      
morally4    ,sidenote3 ,solomon's wisdom
    ,solomon was raised to a position of
 eminence among the great men of earth  
because he learned from ,god the secret 

of true education4 ,his wisdom was  not 
a gift to him exclusively1 but was      
offered to all who would comply  with   
the educational requirements4 ,of       
,solomon we read that ,god gave him  a  
hearing ear4 ,his spiritual senses were 
awakened by faith1 and he found  himself
 so in harmony with the ,god of nature  
that all the works of the  ,creator were
 read by him as an open book4 ,his      
wisdom seemed great in  contrast with   
that of other ,jews merely because      
others failed to live up  to their      
privileges4 ,god desired the whole      
nation to stand before other  people as 
,solomon stood before the kings of the  
earth4    ,the surprising feature to    
most students is the fact that the      
system of  education given by ,god will1
 when followed1 open to man such        
material  benefits4 ,it is not1 as it is
 often accused of being1 ideal and      
theoretical1 but lacking the practical4 
,on the contrary1 it is of the  most    
practical nature1 and opens to its      

followers all legitimate lines  of      
prosperity1 placing its devotees above  
all contestants4 ,this is seen  in the  
experience of the king just mentioned4  
,as a statesman and lawyer1  ,solomon   
was noted2 as a scientist1 he excelled  
the scholars of the world2  for wealth  
and splendor1 the half has not been     
told2 during his reign  ,jewish         
architecture1 as exemplified in the     
temple1 assumed such grandeur  that it  
became the model for even the sthetic   
,greek4 ,in tilling the soil  and       
raising fruit it was always intended    
that ,israel should excel other         
nations4#bg ,youth were trained to fill 
positions of trust1 and were  taught the
 practical duties of everyday life4     
,such training was given to  girls as   
well as to boys1 fitting them to fill   
properly their allotted  sphere as      
housewives and mothers in ,israel4#bh   
,from the fall which followed this      
exaltation1 ,israel never recovered4    
,the educational system losing its true 

character1 the nation was at last       
carried into captivity4 ,when the       
,hebrew race lost the spirituality of   
their education1 they lost everything2  
for political power1 national           
reputation1 all1 hung upon one thread4  
8,jerusalem was destroyed because  the  
education of her children was           
neglected40 ,this destruction did not   
come suddenly4 ,there was a decline1    
then a forward lunge1 and another       
relapse1 each time the fall being       
greater and the reaction weaker4        
,sidenote3 ,an educational reform       
,several times a halt was made1 and the 
national life was prolonged by a  return
 to the prescribed methods of education4
 ,jehoshaphat1 for instance1  appointed 
,levites as teachers to the different   
cities of ,israel1 and1 as  a result1   
8,the fear of the ,lord fell upon all   
the kingdoms of the lands  that were    
round about ,judah1 so that they made no
 war40#bi ,had the  reform been carried 
on which was then begun1 the whole      

national history  would have been       
changed4    ,another noticeable fact is 
that release from bondage was always    
heralded  by two reforms4 ,for instance1
 before deliverance from ,babylon1      
,daniel was  raised up to give the      
people instruction in health reform and 
educational  reform4 ,these two always  
accompany each other4 ,the one affects  
the body1  preparing it to become the   
temple of the ,holy ,ghost2 the other   
turns the  mind toward truth1 that the  
,spirit of ,god may think through it4 ,a
 body  purified by right living1 and a  
mind trained according to the laws of   
,christian education1 brings an         
experience such as ,daniel had4#cj ,that
 he  lived on a plane above the majority
 of men is evident2 for 8,i1 ,daniel1   
alone saw the vision3 for the men that  
were with me saw not the vision40  ,what
 to ,daniel was the voice of ,god those 
whose ears were not in tune  with the   
,infinite heard as thunder or as an     
earthquake4 ,it had been the  privilege 

of all to see and hear as ,daniel saw   
and heard1 but they chose  a coarser    
life1 a slower vibratory existence1     
where the mental strain was  less1 and  
the heart strings were looser4 ,it was  
easier to keep in tune  with ,egypt or  
,babylon than with the ,god of heaven4  
,and when the ,son of  ,man was born1 he
 found it hard to select even a small   
company whose lives  were in harmony    
with ,his own4    ,israel's education   
was a spiritual education4 ,her ,king   
was to set up a  spiritual kingdom in   
the hearts of a people spiritualized by 
the presence  of truth4 ,it was the same
 system which had been delivered by     
,christ to  ,adam2 the same by which    
,abraham was taught2 and what was not   
accomplished  in the ages past will be  
accomplished by ,christian education in 
the days  preparatory to ,his second    
coming4          ,,vii    ,,the         
,,educational ,,system ,,of ,,the       
,,pagan ,,world      ,god called ,israel
 to become a nation of teachers1 and    

gave them statutes  and judgments which1
 when made the basis of the educational 
systems1  tended to make of the nation a
 peculiar people1 a nation of priests1  
a spiritual race1 thereby constituting  
them the leading people of the  world4  
,from what did he call them8--8,the     
,lord hath taken you1 and brought  you  
forth out of the iron furnace1 ,,out    
,,of ,,egypt40#ca ,and again1 8,out  of 
,egypt have ,i called my ,son40#cb      
,egypt stands as a personification of   
the heathen world1 and its very name    
means darkness4 ,the dark mantle of     
paganism has ever obstructed the bright 
shining of the light of truth4    ,as   
,israel's power1 physical1 intellectual1
 and political1 was derived  from1 and  
depended upon1 her system of education1 
so it would be but  natural to suppose  
that the opposing power of paganism     
would possess  educational ideas1 and be
 controlled by a system of instruction  
in harmony with its practices4 ,or1 to  
state it more logically1 we  necessarily

 conclude that the pagan world rested   
upon a distinct system  of education1   
and that the customs and practices of   
pagan nations were  the result of the   
educational ideas which they advocated4 
,the ,god-given system1 as found among  
the ,hebrews1 rested upon faith1 and    
developed the spiritual side of man's   
nature1 making it possible in the       
highest sense for divinity to unite with
 humanity4 ,the result of this  union of
 the human and the divine--the          
,immanuel--is the highest creation of   
the universe4 ,it in itself was a power 
before which men and demons bowed4      
,sidenote3 ,paganism self-worship    ,as
 to paganism and its system of          
education1 what was the religion of the 
pagan world8 and what were the ideas it 
strove to propagate8 ,first1 it  placed 
above ,god the study and worship of     
self4 ,christ is the 8true light  that  
lighteth every man that cometh into the 
world40 ,all men have1 then1  at some   
time in life1 light enough to lead them 

to truth1 for the gospel  8reveals a    
divine anger from heaven upon all       
wickedness and iniquity of  men who     
pervert the true into the false2 because
 the knowledge of ,god  is clear within 
themselves1 ,god having revealed it to  
them2 for from the  creation of the     
world ,his invisible attributes might be
 discovered from  the created           
facts1--that is1 ,his unseen power and  
,godhead4 ,consequently1  they are      
inexcusable40#cc    ,men1 therefore1 who
 of necessity have light may reject that
 light1 and  they then become pagan4    
,paul1 in the first chapter of his      
,roman letter1  states a universal law  
in that when truth is rejected1 error   
takes  its place4 ,the quotation is     
again taken from ,fenton's translation1 
because the wording1 by differing       
slightly from the authorized version1   
stimulates thought3 8,because1 knowing  
,god1 they did not honor ,him as a      
,god1 or rejoice1 but trifled in their  
augmentations1 and darkened their       

senseless hearts2 professing to be      
philosophers1 they played the fool1  and
 transformed the glory of the           
imperishable ,god into an image of      
perishable man1 and birds6 and beasts6  
and reptiles6 ,and1 therefore1 ,god     
abandoned them in the lusts of their    
hearts to filthiness1 to dishonor  their
 own bodies to themselves2 they having  
changed the truth of ,god into          
falsehood1 by honoring and serving the  
creature contrary to the ,creator1  who 
is truly blessed in all ages40#cd       
,having turned from the worship of      
,jehovah to the worship of man1 then    
bird1 and beast1 and reptile1 we find   
associated with worship the  grossest   
forms of licentiousness4 ,this is stated
 by ,paul in the first  chapter of      
,romans4 ,the thought which must be     
borne in mind is that man  turns from   
,god and worships himself4 ,he can      
conceive of no power higher  than his   
own mind1 no form more lofty than his   
own4 ,his first idol is the  human form1

 male or female4 ,he endows this with   
human passions1 for he  knows no heart  
but his own4 ,by beholding he becomes   
changed into the same  passionate       
creature2 a beast becomes the           
personification of his deity1  and the  
sacred bull his god4 ,everything about  
the worship is gross1 and  birds1       
crocodiles1 and all sorts of reptiles   
become objects of worship4  ,this is    
,egypt4 ,this1 in fact1 pictures the    
final worship in any country  which     
turns from ,christ and places faith in  
man4    ,there are a variety of forms in
 worship1 as there are a variety of     
complexions in the men of different     
countries2 but it is one and the same   
plan throughout1 resting upon one system
 of education1 producing the same       
results1 whether traced in the proud    
,babylonish court1 the loathsome  filth 
of ,egypt1 ,greece with its intellectual
 pride and culture1 in ,roman  law1 or  
in the more modern ,european countries4 
,paganism is the green-eyed  monster1   

crouching on the southern shore of the  
,mediterranean1 whose body  follows the 
course of the ,nile1 whose paws reach   
both east and west1 and  whose breath   
has poisoned the atmosphere of all      
,europe4 ,into those eyes  men have     
gazed expecting to find wisdom4 ,it was 
but the glare of the  demon1 as the     
tiger's gaze at night4    ,sidenote3    
,egyptian religion and education    ,for
 ,egypt itself1 it blotted out all      
individual rights1 placing the  masses  
as a common herd writhing in            
superstition under the hands  of a      
tyrannical king and a scheming          
priesthood4 ,it was indeed 8an  iron    
furnace10 as ,god had called it1 and as 
,israel had found by sad  experience4   
,it was tyranny in government2 it was   
still more bitter  tyranny in education 
and religion4 ,as well might one strive 
to move the  pyramids1 or get words from
 the silent sphinx1 as to hope to change
 the  life in ,egypt by means of        
anything presented in ,egypt4           

,sidenote3 ,cultivation of the senses   
,of ,egyptian education1 ,jahn says3    
,the 8priests were a separate tribe1    
444 and they performed not only the     
services of religion but the duties  of 
all civil offices to which learning was 
necessary4 ,they therefore  devoted     
themselves in a peculiar manner to the  
cultivation of the  sciences4444 ,they  
studied natural philosophy1 natural     
history1 medicine1  mathematics         
7particularly astronomy and geometry71  
history1 civil polity1  and             
jurisprudence40 ,place this course of   
study by the side of ,jewish  education1
 and you notice in the latter the ,bible
 and such subjects as  tended to develop
 spirituality1 those things which faith 
alone could  grasp2 while the education 
of the ,egyptian had an entirely        
intellectual  basis1 and dealt with     
those subjects which appeal to the      
senses and to  human reason4    ,when   
this system as a system is traced in    
other countries1 especially  in ,greece1

 this characteristic becomes startling  
in the extreme2 and if  reference is    
made to it often in contrast to the     
,jewish system1 it is  because herein   
lies the pivot upon which the history of
 nations revolves4  ,it is either faith 
or reason to-day1 as it has been faith  
opposed to  reason throughout the ages4 
,in place of reason use the word        
philosophy1  for that was a favorite    
expression among the pagans4            
,sidenote3 ,pagan philosophy folly      
,the gospel has stood opposed to the    
philosophy of the world since the       
beginning2 hence we read1 8,for the     
reason of the ,cross is certainly folly 
to the reprobate1 but to us1 the saved1 
it is a divine power2 for it is         
written1 #8,i will destroy the          
philosophy of the philosophers1 and     
upset  the cleverness of the clever4'   
,where is the philosopher8 where is the 
scholar8 where is the investigator of   
this age8 ,has not ,god made the        
philosophy of this world folly8 ,for    

when in the divine philosophy the  world
 did not perceive ,god through the      
philosophy1 it pleased ,god to save  the
 faithful by means of the folly of      
preaching4 ,as1 however1 ,jews demand  a
 sign1 and ,greeks seek after           
philosophy1 we now proclaim a crucified 
,christ1 a certain offense to the ,jews1
 and joke to the heathen1 but to  the   
called1 whether ,jews or                
,greeks1--,christ a divine power and a  
divine  philosophy4444 ,for observe your
 calling1 brothers1 that there are not  
many fashionable philosophers1 nor many 
powerful men1 nor many of high          
birth40#ce    ,it is this divine        
philosophy which the spiritually minded 
grasp1 and  which is the sum and        
substance of their education4 ,it is    
this human  philosophy1 or natural      
philosophy1 which in the sight of ,god  
is folly1  that ,egypt and her followers
 adopted4 ,minds delving into human     
philosophy  never find ,god1 nor do they
 approach the realms of divine          

philosophy4  ,there is a divine         
philosophy1 and it is grasped by faith2 
and there is  a human philosophy1 a     
creation of the human mind1 a science   
formulated  from deductions which appeal
 to natural senses4 ,but the man1 wisest
 in  human learning alone1 remains still
 a fool in the eyes of ,god1 for the    
inner man has not been reached4         
,sidenote3 ,egyptian wisdom    ,our     
study of pagan education is not1        
however1 confined to the ,nile  ,valley4
 ,indeed1 some of the most interesting  
phases1 some of the  strongest features 
of the system1 were developed elsewhere4
 ,egypt  was the cradle1 but ,greece and
 ,rome were fields in which these ideas 
gained strength4 ,we read3 8,the        
ancients looked upon ,egypt as a  school
 of wisdom4 ,greece sent thither        
illustrious philosophers and            
lawgivers--,pythagoras and ,plato1      
,lycurgus and ,solon--to complete their 
studies40 8,hence1 even the ,greeks in  
ancient times were accustomed to  borrow

 their politics and their learning from 
the ,egyptians40#cf    ,sidenote3       
,spartan education and ,egypt    ,of the
 four men mentioned1 we look upon       
,lycurgus as the founder of the         
,spartan government1 noted for the      
physical training it gave and the utter 
subjection of the individual to the     
state4 ,every historian recognized  this
 as due to the system of education      
introduced by ,lycurgus1 and  followed  
out by his people4 ,the newborn babe was
 adjudged worthy of life  or death by a 
council of the state1 the decision being
 based on the  physical condition of the
 infant4 ,at the age of seven the child 
became  the property of the state1 and  
so remained until sixty4 ,it was more   
exclusively a physical or purely secular
 education than that offered  elsewhere 
on earth4    ,sidenote3 ,athens and     
,egypt    ,the prosperity of ,athens1   
where was 8wrought out the most perfect 
form  of heathen civilization10 dates   
from the time of ,solon1 who1 as we have

  already learned1 finished his         
education in ,egypt4 ,in these two men  
we see the leaning toward the physical  
side1 made so prominent in pagan        
education4 8,the course of study in the 
school of ,pythagoras embraced          
mathematics1 physics1 metaphysics1 and  
medicine4 ,especial prominence was      
given mathematics1 which ,pythagoras    
regarded as the noblest science40  ,here
 is revealed the inclination of the     
pagan education toward the purely       
intellectual4 ,of ,plato we shall read  
later4    ,sidenote3 ,egyptian education
 universal    ,if ,egypt offered ground 
for the germination of the seed of pagan
  education1 ,greece brought the plant  
to its seed-producing state2 and  ,rome1
 acting as the wind with the thistle    
down1 scattered pagan  education        
broadcast4 ,of ,rome we read3 8,it      
gathered into its arms the  elements of 
,grecian and ,oriental culture1 and as  
its end drew nigh1 it  scatters them    
freely over the rest of ,europe4 ,rome  

has been the bearer of  culture to the  
modern world40#cg    ,sidenote3 ,plato  
in education    ,in order to understand 
the fertility of the seeds of pagan     
education1  it is necessary to regard   
with care the master mind of that       
system1 and  this we find in ,plato4    
,emerson1 in his 8,representative ,men10
 defines  his position and the position 
of his philosophy in the pagan and in   
the  so-called ,christian world1 making 
the teachings of this ,greek1 schooled  
in ,egypt1 crowd out the ,word of ,god  
itself4 ,he says3 8,out of ,plato come  
all things that are still written and   
debated among men of thought4444  ,the  
,bible of the learned for twenty-two    
hundred years1 every brisk  young man1  
who says in succession fine things to   
each reluctant  generation 7 444        
,erasmus1 ,bruno1 ,locke1 ,rousseau1    
,coleridge7 is some  reader of ,plato40 
,that is saying that for twenty-two     
hundred years ,plato and his            
educational system1 known everywhere as 

,platonism1 have taken the place  of the
 ,bible to the leading minds of the     
world4 8,plato is philosophy1  and      
philosophy1 ,plato1--at once the glory  
and the shame of mankind1 since  neither
 ,saxon nor ,roman have availed to add  
any idea to his categories10  continues 
,emerson4 8,no wife1 no children had he1
 and the thinkers of all  civilized     
nations are his posterity1 and are      
tinged with his mind4 ,how  many great  
men nature is incessantly sending up out
 of night1 to be his                    
men1--,platonists60    ,then he gives a 
list of illustrious names who have stood
 for learning in  the various ages of   
the world's history1 and continues3     
8,calvinism is in  his ,plato's ,phdo3  
,christianity is in it40 ,how little    
this writer  knew of the power of the   
truth as given by ,christ6 ,doubtless he
 formed  his judgment from professedly  
,christian teachers4 ,but he continues3 
8,mahometanism draws all its philosophy1
 in its handbook of morals1 444  from   

him ,plato4 ,mysticism finds in ,plato  
all its texts4 ,this citizen  of a town 
in ,greece is no villager nor patriot4  
,an ,englishman reads1  and says1 #8,how
 ,english6' a ,german1 #8,how           
,teutonic6' an ,italian1 #8,how  ,roman 
and how ,greek6'0 ,and to show that the 
recognition of ,plato is  not stopped by
 the ,atlantic1 our versatile ,new      
,england writer says3  8,plato seems1 to
 a reader in ,new ,england1 an ,american
 genius40 ,has the  reader any suspicion
 that our ,american educational         
institutions may have  recognized the   
universality of this master of          
philosophy1 and adopted  into their     
curricula his system of reasoning8 ,one 
traces1 without the aid  of magnifiers1 
the thread of pagan philosophy          
throughout the ,american  schools4      
8,as our ,jewish ,bible has implanted   
itself in the table talk and household  
life of every man and woman in the      
,european and ,american nations1 so the 
writings of ,plato have preoccupied     

every school of learning1 every lover   
of thought1 every church1 every         
poet1--making it impossible to think1   
on certain levels1 except through him4  
,he stands between the truth and  every 
man's mind1 and has almost impressed    
language and the primary forms  of      
thought with his name and seal4444 ,here
 is the germ of that ,europe  we know so
 well1 in its long history of arts and  
arms2 here are all its  traits1 already 
discernible in the mind of ,plato4444   
,how ,plato came thus  to be ,europe1   
and philosophy1 and almost literature1  
is the problem for  us to solve40#ch    
,one ceases to wonder that1 surrounded  
as was the ,corinthian church by  this  
philosophy and in daily touch with these
 ideas which have swayed  the world1    
,paul wrote to it against accepting the 
philosophy of men  in place of that     
divine philosophy which he and other    
apostles were  preaching through the    
cross of ,christ4 8,when ,i came to you1
 brethren10  writes the apostle1 8,i    

came not proclaiming the testimony of   
,god with  grand reasoning or           
philosophies1 for ,i decided to know    
nothing among  you except ,jesus        
,christ1 and ,he was crucified4444 ,and 
my thought and my  statement was not    
clothed in captivating philosophical    
reasons2 but1 in  demonstrated spirit   
and power1 so that your trust might not 
be in human  philosophy1 but in ,divine 
power40#ci 8,beware lest any man spoil  
you  through philosophy and vain deceit1
 after the tradition of men1 after  the 
elements margin of the world1 and not   
after ,christ40#dj    ,sidenote3        
,evolution the basis of ,platonism4     
,seeing1 then1 that the ,platonic system
 of education has exerted1 and is  still
 exerting1 such an influence over the   
minds of men1 it behooves  us to        
ascertain the basic principles of his   
system4 ,what did the man  believe1 and 
what did he teach8 ,quotations have     
already been given  showing that he is  
the father of modern philosophy4        

,emerson defines  this philosophy4 ,he  
says3 8,philosophy is the account which 
the human  mind gives to itself of the  
constitution of the world40 ,all        
attempts1  then1 to account for the     
constitution of the world when a 8thus  
saith  the ,lord10 is refused1 is       
philosophy4 ,and philosophy is ,plato4  
8,through faith we understand that the  
worlds were framed by the word  of ,god1
 so that things which are seen were not 
made of things which do  appear40#da    
,but ,platonism is the mind trying to   
account to itself for  the constitution 
of the worlds4 ,how1 think you1 did the 
author of this  philosophy go about to  
account for things which can be grasped 
by faith  alone8 8,to ,plato belongs the
 honor of first subjecting education to 
a  scientific examination10 says        
,painter4 ,here began the laboratory    
studies  which have been continued by   
,huxley1 ,darwin1 and others4 ,and thus 
from  ,plato ,europe and ,america have  
gained their ideas of evolution4 ,plato 

brought these ideas from ,egypt and     
,babylon1 and the schools of to-day     
follow this man-made philosophy4 ,our   
men of intellect write text-books  which
 they place in the hands of youth1      
teaching them to account for the        
constitution of the worlds according to 
the reasoning of men's minds4    ,a few 
more thoughts concerning ,plato1 and we 
shall see what evolution is1  and where 
it is now found4 ,aristotle1 the        
illustrious pupil of ,plato1  8created  
the science of logic10 8the science of  
exact reasoning10 as  ,webster puts it4 
,says ,emerson3 8,the balanced soul     
came40 8,his daring  imagination gives  
him the more solid grasp of facts4444   
,according to  the old sentence1 #8,if  
,jove should descend to the earth1 he   
would speak  in the style of ,plato4'0  
,this last1 the ,christian can readily  
believe2  but the ,son of man used an   
entirely different speech1 although     
,plato  antedates his birth over four   
hundred years1 and was1 at the time of  

the  advent of ,christ1 the ruler of the
 intellectual world4    ,sidenote3      
,platonism in modern schools    8,in    
reading logarithms1 one is not more     
secure than following ,plato  in his    
flights40 ,plato himself is given credit
 for saying3 8,there is  a science of   
sciences--,i call it ,dialectic--which  
is the intellect  discriminating the    
false and the true40 ,there is indeed a 
science of  sciences--the science of    
salvation4 ,there is verily a way of    
judging  between the false and the true1
 for the ,spirit of truth will guide you
  into all truth4 ,but the human brain  
can never do this4 ,it was this same    
logic1 ,plato's 8science of sciences10  
which was given such prominence in  the 
papal schools and all medieval          
education4 ,here stand the two systems  
side by side1 the one guided by human   
reason1 the other by the ,spirit  of the
 living ,god4 ,remember that the world  
bows to ,plato2 and1 raising  its hands 
in an attitude of worship1 lays at his  

feet its tribute1 its  dearest          
idol1--its educational system4          
,chambers's ,encyclopedia1 art4         
8,plato10 shows conclusively that this  
,greek philosopher holds still  his     
exalted position in literary circles and
 among educators4 ,it says3  8,since the
 ,french ,revolution particularly1 the  
study of ,plato has been  pursued with  
renewed vigor in ,germany1 ,france1 and 
,england2 and many of  our distinguished
 authors1 without expressly professing  
,platonism1--as  ,coleridge1            
,wordsworth1 ,mrs4 ,browning1 ,ruskin1  
etc41--have formed a strong  and growing
 party of adherents1 who could find no  
common banner under  which they could at
 once so conveniently and so honorably  
muster as that  of ,plato40             
,christians are to be gathered under the
 ensign of ,christ2#db but many         
educators of to-day find 8no common     
banner under which they could so        
conveniently and so honorably muster as 
that of ,plato40 ,christianity or       

paganism1 which shall it be in the      
education of ,protestant children  of   
to-day8 ,how did it happen that the     
ideas of ,plato were so generally       
accepted throughout ,europe8 ,the       
article in ,chambers's ,encyclopedia1   
from  which the foregoing quotation is  
made1 tells in the following words how  
the early ,christian church became      
contaminated by the teachings of ,plato3
  8,the works of ,plato were extensively
 studied by the ,church ,fathers1 one   
of whom joyfully recognizes1 in the     
great teacher of the academy1 the       
schoolmaster who1 in the fullness of    
time1 was destined to educate the       
heathen for ,christ1 as ,moses did the  
,jews40 ,if the early church adopted    
the educational system of ,plato1 one   
does not wonder that by the ,middle     
,ages ,europe was ready for ,greek      
philosophy4    ,sidenote3 ,platonism in 
,europe and ,america    ,in the year    
#adec1 the ,turks captured              
,constantinople1 and 8many ,greek       

scholars took refuge in ,italy4 ,the    
times were propitious for them40 ,let   
it be remembered that this was one of   
the mileposts in the history of the     
,dark ,ages4 ,the ,latin tongue had been
 the universal language during the  days
 of papal supremacy4 ,there was an      
uprising against the tyranny of the     
papacy over thought1 and the modern     
tongues began to appear4 ,in order  to  
stem the tide without losing ground1 the
 papacy turned the attention  of men's  
minds to ,greek classics rather than to 
the ,bible of ,wyclif or  ,erasmus1 and 
a little later to the writings of       
,luther4 ,indeed1 for the  papacy the   
8times were propitious40    8,noble and 
wealthy patronage was not lacking1 and  
under its fostering  care they 7the     
,greeks7 became for a time the teachers 
of ,europe4 ,they  succeeded in kindling
 a remarkable enthusiasm for antiquity4 
,manuscripts  were collected1           
translations were made1 academies were  
established1  and libraries were        

founded4 ,several of the popes became   
generous patrons  of ancient            
learning4444 ,eager scholars from       
,england1 ,france1 and ,germany  sat at 
the feet of ,italian masters1 in order  
afterward to bear beyond  the ,alps the 
precious seed of the new culture40#dc   
,painter further  gives the effects of  
this spread of ,greek classics3 8,in    
,italy it tended  strongly to paganize  
its adherents4 ,ardor for antiquity     
became at last  intoxication4           
,infidelity prevailed in the highest    
ranks of the church2  ,christianity was 
despised as a superstition2 immorality  
abounded in the  most shameful forms4   
,the heathenism of ,athens was revived  
in ,christian  ,rome40 ,and scholars    
from ,england1 ,france1 and ,germany sat
 at the feet of  these heathen teachers1
 drinking in their philosophy1 and then 
hastening  across the ,alps to propagate
 these ideas in the schools for the     
education  of the young4 ,this was the  
influence against which the ,reformation

 had to  fight4 ,it is from ,oxford1    
,cambridge1 and the universities of     
,germany and  ,france that ,american    
colleges and universities have imbibed  
these same  pagan ideas4    ,sidenote3  
,nature of the classics    ,the classics
 form the backbone of paganism1 as the  
,bible forms the basis  of ,christian   
education4 ,the classics are enduring1  
because they are  the highest product of
 the human mind4 ,the recent move in    
educational  circles1 and on the part of
 some of our leading colleges against   
the  study of the 8humanities0 7the     
,greek and ,latin classics71 and in     
favor of  the study of 8moderns0 7that  
is1 science1 modern languages1 and      
history71  can never reach a point of   
stability until the ,bible is put in its
  proper position as an educational     
factor1 for to push out the classics    
without putting in their place that     
which is equally as strong1 if not      
stronger1 is useless4 ,a reaction is    
inevitable1 and the classics will  be   

returned to their old-time place of     
honor4 ,christian education in its      
simplicity is the only alternative4     
,this does not mean the substitution of 
a class in ,bible or sacred history  for
 the former classics4 ,as the classic   
literature has been the basis  of all   
instruction in our schools since the    
,middle ,ages1 a reformation            
necessitates a decided breaking down of 
the old system1 and the adoption  of a  
new system built upon an entirely       
different foundation1--a system  in     
which the ,word of ,god shall be the    
basis of all education1 and the         
text-book in every line of study4       
,sidenote3 ,paganism and our children   
,parents1 reading this1 may say that but
 a small proportion of the people  ever 
obtain a classical education4 ,but if   
you send your child only to the  modern 
kindergarten1 he is there told the story
 of ,pluto2 or of ,ceres1  goddess of   
the golden grain2 ,mercury1 the winged  
messenger god2 the wood  nymphs2 olus1  

who rules the winds and brings the      
storms2 or ,apollo1  who is driven      
across the heavens in a chariot of fire4
 ,or1 if the real  ,greek names are     
dropped1 nature is personified in such a
 way as to  give the childish mind a    
distorted idea of things which leads to 
anything  but the pure and simple truth 
of ,god's ,word4 ,he thus drinks in the 
myths  and fables of the ,greeks from   
very infancy4 ,one of his ,first        
,readers has  the story of ,proserpina1 
who was stolen1 and hidden under the    
earth for  a season4 ,nature-studies are
 often made attractive to youthful minds
 by  being associated with the ancient  
,greek gods and goddesses4 ,but even in 
a  more subtle way the ideas of classic 
lore are taught in the evolutionary     
theories of science and philosophy1     
through primary1 grammar1 and           
high-school grades4    ,sidenote3       
,evolution    8,philosophy10 as before  
quoted1 is defined to be 8the account   
which  the human mind gives to itself of

 the constitution of the world40 ,that  
philosophy is now termed evolution1 for 
evolution is man's way of  accounting   
for the constitution of the world1 and  
the creatures which  inhabit it4 ,take  
notice of these words from the pen of   
,henry ,drummond4  ,in a paper prepared 
for the ,parliament of ,religions1      
entitled 8,evolution  of ,christianity10
 he says3 8,working in its own field1   
science made the  discovery of how ,god 
made the world40 8,through faith we     
understand  that the worlds were framed 
by the word of ,god10 writes ,paul to   
the  ,hebrews4#dd    ,mr4 ,drummond     
continues3 8,to science itself this     
discovery was startling  and as         
unexpected as it has ever been to       
theology4 ,exactly fifty years  ago ,mr4
 ,darwin wrote in dismay to ,mr4 ,hooker
 that the old theory of  specific       
creation--that ,god made all species    
apart1 and introduced them  into the    
world one by one--was melting away      
before his eyes4 ,he unburdened  the    

thought1 as he says in his letter1      
almost as if he were confessing  a      
murder4 ,but so entirely has the world  
bowed to the weight of facts  before    
which even ,darwin trembled1 that one of
 the last books on  ,darwinism by so    
religious a mind as that of ,mr4 ,alfred
 ,russell ,wallace1  contains in its    
opening chapter these words3 #8,the     
whole scientific and  literary world1   
even the whole educated public1 accepts 
as a matter  of common knowledge the    
origin of the species from the other    
allied  species1 by the ordinary process
 of natural birth4 ,the idea of special 
creation1 or any other exceptional mode 
of production1 is absolutely  extinct4'0
    ,it would be well if each could read
 the words of ,drummond for himself2    
but in brief he says3 8,it is needless  
at this time of day to point out  the   
surpassing grandeur of the new          
conception evolution4 ,how it has       
filled the ,christian imagination and   
kindled to enthusiasm the soberest      

scientific minds from ,darwin downward  
is known to everyone4 ,for that         
splendid hypothesis we can not be too   
grateful to science2 and that  theology 
can only enrich itself which gives it   
even temporary place in  its doctrine of
 creation40    ,how strange that ,god   
failed to make known this stupendous    
truth 787  through his ,word1 and left  
it for science in the hands of ,plato's 
descendants to figure out6 8,what it    
needed10 says ,drummond1 8was a         
credible presentation1 in view          
especially of astronomy1 geology1       
paleontology1 and biology4 ,these1 as we
 have said1 had made the former  theory 
simply untenable4 ,and science has      
supplied theology with a theory  which  
the intellect can accept40 ,faith has   
been laid aside4 ,the human  intellect  
has been exalted4 ,paganism has cast out
 ,christianity1 and our  boys and girls 
now study the nebular hypothesis1       
explanatory of the  creation of the     
worlds1 in their astronomy and          

geography2 they dwell upon  the eons of 
ages consumed in the formation of the   
geologic strata of the  earth2 they     
study the fossils of the ages past1 and 
from them describe  the evolution of man
 from a polyp4    ,sidenote3 ,schools   
have greatest influence    ,of what use 
is the preaching of the gospel on one   
day of the week1 while  six days out of 
seven paganism guides the intellect8    
,why sit dreaming of  heaven1 or spend  
money to proselyte1 while pagan         
education leads your own  children by   
the hand1 and weaves about their mind a 
network of theories  which blinds their 
eyes to spiritual truths8 ,there is     
weight in the words  of ,president      
,harper1 of ,chicago ,university1 who   
says3 8,it is difficult  to prophesy    
what the result of our present method of
 educating the youth  will be in fifty  
years4 ,we are training the mind in our 
public schools1  but the moral side of  
the child's nature is almost entirely   
neglected4  ,the ,roman ,catholic       

,church insists on remedying this       
manifest evil1 but  our ,protestant     
churches seem to ignore it completely4  
,they expect the  ,sunday-school to make
 good what our public schools leave     
undone1 and the  consequence is that we 
overlook a danger as real and as great  
as any we  have had to face40           
,,viii    ,,christ ,,the ,,educator ,,of
 ,,educators      ,i4 ,,the ,,christ    
,,life    ,to ,israel as a nation had   
been intrusted the sacred gift of       
teaching2 but  the power had departed   
from this people because they had       
mingled their  educational ideas with   
the heathen1 and had so far forgotten   
the commands  of ,jehovah that they were
 sending their children to heathen      
teachers1  inviting into their midst the
 prophets of ,baal4#de ,that nation     
whose  prophets had more than once      
warned the kings of the earth of        
impending  danger1 heard no longer the  
voice of ,god4 ,for nearly four hundred 
years  no prophet had arisen in ,israel4

 8,prophecy had become so completely    
extinct--the ,spirit had so utterly     
departed from ,israel--that it was      
apparently assumed by many that a new   
prophet was an impossibility40 ,had  the
 ,god who brought their fathers out of  
,egypt1 who had driven out the  nations 
before their face1--the ,god of         
,abraham1 ,isaac1 and ,jacob1--had ,he  
forsaken ,his people8 ,often the        
question was asked1 as the family circle
  formed around the table4 ,almost with 
bated breath mothers awaited the  birth 
of a child1 hoping it might be the      
chosen of ,god1 but still no  prophet   
came4    ,sidenote3 ,israel prior to    
birth of ,christ    ,the priests in     
,israel went on in their formal round of
 duties2 yearly  the nation assembled at
 ,jerusalem for the annual feasts4      
,thousands of  victims were slain1 and  
the blood ran freely from the altar2 but
 there  was no answering fire1 no glow  
of the ,shekinah4 ,jewish children sat  
day  after day at the feet of masters in

 ,israel1 listening to the repetition   
of tradition and the words of the       
,talmud2 but the life had departed from 
the instruction1 and there was no       
response in the souls of men4 ,heaven   
waited anxiously for the opening of some
 soul to the inflow of ,god's  ,spirit1 
but the avenues through which it should 
have come were closed4  ,teachers who   
should have been 8under the full control
 of the ,spirit10  knew not what it was 
to hear the voice of ,god2 and children1
 fed only  with physical and mental     
food1 grew to manhood with shriveled    
spiritual  natures1 to become in turn   
the teachers of the next generation4 ,as
  ,israel's governmental prosperity was 
due to her educational system1 as  her  
land produced abundantly when the       
children were properly taught1 and  as  
the nations round them bowed in respect 
to the chosen of ,god so long  as they  
adhered to the system of education once 
offered1 it is no wonder  that the year 
#e ,b4,c41 following centuries of       

departure from these truths1  found     
,palestine in the iron grasp of ,rome1  
and its people scarce able to  pay the  
necessary tribute4 ,heaven's eye saw    
this and more4    ,sidenote3 ,john the  
,baptist    ,among the priests who      
ministered in the temple was one who    
looked for a  deliverer1 and to him the 
angel ,gabriel came with the words3     
8,thy prayer  is heard2 and thy wife    
,elizabeth shall bear thee a son1 and   
thou shalt  call his name ,john40       
,although this man had touched the chord
 on which  angels sang1 and was enabled 
to feel the pulse-beat of the ,eternal1 
the angel's words startled him1 and he  
believed them not4 ,and that the  sounds
 of earth might for a time be shut out1 
and ,zacharias be enabled to  listen    
only to the voice of ,god1 the angel    
laid his hand upon him1 and he  remained
 speechless until the day of the        
fulfillment of ,gabriel's words4        
,sidenote3 ,the education of the        
forerunner    ,a prophet was born who   

was to turn the hearts of ,israel to    
their ,god4 ,he  came in the spirit and 
power of ,elias1 preaching repentance4  
,his life was  one of loneliness and    
poverty4 ,his time was spent away from  
the cities  and multitudes2 for         
,jerusalem1 the appointed leader of     
nations1 no longer  offered an education
 fitted for her own prophets4 ,and so   
,god trained  ,john4 ,of those born of  
women there is none greater than ,john  
the ,baptist4    ,sidenote3 ,jesus of   
,nazareth    ,once more heaven and earth
 were linked4 ,how small the chain6     
,only1 as it  were1 the size of a       
thread1 and the connecting link was the 
heart of a  woman6 ,but in the town of  
,nazareth1 the lowly and the despised1  
lived a  young woman1 betrothed to      
,joseph1 a carpenter of ,galilee4       
,looking into  the future1 little more  
than dreaming of life and its hopes1 she
 lifted  her eyes1 and beheld an angel4 
,the soul longing to be in tune with    
,god1 brings angelic hosts to earth4 ,if

 that yearning be but a mother's        
longing1 heaven bows a listening ear2   
the throb is felt throughout  creation4 
,so close is ,god to man6 ,the words1   
8,hail1 highly favored1 the  ,lord is   
with thee10 startled ,mary1 for she had 
not expected such a quick  response4    
,she was troubled1 but the angel said1  
8,fear not1 ,mary40 8,the  power of the 
,highest shall overshadow thee2         
therefore also that holy  thing which   
shall be born of thee shall be called   
the ,,son ,,of ,,god40 8,the  fullness  
of time had come40 ,god1 having waited  
years for ,israel to return  to ,him1   
now accomplished the master stroke of   
the ,godhead4 ,creation  wondered4      
,the ,spirit overshadowed ,mary2 it     
thrilled her nerves1 and touched to     
life the germ of a new being4 ,to       
humanity was given the power to form a  
body for the indwelling of the ,god of  
heaven4 8,a body hast ,thou prepared    
,me40 ,the treasure was in an earthen   
vessel1 that the more glory might       

abound to ,god4 8,christ set up ,his    
tabernacle in the midst of our human    
encampment4 ,he pitched ,his tent by the
 side of the tents of men1 that ,he     
might dwell among us1 and make us       
familiar with ,his divine character and 
life40#df    ,sidenote3 ,early          
,education of ,christ    ,the early     
years of the ,christ child found ,him   
sitting at ,his mother's  knee4 ,from   
her lips and from the scrolls of the    
prophets1 ,he learned  of heavenly      
things6 ,nature was ,his unwearied      
teacher2 from her ,he  gathered stores  
of scientific knowledge4 ,he studied the
 life of plants  and animals1 and the   
life of man4 8,the parables by which1   
during ,his  ministry1 ,he loved to     
teach ,his lessons of truth1 show how   
open ,his  spirit was to the influences 
of nature1 and how ,he had gathered the 
spiritual teaching from the surroundings
 of ,his daily life40 8,as the  hart    
panteth after the waterbrooks10 so      
panted ,his soul for spiritual          

intercourse with the ,father2 and that  
longing which led ,him to listen        
attentively for the voice of ,god in    
nature1 developed the highest powers  of
 ,his mind4    ,sidenote3 ,the spiritual
 first in ,christ's education    ,his   
was not a sudden growth1 but gradual1 as
 with other children2 and  while        
developing a strong physical body1 8the 
child grew1 and waxed  strong in spirit1
 filled with wisdom40 ,the secret of the
 difference  between ,jesus and ,his    
companions is revealed in this verse4   
,most children  develop mentally and    
physically1 especially during their     
first twelve  years2 but the spiritual  
nature of ,christ was the leading one   
and in ,his  threefold nature the mental
 and physical were always well balanced 
by  the spiritual4 ,as ,hinsdale says3  
8,the divine mind1 the human heart1 and 
nature are closely united0 in ,him4 ,he 
did not seek instruction in the         
rabbinical schools1 for they had lost   
the spirit which to him was life4       

,sidenote3 ,christ recognized his life  
work    ,at an early age1 probably not  
later than twelve1 ,he recognized ,his  
life  work1 and henceforth every energy 
was bent in one direction4 ,his lot was 
to reveal the divinity of ,god1 to show 
the possibilities of the ,god-man1  to  
prove to the world that it is possible  
for ,god and man to unite and  for the  
spiritual nature to rule2 and proving   
this1 to show that the  heavenly        
instituted system of education was not a
 failure1 although at  that time it was 
in disrepute4    ,sidenote3 ,christ     
chose the spiritual plane    ,the age of
 twelve was a critical period in the    
life of a ,jewish child1  for it was    
then that the physical nature was       
approaching maturity4 ,the  next few    
years meant much to the youth1 for he   
then had it within his  power to choose 
for life the plane upon which he        
expected to live4 ,if  physical strength
 and the gratification of the natural   
senses are the  height of ambition1 by  

yielding to temptations of this nature  
at about  this age the life-habits are  
fixed4 ,perhaps in other countries the  
development is somewhat slower1 owing to
 climatic influences1 but from  twelve  
to sixteen every youth struggles against
 tendencies and ambitions  which a few  
years later cease to be temptations4 ,it
 was so with ,christ2  but as ,he stood 
watching the paschal services at the    
time of ,his first  visit to the temple1
 8day by day ,he saw their meaning more 
clearly4 ,every  act seemed to be bound 
up with ,his own life4 ,new impulses    
were awakening  within ,him40 ,for      
years1 that service1 established to     
appeal to the  spiritual nature1 had    
degenerated into the mere slaying of    
beasts4 ,for  the first time a soul was 
touched1 and heavenly impulses were     
awakened4  ,it was then that the        
temptation to pass a life in physical   
ease was met  and overcome4 ,heaven     
seemed to open to the child's eyes1 and 
,he heard the  call of ,god to a life   

with ,him4 ,he sought to be alone1 and  
in the silence  ,his heart caught the   
vibrations of heavenly beings1 and the  
grosser  physical nature was abandoned  
forever4    ,sidenote3 ,christ and the  
rabbis    ,the resolve formed1 a new    
light and power seemed to take          
possession of  ,his mind1 and entering  
the school conducted in the temple1 ,he 
listened  eagerly to hear from the lips 
of the rabbis some spiritual lesson4    
8,the  doctors turned upon ,him with    
questions1 and they were amazed at ,his 
answers40 ,he manifested such deep      
piety1 and ,his questions opened to the 
minds of ,his listeners such depths of  
truth1 that wonder filled their  minds4 
,a harp swept by heavenly zephyrs was   
before them1 and the music  fell on     
untrained ears4 ,the first work of the  
heaven-sent teacher had  begun4 8,wist  
ye not that ,i must be about ,my        
,father's business80 ,he  asked1 as     
,joseph and ,mary met ,him at the temple
 gate4 ,they saw ,him with  physical    

eyes1 and thought ,him all their own2   
but the eye of the child  had pierced   
the cloud which hung between heaven and 
earth4    ,sidenote3 ,manual training in
 ,christ's life    ,from ,jerusalem ,he 
returned with ,his parents1 and aided   
them in their life  of toil4 8,he hid in
 ,his own heart the mystery of ,his     
mission1 waiting  submissively for the  
appointed time for ,him to enter upon   
,his work40  ,those eighteen years were 
years of toil and study4 ,each day drew 
,him  nearer to the time when a voice   
from heaven should proclaim ,him a      
divine  teacher4 ,he was not impatient1 
but as a carpenter did thorough work2 as
 a  son1 ,he was obedient2 and as a     
subject1 ,he was law-abiding4           
,sidenote3 ,the age of strongest        
spirituality    ,he never lost sight of 
the fact that ,he had a mission1 and    
that it took  a spiritual life to       
fulfill that mission4 ,he was tempted in
 all points1  and suffered in the       
temptation2 but each resistance was a   

round added  in the ladder ,he was      
building toward heaven4 ,there was a law
 in ,israel  calling the priests to     
their sacred office at the age of       
thirty4 ,this  statute was based upon a 
law of human nature4 ,the allotted time 
of man's  life is divided into two      
portions4 ,the first forty years is a   
time of  growth1 the last thirty a      
period of decline4 ,of the first half we
 have  the age of physical development1 
then a time when the intellectual powers
  are in the ascendency1 and from       
twenty-five to thirty or thirty-five is 
the time of special development in the  
spiritual nature4 ,every man has  three 
chances in life2 and the choice made1   
whether for worldly honor1  for         
intellectual powers1 or a life of faith1
 depends wholly upon the  object        
constantly kept before the child by its 
educators4 ,had ,christ  been under the 
influence of the teachers of ,his day1  
the probability  is that ,he would have 
chosen to live either on the physical or

 the  intellectual plane1 for this was  
the choice made by all the pupils of    
those schools1 but ,his early training  
by ,mary1 who1 as a mother1 had  yielded
 herself as the 8handmaid of the ,lord10
 and ,his close communion  with ,god    
through the works of nature1 guided ,him
 into right channels1 and  at the       
auspicious moment ,he voluntarily       
offered ,himself to ,his ,father to     
fulfill the mission which it lay in ,his
 power to reject4 ,of ,his later        
struggles the record is silent4 ,there  
came a period1 however1 when ,he  might 
have posed as an intellectual leader1   
but ,his earlier decision led  ,him to  
pass this temptation unsullied4 ,to     
prove this true1 we need only  to study 
the nature of the temptations presented 
in the wilderness4 ,that  ,he remained  
true to ,his mission is due to early    
training4 ,this will not  be            
controverted1 for it is a divine law    
seen everywhere in nature4#dg      ,,ii4
 ,,the ,,ministry ,,of ,,the            

,,god-,,man4    ,sidenote3 ,jesus as a  
teacher    ,one of the gifts of the     
,spirit is that of teaching1 and ,christ
 was a  born teacher4 ,acquired ability 
amounts to but little where the spirit  
of teaching is wanting4 ,christ was a   
teacher both by virtue of ,his          
nationality1 since all ,jews were called
 to be teachers1 and also by  direct    
appointment2 for ,he had to accomplish  
in ,his own life what the  nation had   
refused to accomplish4 ,he carried with 
,him no credentials1 no  statement of   
scholarship signed by the doctors of    
,israel1 for none of  these schools had 
known ,him as a pupil2 yet ,nicodemus1 a
 master teacher  in ,jerusalem1 after   
listening to ,his words1 sought ,him in 
the quiet  evening hours1 and addressed 
,him as ,rabbi1--,,teacher4 ,in the     
course of  the conversation this learned
 man said1 8,we know that thou art a    
divine  teacher1 for no man can do as   
,thou except ,god be with him40 ,it was 
as a  teacher1 and more1 as a divine    

teacher1 that ,he was known from the    
very  beginning of ,his ministry4 ,his  
ministry was a ministry of teaching4 ,he
  was known as a teacher1 not so much by
 the words ,he spoke as by the life  ,he
 lived1 and the works ,he did4          
,sidenote3 ,as a teacher1 success       
depended upon the life    ,the words of 
,bushnell are true3 8,we can see for    
ourselves in the simple  directions and 
freedom of ,his teachings1 that whatever
 ,he advances is  from ,himself40 ,he   
was giving ,himself1 and that ,he had a 
self1 a divine  self1 to give is due to 
the education of the child and youth4   
,god's  image was perfect in ,him1 and  
when the time of ministry came1 there   
shone from ,him what previous years had 
been developing in ,him4 ,,this ,,is    
,,the ,,object ,,of ,,christian         
,,education4 ,the same author further   
says3 8,he  is the high-priest 444 of   
the divine nature1 speaking as one that 
has  come out from ,god1 and has nothing
 to borrow from the world4 ,it is not   

to be detected 444 that the human sphere
 in which ,he moved imparted  anything  
to ,him4 ,his teachings are just as full
 of divine nature1  as ,shakespeare's of
 human40 ,what a commentary on the two  
systems of  education1 the one choosing 
inspiration as a basis2 the other1 the  
product of the human brain6             
,sidenote3 ,he taught as one having     
authority    ,bushnell continues3 8,in  
,his teaching ,he does not speculate    
about ,god1 as  a school professor1     
drawing out conclusions by a practice on
 words1 and  deeming that the way of    
proof2 ,he does not build up a frame of 
evidence  from below1 by some           
constructive process1 such as the       
philosophers  delight in2 but ,he simply
 speaks of ,god and spiritual things as 
one  who has come out from ,him1 to tell
 us what ,he knows4 ,and ,his simple    
telling brings us the reality2 proves it
 to us in its own sublime               
self-evidence2 awakens even the         
consciousness of it in our own bosom2 so

  that formal arguments or dialectic    
proofs offend us by their coldness1  and
 seem1 in fact1 to be only opaque       
substances set between us and the       
light4 ,indeed1 ,he makes even the world
 luminous by ,his words--fills it  with 
an immediate and new sense of ,god1     
which nothing has ever been able  to    
expel4 ,the incense of the upper world  
is brought out in ,his garments1  and   
flows abroad1 as perfume1 on the        
poisoned air40 ,and no wonder1 for  from
 a child ,he had breathed the atmosphere
 of heaven4 ,every child  should have   
the same privilege4    ,sidenote3       
,principles of ,christ's education      
,when the two teachers1 ,christ and     
,nicodemus1 the representatives of two  
systems of education1 the divine and the
 worldly1 met1 ,christ outlined to  his 
questioner the principles upon which    
,his system was based3#dh--    #a4 ,its 
primary object is to prepare its pupils 
for the kingdom of ,god1 a  spiritual   
kingdom4    #b4 ,the first step is a    

spiritual birth2 for 8,god is a ,spirit3
 and they  that worship ,him must       
worship in spirit40 8,that which is born
 of the  flesh is flesh2 and that which 
is born of the ,spirit is spirit40      
#c4 ,this the natural man can not       
understand1 for it is spiritually       
discerned4 ,as well might ,i try to     
explain it to you1 ,nicodemus1 as to    
explain the blowing of the winds2 you   
can see the results1 but the truth  can 
not be grasped by the senses4 ,do you   
pose as a teacher in ,israel1 and  know 
not these things8 8,if ,i have told you 
earthly things1 and ye believe  not1 how
 shall ye believe1 if ,i tell you of    
heavenly things80 ,i have but  begun to 
tell you of the plan of the ,father4    
,there are yet many things1  8but ye can
 not bear them now40    #d4 ,the things 
,i teach are as light in the darkness4  
8,every one that doeth  evil hateth the 
light1 444 but he that doeth truth      
cometh to the light40  ,it is thus that 
,i distinguish true scholars from the   

false4 ,when truth  is offered1 some    
believe1 and whosoever believes in the  
,son of man shall  have eternal life4   
,nicodemus said3 8,how can these things 
be80 ,he longed for proof1 for          
demonstration4 8,proof is indeed the    
method of science1 including  theology2 
it has1 no doubt1 a function in         
religious teaching2 but  it is not the  
method of the highest form of religious 
teaching4 ,the  fundamental truths of   
religion are directly revealed to the   
human  consciousness1 and are not argued
 out or logically established4444 ,the  
greatest religious truths lie deeper    
than formal reasoning4 ,this is  the    
reason why the greatest religious       
teachers have worked below the          
proposition-and-proof level2 as said    
before1 they have something of the      
prophetic gift4 ,it may be added that no
 preacher or teacher who works  mainly  
on this line will attract the most      
religious minds2 he will not  attract   
even those who have the piety of the    

intellect1 to say nothing of  the piety 
of the affections and the will4 ,he may 
develop logical acumen1  critical       
ability1 and controversial power1 but he
 will prove unequal  to the generation  
of spirituality4444 ,such a minister    
will be sure to  lead his flock into the
 error that is now far too common1--of  
assigning a  disproportionate place in  
religious faith and life to the         
understanding1  to the partial exclusion
 of the heart40#di    ,sidenote3 ,his   
pupils    ,his actual work as a teacher 
is seen in ,his dealings1 first1 with   
the  apostles1 ,his immediate followers1
 who were in training that they in  turn
 might become teachers2 second1 with the
 multitudes who thronged ,his  way2     
third1 with the children who were       
brought to ,him by mothers1 and who     
were taught by ,him1 that mothers and   
apostles might the better know how  to  
deal with youthful minds4 ,primarily1   
,his was a training-school for  workers1
 and ,his pupils represented every phase

 of human disposition4  ,he chose humble
 fishermen1 because their minds were    
unprejudiced1 and  they had less to     
unlearn before accepting the truth4 8,he
 knew what was  in man40 ,that is1 ,he  
had insight into the minds and hearts1  
and knew  just what was needed to awaken
 the soul-life of each student4 ,this is
 a  necessary gift in the successful    
teacher4 ,how much that is now taught   
would be dispensed with if teachers     
could read the soul conditions  of      
pupils1 and then feed them with only    
such food as would nourish4  ,this1 too1
 is ,christian education4 ,before the   
teacher can have such  an experience1   
however1 he must have soul culture1 and 
be in such close  touch with the        
fountain of truth that he can draw      
whatever is needed4  ,the well is deep1 
and faith alone can bring the water of  
life to the  surface4#ej    ,sidenote3  
,his schoolroom the country4    ,with   
,his chosen apostles1 ,christ 8withdrew 
from the confusion of the  city to the  

quiet of the fields and hills as more in
 harmony with the  lessons of           
self-abnegation he desired to teach     
them4444 ,here1 surrounded  by the works
 of his own creation1 he could turn the 
thoughts of his  hearers from the       
artificial to the natural40 ,those      
schools to-day which  are located in    
some quiet country place afford the best
 opportunities for  education4          
,sidenote3 ,text-books    ,the books    
used seem to be two1 and only two3 the  
writings of the  prophets and the great 
book of nature4 ,hinsdale says3         
8,scripture  furnishes the basis of ,his
 teaching4444 ,it is impossible to say  
how  many distinct recognitions of      
,scripture are found in ,his teachings1 
but  the number and range are both      
large4444 ,one of the most interesting  
of  these methods is his constant habit 
of expanding ,scripture1 or1 as we      
might say1 of reading into it new       
meanings4 ,he thus treats not merely    
prophetic passages1 but also dogmatic   

passages2 moreover1 ,his meanings  are  
sometimes new1 not merely to the ,jewish
 teachers1 but also to the  authors of  
the passages themselves40#ea ,this was  
because the teacher was  led by the     
,spirit of truth1 which guides into all 
truth4    ,sidenote3 ,his system        
emphasized the practical    ,it must be 
remembered that this instruction was    
given to men of mature  minds1 and      
tended to fit them to become teachers of
 all men in whatever  station4 ,probably
 none of the apostles were under thirty4
 ,they were men  who had become settled 
in a life work4 ,john1 the youngest1 was
 most  susceptible to spiritual         
teaching1 and at length developed this  
nature so  fully that his spirit left   
his body in vision4#eb ,painter         
expresses well  the method of           
instruction followed by ,christ4 ,he    
says3 8,he observes the  order of       
nature1 and seeks only a gradual        
development1--#8first the blade1  then  
the ear1 after that the full corn in the

 ear4' ,with ,his disciples1  ,he       
insists chiefly upon the practical and  
fundamental truths of  religion1        
building1 as it were1 a substantial     
framework in the  beginning1 which the  
,holy ,spirit was to conduct afterward  
to a harmonious  and beautiful          
completion40#ec    ,sidenote3 ,visible  
results of ,his teaching    ,it was thus
 that all the truths we call doctrines  
were taught4 ,the lesson  on the        
resurrection was at the tomb of         
,lazarus2 the one on ,sabbath           
observance was in the synagogue1 healing
 the withered hand1 or bidding  the dumb
 to speak4 8,one finds in ,his program10
 says a ,french writer1  8neither       
literary studies nor course of theology4
 ,and yet1 strange as  it may seem1 when
 the moment of action arrives1 the      
disciples--those  unlettered            
fishermen--have become orators that move
 the multitudes and  confound the       
doctors2 profound thinkers that have    
sounded the ,scriptures  and the human  

heart2 writers that give to the world   
immortal books in a  language not their 
mother tongue40 ,if the worth of a      
system of education  is to be judged by 
results1 the world must hold its peace  
when looking  upon the work of ,christ4 
,astonishment will again take hold of   
men when  ,christians return to ,his    
methods4 ,of ,his reference to nature we
 have no  need to write1 for ,his       
parables are the wonder of the ages1 and
 take  a unique position in the         
literature of all times4 ,christ was    
not1 as  many other teachers1 a writer  
of books4 ,his writing was on the hearts
  of men4 ,he spoke1 and the vibratory  
waves set in motion have continued      
until to-day1 and still beat upon our   
hearts4 ,the soul of the spiritually    
minded hears1 and men to-day become     
pupils of the ,man of ,nazareth as      
verily as did ,peter1 ,james1 and ,john4
    ,sidenote3 ,indications of a        
completed course    ,a student was ready
 to go forth from ,christ's teachings to

 open the truth  to others only when he 
could say1 8,lo1 now speakest ,thou     
plainly4444 ,now  we are sure that ,thou
 knowest all things1 and needest not    
that any man  should ask ,thee4 ,by this
 we believe that ,thou camest forth from
 ,god40#ed  ,with the multitudes ,he did
 a work similar to that with the        
disciples2 but  because they were coming
 and going1 ,he could not do the same   
thorough  work4 ,his teaching1 however1 
was always practical1 and the farmer    
went  to his field a better man1 seeing 
,god in the growing grain2 the fisherman
  returned to his nets with the thought 
ringing in his mind that he should  be a
 fisher of men2 the mother returned to  
her home recognizing her  children as   
younger members of ,god's family1 and   
with a strong desire  to teach as ,he   
taught4 ,the tendency always in all ,his
 teaching was to  arouse thought1 to    
awaken soul-longings1 and cause hearts  
to beat with  a new life fed from above4
 ,standing between heaven and earth of  

the  musical scale1 ,his life vibrated  
in unison with those higher notes of    
the universes circling round ,his       
,father's throne1 and with ,his human   
arm  ,he encircled the world1 imparting 
to beings here the same life1 striving  
always to bring them into tune with the 
,infinite4 8,i1 if ,i be lifted up10    
,he said1 8will draw all men unto ,me40 
,,ix    ,,education ,,in ,,the ,,early  
,,church      ,sidenote3 ,the church to 
teach all nations    8,i pray not that  
,thou shouldest take them out of the    
world1 but that  ,thou shouldest keep   
them from the evil4 ,they are not of the
 world1 even  as ,i am not of the world4
 ,sanctify teach them through ,thy      
truth40#ee  ,as ,he lifted ,his eyes to 
heaven in those moments of quiet1 just  
before  entering ,gethsemane1 these     
words fell from the lips of the ,son of 
man4  ,looking upon the little company  
of men clustering around ,him1 ,he saw  
in  them the nucleus of the church which
 was to be called by ,his name1 and     

,his heart yearned for that body of     
,christians4 ,many and fierce would be  
their struggles2 for ,he had breathed   
into the hearts of men a system of      
instruction which1 because it was truth1
 would awaken all the bitterness  of the
 enemy of truth2 and the new system must
 be able to resist all  the darts which 
human minds1 swayed by the prince of    
evil1 could hurl4  ,divine philosophy   
must meet and vanquish human philosophy4
 ,that was  now the controversy1 and it 
was left to a few weak men to start the 
work4  ,what power was in that ,spirit  
of truth with which they were baptized6 
,his commission to this same company1 as
 they watched ,him recede from  earth on
 the day of ,his ascension1 was1 8,go ye
 therefore1 and teach all  nations40    
,they1 the true ,israel1 were now to    
become teachers of nations4             
,recognizing the difficulties to be met1
 ,he had1 on another occasion1  said3   
8,i send you forth as sheep among       
wolves3 be ye therefore wise  as        

serpents1 and simple as doves40 ,in no  
boasted philosophy1 no  high-sounding   
words1 but in simplicity of truth1 was  
to lie their  strength4 ,of the works of
 the apostles and those who believed on 
,christ  through their teaching1 we have
 this divine testimony1 8,i know thy    
works1  and thy labor1 and thy patience1
 and how thou canst not bear them which 
are evil3 and thou hast tried them which
 say they are apostles1 and  are not1   
and hast found them liars3 and hast     
borne1 and hast patience1  and for my   
name's sake hast labored and hast not   
fainted40#ef ,it is  therefore evident  
that a great work was done1 and that    
very speedily2  for again ,inspiration  
describes it3 8,behold a white horse3   
and he  that sat on him had a bow2 444  
and he went forth conquering1 and to    
conquer40#eg ,men1 though admonished to 
be as harmless as doves1 were           
nevertheless1 when teachers of truth1   
enabled to make themselves felt in  the 
world4    ,sidenote3 ,a call from       

popular education    ,to accept         
,christianity in those early days meant 
the withdrawal from  everything before  
cherished2 it meant not only the        
separation from  heathenism in worship1 
or ,babylon1 but also from heathenism in
 thought  and education1 or ,egypt4 ,it 
was a second exodus4 ,justin ,martyr1 a 
,christian born near the close of the   
first century1 is quoted by ,painter1   
as he describes the life of a follower  
of ,christ3 8,we who once delighted  in 
lewdness now embrace chastity2 we who   
once embraced magical arts1 have        
consecrated ourselves to the good and   
unbegotten ,god2 we who loved above  all
 things the gain of money and           
possessions1 now bring all that we have 
into one common stock1 and give a       
portion to everyone that needs2 we who  
once hated and killed one another1 now  
pray for our enemies40    ,with this    
spirit in the church we are not         
surprised to find that in the  words of 
,coleman1 8,the tender solicitude of    

these early ,christians  for the        
religious instruction of their children 
is one of their most  beautiful         
characteristics4 ,they taught them1 even
 at the earliest dawn  of intelligence1 
the sacred names of ,god and the        
,saviour4 ,they sought to  lead the     
infant minds of their children up to    
,god1 by familiar narratives  from      
,scripture1 of ,joseph1 of young        
,samuel1 of ,josiah1 and of the holy    
child ,jesus4 ,the history of the       
patriarchs and prophets1 apostles1 and  
men whose lives are narrated in the     
sacred volume1 were the nursery  tales  
with which they sought to form the      
tender minds of their children4  ,as the
 mind of the child expanded1 the parents
 made it their sacred  duty and         
delightful task daily to exercise him in
 the recital of select  passages of     
scripture relating to the doctrines and 
duties of religion4  ,the ,bible was the
 entertainment of the fireside4 ,it was 
the first1 the  last1 the only          

schoolbook almost1 of the child2 and    
sacred psalmody1 the  only song with    
which his infant cry was hushed as he   
was lulled to rest  on his mother's arm4
 ,the sacred song and the rude melody of
 its music  were1 from the earliest     
periods of ,christian antiquity1 an     
important  means of impressing the      
infant heart with sentiments of piety1  
and of  imbuing the susceptible minds of
 the young with the knowledge and the   
faith of the ,scriptures40    ,sidenote3
 ,true education developed missionaries 
,painter writes3 8,the purpose of these 
early ,christian parents1 as of  the    
ancient ,jews1 was to train up their    
children in the fear of ,god4  ,in order
 that the children might be exposed as  
little as possible to  the corrupting   
influence of heathen associations1 their
 education was  conducted within the    
healthful precincts of home4 ,,as ,a    
,,result1 they grew  up without a taste 
for debasing pleasures2 they acquired   
simple domestic  tastes2 and when the   

time came1 they took their place as     
consistent and  earnest workers in the  
church40#eh ,these words make several   
facts very  prominent3--    #a4         
,christian education should begin in the
 home4    #b4 ,bible stories should be  
the basis for nursery tales and infant  
songs4    #c4 ,christians should carry  
out the plan of education which the     
,jews  failed to obey1 and which ,christ
 revealed in a new light4    #d4 ,the   
results of such ,christian education in 
the home school will be  elevated       
characters and workers in the cause of  
,god4    ,would that it could be said of
 ,christian mothers to-day1 as a heathen
  orator once exclaimed concerning those
 early followers of ,christ1 8,what     
wives these ,christians have60          
,sidenote3 ,the duty of parents    ,one 
of the early ,fathers thus expresses the
 danger of children and youth  in the   
schools of the world1 and shows the     
character of the education  needed3     
8,mothers ought to care for the bodies  

of their children1 but it  is necessary 
also that they inspire their offspring  
with love for the  good and with fear   
toward ,god4 ,and fathers will not limit
 themselves to  giving their children an
 earthly vocation1 but will interest    
themselves  also in their heavenly      
calling4    8,the most beautiful        
heritage that can be given children is  
to teach them  to govern their          
passions4444 ,let us have for our       
children the same fear  that we have for
 our houses1 when servants go with a    
light into places  where there is       
inflammable material1 as hay or straw4  
,they should not  be permitted to go    
where the fire of impurity may be       
kindled in their  hearts1 and do them an
 irreparable injury4 ,a ,,knowledge ,,of
 ,,the ,,scriptures  ,,is ,,an          
,,antidote ,,against ,,the              
,,unreasonable ,,inclinations ,,of      
,,youth ,,and ,,against  ,,the ,,reading
 ,,of ,,pagan ,,authors1 in which       
heroes1 the slaves of every  passion1   

are lauded4 ,the lessons of the ,bible  
are springs that water  the soul4 ,as   
our children are everywhere surrounded  
by bad examples1  the monastic schools  
what would correspond to-day with church
 schools  are the best for their        
education4 ,bad habits once contracted1 
they can  not be got rid of4 ,this is   
the reason ,god conducted ,israel into  
the  wilderness1 444 that the vices of  
the ,egyptians might be unlearned4444   
,now our children are surrounded by vice
 in our cities and are unable  there to 
resist bad examples4444 ,let us take    
care of the souls of our  children1 that
 they may be formed for virtue1 and not 
be degraded by  vice40    ,this writer  
might well address a modern audience1   
for he recognizes  the influence of     
pagan authors1 and states that the      
,bible alone can  counteract this       
influence2 he recognizes the worldly    
schools as ,egypt1  and says that       
,christians should take their children  
out2 and finally  he recognizes the     

value of having schools located in the  
country1 and  advises people to move out
 of the cities with their children4     
,sidenote3 ,church schools among early  
,christians    ,mosheim says3 8,there   
can be no doubt but that the children of
 ,christians  were carefully trained up 
from their infancy1 and were early put  
to  reading the sacred books and        
learning the principles of religion4    
,for  this purpose schools were erected 
everywhere from the beginning40#ei      
,sidenote3 ,training schools for        
missionaries    ,from these schools for 
children1 we must distinguish those     
seminaries  of the early ,christians1   
erected extensively in the larger       
cities1 at  which adults1 and especially
 such as aspired to be public teachers1 
were instructed and educated in all     
branches of learning1 both human and    
divine4 ,such seminaries1 in which young
 men devoted to the sacred office  were 
taught whatever was necessary to qualify
 them properly for it1 the  apostles of 

,christ undoubtedly both set up         
themselves1 and directed  others to set 
up4#fj ,st4 ,john1 at ,ephesus1 and     
,polycarp1 at ,smyrna1  established such
 schools4 ,among these seminaries1 in   
subsequent times1  none was more        
celebrated than that at ,alexandria2    
which is commonly  called a catechetic  
school4#fa ,in addition1 then1 to home  
and church  schools for children1 the   
early ,christian church established     
seminaries  for the education of        
workers4 ,in reading the history of the 
times the  course of instruction is seen
 to adhere closely to the ,scriptures1  
and to  draw a sharp distinction between
 the science of salvation and the ,greek
  and ,oriental philosophy as taught in 
the pagan schools4    ,sidenote3 ,pagans
 feared ,christian schools    ,christian
 education was often regarded as narrow 
and limited by those  who loved to study
 the mysteries of ,greek wisdom2 but as 
long as they  adhered to their simple   
studies1 and made faith the basis of    

their work1  there was a power in the   
truths taught by the students of these  
schools1  which made the pagan world1   
with all its great men1 tremble4 ,it is 
an  interesting fact that as late as the
 fourth century1 after the ,christian   
schools had lost much of their power    
through the mingling of pagan with      
,christian methods1 and the adoption of 
some of the pagan studies1 they  were   
still regarded as the stronghold of     
,christianity4 ,when ,julian1  the      
apostate1 began to reign1 an attempt was
 made to revive paganism  throughout the
 ,roman ,empire4 ,one of his first acts 
was to close the  schools of the        
,christians4 8,he contemptuously        
observes10 says ,gibbon1  8that the men 
who exalt the merit of implicit faith   
are unfit to claim  or to enjoy the     
advantages of science2 and he vainly    
contends that if  they refuse to adore  
the gods of ,homer and ,demosthenes1    
they ought to  content themselves with  
expounding ,luke and ,matthew in the    

church of the  ,galileans4    ,sidenote3
 ,the public schools of ,julian    8,in 
all the cities of the ,roman world1 the 
education of the youth was  intrusted to
 masters of grammar and rhetoric2 who   
were elected by the  magistrates1       
maintained at the public expense1 and   
distinguished by  many lucrative and    
honorable privileges4444 ,as soon as the
 resignation  of the more obstinate     
teachers had established the unrivaled  
dominion of  the pagan sophists1 ,julian
 invited the rising generation to resort
 with  freedom to the public schools1 in
 a just confidence that their tender    
minds would receive the impressions of  
literature and idolatry4 ,,if  ,,the    
,,greatest ,,part ,,of ,,the ,,christian
 ,,youth ,,should ,,be ,,deterred ,,by  
,,their ,,own  ,,scruples1 ,,or ,,by    
,,those ,,of ,,their ,,parents1 ,,from  
,,accepting ,,this ,,dangerous  ,,mode  
,,of ,,instruction1 ,,they ,,must1 ,,at 
,,the ,,same ,,time1 ,,relinquish ,,the 
,,benefits  ,,of ,a ,,liberal           

,,education4 ,julian had reason to      
expect that1 in the space  of a few     
years1 the church would relapse into its
 primeval simplicity1  and that the     
theologians1 who possessed an adequate  
share of the learning  and eloquence of 
the age1 would be succeeded by a        
generation of blind  and ignorant       
fanatics1 incapable of defending the    
truth of their own  principles1 or of   
exposing the various follies of         
polytheism40#fb    ,julian can not be   
counted as a fool2 for1 wishing to make 
the world  pagan1 he proceeded to do so1
 7#a7 ,by closing the ,christian schools
 where  the 8merit of implicit faith0   
was taught2 7#b7 ,by compelling         
attendance  of the public schools1      
taught by pagan teachers1 and ,,where   
,,literature  ,,and ,,idolatry ,,were   
,,combined4    ,as ,gibbon says1 he had 
just reason to expect that in the course
 of a  generation the ,christians thus  
educated would lose their faith1 cease  
to oppose paganism1 and sink into       

insignificance4 ,if a pagan emperor     
expected this in the fourth century1 is 
it any wonder that ,protestants  to-day1
 allowing their children to remain in   
the public schools  where precisely the 
same things are taught1 in principle as 
,julian  had his public instructors     
teach1 should lose power and cease to be
  ,protestants8 ,from the words of      
,gibbon one would infer that in the     
days of ,julian there were parents who  
refused to send their children to  the  
public schools2 some children who1      
8because of their own scruples10        
refused to attend2 and some teachers who
 ceased to teach rather than  teach     
literature and idolatry in state        
schools4    ,sidenote3 ,the seminary at 
,alexandria    ,special mention is made 
of the ,alexandrian school1 as it was   
located  in an ,egyptian city to which  
flocked many noted pagan scholars4 ,sad 
as  it may be to do so1 it is yet       
necessary to see how these schools1 and 
especially this one at ,alexandria1 lost

 their simplicity as they came  in      
contact with pagan scholars1 and        
attempted to meet them on their own     
grounds4    ,sidenote3 ,alexandria      
adopts philosophy of ,plato    ,mosheim 
says3 8,this philosophy of ,plato was   
adopted by such of the  learned at      
,alexandria as wished to be accounted   
,christians1 and yet to  retain the     
name1 garb1 and the rank of             
philosophers4 ,in particular1 all  those
 who in this century presided in the    
schools of the ,christians at           
,alexandria 444 are said to have        
approved of it4 ,these men were         
persuaded  that true philosophy1 the    
great and most salutary gift of ,god1   
lay in  scattered fragments among all   
the sects of philosophers2 and therefore
  that it was the duty of every wise    
man1 and especially of a ,christian     
teacher1 to collect those fragments from
 all quarters1 and to use them  for the 
defense of religion and the confutation 
of impiety40#fc    ,sidenote3 ,result of

 adopting worldly methods    ,the lesson
 so dear to ,paul--that the gospel of   
,christ is the 8power of ,god  unto     
salvation0--was lost sight of when these
 ,christian teachers assumed  the       
philosopher's garb1 and used the        
philosopher's vocabulary to confute     
impiety4 8,i have somewhat against      
thee10 writes the divine historian of   
this age1 8because thou hast left thy   
first love4 ,remember therefore from    
whence thou art fallen1 and repent1 and 
do the first works2 or else ,i  will    
come unto thee quickly1 and will remove 
thy candlestick out of his  place40#fd  
,the heaven-lit taper of ,christian     
education in its purity  was beginning  
to grow dim4 ,its flame must have a     
constant supply of  truth1 or1 like the 
candle without oxygen1 it burns low1 and
 finally goes  out4 ,paul1 writing to   
the ,corinthians who were placed in     
circumstances  similar to those of the  
school at ,alexandria1 that is1 pressed 
upon all  sides by pagan philosophy1    

said3 8,i came toward you with weakness 
and  fear and great timidity4 ,and my   
thought and my statement was not clothed
  in captivating philosophical reasons2 
but in demonstrated spirit and  power1  
so that your trust might not be in human
 philosophy1 but in  divine power4444   
,what we speak is not in an artificial  
discussion of a  human philosophy1 but  
by spiritual teachings1 comparing       
spiritualities  with the spiritual40#fe 
,sidenote3 ,dialectics versus the       
,scriptures    ,again1 8,dialectic10 or 
logic1 was that science of which        
,aristotle1 the  disciple of ,plato1    
boasted as being the father4 ,says a    
writer of the  church after the decline 
was well begun1 it 8is the queen of arts
 and  sciences4 ,in it reason dwells1   
and is manifested and developed4 ,it  is
 dialectic alone that can give knowledge
 and wisdom2 it alone shows  ,,what     
,,and ,,whence ,,we ,,are1 ,,and        
,,teaches ,,us ,,our ,,destiny human    
philosophy  and evolution2 through it we

 learn to know good and evil4 ,and how  
necessary is it to a clergyman1 in order
 that he may be able to meet and        
vanquish heretics60 ,men have more than 
once reverted to logic to vanquish      
heretics1 but it was only when the      
,spirit of truth was lacking4           
,sidenote3 ,the educational question    
caused a division    ,error was rapidly 
creeping into the church1 and it came   
principally  through these schools1 as  
has already been seen4 ,however1 truth  
was not  abandoned for error without a  
struggle4 ,mosheim says3 8,the          
estimation  in which human learning     
should be held was a question on which  
the  ,christians were about equally     
divided4 ,for while many thought that   
the  literature and writings of the     
,greeks ought to receive attention1     
there  were others who contended that   
true piety and religion were endangered 
by such studies40#ff ,people then1 as   
now1 looked to the leaders in the       
church for guidance2 and it was hard1   

when these studies were popular1  for   
the conscientious to withdraw entirely  
to what the others called a  narrow1    
limited education4 ,it often led to     
contention among members of  the same   
church1 and often even parents and      
children failed to agree on  the        
subject4    ,sidenote3 ,wrong methods   
retained    8,but gradually10 continues 
,mosheim1 8the friends of philosophy and
  literature acquired the ascendency4   
,to this issue ,origen contributed  very
 much2 for having early imbibed the     
principles of the ,,new ,,platonism1  he
 inauspiciously applied them to         
theology1 and earnestly recommended     
them to the numerous youth who attended 
on his instruction4 ,and the  greater   
the influence of this man1 which quickly
 spread over the whole  ,christian      
world1 the more readily was his method  
of explaining the sacred  doctrines     
propagated40    ,sidenote3 ,origin of   
the papacy    ,the days when the papacy 
should be recognized as the beast of    

,revelation  #ac were fast approaching4 
,such experiences in the history of     
education  in the ,christian church show
 how rapidly the life of the ,master1   
the  ,spirit of truth1 was giving place 
to the form of godliness which denied   
the power thereof4 ,one reading thus the
 pages of history can not fail to  see  
that the papacy was formed in the minds 
of men1 ,,was ,,propagated  ,,in ,,the  
,,schools1 ,,and ,,really ,,took ,,birth
 ,,in ,,the ,,educational ,,system      
,,then  ,,developed4 ,the political     
power1 which was called upon to help the
 church1  simply carried out at the     
point of the sword those principles     
which  were developed in the schools4   
,the two streams--paganism and apostate 
,christianity--united2 and in the mad   
current which flowed from their         
confluence1 men's souls were lost       
forever4    ,,christian ,,education is  
the pure water of life1 clear and       
sparkling1 which  flows from the throne 
of ,god2 but when mingled with the      

turbid waters of  the valley1 it is lost
 sight of1 and the current is evil4 ,the
 part played  by ,platonic philosophy   
can not be overlooked4 ,the foundation  
had already  been laid in the third     
century for the scholasticism of the    
,middle ,ages1  and that 8noontide of   
the papacy which was the world's moral  
midnight0  was fast approaching4        
,x    ,,the ,,papacy--,,an ,,educational
 ,,problem      ,previous chapters have 
revealed these facts3 #a4 ,that the     
,jewish nation  was set as a light to   
the world4 ,this light was to shine by  
means of  education1 and the ,jews were 
to be teachers of the nations4 #b4 ,the 
,jewish nation lost its position as     
leader in educational reform1 and1      
consequently1 in all other particulars1 
because it departed from the  pure      
system of education delivered to the    
,fathers1 and mingled with the  heathen1
 especially with the ,greeks and the    
,egyptians4    ,in substantiation of    
this fact we have these words of        

,neander3 8,the ,jews1  completely      
imbued with the elements of ,hellenic   
culture1 endeavored to  find a mean     
between it and the religion of their    
fathers1 which they had  no wish to     
renounce4 ,to this end they availed     
themselves of the system  most in vogue 
with those who1 in ,alexandria1 busied  
themselves with  religious matters--that
 of the ,platonic philosophy1 which had 
already  acquired a mighty influence    
over their own intellectual life4444 ,on
 the  one hand1 they firmly adhered to  
the religion of their fathers4444 ,on   
the other hand1 their minds were        
possessed by a philosophical culture at 
variance with these convictions4 ,they  
were themselves not unconscious  of the 
conflicting elements that filled their  
minds1 and must have felt  constrained  
to seek some artificial method of       
combining them into a  harmonious whole4
 ,thus they would be involuntarily      
driven to intercalate  in the old       
records of religion1 which for them     

possessed the highest  authority1 a     
sense foreign to their true spirit1     
supposing all the  while that they were 
thereby really exalting their dignity as
 the source  of all wisdom40#fg #c4     
,this intercalation of ,greek philosophy
 with the  truth delivered to the       
,jewish nation brought the schools of   
the ,hebrews  to such a position that   
the ,son of man1 when receiving ,his    
education1  avoided them altogether1 and
 in ,his public teaching warned ,his    
people  against the schools of the      
doctors1 who for the ,word of ,god      
taught the  traditions of men4 ,this    
mingling of education then meant the    
crucifixion  of ,christ and the ruin of 
the ,jewish nation4 #d4 ,the early      
,christian  church1 composed of members 
called out from the ,jewish schools and 
from the purely pagan doctrines1 at     
first taught their children truths      
based upon the ,scriptures2 but before  
the close of the first century1  the    
tendency to commingle ,christian        

teachings and heathen philosophy was    
already noticeable4 ,paul1 writing to   
the ,thessalonians1 referring to this   
fact1 said1 8,the mystery of iniquity   
doth already work40    ,sidenote3 ,papal
 education sophistry    ,this tendency1 
seen in the days of ,paul1 grew into a  
habit2 and as  ,christian youth prepared
 for gospel work by attending the       
schools at  ,alexandria and elsewhere1  
an entire change took place4    ,it now 
becomes our duty to follow this changed 
system of education1 which  is indeed   
but a mixture of ,christian and pagan1  
and hence not a separate  and distinct  
system at all4 ,it was designated by the
 apostle to the  ,gentiles as 8the      
mystery of iniquity40 ,as found in the  
third century1  ,mosheim described it   
thus3 8,it is necessary1 however1 to    
observe that the  methods now used of   
defending ,christianity1 and attacking  
,judaism and  idolatry1 degenerated much
 from the primitive simplicity1 and the 
true  rule of controversy4 ,the         

,christian doctors1 who had been        
educated in  the schools of the         
rhetoricians and sophists1 rashly       
employed the arts  and evasions of their
 subtle masters in the service of       
,christianity2 and1  intent only upon   
defeating the enemy1 they were too      
little attentive to  the means of       
victory1 indifferent whether they       
acquired it by artifice  or plain       
dealing4 ,this method of disputing1     
which the ancients called  economical1  
and which had victory for its object1   
rather than truth1  was1 in consequence 
of the prevailing taste for rhetoric and
 sophistry1  almost universally         
approved40#fh    ,the effect of the     
,christian schools' teaching ,greek     
literature1  sophistry1 and rhetoric was
 bearing its fruit in an unmistakable   
way4  ,the simplicity of the gospel and 
of the man of ,god1 who was the truth1  
was fast passing away4 ,even at this    
early date we find the germ of the      
order of ,jesuits1 who1 in the ,middle  

,ages1 carried out the theory of  the   
,platonists1 and asserted 8that it was  
no sin for a person to employ  falsehood
 and fallacies for the support of truth1
 when it was in danger  of being borne  
down40 ,it was at this time1 and under  
the influence of  these same doctors and
 teachers1 that there arose the practice
 of  attributing the writing of certain 
books to illustrious authors2 8hence1   
the book of canons1 which certain artful
 men ascribed falsely to the  apostles1 
444 and many other productions of that  
nature1 which1 for a  long time1 were   
too much esteemed by credulous men40#fi 
,how far men had  departed from the     
simplicity of the gospel is evident4    
,sidenote3 ,error introduced by teachers
    ,the spread of ideas contrary to the
 purity of the gospel was almost        
universally begun in the schools        
professing to be ,christian2 and        
teachers  were1 almost without          
exception1 the leaders in these         
intellectual moves1  which in reality   

form the basis for every change in      
government or  religion4 ,throughout the
 history of the centuries1 men have     
arisen who  were noted for their        
intellectual prowess1 men of strong     
mind1 who were  searching for truth4 ,by
 tracing the work of a few              
representative teachers  through the    
first three or four centuries1 we see   
the papacy appearing  as the direct     
result of educational principles4    ,in
 order to make this clear1 let us begin 
with the teachings of ,clement  in the  
school of ,alexandria4 ,it may be hard  
to distinguish between truth  and error1
 as we trace the intricate windings of  
philosophy in the days  of the early    
church2 but it is necessary to find the 
origin of those  leading principles of  
the papacy against which the            
,reformation contended4  ,in order to do
 so1 we go to the source of the stream1 
which is usually  found at ,alexandria1 
in the schools conducted by ,christian  
teachers1  or doctors1 as they are often

 called4 ,the foremost1 the             
all-absorbing  doctrine of the papacy1  
is the substitution of works for faith4 
,christ's  one lesson1 illustrated in   
hundreds of ways1 to the multitudes and 
to the  few1 was wisdom by faith1       
eternal life by faith4 ,the early church
 was  founded upon this principle1 and  
faith in ,god's ,word was the first     
maxim  in the home school1 in the church
 school1 and in the seminaries of the   
early ,christians4 ,faith gives the     
hearing ear1 as in the case of ,solomon2
  this gives the ability to study1 which
 brings true wisdom4    ,sidenote3      
,corruption took place gradually    ,how
 or where faith was lost can not be     
stated in positive terms4 ,as wood1     
under favorable conditions1 changes1 bit
 by bit1 into solid stone1 one  atom of 
wood giving place to a grain of sand1   
and so on till the form  of the tree1   
once an embodiment of life1 now lies a  
hard and lifeless  stone1 retaining1    
however1 each scar of branch and leaf1  

each crack or  wrinkle of the bark1 yea1
 even the annual marks of growth and the
 grain  of the wood2 so faith in ,god's 
,word was lost1 atom by atom1 and the   
lost  faith was replaced by human       
philosophy4 ,alexandria was to the      
,christian  school what the marsh is to 
the fallen tree4 ,much ,greek philosophy
  contained elements of truth2 many     
truths were by the ,greeks put in       
brilliant settings4 ,god himself had    
evidently revealed to the minds of  men1
 such as ,plato1 ,pythagoras1           
,aristotle1 and others1 principles of   
truth2 but it was not supposed that men 
to whom had been opened the  treasures  
of wisdom and knowledge through ,his    
word and through ,his ,son  should ever 
find it necessary to search for a few   
gems of truth amidst  a mass of error4  
,turning from the pure light to search  
for these stray  thoughts in ,greek     
philosophy1 men lost their faith in     
,god1 failed to  give ,his word its     
proper place1 and erelong the living1   

fruit-bearing  tree was but an image of 
its former self1 molded in stone4       
,that the reader may see that this      
mingling of truth and error was adopted 
in place of the pure word1 he is        
referred to ,neander's description of   
,clement and his quotations of that     
eminent scholar's reasoning4#gj         
,sidenote3 ,clement's school work       
,without taking the space necessary to  
give this quotation1 we pass to the     
thought that ,clement introduced this   
,greek philosophy into the school  he   
was teaching1 and through his disciples 
paved the way for the papacy  in its    
power4 ,of the ,alexandrian school we   
read3 8,what was the original  aim of   
the school itself8 ,was it at the outset
 merely an institution for              
communicating religious instruction to  
the heathen1 or had there long  existed 
in ,alexandria a school for educating   
teachers for the ,christian  church--a  
sort of theological seminary for the    
clergy8444 ,we find that  originally a  

single person was appointed by the      
bishop of ,alexandria to  hold the      
office of catechist1 whose business it  
was to give religious  instruction to   
the heathen and probably also to the    
children of the  ,christians in that    
place4444 ,men were required for this   
office who  possessed a perfect         
acquaintance with the ,grecian religion1
 ,,and ,,most  ,,especially ,,must      
,,they ,,have ,,received ,a             
,,philosophical ,,education1 ,,so ,,as  
,,to  ,,be ,,able ,,to ,,converse ,,and 
,,to ,,dispute ,,with ,,any ,,learned   
,,pagans1 who1 after  long investigation
 on other questions1 might turn their   
attention to  ,christianity4    8,it was
 not enough to teach here1 as in other  
churches1 the main  doctrines of        
,christianity4444 ,,with ,,these        
,,enlightened ,,catechumens1 it  was    
necessary to go back to the primitive   
sources of the religion in  ,scripture  
itself1 and to seek to initiate them    
into the understanding of  it--for such 

required a faith which would stand the  
test of scientific  examination40#ga    
,in order to meet the demands made by   
pagans and ,greek philosophers the      
school stooped from its exalted position
 of teaching a wisdom acquired by       
faith1 and substituted a course of study
 which 8would stand the test of         
scientific examination40    ,sidenote3  
,clement and higher criticism           
,clement1 one of the earliest teachers  
in this school1 8points out the  need of
 high and rich talents in the holder of 
the catechetical office  at             
,alexandria40 8,the range of instruction
 imparted by these men10  says ,neander1
 8gradually extended itself1 for they   
were the first who  444 attempted to    
satisfy a want deeply felt by           
numbers--the want of a  scientific      
exposition of the faith1 and of a       
,christian science40 ,here  is perhaps  
the best place for one to attribute the 
change from faith to  a scientific      
demonstration of the truths of the      

universe4 ,here is marked  the time1 so 
far as one is able to point it out with 
definiteness1 of  the transit from      
education by faith to education of the  
senses1 from  the spiritual to the      
intellectual and the physical4 ,the     
fruit and the  utter folly of the wisdom
 of the ,greek and ,egyptian sages 787  
of this  intellectual system are seen in
 its ripened state in the ,dark ,ages4  
,sidenote3 ,christian students fed on   
pagan ideas    ,the same paragraph in   
,neander continues3 8,to their school   
were attracted  not only those educated 
pagans1 who1 having by their teaching   
been  converted to ,christianity1 and   
being seized with a desire to devote    
themselves and all they possessed to its
 service1 chose 444 the  ,alexandrian   
catechists for their guides1 but also   
those youths1 who1  having been brought 
up within the ,christian pale1 were     
thirsting after a  more profound        
knowledge1 in order to prepare          
themselves for the office of  church    

teachers40#gb    ,sidenote3 ,opposing   
voices    ,this school did not find its 
pathway always strewn with roses2 for   
there  were church teachers of the      
primitive class 8who looked chiefly to  
the  practical and real1 444 and who    
were in continual dread of a corruption 
of ,christianity by the admixture of    
foreign philosophical elements10 and    
these offered some opposition to the    
transit from an education of faith  in  
,god's ,word to one of scientific       
investigation and reason4    ,sidenote3 
,clement's justification    ,those were 
days of lively debate1 and the defenders
 of ,christian  education more than once
 contended for its principles4 8#8,thus 
much1'  observes ,clement1 #8,i would   
say to those who are so fond of         
complaining3  if the philosophy is      
unprofitable1 still the study of it is  
profitable1  if any good is to be       
derived from thoroughly demonstrating   
that it is an  unprofitable thing4'0    
,this argument is indulged in at the    

present time by  those who espouse the  
cause of modern education1 and wish to  
defend the  study of the classics and   
the doctrine of evolution4    ,the words
 of ,clement in his arguments sound     
doubly striking1 when we  remember that 
to-day the feeling that the education of
 the senses  will ultimately tend to the
 grasping of eternal truth by faith is  
just as firmly held as then1            
notwithstanding the fact that a careful 
investigation shows that this can never 
be the case1 and that the only  avenue  
to truth is through faith1 first1 last1 
and all the time4 ,he  says3 8,perhaps  
the latter philosophy was given to the  
,greeks in a  special sense1 as         
preliminary to our ,lord calling the    
,gentiles1 since it  educated them as   
the law did the ,jews1 for              
,christianity2 and philosophy  was a    
preparatory step for those who were to  
be conducted through ,christ  to        
perfection40#gc    ,sidenote3 ,clement  
lost his faith    ,accordingly1 we find 

,clement perpetually verging toward the 
gnostic or  platonic position4 8,with an
 idea of faith which flowed from the    
very  essence of ,christianity1 there   
was associated in his mind the still    
lingering notion1 derived from the      
,platonic philosophy1 of an opposition  
between a religion of cultivated minds1 
and arrived at by the medium of         
science1 and a religion of the many1 who
 were shackled by the senses and        
entangled in mere opinion40#gd          
,sidenote3 ,birth of the papacy    ,here
 is distinctly seen the beginnings of   
that system of education which  elevates
 the few and holds the masses in        
subjection4 ,herein lies the  wellspring
 of a monarchical government and a papal
 hierarchy4 ,it was the  propagation of 
the system of education introduced into 
the ,alexandrian  school by ,clement    
that formed the papacy4 ,we are not     
surprised to  read in history of the    
contest between the churches of         
,alexandria1  ,constantinople1 and      

,rome4 ,rome as arbiter was called to   
decide between  the ,greek ,catholics   
and the ,alexandrians2 and from the     
downfall of both  her rivals she gained 
the pontifical throne2 but it was only  
to crown  the educational ideas of the  
,alexandrian school1 and sway the world 
by  the enforcement of the principles of
 that system of instruction which       
substitutes scientific research for     
faith4    ,god had once called his      
people out of ,egypt2 but the church1   
forsaking  the purity of the gospel1    
returned thither for its education4 ,the
  ,reformation was its second call1 and 
to-day the third call is sounding4      
,having followed with some care the     
ideas first introduced by ,clement1  and
 finding that the result of the position
 taken by this teacher was  that faith  
was destroyed and scientific reason     
substituted1 we turn to  the further    
development of this educational idea as 
advocated by one of  ,clement's most    
noted pupils and his successor in the   

,alexandrian school4  ,i refer to       
,origen4    ,sidenote3 ,origen          
,origen was born #ahe ,a4,d41 in        
,alexandria2 he received a most liberal 
education1 and was initiated at an early
 age into ,hellenic science and  art2   
the principles of ,christianity were    
instilled into his mind by such         
teachers as ,clement of ,alexandria4#ge 
8,he says himself that it was an        
outward motive that first led him to    
busy himself with the study of          
,platonic philosophy1 and to make       
himself better acquainted generally with
  the systems of those who differed from
 himself4 ,the moving cause was his     
intercourse with heretics and pagans who
 had received a philosophical           
education40    8,attracted by his great 
reputation1 such persons0 came often to 
him1 and  he thus defends himself for   
bestowing his time on the ,greek        
philosophy3  8,when ,i had wholly       
devoted my time to the promulgation of  
the divine  doctrines1 and the fame of  

my skill in them began to be spread     
abroad1  so that both heretics and      
others1 such as had been conversant with
 the  ,greek sciences1 and particularly 
men from the philosophical schools1     
came to visit me1 it seemed to me       
necessary that ,i should examine the    
doctrinal opinions of the heretics1 and 
what the philosophers pretended  to know
 of the truth40#gf    ,these facts      
concerning ,origen are given because the
 argument is  strikingly similar to that
 used by many ministers and teachers of 
the  present day1 and because it shows  
how the ,platonic philosophy gained such
  a foothold in so-called ,christian    
schools1 and grew into the papacy4      
,sidenote3 ,representatives of three    
systems    ,there are three individuals 
who stand as representatives of three   
systems of education4 ,,plato           
personifies heathen philosophy2 ,,christ
 said  of ,himself1 8,i am the 444      
truth20 ,,origen personifies the mixture
 of the  two1--truth and error1--and    

hence stands1 from an educational       
standpoint1  as the father of the       
papacy1 which is the mystery of         
iniquity4 ,it  behooves us now to follow
 carefully the work of this man4 ,after 
doing so1  one can more readily         
understand why the beast is represented 
as having  several heads4#gg            
,sidenote3 ,faith displaced by          
speculation    ,i quote extensively from
 ,mosheim3 8,the principal doctrines of 
,christianity were now explained to the 
people in their native purity  and      
simplicity1 without any mixture of      
abstract reasonings or subtile          
inventions2 nor were the feeble minds of
 the multitude loaded with a  great     
variety of precepts4 ,but the           
,,christian ,,doctors who had applied   
themselves to the study of letters and  
philosophy1 soon abandoned the          
frequented paths1 and struck out into   
the devious wilds of fancy4 ,the        
,egyptians distinguished themselves in  
this new method of explaining the       

truth4 ,they looked upon it as a noble  
and glorious task to bring the          
doctrines of celestial wisdom into a    
certain subjection to the precepts  of  
their philosophy1 and to make deep and  
profound researches into the  intimate  
and hidden nature of those truths which 
the divine ,saviour had  delivered to   
his disciples4 ,,origen ,,was ,,at ,,the
 ,,head ,,of ,,this ,,speculative       
,,tribe4 ,this great man1 enchanted by  
the charms of the ,platonic  philosophy1
 set it up as the test of all religion1 
and imagined1  that the reasons of each 
doctrine were to be found in that       
favorite  philosophy1 and their nature  
and extent to be determined by it4 ,it  
must  be confessed that he handled this 
matter with modesty and with caution2   
but he still gave an example to his     
disciples1 the abuse of which could  not
 fail to be pernicious1 and under the   
authority of which1 they would          
naturally indulge themselves without    
restraint in every wanton fancy4  ,and  

so1 indeed1 the case was2 for the       
disciples of ,origen1 breaking  forth   
from the limits fixed by their master1  
interpreted1 in the most  licentious    
manner1 the divine truths of religion   
according to the  tenor of ,platonic    
philosophy4 ,from these teachers the    
philosophical or  scholastic theology   
derives its origin40#gh    ,sidenote3   
,beginning of higher criticism          
,mosheim says3 8,origen unquestionably  
stands at the head of the  interpreters 
of the ,bible in this century4 ,but with
 pain it must be  added1 he was first   
among those who have found in the       
,scriptures a  secure retreat for all   
errors and idle fancies4 ,as this most  
ingenious  man could see no possible    
method of vindicating all that is said  
in  the ,scriptures against the cavils  
of the heretics and the enemies  of     
,christianity1 ,,provided ,,he          
,,interpreted ,,the ,,language ,,of     
,,the ,,bible  ,,literally1 he concluded
 that he must expound the sacred volume 

in the  way in which the ,,platonists   
,,were ,,accustomed ,,to ,,explain ,,the
 ,,history ,,of  ,,their ,,gods40#gi    
,sidenote3 ,higher criticism is         
,platonism    ,murdock1 in his notes1   
says3 8,origen perversely turned a large
 part  of ,biblical history into moral  
fables and many of the laws into        
allegories4 ,probably he learned this in
 the school of ,ammonius1 which         
expounded ,hesiod1 ,homer1 and the whole
 fabulous history of the ,greeks        
allegorically4 ,the predecessors of     
,origen1 who searched after a mystical  
sense of ,scripture1 still set a high   
value on the grammatical1 or  literal1  
sense2 but he often expresses himself1  
as if he attached no  value to it4      
,before him allegories were resorted to1
 only to discover  predictions of future
 events and rules for moral conduct2 but
 he betook  himself to allegories in    
order ,,to ,,establish ,,the            
,,principles ,,of ,,his  ,,philosophy on
 a ,scriptural basis4444 ,his propensity

 to allegories must  be ascribed to the 
fertility of his invention1 the         
prevailing custom  of the ,egyptians1   
his education1 the instructions he      
received from his  teachers1 and the    
example both of the philosophers1 of    
whom he was an  admirer1 and of the     
,jews4444 ,he hoped1 by means of his    
allegories1 more  easily to convince the
 ,jews1 to confute the gnostics1 and to 
silence the  objections of both4 ,but we
 must not forget his attachment to that 
system  of philosophy which he embraced4
 ,this philosophy could not be          
reconciled  with the ,scriptures2 444   
and therefore the ,scriptures must be   
interpreted  allegorically1 that they   
might not contradict his philosophy4444 
,as the  body is the baser part of man1 
so the literal is the less worthy sense 
of ,scripture2 and as the body often    
betrays good men into sin1 so the       
literal sense often leads us into       
error40    ,sidenote3 ,here is reason   
above faith    ,mosheim himself tells us

 how ,origen determined when a passage  
should  be interpreted literally and    
when allegorically3 8,whenever the      
words1  if understood literally1 will   
afford a valuable meaning1 one that is  
worthy of ,god1 useful to men1 and      
accordant with truth and correct        
reason1 then the literal meaning is to  
be retained2 but whenever the  words1 if
 understood literally1 will express what
 is absurd1 or false1  or contrary to   
correct reason1 or useless1 or unworthy 
of ,god1 then  the literal sense is to  
be discarded1 and the moral and mystical
 alone  to be regarded4 ,this rule he   
applies to every part both of the ,old  
,testament and the ,new40 ,this         
reasoning is sufficiently strong for any
 of  our modern higher critics4 ,if it  
led directly to the removal of the      
,word of ,god from the common people of 
the ,middle ,ages1 because teachers     
adjudged no minds but their own capable 
of determining whether a certain        
passage should be interpreted literally 

or allegorically1 to what will  the same
 treatment of the ,scriptures now lead8 
,and if the disciples of  ,origen       
lacking the caution of the great        
teacher1 were led into the gross        
licentiousness of the heathen1 how much 
of the wickedness of modern  society    
should be attributed to the spirit of   
higher criticism1 echoed  from the      
pulpit1 and breathed from the           
schoolroom8    ,sidenote3 ,minds        
prepared for the papacy    ,mosheim     
continues3 8,he ,origen assigns two     
reasons why fables and  literal         
absurdities are admitted into the       
,sacred ,volume4 ,the first is1  that if
 the literal meaning were always        
rational and good1 the reader  would be 
apt to rest in it1 and not look after   
the moral and mystical  sense4 ,the     
second is1 that fabulous and incongruous
 representations  often afford moral and
 mystical instructions which could not  
so well be  conveyed by sober facts and 
representations40    ,perhaps this is   

enough to show that scholasticism1 or a 
philosophical  interpretation of the    
,scriptures had its origin in the       
,christian schools4  ,by this it is     
plain why these youth became papists1   
instead of followers  of the meek and   
lowly ,galilean4 ,there was no other    
theory which could1  so effectually as  
this1 have stamped out faith4 ,no other 
teaching than  this same higher         
criticism could have more truly         
developed that power  which 8speaketh   
great words against the ,most ,high1 and
 thinketh to change  times and laws40   
,it formed the beast in the third       
century2 it is forming  the image to the
 beast in the present century4 ,students
 under such  instruction had received   
ample preparation for a belief in the   
right of  the church to interpret       
,scripture1 and a belief in the         
infallibility of  the pope4             
,sidenote3 ,scholasticism and higher    
criticism    ,we have seen the origin of
 two of the streams which1 uniting1     

helped  swell the torrent of the papacy4
 ,there are still other tributaries to  
this mighty river4 ,each rises somewhere
 in heathendom1 flows with  a devious   
course1 but finally1 as if in accordance
 with some great  natural law1 unites   
with those other currents in forming the
 mystery of  iniquity4 ,each stream is  
an educational principle1 opposed in    
itself  to ,christianity2 but instead of
 being lost in the depths of the main   
channel1 it seems to develop greater    
power of doing evil1 and brings its     
adherents into more complete degradation
 after the mingling than before4        
,sidenote3 ,mysticism    ,the third     
principle which presents itself for     
analysis is known as  mysticism4 ,both  
the teachings of ,clement and the       
scholasticism of  ,origen exalted reason
 above faith4 ,mysticism was advocated  
by ,origen and  later by ,augustine4 ,it
 is defined as 8that faculty of reason1 
from which  proceeds the health and     
vigor of the mind1 444 an emanation from

 ,god into  the human soul1 and         
comprehended in it the principles and   
elements of  all truth1 human and       
divine40#hj ,there is a spark of        
divinity in every  man4 ,it is the      
object of ,christian education to       
develop the image of  ,christ in the    
human being2 but with the mystics1 it   
was maintained that  8silence1          
tranquillity1 repose1 and solitude1     
accompanied with such acts  of          
mortification as might tend to extenuate
 and exhaust the body1 were  the means  
by which the hidden and internal word   
was excited to produce  its latent      
virtues and to instruct men in the      
knowledge of divine things40            
,sidenote3 ,education continues to      
decline    ,it is not so much with the  
doctrine as with the results which were 
wrought by the teachings of such        
doctrine1 that we are concerned4  ,from 
an adherence to this method of reasoning
 arose the whole monkish  system2 for1  
says ,mosheim1 8,this method of         

reasoning produced strange  effects1 and
 drove many into caves and deserts1     
where they macerated  their bodies with 
hunger and thirst1 and submitted to all 
the miseries  of the severest discipline
 that a gloomy imagination could        
prescribe40  ,egypt soon swarmed with   
these fanatics1 and the whole history of
 the  ,dark ,ages circles around them4  
,they broke the bonds of family         
affection1  overturned governments1 and 
seated popes4 ,draper1 speaking of the  
monks1  says3 8,it is said that there   
were at one time in that country ,egypt 
of  these religious recluses not fewer  
than seventy-six thousand males and     
twenty-seven thousand females4 ,with    
countless other uncouth forms1 under    
the hot sun of that climate they seemed 
to be spawned from the mud of  the      
,nile40 8,from ,egypt and ,syria        
monachism spread like an epidemic40 8,it
  was significantly observed that the   
road to ecclesiastical elevation lay    
through the monastery porch1 and often  

ambition contentedly wore for a  season 
the cowl1 that it might seize more      
surely the miter40#ha    ,sidenote3     
,monks control schools    ,we shall need
 to study the monastic system as the    
repositories of  learning in the ,dark  
,ages1 and therefore give but a passing 
glance at the  origin of the order in   
the doctrine of mysticism4 ,its evils   
can not be  portrayed without a blush1  
and it was against this system1 taking  
as it  did into its clutches the        
education of the masses1 that the       
,reformation  thrust its weight4 ,we    
have seen truth struggling against      
error4 ,it was  in the schools of the   
early ,christians that wisdom by faith  
was  taught4 ,it was into these same    
schools that pagan philosophy crept4 ,it
  was the teacher who espoused this     
philosophy1 and again a teacher who     
opposed it4 ,students imbibed the ideas 
of the leading educators1 and  became   
church teachers4 ,the strongest minds1  
turning from the ,word1 and  that alone1

 became expounders of philosophy and the
 sciences4    ,sidenote3 ,schools of the
 ,dark ,ages    ,gradually error        
prevailed1 until in the schools1 almost 
entirely in  monastic hands1 truth was  
so covered that ,d',aubign's description
 of  the work of the schoolmen of the   
,dark ,ages is striking4 ,he says3      
8,these  industrious artisans of thought
 had unraveled every theological idea1  
and of all their threads had woven a    
web1 under which it would have  been    
difficult for more skillful persons than
 their contemporaries to  recognize the 
truth in its pristine purity40    ,it is
 not the province of this chapter to    
deal with theological  controversies in 
themselves4 ,it is only as these        
controversies took  possession of and   
molded the courses of study in the      
schools2 only as  they found their      
strongest supporters in the persons of  
teachers1 and  were carried to the world
 by students1 that our attention is     
drawn to  another line of argument1     

which1 as it were1 clenched the work of 
the  papacy1 and gave it its power over 
the minds of men4    ,sidenote3         
,pelagianism taught    ,quoting again   
from ,d',aubign3 8,the ,pelagian        
doctrine1 expelled by  ,augustine from  
the church when it had presented itself 
boldly1 insinuated  itself as           
demi-,pelagianism1 and under the mask of
 the ,augustine forms  of expression4   
,this error spread with astonishing     
rapidity throughout  ,christendom4 ,the 
danger of the doctrine was particularly 
manifested in  this1--that by placing   
goodness without1 and not within1 the   
heart1 it set  a great value on external
 actions1 legal observances1 and        
penitential  works4444 ,whilst          
,pelagianism corrupted the ,christian   
doctrine1 it  strengthened the          
hierarchy4444 ,when it laid down a      
doctrine that man  could attain a state 
of perfect sanctification1 it affirmed  
also that  the merits of saints and     
martyrs might be applied to the         

church4444  ,pelagianism multiplied     
rites and ceremonies4    8,but it was   
especially by the system of penance1    
which flowed  immediately from          
,pelagianism1 that ,christianity was    
perverted4 ,at  first1 penance had      
consisted in certain public expressions 
of  repentance4444 ,by degrees it was   
extended to every sin1 even to the  most
 secret4444 ,instead of looking to      
,christ for pardon1 through faith       
alone1 it was sought for principally in 
the church through penitential          
works4444 ,flagellations were superadded
 to these practices4444 ,they           
accordingly invented that system of     
barter celebrated under the title  of   
,indulgences4444 ,a bull of ,clement    
,,vii declared it an article  of        
faith4444 ,the philosophers of          
,alexandria had spoken of a fire in     
which men were to be purified4 ,many    
ancient doctors had adopted this        
notion2 and ,rome declared this         
philosophical opinion a tenet of the    

church4 ,the pope by a bull annexed     
purgatory to his domain40#hb 8,the      
,catholic ,church was not the papacy10  
says ,d',aubign4 8,the latter was the   
oppressor1 the former the oppressed40   
,draper tersely defines the papacy  as  
8,,the ,,tyranny ,,of ,,theology ,,over 
,,thought40    ,sidenote3 ,summary      
,men departed from the simplicity of a  
gospel by faith4 ,reason and  scientific
 research took the place of faith in the
 ,word4 ,education turned  men's minds  
from ,god to self1 and reason was       
exalted4 ,the papacy was thus  formed4  
,if we look for a visible union of the  
church and the state before  recognizing
 it as the papacy1 we shall find        
ourselves entrapped2 for it  is the     
working out of a system of education    
based on human philosophy  that forms   
the papacy2 and the body which adopts   
this system of  education naturally     
turns to the state for support4         
,sidenote3 ,papacy overthrown by        
,christian education    ,it is because  

of the truth of this statement that the 
papacy wields its  influence through its
 schools2 this is why it has always     
feared a revival  of learning more than 
the combined forces of all the armies of
 the world4  ,a death-blow to the papacy
 can be struck only by introducing a    
system of  education founded upon the   
teachings of ,christ1 placing ,god's    
,word as  guide1 and inspiring faith as 
the one avenue to wisdom4          ,,xi 
,,education ,,of ,,the ,,middle ,,ages  
,the development of the papacy led      
directly to the ,dark ,ages1 for 8the   
noontide of the papacy was the world's  
moral midnight40 ,the papacy  was the   
logical working out of an educational   
scheme2 hence the moral  darkness which 
spread over the world during the        
prophetic period of  twelve hundred and 
sixty years was due to wrong methods of 
education4  ,people do not sink into    
degradation and sin when properly       
educated4 ,truth  elevates1 and1 when   
embodied in man1 brings him nearer to   

his ,maker4  ,faith is the ladder by    
which he climbs1 and when that element  
has been  lacking in an educational     
system1 the masses have sunk lower and  
lower4    ,sidenote3 ,papacy's tyranny  
of theology over thought    ,mind is a  
wonderful thing1 the most profound study
 of the universe4 ,it  was designed to  
be free1 to grasp the mighty laws of its
 own ,creator1  and a means was supplied
 by which that very thing could be done3
 8,if any  of you lack wisdom1 let him  
ask of ,god1 444 but let him ask in     
faith1  nothing wavering40    ,in order 
to maintain the supremacy thus gained1  
it was necessary for the  education of  
the young to lie wholly within the      
control of the papal  hierarchy2 and it 
is with their educational institutions  
and educational  methods that we have   
now to deal4 ,it is hoped that the study
 of the ,dark  ,ages will so accentuate 
the importance of ,protestants'         
maintaining their  own schools1 that the
 tendency now so strong in the other    

direction  may receive a check4 ,the    
education begun in the schools of the   
early  ,christians has been followed    
into the monastic institutions of the   
,middle ,ages4 ,the life and power of   
,christianity departed1 and form alone  
remained4 ,it has been said that        
8paganism in the garb of ,christianity  
walked into the church10 and it can     
truthfully be added that it gained      
admittance through the schools4         
,sidenote3 ,papal primary schools    ,in
 order to trace carefully the education 
offered by the papacy1--and that        
comprised all that was then             
offered1--the first quotations are      
concerning  primary instruction4 ,laurie
 says3 8,instruction began about the age
 of  seven4 ,the alphabet1 written on   
tables or leaves1 was learned by heart  
by the children1 then syllables and     
words4 ,the first reading-book was  the 
,latin psalter1 and this was read again 
and again until it could be  said by    
heart2 and numerous priests1 and even   

monks1 were content all  their lives    
with the mere sound of ,latin words1    
which they could both  read and recite1 
but did not understand40#hc             
,sidenote3 ,prominence of memory work   
,note carefully that work for these     
children was almost wholly  memory work4
 ,they were to learn by heart and to    
repeat without  understanding4 ,this was
 the first step in that great system    
which binds  the minds of the masses to 
the will of one sovereign mind4         
8,writing followed40 8,the elements of  
arithmetic were also taught1 but  merely
 with a view to the calculation of      
church days and festivals40#hd          
,sidenote3 ,early use of ,latin         
8,latin was begun very early 7apparently
 immediately after the  psaltery was    
known71 with the learning by heart of   
declensions and  conjugations and lists 
of vocables4 ,the rule was to use ,latin
 in the  school in conversing4444 ,in   
the eleventh century1 if not earlier1   
,latin  conversation-books 444 were not 

only read1 but1 like everything else1   
learned by heart40#he ,their method of  
studying ,latin emphasizes  the thought 
of the formal abstract way of teaching1 
which tended  to conservatism and mental
 subjection4 8,memory is the faculty    
that  subordinates the present under the
 past1 and its extensive training       
develops a habit of mind that holds by  
what is prescribed1 and recoils  from   
the new and untried4 ,in short1 the     
educational curriculum that lays  great 
stress on memorizing1 produces a class  
of conservative people40#hf  ,the papal 
schools employed methods which1 in      
themselves1 in the course  of a few     
generations would develop dependent     
rather than independent  thinking2      
therefore methods are as important as   
the subject taught4    ,sidenote3       
,result of universal language    ,again 
it is well to remember that there was a 
deep design in making the  ,latin tongue
 universal4 ,it was one of the ways by  
which the papacy kept  its control of   

all nations and tongues4 ,draper        
explains it thus3--    8,the unity of   
the church1 and1 therefore1 its power1  
required the use  of ,latin as a sacred 
language4 ,through this ,rome had stood 
in an attitude  strictly ,european1 and 
was enabled to maintain a general       
international  relation4 ,it gave her   
far more power than her asserted        
celestial  authority4444 ,their         
officials could pass without difficulty 
into every  nation1 and communicate     
without embarrassment with each other1  
from  ,ireland to ,bohemia1 from ,italy 
to ,scotland40#hg    ,sidenote3 ,fables 
and traditions of men    ,the character 
of the youth was formed1 says ,painter1 
from memorizing 8the  fables of sop and 
collections of maxims and proverbs4     
,after this1  ,virgil was usually the   
text-book1 and was handled in the same  
style40    ,sidenote3 ,studies of       
,monastic schools    ,of the monastic   
schools ,mosheim says3 8,in most of the 
schools1 the  so-called seven liberal   

arts were taught4 ,the pupil commenced  
with  grammar1 then proceeded to        
rhetoric1 and afterward to logic or     
dialectics4 ,having thus mastered the   
,trivium1 as it was called1 those  who  
aspired to greater attainments proceeded
 with slow steps through  the           
,quadrivium a course including          
arithmetic1 music1 geometry1 and        
astronomy to the honor of perfectly     
learned men40#hh    ,says ,painter3     
8,seven years were devoted to the       
completion of the course  in liberal    
arts the ,trivium and the               
,quadrivium4444 ,dialectic or logic  was
 based somewhat remotely on the writings
 of ,aristotle4 ,at a later  period1    
logic was rigidly applied to the        
development of theology1 and  gave rise 
to a class of scholars called the       
schoolmen4444 ,arithmetic was           
imperfectly taught1 importance being    
attached to the supposed secret         
properties of numbers4 ,geometry was    
taught in an abridged form1 while       

astronomy did not differ materially from
 astrology4 ,the study of music         
consisted chiefly in learning to chant  
the hymns of the church40#hi            
,sidenote3 ,greater emphasis on logic   
,mosheim thus continues his description 
of the work of the schools in the       
eleventh century3 8,this course of      
study1 adopted in all the schools of    
the ,west1 was not a little changed     
after the middle of this century4 ,for  
logic1 444 having been improved by the  
reflection and skill of certain  close  
thinkers1 and being taught more fully   
and acutely1 acquired such  an          
ascendency in the minds of the majority1
 that they neglected grammar1  rhetoric1
 and the other sciences1 both the       
elegant and the abstruse1 and  devoted  
their whole lives to dialectics1 or to  
logical and metaphysical  discussions4  
,for whoever was well acquainted with   
dialectics1 or what we  call logic and  
metaphysics1 was supposed to possess    
learning enough1 and  to lose nothing by

 being ignorant of all other branches of
 learning4444  ,in this age1 the        
philosophy of the ,latins was confined  
wholly to what  they called dialectics2 
and the other branches of philosophy    
were unknown  even by name4 ,moreover   
their dialectics was miserably dry and  
barren40#ij    ,sidenote3 ,patristical  
,geography    ,this is sufficient1      
perhaps1 on the use of language and     
logic1 and we  turn to geography and    
some of the sciences4 ,even the children
 to-day will  smile at the teachings of 
some of the ,church ,fathers on the     
subject of  geography4 ,says ,draper3   
8,in the ,patristic ,geography the earth
 is a flat  surface bordered by the     
waters of the sea1 on the yielding      
support of  which rests the crystalline 
dome of the sky4 ,these doctrines were  
for  the most part supported by passages
 from the ,holy ,scriptures1 perversely 
wrested from their proper meaning4 ,thus
 ,cosmas ,indicopleustes1 whose         
,patristic ,geography had been an       

authority for nearly eight hundred      
years1  triumphantly disposed of the    
sphericity of the earth by demanding of 
its  advocates1 how1 in the day of      
judgment1 men on the other side of a    
globe  could see the ,lord descending   
through the air60#ia    ,sidenote3 ,the 
beneficial work of explorers    ,it was 
in opposition to such theories1 and a   
hundred absurdities  concerning the     
ocean1 the boiling waters of the        
equator1 the serpents  in the ,west1    
etc41 that ,columbus1 ,de ,gama1 and    
other explorers had to  contend2 and one
 of the most wonderful effects of the   
work of these  navigators was the thrust
 given papal education4 ,a wound was    
then  received which was incurable4     
,if1 in the mind of the reader1 the     
question arises1 ,why should the papal  
schools teach such things8 simply       
consider that the whole system of papal 
theology was intended to make the people
 feel that the world was the  center of 
the universe1 and that the pope was the 

center of the world4  ,christ and his   
position in creation were usurped by the
 head of the  church4 ,,this ,,was ,,the
 ,,papacy4    ,sidenote3 ,modern schools
 cling to papal methods    ,this could  
be brought about only by education1 and 
could be maintained  only as generation 
after generation was taught from infancy
 to old age  to place faith in man1 not 
,god4 ,not only the subjects taught1 but
 the  manner of teaching them1 served   
well the purpose of the papacy4 ,only   
within the last few years1 comparatively
 speaking1 have our own schools  seen   
the necessity of breaking away from some
 of those relics of the  educational    
system of the ,dark ,ages4    ,sidenote3
 ,detection of wrong methods    ,memory 
work1 pure and simple1 has given way in 
a great measure to  research and        
experiment1 even in the primary grades4 
,the alphabet is no  longer driven into 
the childish mind by the ferule1 nor    
kept there by  mere force of repetition4
 ,the advanced methods in dealing with  

the mind  are a step in the right       
direction4 ,the pity is that educators1 
while  groping for light1 while casting 
off some of the moth-eaten garments of  
past ages1 have failed to see the cause 
of the evil1 and deal so largely  with  
results instead of removing the cause4  
,the evil began by renouncing  the      
,scriptures and faith in ,holy ,writ as 
a part of education4 ,the spirit  and   
power will accompany reform only when   
these are replaced in their  proper     
setting4    ,sidenote3 ,new books       
,while educators of the world are       
realizing the need of a change in       
methods1 it is time for them to see also
 the need of a change in subject  matter
 and text-books4 ,protestants in        
particular should arouse to  the times4 
,if the study of paganism1 instead of   
,christianity or truth1  produced the   
,dark ,ages1 and if wrong methods held  
the minds of men and  prolonged that    
darkness1 forbidding the shining of the 
light1 it is time  for both methods and 

material to be reconstructed in the     
schools of  to-day4    ,sidenote3       
,science in the papal schools    ,we can
 with profit notice the attitude of the 
papal schools toward  some of the       
sciences1 taking for example that most  
practical of modern  branches1 the      
science of medicine4 ,what was the work 
of the physician  during the ,dark      
,ages8 ,draper says3 8,physicians were  
viewed by the church  with dislike1 and 
regarded as atheists by the people1 who 
held firmly to  the lessons they had    
been taught1 that cures must be wrought 
by relics of  martyrs and bones of      
saints1 by prayers and                  
intercessions40#ib    ,sidenote3 ,true  
healing forsaken    ,it is well to      
remember that ,christ was the ,great    
,physician1 healing not  only soul      
maladies1 but physical infirmities as   
well2 and to the apostles  was given the
 commission to heal the sick and restore
 sight to the blind4  ,gradually1       
however1 as the power of the gospel in  

its purity was lost by  the substitution
 of error for truth1 the leaders of the 
church introduced  miracle cures1 and   
preached the efficacy of the bones of   
saints1 etc41 in  the cure of disease4  
,this became popular1 and increased     
throughout the  ,dark ,ages4            
,sidenote3 ,medical study discouraged   
,draper describes the fanaticism of the 
monastic schools1 and finally  assigns a
 reason for the exclusion from them of  
the study of physiology  and anatomy and
 the science of medicine4 8,the body10  
he says1 8was under  some spiritual     
charge1--the first joint of the right   
thumb being in the  care of ,god the    
,father1 the second under that of the   
blessed ,virgin1  and so on of other    
parts4 ,for each disease there was a    
saint4 ,a man  with sore eyes must      
invoke ,st4 ,clara1 but if it were an   
inflammation  elsewhere1 he must turn to
 ,st4 ,anthony4444 ,for the propitiation
 of these  celestial beings it was      
necessary that fees should be paid1 and 

thus the  practice of                   
imposture--medicine became a great      
source of profit4 ,in all  this there   
was no other intention than that of     
extracting money40#ic    ,sidenote3     
,doctors in secret    ,while such was   
the teachings of the papacy1 the ,jews  
and ,mohammedans were  achieving        
wonderful success1 and making           
discoveries of lasting benefit to       
mankind in ,spain and ,asia ,minor4     
8,bishops1 princes1 kings1 and popes had
  each in private his ,hebrew doctor2   
though all understood that he was a     
contraband luxury1 in many countries    
pointedly and absolutely prohibited  by 
the law4 ,in the eleventh century nearly
 all the physicians in ,europe  were    
,jews40 ,one reason for this was3 8,the 
church would tolerate no  interference  
with her spiritual methods of treating  
disease1 which formed  one of her most  
productive sources of gain2 and the     
study of medicine had  been formally    
introduced into the rabbinical          

schools40#id    ,sidenote3 ,jewish      
physicians prohibited    ,the bitter    
hatred of the papacy toward independence
 of mind is well  illustrated in the    
treatment that the ,jewish physicians   
received from the  popes4 ,draper says3 
8,the school at ,salerno was still      
sending forth its  doctors4 ,in ,rome1  
,jewish physicians were numerous1 the   
popes themselves  employing them4444 ,at
 this period ,spain and ,france were    
full of learned  ,jews2 and perhaps     
partly by their exerting too much       
influence upon the  higher classes with 
whom they came in contact 7for the      
physician of a  ,christian prince was   
very often the rival of his confessor71 
and partly  because the practice of     
medicine1 as they pursued it1 interfered
 with the  gains of the church1 the     
clergy took alarm1 and caused to be     
re-enacted  or enforced the ancient     
laws4 ,the ,council of ,beziers 7,a4,d4 
#abdf7 and the  ,council of ,alby       
7,a4,d4 #abed7 prohibited all           

,christians from resorting to  the      
services of an ,israelitish             
physician40#ie    ,sidenote3 ,hatred of 
physicians    ,to show that this was a  
matter which concerned the schools1 and 
in  proof of the statement that papal   
schools still adhere to formalism1      
miracle cure1 and relic worship1 we need
 only to notice that 8the  faculty of   
,paris ,university1 awakening at last to
 the danger of the  case1 caused1 ,a4,d4
 #acja1 a decree to be published        
prohibiting either  man or woman of the 
religion of ,moses from practicing      
medicine upon any  person of the        
,catholic religion4 ,a similar course   
was pursued in ,spain4  ,at this time   
the ,jews were confessedly at the head  
of ,french medicine4 ,it  was the       
appointment of one of their persuasion1 
,profatius1 as regent of  the faculty of
 ,montpellier1 ,a4,d4 #acjj1 which drew 
upon them the wrath of  the faculty of  
,paris40    ,sidenote3 ,jews banished   
8,the animosity of the ,french          

ecclesiastics against the ,jewish       
physicians  at last led to the          
banishment of all the ,jews from        
,france1 ,a4,d4  #acjf40if ,the papal   
universities were unwilling to teach    
medicine1 and  finding that the ,jewish 
schools of science were greatly         
weakening papal  authority in ,france1  
this race was banished bodily4          
,sidenote3 ,position of physiology      
,comparing this history with the present
 work of the medical fraternity1  and   
especially with that class of medical   
students whose life work is to  spread  
the gospel while relieving the body1 one
 better understands that  physiology    
should be the basis of every educational
 effort1 and the place  that it and     
kindred sciences should occupy in the   
courses of instruction  pursued by our  
children1 youth1 and maturer minds2 and 
also the cause of  that spiritual       
darkness which is even now hanging over 
the world1 and  for centuries held      
,europe in its clutches2 but it shall be

 pierced by  ,christian education4      
,sidenote3 ,papal method of meeting     
opposition    ,the papacy1 in case of   
opposition which threatened her         
authority1 had  two methods of          
procedure4 ,the first was an attempt to 
annihilate both  the trouble and the    
troublers4 ,thus she simply banished all
 ,jews from  ,france that her own       
universities might not be overshadowed  
by the light  of truth4 ,her second     
method of procedure was a               
counter-reformation2 that  is1 if a     
reform in education arose outside the   
church which threatened  to undermine   
her doctrines1 it might be met by a     
partial reform within  her borders1 the 
reform going only so far as was         
absolutely necessary to  satisfy the    
cravings of minds that dared think for  
themselves4    ,sidenote3 ,papacy can   
compromise    ,it was not always        
possible to completely crush a          
reformation1 or the  reformers2 and as  
was quite often the case in the schools1

 studies which  could not be entirely   
banished1 were taught1 but in such a way
 as best  to conserve the needs of the  
church4 ,that medicine1 as well as law1 
was  taught in the higher papal schools1
 can not be denied4 ,says ,mosheim3     
8,the seven liberal arts ,the ,trivium  
and the ,quadrivium were gradually      
included under the term philosophy2 to  
which were added theology1              
jurisprudence1 and medicine4 ,and thus  
these four faculties1 as they  are      
called1 were in the next century formed 
in the universities40#ig    ,sidenote3  
,medical study corrupted    ,but in the 
study of medicine1 as in philosophy or  
law1 memory work devoid  of             
understanding--the form without the     
spirit--was the characteristic4 ,as  the
 saints and martyrs in theology had     
taken the place of the ,greek gods  and 
goddesses1 so in the study of other     
branches a multitude of pagan  terms1   
clothed with what was then known as the 
8,christian spirit10 was  made to       

satisfy the longing for real mental     
culture4 ,the simplicity of  the gospel 
was laid aside4 ,what ,god had revealed 
was made to appear too  complex for the 
human mind1 and the secret things which 
are known only  to ,god were pried into4
 ,in theology1 dialectics1 or logic1    
became the  study of endless queries1   
difficult syllogisms1 meaningless       
quibbles4 ,men  delighted in propounding
 such questions as1 8,how many angels   
can stand on  the point of a needle80   
and others prided themselves on the     
acuteness of  their reasoning powers in 
arguing such questions4 ,likewise in    
medicine1  the study of the simple needs
 of the body and the rational treatment 
of disease was obscured by hundreds of  
,latin terms1 and these were  memorized 
to the neglect of the simple philosophy 
of the science4 ,it is  with this       
multitude of names1 hoary with age1 and 
savoring strongly of  their pagan       
origin1 that the student of medicine is 
still compelled to  grapple4            

,sidenote3 ,the ,arabs as educators     
,the history of the rise of ,european   
universities throws light on the        
attitude of the papacy toward education4
 ,while ,europe was overspread  by      
spiritual and intellectual darkness1    
,god used another people to  disseminate
 truth4 ,when faith in ,god was lost1   
and in its place was  substituted that  
blind faith in man and obedience to the 
church which is  known in ,european     
history as the age of faith1 learning   
was propagated  by the ,arabs4 ,that    
power which had failed to conquer the   
world by the  sword1 now gained by      
intellectual culture what the arms of   
,mohammed and  his immediate successors 
failed to achieve4 ,spain1 while in the 
hands  of the ,moors1 contributed more  
to ,european civilization than at any   
other time in her history2 and it was as
 an educator and through the  influence 
of her schools that the papacy received 
its blow from the  south which made her 
more readily succumb to the revolt of   

,germany under  ,luther4 ,by the ,arabs 
8flourishing schools were established in
 all the  principal cities1 notably at  
,bagdad and ,damascus in the ,east1 and 
at  ,cordova1 ,salamanca1 and ,toledo in
 the ,west4 ,here grammar1 mathematics1 
astronomy1 philosophy1 chemistry1 and   
medicine were pursued with great  ardor 
and success4 ,the ,arabians originated  
chemistry1 discovering  alcohol1 and    
nitric and sulphuric acids4 ,they gave  
algebra and  trigonometry their modern  
form2 applied the pendulum to the       
reckoning of  time2 ascertained the size
 of the earth by measuring a degree1 and
 made  catalogues of the stars40#ih ,and
 all this was done when ,europe as a    
whole was lying in darkness1 when the   
chemist was considered a wizard1  when  
astronomy was merely astrology1 and     
whatever learning existed was  formal   
and spiritless4    ,sidenote3 ,arabs and
 papal schools    ,but the discoveries  
of the ,arab teachers could not long    
remain with them  alone1 and it is with 

the spread of their ideas through the   
schools by  means of the students that  
we are concerned4 8,for a time they the 
,arabs  were the intellectual leaders of
 ,europe4 ,their schools in ,spain were 
largely attended by ,christian youth    
from other ,european countries1 who     
carried back with them to their homes   
the ,arabian science1 and through it    
stimulated intellectual activity in     
,christian papal nations40#ii           
,sidenote3 ,arabs and universities      
,the specialization of studies such as  
theology1 medicine1 or philosophy1      
together with the impulse derived from  
the ,mohammedans in ,africa and the     
,arabs in ,spain1 led to the            
establishment of the universities1 which
 were1  as before stated1 composed of   
four faculties1 or colleges4 8,they     
arose  independently of both church and 
state40 ,the ,university of ,paris      
8became  the most distinguished seat of 
learning in ,europe4 ,at one time it was
  attended by more than twenty thousand 

students40    ,sidenote3 ,papacy seized 
universities    ,the growth of the      
universities was very rapid1 and they   
threatened  speedily to revolutionize   
the society of ,europe and overthrow the
 papal  hierarchy4 8,the influence and  
power of the universities were speedily 
recognized10 says ,painter2 8and though 
originally free associations1  they were
 soon brought into relation with the    
church and the state1 by  which they    
were officially authorized and endowed40
 ,if learning could  not be suppressed1 
then it must be controlled by the       
church2 and the  8church sought to      
attach them the universities to itself1 
in order to  join to the power of faith 
the power of knowledge4 ,the first      
privileges  that the universities       
received proceeded from the popes40     
8,while ,rome  was not the mother1 she  
was yet the nurse of universities40     
,scientific  investigation had by this  
time received such an impulse from youth
 who  had been students in the ,arab    

schools that the church could not hope  
to  crush it4 ,the only hope of the     
papacy was to so surround the truth with
  fables and mysteries1 and to so       
conduct the schools1 that again the     
spirit of progress would be lost in its 
labyrinthine wanderings through  empty  
forms4 ,monopoly in education works     
havoc in the same way that a  monopoly  
in commerce leads to oppression4 ,and so
 it was4    ,sidenote3 ,character of    
students    8,the students led a free   
and uncontrolled life1 seeking and      
finding  protection in their own        
university authorities even from the    
civil  power40#ajj    ,sidenote3 ,origin
 of courses and degrees    ,youth from  
the age of twelve and upward attended   
these universities1  making it necessary
 to teach the secondary studies which   
terminated in  a bachelor's degree4     
8,boys 444 attended the ,parisian       
university merely  for instruction in   
444 grammar1 rhetoric1 and dialectic2   
and after three  or four years' study   

they received the title of              
,baccalaureus40 8,when he  reached 444  
the age of seventeen or eighteen1 he    
then began the study for  the           
mastership40#aja    ,it will be         
remembered that the schools established 
by the early church  were marked for the
 simplicity of their methods1 and their 
singleness  of purpose4 ,their object   
was to educate workers for the spread of
 the  gospel4 ,for the accomplishment of
 this object the course of instruction  
was arranged1 and students were sent    
forth into the world commissioned  of   
,god1 as were the disciples after their 
ordination4 ,there was no call  for the 
granting of degrees4 ,these1 it is true1
 were used in the pagan  schools1 and   
indicated that the receiver had been    
initiated1 after years  of study1 into  
the hidden mysteries of ,greek wisdom4  
,among the pagans1  indeed1 the         
principle of degrees and diplomas dated 
back to the days of  ,egyptian and      
,babylonian supremacy1 where it was     

indicative of fellowship  in the        
grossest forms of licentiousness4       
,greece1 the country which united the   
learning of ,babylon and the wisdom  of 
,egypt1 and offered it to ,europe in the
 form of ,platonism1 naturally  enough  
made use of diplomas and degrees4 ,and  
the fact that her wisdom was  so        
complicated in its nature made it       
necessary to spend long years in        
mastering her sciences4    ,paganism1   
moreover1 has but one model for all men2
 its aim is ever to  crush individuality
 and mold all characters alike4 ,to     
accomplish this  purpose the schools    
arranged their studies in courses1      
demanding that  each student should pass
 over the same ground4 ,this is         
characteristic of  all educational      
systems aside from that one1 the true   
education1 which  comes from ,god4 ,if  
you look to ,china1 you find it there1  
as it develops  the disciples of        
,confucius2 ,india educates her         
,brahmans in the same  manner2 the      

priests and wise men of ,egypt were     
taught in schools of a  similar type4   
,the ,jews had aped the fashion of the  
pagan world1 and it  was from this      
custom that ,christ called his          
disciples4 ,one of the surest  signs    
that the schools established in the days
 of ,christian purity had  lost the     
spirit which characterized the apostolic
 teaching1 is the fact  that the schools
 of the ,middle ,ages had adopted this  
pagan custom4    ,students were called  
into the universities when mere boys1   
and by  hundreds and thousands were run 
through the 8grind0 which we term       
8course  of instruction10 and were      
turned out at the end of ten1 twenty1   
and  sometimes even forty years with a  
degree1 which1 in dignity1 corresponded 
to the years spent in completing the    
course4    ,this custom is papal4 ,it is
 opposed to the very spirit of          
,christianity2  and any institution of  
learning which deigns to accept the     
approval of  the state1 while at the    

same time passing as a ,christian       
institution1 is  not only linking itself
 with the papacy1 but with paganism as  
well4 ,of  ,his followers ,christ says1 
8,they are not of the world1 even as ,i 
am not  of the world40    8,older       
students1 those especially in the       
theological faculty1 with their  fifteen
 or sixteen years' course of study1     
achieved in this respect far  greater   
notoriety4 ,at the age of thirty or     
forty the student at the  university was
 still a scholar40#ajb ,the idea of long
 courses is not1  then1 a modern one1   
and ,american colleges can truthfully   
point to the  university of ,paris for  
the precedent in this respect as in some
 others4  ,in the granting of degrees   
another interesting subject is          
approached4  ,laurie continues3 8,up to 
the middle of the twelfth century1      
anyone taught  in the infant            
universities who thought he had the     
requisite knowledge4444  ,in the second 
half of the twelfth century1 when       

bishops and abbots1 who  acted1         
personally or through their deputies1 as
 chancellors of the rising  university  
schools1 wished to assume to themselves 
exclusively the right  of granting the  
license1 444 ,pope ,alexander ,,iii     
forbade them1 on the  ground that the   
teaching faculty was a gift of          
,god40#ajc ,this1 however1  must have   
been the work of a liberal pope1 for    
earlier1--that is1 in  #abai1--8,pope   
,honorius ,,iii interfered with the     
granting of degrees2 and in  order to   
impose a check on abuses1 directed that 
they should be conferred  not by1 but by
 permission of1 the archdeacon of the   
cathedral1 and under  his               
presidency40#ajd    ,the church had     
gained control of the universities1 and 
through her  representative1 usually the
 chancellor1 granted degrees4 ,now1 in  
order to keep the authority well in her 
own hands1 no one was allowed  to teach 
who did not hold a license granted by   
the university after an  examination4   

,thus the educational trust developed1  
and the iron hand  of ,rome1 though     
concealed in a silken glove1 clinched   
her victories1 and  strove to crush all 
opponents4    ,sidenote3 ,degrees and   
the papacy    ,our modern ,b4,s41       
,m4,a41 ,,ll4,d41 ,d4,d41 etc41 were    
adopted into the  universities at this  
stage of educational history4 8,itter   
informs us10  says ,laurie1 8that 444 a 
complete university course was          
represented by  four degrees--bachelor1 
master1 licentiate1 and finally doctor1 
which last was usually taken at the age 
of thirty or thirty-five40  8,the next  
development of the degree system was the
 introduction of the  grades of bachelor
 and master1 or licentiate1 into each of
 the higher  faculties--theology1 law1  
and medicine4 ,thus a man who had       
finished his  preliminary art studies1  
generally at the age of twenty-one1 and 
wished  to specialize in theology1      
medicine1 or law1 had to pass through   
the  stages of bachelor of theology1 or 

of medicine1 or of law1 and then of     
master or licentiate1 before he obtained
 the title of doctor4 ,the  bachelorship
 of medicine or law was reached in three
 years1 of theology  in seven4 ,four    
years' further study brought the        
doctor's degree40#aje  8,the conferring 
of degrees was originated by a          
pope40#ajf ,the  educational monopoly   
appeared quite complete2 and having     
gained the form  of godliness and the   
civil power1 the old scheme of killing  
the life and  substituting those things 
which would recognize the papal         
hierarchy1 were  again introduced4      
,leading educators are awakening to the 
true situation4  ,christian education   
alone can deliver4    ,sidenote3 ,form  
had replaced the life    8,the moral    
tone of the universities was low10 says 
,painter2 8there were  brawls1          
outbreaks1 and abominable immoralities4 
#8,the students1' say  the ,vienna      
statutes1 #8shall not spend more time in
 drinking1 fighting1  and guitar playing

 than at physics1 logic1 and the regular
 courses  of lectures2 and they shall   
not get up public dances in the streets4
  ,quarrelers1 wanton persons1          
drunkards1 those that go about          
serenading at  night1 or who spend their
 leisure in following after lewd women2 
thieves1  those that insult citizens1   
players at dice--having been properly   
warned  and not reforming1 besides the  
ordinary punishment provided by law for 
those misdemeanors1 shall be deprived of
 their academical privileges and        
expelled4' ,these prohibitions give us a
 clear insight into university  life of 
the time1 for it was not worse at       
,vienna than at ,paris and              
elsewhere40#ajg    ,could some of those 
medieval students be resurrected and    
placed in some  of the universities of  
the nineteenth century1 they might feel 
quite at  home1 not only as far as      
courses of study and the granting of    
degrees is  concerned1 but in revelings1
 parties1 etc41 judging from the reports

  of the hazing1 drinking1 and general  
carousing of the students in our        
university towns48#ajh ,the conduct of  
students is the reflex of the           
instruction given4 ,it is not1          
therefore1 to be wondered at that the   
instruction of the universities1        
containing as it did the form without   
the life1 should fail to develop        
stability of character in its students4 
8,the true ,catholic attitude to all    
investigation was1 and is1 one          
admitting of great advances in every    
department of learning1 while  checking 
all true freedom of thought40#aji       
,the ,north ,american ,review for       
,october1 #ahdb1 expresses in concise   
language the relation of students and   
schools to the general government  and  
consequent state of society4 ,it says3  
8,in the colleges is determined  the    
character of most of the persons who are
 to fill the professions1  teach the    
schools1 write the books1 and do most of
 the business of  legislation for the   

whole body of the people4 ,the general  
direction of  literature and politics1  
the prevailing habits and modes of      
thought  throughout the country1 are in 
the hands of men whose social position  
and early advantages have given them an 
influence1 of the magnitude and         
permanency of which the possessors      
themselves are hardly conscious40       
,recognizing this fact1 the papacy      
controlled the education of the ,middle 
,ages1 and is to-day seeking to do the  
same thing4 ,luther and other           
reformers1 also recognizing this fact1  
sought to overthrow the tyranny of  the 
papacy by establishing new schools where
 freedom of thought would be  fostered  
through faith in ,god's ,word4          
,sidenote3 ,work for ,protestants to-day
    ,protestants to-day1 looking upon   
the system of education as it now       
exists1 and tracing there the same long 
courses in the classics and the         
sciences2 the same degrees granted in a 
manner similar to the ,dark ,ages1  the 

text-book containing the same theories1 
the same terms1 the same  doctrines of  
philosophy2 the same tendency toward    
monarchism1 or the  monopoly of         
education by certain universities1 and  
through them by the  same power that has
 borne sway1 should1 for the sake of    
their government1  and for the sake of  
their faith1 establish schools of their 
own4 ,as the  papacy1 by the subjection 
of thought1 builds up a monarchy in     
place of  democracy2 as she in the same 
way overthrows faith in ,god1           
substituting  faith in man or the       
church1 so ,protestant schools should   
educate  children in the pure principles
 of that gospel freedom which recognizes
  the equality of every man in the sight
 of heaven1 and makes it possible  for  
the government to be of1 for1 and by the
 people by developing the  ,christian   
character through faith in ,jesus       
,christ4          ,,xii    ,,the        
,,sixteenth ,,century ,,reformation ,,an
 ,,educational ,,reform      ,while     

following the history of education      
through the ,dark ,ages1 we have  often 
been compelled to recognize that an     
influence was at work slowly  but surely
 undermining the structure which the    
papacy was1 with the  greatest          
perseverance1 erecting1 and which that  
power purposed should  withstand all the
 attacks brought against it4 ,the papacy
 had calculated  well2 it had1 in       
absorbing the educational system of the 
times1 laid its  hand on the very       
tap-root of society1 and1 in its        
education as well as in  its doctrines1 
woven about the human race meshes which 
only the ,prince of  heaven could rend  
with the sword of eternal truth4        
,sidenote3 ,secret of papal strength    
,never has the world seen such an       
enduring system as the papacy4          
,patterned  so nearly after the truth of
 ,god1 and resembling so closely1 both  
in  church government and educational   
principles1 the plan delivered to  the  
chosen nation1 that only an expert1     

guided by the ,spirit of truth1  could  
judge between the true and the          
counterfeit1 it had1 as had the ,jews   
before them1 replaced the life by the   
mere form4 ,nevertheless1 so firmly     
laid was the foundation1 and so         
substantially built were the walls1 that
  for centuries it baffled all attempts 
at overthrow4    ,this structure had as 
its foundation an educational system2   
the mortar  which held the bricks in the
 wall was educational methods1 and      
should  the building fall1 the          
foundation itself must be attacked4     
,as a civil power1 the papacy was       
periodically attacked by ambitious      
kings and princes2 but these shocks     
scarcely disturbed the serenity of  the 
papal head1 so firm was his throne4 ,the
 sword of the ,mohammedans was  broken  
at ,tours2 and the ,crescent1 instead of
 advancing to the full by  encircling   
the ,mediterranean1 waned as its light  
receded to the shores of  ,africa and   
the west of ,asia4    ,sidenote3 ,the   

revival of learning    ,what the ,turk  
could not do by force of arms1 he did in
 another way4 ,in  #adec ,constantinople
 fell into the hands of the calif1 yet  
this did not  affect the strength of the
 papal hierarchy4 ,but as the ,turk came
 into  ,greece1 ,greek art and          
literature fled to ,italy4 ,here is the 
attack  on the papacy which came from   
the east4 ,painter says3 8,the revival  
of classical learning1 which had its    
central point in the downfall  of       
,constantinople in #adec1 exerted a     
favorable influence4 ,it opened  the    
literary treasures of ,greece and ,rome1
 provided a new culture  for the mind1  
awakened dissatisfaction with the       
scholastic teaching  of the church1 and 
tended to emancipate thought from       
subjection to  ecclesiastical           
authority40#aaj ,the taking of          
,constantinople did still  more toward  
hastening the ,reformation4 ,venice had 
controlled the commerce  of the eastern 
,mediterranean1 but ,turkish supremacy  

in those waters  transferred that power 
to her rival1 ,genoa1 on the other side 
of ,italy2  and from this latter center 
began the search for a western passage  
to the  ,east ,indies which led to the  
accidental discovery of ,america4       
,sidenote3 ,greek classics    ,again1   
8,the revival of learning was so        
intimately related to the  ,reformation1
 and to the educational advancement     
dating from that time1  that it calls   
for consideration in some detail4 ,it   
had its origin in  ,italy4444 ,eager    
scholars from ,england1 ,france1 and    
,germany sat at the  feet of ,italian   
masters1 in order afterward to bear     
beyond the ,alps the  precious seed of  
the new culture40#aaa ,however1 this    
,greek culture1 or  new learning1 was   
nothing more nor less than a revival of 
the study of  ,greek paganism4          
,notwithstanding that fact1 a life and  
enthusiasm attended  its study which    
drew students from the papal            
universities1 and induced  men to travel

 hundreds of miles for the sake of      
sitting at the feet of  masters of the  
,greek classics4    ,this was the       
attempted reform of the papacy made by  
classic literature4  ,its results can   
not but interest us4 ,painter further   
says3 8,the revival  of letters produced
 different results in different         
countries4 ,everywhere  it contributed  
to the emancipation of the human mind1  
but in ,italy it  tended strongly to    
paganize its adherents40    ,bear in    
mind that the classics were attempting  
to reform the papacy4 ,here  was the    
result in ,italy4 ,italian schools      
undoubtedly needed reforming1  for the  
words of ,luther describing ,german     
schools are applicable to all  papal    
institutions4 ,of these he said3 8,what 
have they been taught in the            
universities and convents1 but to become
 blockheads8 ,a man has studied  twenty1
 forty years1 and has learned neither   
,latin nor ,german40 ,but  as much as   
reform was needed1 ,greek classics 8in  

,italy tended strongly  to paganize its 
adherents40 ,we can not look for the    
classics1 then1 to  ,christianize the   
,italian papists4    ,sidenote3 ,greek  
in ,german schools    ,but while 8in    
,italy the new learning became a        
minister of infidelity1 in  ,germany it 
became a minister of religion40 ,why    
this difference8 ,the  work of ,erasmus1
 ,luther1 and ,melancthon1 as they      
introduced the study  of the ,greek and 
,hebrew ,scriptures into the ,german    
schools1 will answer  why4 ,the         
,italians studied the ,greek classics   
for the thought1 and it  paganized its  
adherents2 the ,germans studied the     
,greek ,new ,testament1  translating it 
into the mother tongue1 and it became   
one of the greatest  helps in the spread
 of the ,reformation of the sixteenth   
century4    ,so much for the attempted  
reform by ,greek classics4 ,they played 
their  part1 but they could not         
overthrow the papacy2 and why should we 
expect  it when papal education was1 in 

the first place1 built upon those same  
classics and the philosophy of ,greek   
writers8    ,sidenote3 ,papacy and ,arab
 education    ,we now turn to the       
southern attack upon the papal system4  
,this was also  an educational attack4  
,already we have seen the ,arab schools 
in ,spain4  ,before the eleventh century
 ,christian youth attended these        
schools1  taking across the ,pyrenees   
the science of the ,moors4 ,the papacy  
quailed  before this attack1 and in     
order to lessen its force1 the sciences 
of the  ,arabs were adopted in the papal
 universities4 ,this1 as we have already
  seen1 was done in medicine and        
mathematics4 ,but again the form was    
retained without the life4 ,france1     
because of her jealousy of the ,jewish  
physicians1 through the influence of the
 ,university of ,paris1 banished  every 
,jew from her borders4 ,a scientific    
attack could not overthrow the  papacy4 
,sidenote3 ,science and discovery of    
,america    ,however1 the ,moors went   

quietly on in their scientific          
discoveries2 and  when the fall of      
,constantinople closed the eastern route
 to the ,indian  ,ocean1 and ,genoa     
wanted a western route1 ,spain was      
prepared to offer  sailors the necessary
 charts and maps1 compasses1 and other  
mariners'  instruments4 ,her            
astronomical studies1 celestial maps1   
and measurements  of the degrees on the 
earth's surface encouraged voyages both 
to the  south and west1 in direct       
contradiction to the theories of the    
patristic  geographies4 ,when ,columbus 
asked aid at the ,spanish court to fit  
vessels  for the tour across the        
,atlantic1 it is strange to note that   
the wife of  the king of ,spain1 who    
took from the ,moors the keys of        
,granada1 and drove  the ,arab and his  
learning out of ,europe1 was the same   
woman who pledged  her jewels to this   
man1--a man1 who1 dependent upon ,arabic
 scientific  investigation1 discovered a
 world where those same truths might be 

planted1 and mature untrammeled by papal
 tyranny4 ,i say this was more  than a  
coincidence4 ,the hand of ,god was in   
it2 and1 as ,d',aubign says3  8,he      
prepares slowly and from afar that which
 he designs to accomplish4 ,he  has ages
 in which to work40    ,sidenote3       
,science and the ,reformation    ,while 
scientific knowledge could not overthrow
 the papacy1 it had its  part to play   
along with the classics4 ,when men were 
spiritually dead1 and  the ,word of ,god
 was hidden1 minds were freed from papal
 thraldom by the  work of the scientist 
and the classical student4 ,bear in     
mind1 however1  that the classics helped
 only as they offered the ,scriptures2  
and science  helped only as it opened   
men's minds to the reception of the     
truths of  ,god's ,word4 ,mighty forces 
were at work3 the earth itself must be  
moved1  and the fulcrum whereon rested  
the lever by which it was to be turned  
in  its orbit was the throne of ,god1   
and the ,word of the ,eternal was the   

moving power4 ,men1 weak in themselves  
but resolute in purpose1 were the       
instruments in the hand of ,god to      
accomplish a task which ages had waited 
for1 and principalities and powers in   
heavenly places had longed to see4      
,sidenote3 ,reformation and education   
,the ,reformation was not the work of a 
year1 nor yet of one man1 even  in      
,germany4 ,it was the gradual work of a 
system of education1 and that  system   
was the same as had formerly been given 
to ,israel1 as had been  exemplified and
 amplified in the life of ,christ1 and  
was at the time of  the ,reformation to 
be revealed1 little by little1 as men's 
minds1 long  darkened by oppression1    
were able to grasp it4    ,sidenote3    
,forerunners of the ,reformation        
,agricola1 known as the father of       
,german humanism1 was one of the        
earliest  reformers1 and his attitude as
 a teacher and his expressions          
concerning  education prove the fact    
that the ,reformation began in the      

educational  institutions4 ,this man was
 for a time 8a pupil of ,thomas         
,kempis2  he passed several years at the
 university of ,louvain2 subsequently he
  studied at ,paris1 and afterward in   
,italy10 so that he was well acquainted 
with the institutions of the day4 ,he   
became a teacher at ,heidelberg4 ,at    
the age of forty-one he began the study 
of ,hebrew1 in order to read the        
,hebrew ,bible4    ,sidenote3           
,agricola's ideas of the school    ,he  
was urged to take charge of a school at 
,antwerp1 but refused1  expressing his  
opinion of the school in this advice    
sent to the  authorities3 8,it is       
necessary to exercise the greatest care 
in choosing  a director for your school4
 ,take neither a theologian nor a       
so-called  rhetorician1 who thinks he is
 able to speak of everything without    
understanding anything of eloquence4    
,such people make in school the same    
figure1 according to the ,greek proverb1
 that a dog does in a bath4 ,it is      

necessary to seek a man resembling the  
phnix of ,achilles2 that is1 who  knows 
how to teach1 to speak1 and to act at   
the same time4 ,,if ,,you ,,know  ,,such
 ,a ,,man1 ,,get ,,him ,,at ,,any       
,,price2 for the matter involves the    
future of  your children1 whose tender  
youth receives with the same            
susceptibility  the impress of good and 
of bad examples40    ,sidenote3         
,recognizes errors of papal system      
,his ideas concerning methods were as   
clear as those expressed on the  subject
 of schools and the character of the    
teacher4 ,he was evidently  able to see 
things in advance of his age1 and in the
 spirit of a seer can  truthfully be    
classed with the forerunners of the     
,reformation4 ,in another  letter he    
writes3 8,whoever wishes to study with  
success must exercise  himself in these 
three things3 in getting clear views of 
a subject2 in  fixing in his memory what
 he has understood2 and in producing    
something  from his own resources40     

,each of the three things specified cuts
 directly  across the methods employed  
in papal schools1 and which were so     
necessary  to the stability of that     
hierarchy4 ,this was the beginning of   
the  ,reformation as seen in education4 
,sidenote3 ,thought versus mere form    
,one more quotation from ,agricola's    
letter emphasizes the thought that      
schools were then conducted where dry   
form and abstract memory work were      
giving place to thought1--original      
thought4 8,it is necessary10 he says1   
8to exercise one's self in composition2 
when we have produced nothing1  what we 
have learned remains dead4 ,the         
knowledge that we acquire ought  to be  
like seed sown in the earth1 germinating
 and bearing fruit40#aab    ,sidenote3  
,reuchlin advises teaching the ,bible   
,reuchlin1 one of ,melancthon's         
teachers1 recognized the best means of  
winning opponents to the truth1 and     
said3 8,the best way to convert the     
,israelites would be to establish two   

professors of the ,hebrew language  in  
each university1 who should teach the   
theologians to read the ,bible  in      
,hebrew1 and thus refute the ,jewish    
doctors40 ,the fact that such a         
position exposed ,reuchlin to violent   
opposition from the monks and papal     
teachers shows that he rightly divined  
the remedy for papal oppression2  and it
 is significant of an approaching       
reformation when he thus  recommends    
that the ,bible be placed in the        
universities for study by  theologians4 
,there is a rift in the clouds1 and ere 
long the sun will appear4 ,but 8men     
loved darkness rather than light40 ,why8
    ,sidenote3 ,erasmus    ,erasmus1    
recognized by all as a reformer1 did his
 work by the publication  of the ,new   
,testament in ,greek4 8,the work was    
undertaken in the interests  of a purer 
,christianity40 8,it is my desire10 he  
said1 8to lead back  that cold dispute  
about words called theology to its real 
fountain4  ,would to ,god that this work

 may bear as much fruit to ,christianity
 as  it has cost me toil and            
application40 ,here was a direct thrust 
at the  study of dialectics in the      
universities4 ,the meaningless disputes 
which  constituted the course in        
theology was1 by ,erasmus1 to be        
replaced by the  living word of ,god4   
,the ,reformation drew nearer1 and the  
papacy shuddered  at the prospect4      
,gradually the ,spirit was returning1   
and this is seen  more and more as we   
take up the life of ,luther4 ,the       
highway had been  cleared by such       
forerunners as have already been        
mentioned4    ,sidenote3 ,protestantism 
fosters education    8,the fundamental  
principles of ,protestantism are        
favorable to education10  says          
,painter4#aac 8,with the ,scriptures and
 his conscience for guides1  every man  
is elevated to the freedom and dignity  
of ordering his own  religious life4    
,the feeling of individual              
responsibility is awakened1  and the    

spirit of inquiry fostered4             
,intelligence becomes a necessity4  ,the
 ,bible must be studied2 teachers must  
be provided2 schools must be            
established4 ,,protestantism ,,becomes  
,,the ,,mother ,,of ,,popular           
,,education40    ,again the same author 
says3 8,it ,christianity does not       
withdraw man from  the ordinary callings
 and relations of life2 it makes him a  
steward of  ,god in the world1 and      
exalts his daily labors in the          
household1 in the  schoolroom1 in the   
workshop1 on the farm1 into a divine    
service4 ,the  ,protestant view restores
 nature1 as a subject of investigation1 
to its  rights4 ,the whole circle of    
knowledge--whatever is elevating1       
whatever  prepares for useful living--is
 held in honor4 ,primary and secondary  
schools are encouraged2 the best methods
 of instruction1 based upon  a study of 
man's nature and not upon the interests 
of the church1 are  sought out4         
,protestantism is a friend of universal 

learning40 ,one ,french  scholar says3  
8,the ,reformation contracted the       
obligation of placing  everyone in a    
condition to save himself by reading and
 studying the  ,bible4 ,instruction     
became then the first of the duties of  
charity2 and  all who had charge of     
souls1 from the father of a family to   
the sovereign  of the state1 were called
 upon 444 to favor popular              
education4#aad0    ,sidenote3 ,luther an
 educator    ,it is no wonder1 then1    
that much of ,luther's time and ambition
 was spent  in the cause of education4  
8,the necessities of the ,reformation   
gave  ,luther10 says ,painter1 8an      
intense interest in education4 ,the     
schools  of the time1 already inadequate
 in number and defective in method1 were
  crippled during the early stages of   
the ,reformation by the excited and     
unsettled condition of society4 ,a new  
generation was growing up without       
education4 ,the establishment of schools
 became a necessary measure for  the    

success and permanence of the           
,reformation4 ,the appeal had been made 
to the ,word of ,god1 and it was        
necessary to teach the masses to read   
it4 ,preachers and teachers were needed 
for the promulgation and defense  of the
 gospel4444 ,as early as #aebd1 ,luther 
made an appeal of marvelous  energy to  
the authorities of the ,german cities   
for the establishment of  schools4 ,if  
we consider its pioneer character1 in   
connection with its  statement of       
principles and admirable                
recommendations1 the address must  be   
regarded the most important educational 
treatise ever written40#aae  ,god had   
trained him for his position4           
,sidenote3 ,luther's plea for schools   
,here are the words of the ,reformer4   
,judge for yourselves if they should    
not voice the sentiment of every true   
,protestant to-day6 8,he wrote10 says   
,d',aubign1 8to the councilors of all   
the cities of ,germany1 calling upon    
them to found ,christian schools40      

8,dear sirs10 said ,luther1 8we annually
  expend so much money on arquebuses1   
roads1 and dikes1 why should we not     
spend a little to give one or two       
schoolmasters to our poor children8 ,god
  stands at the door and knocks2 blessed
 are we if we open to him6 ,now the     
,word of ,god abounds4 ,o my dear       
,germans1 buy1 buy1 while the market is 
open before your houses4 ,the ,word of  
,god and ,his grace are like a shower   
that falls and passes away4 ,it was     
among the ,jews2 but it passed away1    
and now they have it no longer4 ,paul   
carried it into ,greece2 but in that    
country also it has passed away1 and the
 ,turk reigns there now4 ,it came  to   
,rome and the ,latin empire2 but there  
also it has passed away1 and ,rome  now 
has the pope4 ,o ,germans1 do not expect
 to have this ,word forever4 ,the       
contempt that is shown to it will drive 
it away4 ,for this reason let him  who  
desires to possess it lay hold of it and
 keep it4    8,,busy ,,yourselves ,,with

 ,,the ,,children2 for many parents are 
like ostriches1  they are hardened      
toward their little ones1 and1 satisfied
 with having  laid the egg1 they care   
nothing for it afterward4444 ,the true  
wealth of  a city1 its safety1 and its  
strength1 is to have many learned1      
serious1  worthy1 well-educated         
citizens4 ,and whom must we blame1      
because there are  so few at present1   
except your magistrates who have allowed
 your youth to  grow up like trees in a 
forest80#aaf    ,d',aubign says truly3  
8,it was not the public worship alone   
that the  ,reformation was ordained to  
change4 ,the school was early placed    
beside  the church1 and these two great 
institutions1 so powerful to regenerate 
the nations1 were equally reanimated by 
it4 ,it was by a close alliance  with   
learning that the ,reformation entered  
into the world2 in the hour  of its     
triumph it did not forget its ally40#aag
 ,luther 8felt that  to strengthen the  
,reformation ,,it ,,was ,,requisite ,,to

 ,,work ,,on ,,the ,,young1  ,,to       
,,improve ,,the ,,schools1 and to       
propagate throughout ,christendom the   
knowledge necessary for a profound study
 of the ,holy ,scriptures4 ,,this ,,was 
,,one ,,of ,,the ,,results40#aah        
,sidenote3 ,schools strengthen the      
church    ,painter1 describing the      
educational work of the great ,reformer1
 says3  8,with ,luther1 education was   
not an end in itself1 but a means to    
more  effective service in church and   
state4 ,if people or rulers neglect the 
education of the young1 they inflict an 
injury upon both the church and  state2 
they become ,,enemies ,,of ,,god ,,and  
,,man2 they advance the cause  of       
,satan1 and bring down upon themselves  
the curse of heaven4 ,this  is the      
fundamental thought that underlies all  
,luther's writings upon  education40#aai
    ,sidenote3 ,schools not appreciated 
,luther expresses his views briefly in  
these words3 8,the common man does      
think that he is under obligation to    

,god and the world to send his son  to  
school4 ,everyone thinks that he is free
 to bring up his son as he  pleases1 no 
matter what becomes of ,god's word and  
command4 ,yea1 even our  rulers act as  
if they were exempt from the divine     
command4 ,no one thinks  that ,god has  
earnestly willed and commanded that     
children be brought up  to his praise   
and work--a thing that ,,can ,,not ,,be 
,,done ,,without ,,schools4 ,on  the    
contrary1 everyone hastens with his     
children after worldly gain40  ,luther's
 words ringing down the centuries must  
be echoed by all true  ,protestants     
to-day4 ,where are the men with the     
courage of educational  reformers8      
,sidenote3 ,luther's educational plans  
8,luther did not concern himself about  
the education of the clergy only1  it   
was his desire that knowledge should not
 be confined to the church2  he proposed
 extending it to the laity1 who hitherto
 had been deprived of  it4444 ,he       
emancipated learning from the hands of  

the priests1 who had  monopolized it1   
like those of ,egypt in times of old1   
and put it within  the reach of         
all40#abj ,luther grasped with wonderful
 clearness the real  meaning of         
,christian education1 and there is      
scarcely a phase of it which  he has    
left untouched4    ,sidenote3 ,luther's 
methods a model    8,if we survey10 says
 ,dittes1 8the pedagogy of ,luther in   
all its extent1  and imagine it fully   
realized in practice1 what a splendid   
picture the  schools and education of   
the sixteenth century would present6 ,we
 should  have courses of study1         
text-books1 teachers1 methods1          
principles1 and  modes of discipline1   
schools and school regulations1 that    
could serve as  models for our own age40
    ,sidenote3 ,luther's ideals of      
teachers    ,the ,reformer writes3      
8,where would preachers1 lawyers1 and   
physicians  come from if the liberal    
arts were not taught8 ,from this source 
must  they all come4 ,this1 ,i say1 no  

one can ever sufficiently remunerate the
  industrious and pious teacher that    
faithfully educates4444 ,yet people     
shamefully despise this calling among   
us1 as if it were nothing1 and  at the  
same time they pretend to be            
,christians6 ,if ,i were obliged to     
leave off preaching and other duties1   
there is no office ,i would rather  have
 than that of school-teacher2 for ,i    
know that this work is1 with  preaching1
 the most useful1 greatest1 and best2   
and ,i do not know which  of the two is 
to be preferred4 ,for it is difficult to
 make old dogs  docile1 and old rogues  
pious1 yet that is what the ministry    
works at1 and  must work at in great    
part1 in vain2 but young trees1 although
 some may  break1 are more easily bent  
and trained4 ,therefore1 let it be one  
of the  highest virtues on earth        
faithfully to educate the children of   
others who  neglect it themselves40#aba 
,sidenote3 ,germany established schools 
,germany was aroused4 8,in #aebe he was 

commissioned by the ,duke of  ,mansfield
 to establish two schools in his native 
town1 444 one for the  primary and the  
other for secondary instruction40 ,they 
were not conducted  after the manner of 
papal schools1 differing only in the    
fact that the  teacher was a            
,protestant4 8,both in the course of    
study and in the methods  of instruction
 these schools become models after which
 many others were  fashioned4444 ,in a  
few years the ,protestant portion of    
,germany was  supplied with schools4    
,they were still defective1 444 but1 at 
the same  time1 they were greatly       
superior to any that had preceded them4 
,though no  complete system of popular  
instruction was established1 the        
foundation  for it was laid4 ,to this   
great result1 ,luther contributed more  
than any  other man of his time2 and    
this fact makes him the leading         
educational  reformer of the sixteenth  
century40#abb    ,sidenote3 ,no         
compromise    ,the changes wrought by   

,luther were not mere superficial1      
formal changes2  but as the             
,reformation1 as a religious movement1  
struck a death-blow to  the papacy1     
viewed as an educational movement1 it is
 found to have cut  directly across the 
established methods of popular          
education4 ,it meant  a change in the   
courses1 a different idea of graduation1
 a change  in text-books1 in methods of 
teaching1 methods of study1 and         
character of the teachers4    ,sidenote3
 ,value of nature study    ,he was      
perhaps the first of the reformers to   
recognize the value of  nature study4   
,he once said3 8,we are at the dawn of a
 new era2 for we are  beginning to      
recover the knowledge of the external   
world that we have  lost since the fall 
of ,adam4 ,erasmus is indifferent to it2
 he does not  care to know how fruit is 
developed from the germ4 ,but by the    
grace of  ,god1 we already recognize in 
the most delicate flower the wonders of 
divine goodness and the omnipotence of  

,god4 ,we see in ,his creatures the     
power of ,his word4 ,he commanded1 and  
the thing stood fast4 ,see that force   
display itself in the stone of a peach4 
,it is very hard1 and the germ  that it 
incloses is very tender2 but1 when the  
moment has come1 the stone  must open to
 let out the young plant that ,god calls
 into life40#abc ,it  may at first seem 
strange that the bold1 brave man who    
aroused the world  by his theses nailed 
to the church door1 should have a       
character to  which the gentleness of   
nature made such a strong appeal4 ,but  
,luther was  a true preacher in that he 
was a teacher4 ,what wonder that his    
work was  enduring6 ,it stands close    
beside the life-work of his ,master1    
,jesus1--the  ,teacher sent of ,god4    
,sidenote3 ,melancthon1 ,luther's       
companion in education    ,before       
carrying the work of ,luther further1 it
 is necessary to introduce  a new       
character1 born1 it would seem1 at a    
moment when his special mental          

qualities were most needed and fitted by
 heaven to stand by ,luther's side  as  
an aid and as a comfort in the mighty   
storm through which he must  pass4 ,i   
refer to ,melancthon2 ,god chose him as 
a teacher1 and imparted  to him1 in a   
wonderful degree1 that gift of the      
,spirit4 ,a few extracts  from          
,d',aubign will show clearly how he was 
guided into the paths of the            
,reformation1 there to become one of the
 greatest workers for that cause4    ,he
 was born in #adig2 hence1 when ,luther 
began his work in #aeag1  ,melancthon   
was a youth of twenty4 8,he was         
remarkable for the excellence  of his   
understanding1 and his facility in      
learning and explaining what  he had    
learnt40 8,melancthon at twelve years of
 age went to the ,university  of        
,heidelberg1 444 and took his bachelor's
 degree at fourteen40 8,in #aeab1       
,reuchlin the reformer referred to on a 
previous page invited him to            
,tubingen4444 ,the ,holy ,scriptures    

especially engaged his attention4444    
,rejecting the empty systems of the     
schoolmen1 he adhered to the plain  word
 of the gospel40#abd    ,erasmus wrote3 
8,i entertain the most distinguished and
 splendid  expectations of ,melancthon4 
,god grant that this young man may long 
survive us4 ,he will entirely eclipse   
,erasmus40    ,sidenote3 ,melancthon    
teaches    8,in #aead he was made doctor
 of philosophy1 and then began to teach4
 ,he  was seventeen years old4 ,the     
grace and charm that he imparted to his 
lessons formed the most striking        
contrast to the tasteless method which  
the doctors1 and above all1 the monks1  
had pursued till then40    ,sidenote3   
,melancthon goes to ,wittemberg         
,frederick applied to ,erasmus and      
,reuchlin for an instructor for the     
,university of ,wittemberg4 ,melancthon 
was recommended4 ,reaching the          
university1 he did not make the most    
favorable impression on ,luther and     
other professors1 8when they saw his    

youth1 his shyness1 and diffident       
manners40 ,after his opening address1   
however1 ,luther and others became  his 
ardent admirers4 ,luther wrote3 8,i ask 
for no other ,greek master4 ,but  ,i    
fear that his delicate frame will be    
unable to support our mode of  living1  
and that we shall be unable to keep him 
long on account of the  smallness of his
 salary40    ,the spirit of             
,christianity and of ,christian         
education had drawn two  souls together1
 and the success of the work from this  
time on depended  largely upon this     
union4 ,says ,d',aubign3 8,melancthon   
was able to respond  to ,luther's       
affection4 ,he soon found in him a      
kindness of disposition1 a  strength of 
mind1 a courage1 a discretion1 that he  
had never found till  then in any       
man4444 ,we can not too much admire the 
goodness and wisdom  of ,god in bringing
 together two men so different1 and yet 
so necessary  to one another4 ,luther   
possessed warmth1 vigor1 and strength2  

,melancthon  clearness1 discretion1 and 
mildness4 ,luther gave energy to        
,melancthon2  ,melancthon moderated     
,luther4 ,they were like substances in a
 state of  positive and negative        
electricity1 which mutually act upon    
each other4  ,if ,luther had been       
without ,melancthon1 perhaps the torrent
 would have  overflowed its banks2      
,melancthon1 when ,luther was taken from
 him by  death1 hesitated1 and gave way1
 even where he should not have yielded40
    ,should you question why ,i thus    
dwell upon the life and character of    
,melancthon1 ,i reply1 ,because from    
this union of two souls flowed the      
great educational reform of the         
sixteenth century4 ,the two did what    
neither could have done alone2 and the  
study of their lives alone reveals  the 
secret of success in ,christian         
education to-day4    ,sidenote3         
,melancthon revolutionizes ,wittemberg  
,it was a notable day to ,wittemberg    
when ,melancthon arrived4 8,the         

barrenness that scholasticism had cast  
over education was at an end4 ,a  ,,new 
,,manner ,,of ,,teaching ,,and ,,of     
,,studying ,,began ,,with ,,melancthon4 
#8,thanks to  him1' says an illustrious 
,german historian1 #8,wittemberg became 
the school  of the nation4'0            
,sidenote3 ,papal education dropped     
8,the zeal of the teachers ,luther and  
,melancthon was soon communicated  to   
the disciples4 ,it was decided to reform
 the method of instruction4  ,with the  
electors' consent1 ,,certain ,,courses  
,,that ,,possessed ,,merely             
,,scholastic ,,importance ,,were        
,,suppressed2 and at the same time the  
study  of the classics received a fresh 
impulse4 ,remember1 however1 that this  
study of the classics was the ,greek and
 ,hebrew ,scriptures4 ,,the ,,school    
,,at ,,wittemberg ,,was ,,transformed1  
,,and ,,the ,,contrast ,,with ,,other   
,,universities  ,,became ,,daily ,,more 
,,striking40#abe    ,sidenote3 ,result  
of changes    ,the results of these     

changes were no less marvelous than the 
changes  themselves4 ,the author last   
quoted says3 ,wittemberg 8flourished    
daily  more and more1 and was eclipsing 
all the other schools4 ,a crowd of      
students flocked thither from all parts 
of ,germany to hear this  extraordinary 
man1 whose teaching appeared to open a  
new era in religion  and learning4      
,these youths1 who came from every      
province1 halted as soon  as they       
discovered the steeples of ,wittemberg  
in the distance2 they  raised their     
hands to heaven1 and praised ,god for   
having caused the light  of truth to    
shine forth from this city1 as from     
,zion in times of old1 and  whence it   
spread even to the most distant         
countries4 ,a life and activity1  till  
then unknown1 animated the university40 
,such a school did not call together a  
class of students careless in habit  and
 listless in study2 for the fare1 as    
before noted1 was meager1 and  there was
 no great outward display4 ,those who   

attended came seeking for  truth2 and as
 their souls were filled with spiritual 
meat1 they returned  to their homes1    
8even to the most distant countries10 to
 spread the  truths of ,christian       
education4 ,luther himself wrote3 8,our 
students here  are as busy as ants40    
,two thousand students from all parts of
 ,europe  thronged the lecture room of  
,melancthon4    ,sidenote3 ,melancthon's
 view of education    ,the life and work
 of those two animating spirits at      
,wittemberg can not  be measured by any 
earthly standard4 ,melancthon said3 8,i 
apply myself  solely to one thing1 the  
defense of letters4 ,by our example we  
must  excite youth to the admiration of 
learning1 and induce them to love it    
for its own sake1 and not for the       
advantage that they may derive from it4 
,the destruction of learning brings with
 it the ruin of everything that is      
good1--religion1 morals1 and all things 
human and divine4 ,the better a man  is1
 the greater his ardor in the           

preservation of learning2 for he knows  
that1 of all plagues1 ignorance is the  
most pernicious40 8,to neglect  the     
young in our schools is just like taking
 the spring out of the year4  ,they1    
indeed1 take away the spring from the   
year who permit the schools  to decline1
 because ,,religion ,,can ,,not ,,be    
,,maintained ,,without ,,them40         
,sidenote3 ,melancthon prepared         
text-books    ,luther had stated that a 
reform in methods and courses was       
necessary4  ,melancthon had assisted in 
that work4 ,he did still more4 ,breaking
 away as  they did from the educational 
system of the universities of the world1
  and basing instruction upon the ,word 
of ,god1 it became necessary to have    
new text-books4 ,melancthon applied     
himself with great diligence to this    
duty4 ,he was an arduous student1 often 
arising at three in the morning1  and   
many of his works were written between  
that hour and the dawn4  ,besides his   
,greek and ,latin grammars he is the    

author of works on logic1  rhetoric1    
physics1 and ethics4 8,these works1     
written in a clear and  scientific form1
 soon became popular1 and some of them  
held their place  in the schools for    
more than a hundred years40    ,,the    
,,study ,,of ,,theology had been        
degraded into the pursuit of subtle     
arguments and idle controversies4       
,melancthon wrote a work on dogmatic    
theology1 publishing it in #aeba4 ,of   
this work1 ,luther wrote3 8,whoever     
wishes to become a theologian now enjoys
 great advantages2 for1 first  of all1  
he has the ,bible1 which is so clear    
that he can read it  without difficulty4
 ,then let him read in addition the     
,loci ,communes of  ,melancthon4444 ,if 
he has these two things1 he is a        
theologian from whom  neither the devil 
nor heretics shall be able to take away 
anything40    ,sidenote3 ,preparatory   
schools    ,melancthon's life was not   
devoted alone to the education of such  
students  as could attend ,wittemberg1  

nor were his changes of the educational 
system applicable only to the higher    
schools and universities4 ,stump  says3 
8,amid all the distractions and         
anxieties of this period1 ,melancthon   
steadily directed his efforts to the    
advancement of education and the        
building up of good ,christian schools4 
,during a period covering many  years1  
he found time1 in spite of his numerous 
other engagements1 to give  elementary  
instruction to a number of young men who
 lived with him in  his own house4 ,he  
did this on account of the lamentable   
lack of suitable  ,,preparatory         
,,schools4 ,he lost no opportunity1     
however1 to provide for  this lack1     
whenever he found it possible to do so4 
8,in the spring of #aebe1 with ,luther's
 help1 he reorganized the schools  of   
,eisleben and ,magdeburg4 ,he went to   
,nuremberg1 and assisted in the         
establishment of a gymnasium high school
 in that city2 and in the  following    
spring he returned to ,nuremberg1 and   

formally opened the  school4 ,he        
delivered an address in ,latin1 in which
 he dwelt upon the  importance of       
education1 and the credit which the     
movers in this  enterprise deserved4 ,he
 declared that 444 #8the cause of true  
education  is the cause of ,god4'0#abf  
,both church schools and higher schools1
 those offering instruction for         
students preparing for the universities1
 were organized by ,melancthon4         
,sidenote3 ,changes were bitterly       
opposed    ,this work was not allowed to
 proceed without some bitter attacks    
from the  schoolmen and representatives 
of papal education4 ,for illustration of
  this fact1 we have the words of       
,d',aubign3 8,the schools1 which for    
five  centuries past had domineered over
 ,christendom1 far from giving way at   
the first blow of the ,reformer ,luther1
 rose up haughtily to crush the  man who
 dared pour out upon them the flood of  
his contempt40 8,doctor  ,eck1 the      
celebrated professor of ,ingolstadt1 444

 was a doctor of the  schools and not of
 the ,bible2 well versed in the         
scholastic writings1  but not in the    
,word of ,god4444 ,eck represented the  
schoolmen40 8,eck was  a far more       
formidable adversary than ,tetzel the   
vender of indulgences1  ,prierio1 or    
,hochstraten2 the more his work         
surpassed theirs in learning  and in    
subtlety1 the more dangerous it         
was40#abg ,thus ,luther's most  bitter  
enemies were those who had once been his
 warm friends1 and those  who offered   
the strongest opposition to his work    
were the teachers in the  universities  
of ,germany4 ,luther was sometimes      
almost overcome in spirit  by the       
ingratitude shown1 and of ,doctor ,eck  
he once wrote3 8,if ,i did not  know    
,satan's thoughts1 ,i should be         
astonished at the fury which has led    
this man to break off so sweet and so   
new a friendship1 and that1 too1        
without warning me1 without writing to  
me1 without saying a single word40      

,sidenote3 ,the ,saxony school plan     
,it was in order to meet the opposition 
offered by the schoolmen1 and  to put   
the ,reformation on a firm basis1 that  
,luther and ,melancthon  formulated the 
,saxony school plan1 and reorganized the
 ,german schools4    ,stump says3 8,in  
the year #aebg1 ,melancthon took part   
with ,luther in the  visitation of the  
schools and churches of ,saxony4 ,it was
 high time for  such a step4 ,affairs   
were in a wretched condition4 ,in many  
places no  religious instruction was    
given at all1 because there were either 
no  pastors and teachers stationed      
there1 or those who were stationed there
  were grossly ignorant themselves4 ,the
 greatest disorder imaginable  reigned  
nearly everywhere4444 ,the financial    
condition of many of the  churches was  
equally bad4444 ,it was the object of   
the visitation to  bring order out of   
this chaos4 ,melancthon was charged with
 making a  beginning in ,thuringia4 ,the
 spiritual distress which he discovered 

rent  his heart1 and he often went      
aside1 and wept over what he saw40 8,in 
#aebh  ,melancthon drew up the #8,saxony
 school plan1' which served as the basis
 of  organization for many schools      
throughout ,germany40    ,sidenote3     
,reforms advocated by this plan         
,according to this plan1 teachers were  
to avoid 8burdening the children  with a
 multiplicity of studies that were not  
only unfruitful1 but even  hurtful40    
,again1 8,the teacher should not burden 
the children with too  many books10 and 
8it is necessary that the children be   
divided into  classes40 8,three classes1
 or grades1 are recommended10 and the   
subjects  taught should be adapted to   
the age and condition of the pupil4     
,thus1  avoid too many studies for      
children and youth2 do not put too many 
books  into their hands2 group them     
according to their ability4 ,this 8plan0
  seems to resist the cramming system so
 universally followed to-day almost  as 
vigorously as it opposed the papal      

schools of the sixteenth century4       
,sidenote3 ,results1 if ,luther's plans 
fulfilled    ,a great work was set on   
foot1--a revolution which was to affect 
the ages  which followed4 ,in the brief 
space of one man's life1 plans were     
laid1  especially in the educational    
work1 which1 if carried out by his      
successors1 would have placed ,germany  
in a position to rule the world4        
,instead of returning to the pit from   
which she had been dug1 her schools  and
 universities might have been models    
worthy of imitation throughout  ,europe 
and in ,america4 ,luther died1 and      
,melancthon1 his co-laborer1  was unable
 to carry forward the work4             
,theologians1 pastors1 ministers1  into 
whose hands the work of the ,reformation
 rightfully fell1 instead  of           
multiplying ,christian schools1 and     
carrying to perfection the  methods of  
instruction introduced by ,luther and   
,melancthon1 passed by  the greatest    
work of the age1 and by internal strifes

 and theological  disputes lost the     
hard-won battle4 ,the seeds of truth had
 been sown in  republicanism and        
,protestantism1 and these two           
institutions should  have been held in  
,germany4 ,education--,,christian       
,,education--alone could  hold them     
there4 ,this was neglected2 and as lost 
children1 the two went  hand in hand to 
the ,netherlands1 to ,england1 and      
finally to ,america1 in  search of a    
fostering mother1--a pure system of     
education4 ,the spirit  and life so     
manifest in the teaching of the great   
,reformers1 passed on1  leaving ,europe 
with the form4 ,a house empty1 swept1   
and garnished does  not long so remain4 
,the form was occupied by the spirit of 
the papacy1  and ,europe relapsed into a
 position from which she can be         
reclaimed only  by a renewal of the     
plans of the sixteenth-century          
,reformers--a system of  ,,christian    
,,education4          ,,xiii    ,,the   
,,reaction ,,after ,,the ,,educational  

,,reformation      ,sidenote3           
,widespread effects of the ,reformation 
,the most momentous event of the world's
 history1 excepting alone the  birth of 
the ,redeemer1 was the ,reformation of  
the sixteenth century4  ,great religious
 movements have occurred before and     
since1 but they are  eclipsed by the    
brilliancy and far-reaching results of  
this one4 ,more  men have been reached1 
more lives revolutionized1 than by the  
combined  forces of all changes in civil
 and domestic circles since that time4  
,the  fact is1 that when the causes of  
political changes in the modern world   
are considered1 it must be acknowledged 
by every candid thinker that  these     
changes are due in one way or another to
 the attitude assumed by  the people    
concerned toward that one ,reformation  
which was set in motion  by the         
,wittemberg monk4 ,christ had been      
forgotten1 and ,he came before the      
world again in the days of ,luther4     
,a few quotations from ,ranke show how  

far the ,reformation extended in the    
brief space of forty years2 and since we
 are dealing with the causes of  this   
rapid spread1 it is gratifying to see   
that this author gives in the  most     
natural way due credit to the influence 
of the schools4 ,two things1  then1     
should be noticed in reading these      
selections2 first1 the extent of        
territory covered by ,protestant        
principles2 second1 the part played by  
schools and teachers in the conversion  
of nations4 ,it is about the year       
#aefc4    8,in the ,scandinavian realms 
they the ,protestants had established   
themselves the more impregnably1 because
 there their introduction was           
coincident with the establishment of new
 dynasties1 and the remodeling  of all  
political institutions4 ,from the very  
first they were hailed with  joy1 as    
though there was in their nature a      
primitive affinity to the  national     
feelings40    8,in the year #aeeb1 the  
last representatives of ,catholicism in 

,iceland  succumbed40    8,on the       
southern shores1 too1 of the ,baltic    
,lutheranism had achieved  complete     
predominance1 at least among the        
population of ,german tongue40    ,in   
,poland it was said1 8,a ,polish        
nobleman is not subject to the king2  is
 he to be so to the pope80    ,in       
,hungary1 8,ferdinand ,i could never    
force the diet to any resolutions       
unfavorable to ,protestantism40         
8,protestantism not only reigned        
paramount in northern ,germany1 where   
it had originated1 and in those         
districts of upper ,germany where it had
  always maintained itself1 but its     
grasp had been extended much more       
widely in every direction40    8,in     
,wurzburg and ,bamberg by far the       
greater part of the nobility  and the   
episcopal functionaries1 the magistrates
 and the burghers of  the towns1 at     
least the majority of them1 and the bulk
 of the rural  population1 had passed   
over to the reforming party40    ,in    

,bavaria 8the great majority of the     
nobility had adopted the  ,protestant   
doctrine1 and a considerable portion of 
the towns was  decidedly inclined to    
it40    8,far more than this1 however1  
had been done in ,austria4 ,the nobility
  of that country studied in            
,wittemberg2 all the colleges of the    
land were  filled with ,protestants40   
,we are not surprised1 therefore1 to    
read that 8it was said to be            
ascertained that not more1 perhaps1 than
 the thirtieth part of the  population  
remained ,catholic3 step by step1 a     
national constitution  unfolded itself1 
formed upon the principles of           
,protestantism40 8,in the  ,rauris1 and 
the ,gastein1 in ,st4 ,veit1 ,tamsweg1  
and ,radstadt1  the inhabitants loudly  
demanded the sacramental cup1 and this  
being  refused in order to compel them  
to remain ,catholic1 they ceased        
altogether to attend the sacrament4     
,they withheld their children1 too1     
from the ,catholic schools40    8,the   

,rhenish nobility had early embraced    
,protestantism4444 ,in all the  towns   
there existed already a ,protestant     
party4444 ,the inhabitants  of ,mainz1  
too1 did not hesitate to send their     
children to ,protestant  schools4 ,in   
short1 from west to east1 and from north
 to south1 throughout  all ,germany1    
,protestantism had unquestionably the   
preponderance40    ,sidenote3           
,accomplished by education    8,the     
,protestant notions extended their      
vivifying energies to the most  remote  
and most forgotten corners of ,europe4  
,what an immense domain  had they       
conquered within the space of forty     
years6 ,from ,iceland to  the ,pyrenees1
 from ,finland to the heights of the    
,italian ,alps4 ,even  beyond the latter
 mountains opinions analogous had once1 
as we are  aware1 prevailed4            
,protestantism embraced the whole range 
of the ,latin  church4 ,it had laid hold
 of a vast majority of the higher       
classes1 and  of the minds that took    

part in public life2 whole nations clung
 to it  with enthusiasm1 and states had 
been remodeled by it4 ,this is the more 
deserving of our wonder1 inasmuch as    
,protestantism was by no means a  mere  
antithesis1 a negation of the papacy1 or
 an emancipation from its  rule2 it was 
in the highest degree positive1 a       
renovation of ,christian  notions and   
principles1 that sway human life even to
 the profoundest  mysteries of the      
soul40#abh ,notice again that this was  
due to the  educational ideas propagated
 by ,protestants1 and the reason why the
  papacy was so fast losing its foothold
 was because it had not yet learned     
that this ,reformation1 which began in  
schools1 and was carried forward  by    
,christian schools1 must be defeated in 
schools and by teachers4  ,for forty    
years ,protestants had the right of way 
in education1 and the  results were     
stupendous4    ,sidenote3 ,protestant   
schools winning everywhere    ,ranke    
says3 8,protestant opinions had         

triumphed in the universities and       
educational establishments4 ,those old  
champions of ,catholicism the  teachers 
who had withstood ,luther were dead1 or 
in advanced years3  young men capable of
 supplying their places had not yet     
arisen4 ,twenty  years had elapsed in   
,vienna since a single student of the   
university  had taken priest's orders4  
,even in ,ingoldstadt1 pre-eminently    
,catholic  as it was1 no competent      
candidates of the faculty of theology   
presented  themselves to fill the places
 that had hitherto been always occupied 
by  ecclesiastics4 ,the city of ,cologne
 founded an endowed school2 but when    
all the arrangements for it had been    
made1 it was found that the regent  was 
a ,protestant4 ,cardinal ,otto ,truchess
 established a new university in  his   
city of ,dillingen1 with the express    
design of resisting the progress  of    
,protestantism4 ,the credit of this     
institution was maintained for some     
years by a few distinguished ,spanish   

theologians2 but as soon as these  left 
it1 ,,not ,a ,,single ,,scholar ,,could 
,,be ,,found ,,in ,,all ,,germany ,,to  
,,succeed  ,,to ,,their ,,places1 and   
even these were likewise filled with    
,protestants4  ,,about ,,this ,,period  
,,the ,,teachers ,,in ,,germany ,,were  
,,all1 almost without  exception1       
,protestants4 ,,the ,,whole ,,body ,,of 
,,the ,,rising ,,generation ,,sat ,,at  
,,their ,,feet1 and imbibed a hatred of 
the pope with the first rudiments of    
learning40#abi    ,sidenote3 ,success of
 ,reformation due to schools    ,stress 
is not laid on their hatred of the pope1
 but on the fact that  the rising       
generation sat at the feet of           
,protestant teachers throughout         
,germany2 that parents withheld their   
children from the papal school1 even    
though it might be necessary in so doing
 to send them from home to be  educated2
 and finally1 that the papacy was dying1
 and ,protestantism was  spreading      
through the work of the schools4 ,would 

that those schools might  have retained 
their pristine purity and simplicity4   
,no power on earth  could then have     
retarded the progress of ,protestantism1
 and instead of  only modifying the     
history of many countries1 it would     
eventually have  swept from the earth   
all forms of tyranny1 both civil and    
religious1 for  it breathed the freedom 
of the gospel1 and no oppression could  
stand  before it4 ,it is as impossible  
to withstand pure ,christian education  
as  it is to withstand ,christ1 whose   
power is its life and strength4         
,sidenote3 ,protestants failed to       
recognize its strength    ,it is with a 
pang that one is forced to trace in this
 movement that  oft-repeated chapter in 
the history of mankind4 ,as the leader  
of ,israel  was allowed to view the     
promised land from the top of ,pisgah1  
but must  there lay aside his armor and 
sleep the sleep of death because of a   
departure from right principles1 so     
,protestantism1 through its schools1    

looked across ,jordan1 but failed to    
maintain the principle of faith which   
could at the crucial moment command the 
waters to part4    ,sidenote3 ,education
 by faith lost    ,one reason for the   
decline is thus stated by ,painter3 8,in
 their efforts  to give ,christian      
doctrine a scientific form that is1 to  
formulate  it1 they lost its spirit4    
,,losing ,,its ,,early ,,freedom ,,and  
,,life1  ,protestantism degenerated in a
 large measure into what has been called
  #8,,dead ,,orthodoxy4' 444 ,christian 
life counted for little1 and the        
,protestant world broke up into opposing
 factions4 ,says ,kurtz1 who  is        
disposed to apologize for this period as
 far as possible3 #8,like  medieval     
scholasticism1 in its concern for logic1
 theology almost lost  vitality4        
,orthodoxy degenerated into orthodoxism2
 externally1 not  only discerning       
essential diversities1 but disregarding 
the broad basis  of a common faith1 and 
running into odious and unrestrained    

controversy2  internally1 holding to the
 form of pure doctrine1 but neglecting  
cordially to embrace it and to live     
consistently with it4'0#acj             
,sidenote3 ,scholasticism killed        
,protestant schools    ,how narrow the  
line between truth and error6 ,how easy 
for those who had  been given to eat of 
the tree of life to turn to the tree of 
knowledge  of good and evil6 ,what a    
pity that ,protestant educators could   
not remain  true to their trust6 ,when  
on the eve of success1 they turned to   
the old  paths1 and 8called into        
existence a dialectic scholasticism     
which was  in no way inferior to that of
 the most flourishing period of the     
,middle  ,ages40#aca ,papal principles  
are papal1 whether advocated by         
,catholics or  ,protestants2 having left
 the fountain of the pure waters of     
faith1 they  turned to the only other   
accessible source of knowledge--the     
pagan world4  ,that system of education 
introduced by ,luther and ,melancthon1  

founded  upon the ,holy ,scriptures1 and
 through them viewing the sciences1     
mathematics1 and literature1 using the  
latter only as a means of  illustrating 
,god's ,word1 was replaced by the       
scholasticism of the ,middle  ,ages4    
,one involuntarily asks1 8,how many     
times1 ,o ,israel1 wilt thou  return    
into ,egypt80    ,sidenote3 ,form took  
the place of life    ,this decline is   
described in the following quotations   
taken from ,painter1  and they need no  
comment3 8,during the period extending  
from the middle of  the sixteenth to the
 beginning of the eighteenth century1   
three leading  tendencies are apparent  
in education4 ,these may be             
characterized as the  theological1 the  
humanistic1 and the practical4444 ,a    
large share of the  intellectual        
strength of the age was turned to       
theology4 ,every phase of  religious    
truth1 particularly in its doctrinal and
 speculative aspects1  was brought under
 investigation4 ,theology was elevated  

to a science1 and  doctrinal systems    
were developed with logical precision1  
and extended to  trifling               
subtilities40#acb    ,in the figure of  
the ,bible they strained for gnats1     
meanwhile swallowing  the camel4 ,the   
life was thus lost in the pulpit and in 
the theological  schools4 ,it was again 
the 8teaching for doctrines the         
commandments of  men40    ,sidenote3    
,further return to papal methods        
,painter further says3 8,the schools1   
which stand in close relation to        
religion1 were naturally influenced in a
 large measure by the theological       
tendencies of the age4 ,theological     
interests imposed upon the schools  a   
narrow range of subjects1 a mechanical  
method of instruction1 and  a cruel     
discipline4 ,the principle of authority1
 exacting a blind  submission of the    
pupil1 prevailed in the schools of every
 grade4 ,the  young were regarded not as
 tender plants to be carefully nurtured 
and  developed1 but as untamed animals  

to be repressed or broken40#acc         
,notice the creeping in of those very   
characteristics of papal education  so  
often referred to heretofore3 #a1 narrow
 range of subjects2 #b1  mechanical     
instruction1--memory work devoid of     
understanding2 #c1 arbitrary            
government1 as seen in the matter of    
discipline4 ,to this we must add that   
which is the natural accompaniment in   
papal instruction--the teaching  of     
,latin4 ,says ,painter1 quoting ,dittes3
 8#8,in the higher institutions1  and   
even in the wretched town schools1      
,,latin ,,was ,,the ,,moloch to which   
countless minds fell an offering in     
return for the blessing granted to  a   
few4 ,a dead knowledge of words took the
 place of a living knowledge  of things4
 ,latin schoolbooks supplanted the book 
of nature1 the book of  life1 the book  
of mankind4 ,and in the popular schools 
youthful minds were  tortured over the  
spelling book and catechism4 ,the method
 of teaching  was almost everywhere1 in 

the primary as well as in the higher    
schools1  a mechanical and compulsory   
drill in unintelligible formulas4 ,the  
pupils  were obliged to learn1 but they 
were not educated to see and hear1 to   
think and prove1 and were not led to a  
true independence and personal          
perfection4 ,,the ,,teachers ,,found    
,,their ,,function ,,in ,,teaching ,,the
 ,,prescribed  ,,text1 not in           
harmoniously developing the young human 
being according  to the laws of         
nature--a process1 moreover1 that lay   
under the ban of  ecclesiastical        
orthodoxy4'0#acd    ,sidenote3 ,cramming
 system and memory work    ,that there  
was a cramming process followed equal to
 any twentieth-century  school1 is      
evident4 8,the discipline answered to   
the content and spirit  of the          
instruction4444 ,the principle was to   
tame the pupils1 not to  educate them4  
,they were to hold themselves           
motionless1 that the school  exercises  
might not be disturbed4 ,what took place

 in their minds1 and how  their several 
characters were constituted1 the school 
pedants did not  understand and         
appreciate40    ,sidenote3 ,sturm's     
school a compromise    ,in order to     
appreciate the rapidity with which the  
relapse took place  from the educational
 system introduced by ,luther to the    
medieval  principles and methods1 our   
attention is directed to the school of  
,john ,sturm4 ,this man1 8regarded as   
the greatest educator that the          
,reformed ,church produced during this  
period10 died in #aehi1 less than       
seventy years after the ,diet of ,worms2
 hence his work fell within the  half   
century following those forty years of  
unusual prosperity for  ,protestantism  
which has already been noticed4 ,his    
work is contemporary  with the first    
,jesuit school of ,germany4 ,the decline
 is visible in every  feature of his    
work4    ,john ,sturm presided for forty
 years over the gymnasium of ,strasburg1
  and his boast was that his institution

 8reproduced the best periods of        
,athens and ,rome2 and1 in fact1 he     
succeeded in giving to his adopted city 
the name of ,new ,athens40 ,sturm's     
school stood as a halfway mark between  
the ,christian schools and the purely   
papal schools of the ,jesuits1 but      
since compromise always places a person 
or institution on the side of  wrong1 in
 weighing the worth of his school the   
balances necessarily tip  in favor of   
the papacy4    ,sidenote3 ,course of    
study in ,sturm's school    ,that his   
was a mixture of the medieval classical 
literature with a thin  slice of        
,scripture sandwiched in for effect1 is 
seen in the course of  study as outlined
 by ,painter4 ,the school was divided   
into ten classes  covering ten years1   
but only so much is given as is         
necessary to show the  character of the 
studies3 8,tenth class--,the alphabet1  
reading1 writing1  ,latin declensions   
and conjugations1 ,german or ,latin     
catechism40 8,ninth  class--,latin      

declensions and conjugations continued4 
,memorizing of ,latin  words40 ,the     
eighth and the seventh classes are about
 the same4 ,in the  sixth1 ,greek is    
begun4 ,the fifth class is as follows3  
8,study of words1  444 versification1   
mythology1 ,cicero1 and ,virgil's       
eclogues1 ,greek  vocabulary4444 ,on    
,saturday and ,sunday1 one of ,paul's   
epistles40#ace ,the  remaining four     
classes have much 8learning by heart10  
rhetoric1 ,paul's  epistles1 orations of
 ,demosthenes1 the ,iliad of ,odyssey2  
memorizing  and recitation of the       
,epistle to the ,romans1 dialectics1 and
 rhetoric  continued2 ,virgil1 ,horace1 
,homer1 ,thucidides1 ,sallust1 weekly   
dramatic  entertainments1 and again a   
reading of ,paul's epistles4    ,such a 
course of instruction was well fitted to
 bridge the gulf between  the papacy and
 ,protestantism4 ,it was imbibing       
perhaps unconsciously the  spirit of the
 new papal schools4 8,history1          
mathematics1 natural science1  and the  

mother tongue are ignored4 ,a great gap 
is left between the  gymnasium and      
life--a gap that could not be filled    
even by the university4  ,in aiming to  
reproduce ,greece and ,rome in the midst
 of modern ,christian  civilization1    
,sturm's scheme involves a vast         
anachronism40#acf    ,sidenote3         
,influence of ,sturm's school    ,the   
,strasburg gymnasium at one time        
numbered several thousand pupils        
representing ,denmark1 ,poland1         
,portugal1 ,france1 and ,england4       
8,sturm's  influence extended to        
,england1 and thence to ,america40 ,an  
,english  writer says3 8,no one who is  
acquainted with the education given at  
our  principal classical schools1       
,eaton1 ,winchester1 and ,westminster1  
forty years ago1 can fail to see that   
their curriculum was framed in a  great 
degree on ,sturm's model40#acg ,and yet 
it is acknowledged that his  8scheme    
involves a vast anachronism40           
,sidenote3 ,modern schools follow ,sturm

    ,to show that ,sturm is the father  
of much of the instruction now given  in
 our high schools and universities1     
,rosenkranz says3 8,john ,sturm1 of     
,strasburg1 long before ,comenius1 had  
laid the foundation of what has  become 
the traditional course of instruction   
and methods of study in the  classical  
schools for preparation for             
college40#ach    ,sidenote3 ,reaction as
 seen in discipline    ,the decline in  
the matter of instruction was           
accompanied by a  corresponding         
retrogression in the morals of          
university students4 ,painter  tells us 
that 8the state of morals at the        
universities of the sixteenth  and      
seventeenth centuries was very low4     
,idleness1 drunkenness1 disorder1  and  
licentiousness prevailed in an          
unparalleled degree4 ,the practice  of  
hazing was universal1 and new students  
were subjected to shocking              
indignities40 ,duke ,albrecht1 of the   
university of ,jena1 wrote in #afbd3    

8#8,customs before unheard of1          
inexcusable1 unreasonable1 and wholly   
barbarian1 have come into existence4'0  
,then he speaks of the insulting  names1
 the expensive suppers1 and the         
carousing of the students1 until        
8#8parents in distant places either     
determine not to send their children  to
 this university1 444 or to take them   
away again4'0#aci    ,,protestantism    
,,lost ,,much ,,because ,,she ,,ceased  
,,to ,,educate ,,her ,,children4 ,had   
,protestantism remained true to her     
first principles of education1 her      
overthrow would have been impossible4   
,she paved the way for her own fall  by 
departing gradually from the gospel1 and
 by leaning more and more  toward the   
classics and scholasticism4             
,sidenote3 ,ignatius ,loyola solves the 
problem    ,it was this decline on her  
own part1 caused by the insidious       
workings  of the ,jesuits1 which made   
possible the great victories of this    
order  in later years4 ,it was when     

,rome saw her youth slipping from her   
hands  into the ,protestant schools1 and
 as a result1 a few years later1 found  
whole nations refusing obedience1 and   
building for themselves new forms  of   
government1 that1 in her distress1 she  
grasped the offer made by  ,loyola4 ,and
 while the power he represented in its  
organization1 placed  itself above the  
pope1 becoming1 as it were1 a papacy of 
the papacy1  still she accepted his     
offer1 and the counter educational move 
began4  ,,the ,,jesuits ,,organized ,,to
 ,,combat ,,reformation ,,in            
,,educational ,,lines4 ,in  speaking of 
the ,jesuits1 ,painter says3 8,this     
order1 established by  ,ignatius ,loyola
 in #aecd1 found its special mission in 
combating the  ,reformation4 ,as the    
most effective means of arresting the   
progress of  ,protestantism1 it aimed at
 controlling education1 particularly    
among  the wealthy and the noble4 ,in   
rivalry with the schools of ,protestant 
countries1 it developed an immense      

educational activity1 and earned for    
its schools a great reputation40 ,again1
 the same writer says3 8,more than  any 
other agency it stayed the progress of  
the ,reformation1 and it even  succeeded
 in winning back territory already      
conquered by ,protestantism4  ,although 
employing the pulpit and the            
confessional1 it worked chiefly  through
 its schools1 of which it established   
and controlled large  numbers4          
,education in all ,catholic countries   
gradually passed into its  hands40      
,sidenote3 ,jesuit schools    ,in order 
to understand the reason for the success
 of the ,jesuits as  teachers it is     
necessary to glance at the plan of      
studies prepared in  #aehh from a draft 
made by ,loyola himself4 8,every member 
of the order10  says ,painter1 8became a
 competent and practical teacher4 ,he   
received a  thorough course in the      
ancient classics1 philosophy1 and       
theology4 ,during  the progress of his  
later studies he was required to teach40

 ,jesuit  schools contained two courses1
 the lower corresponding very closely to
  the work of ,sturm4 ,rosenkranz gives 
an excellent description of the         
educational system of the ,jesuits4 ,he 
says3--    ,sidenote3 ,course of        
instruction    8,in instruction they    
developed so exact a mechanism that they
 gained the  reputation of having model 
school regulations1 and even            
,protestants sent  their children to    
them4 ,from the close of the sixteenth  
century to the  present time they have  
based their teaching upon the ,ratio et 
institutio  studiorum ,societatis ,jesu 
of ,claudius of ,aquaviva4 ,following   
that1 they  distinguished two courses of
 teaching1 a higher and a lower4 ,the   
lower  included nothing but an external 
knowledge of the ,latin language1 and   
some fortuitous knowledge of history1 of
 antiquities1 and of mythology4  ,the   
memory was cultivated as a means of     
keeping down free activity  of thought  
and clearness of judgment4 ,the higher  

course comprehended  dialectics1        
rhetoric1 physics1 and morals4          
,dialectics was expounded  as the art of
 sophistry4 ,in rhetoric1 they favored  
the polemical and  emphatic style of the
 ,african ,fathers of the church and    
their gorgeous  phraseology2 in physics1
 they followed ,aristotle closely1 and  
especially  encouraged reading of the   
books #8,de ,generatione et             
,corruptione' and #8,de  ,coelo1' on    
which they commented after their        
fashion2 finally1 in morals1  casuistic 
skepticism was their central point4     
,they made much of rhetoric1  on account
 of their sermons1 giving to it careful 
attention4 ,they  laid stress on        
declamation1 and introduced it into     
their showy public  examinations through
 the performance of ,latin school       
comedies1 and thus  amused the public1  
disposed them to approval1 and at the   
same time quite  innocently practiced   
the pupil in the art of assuming a      
feigned character4    8,diplomatic      

conduct was made necessary to the pupils
 of the ,jesuits1 as  well by their     
strict military discipline as by their  
system of mutual  distrust1 espionage1  
and informing4 ,implicit obedience      
relieved the  pupils from all           
responsibility as to the moral          
justification of their  deeds4 ,this    
exact following out of all commands and 
refraining from any  criticism as to    
principles1 created a moral             
indifference2 and1 from the  necessity  
of having consideration for the         
peculiarities and caprices  of the      
superior on whom all others were        
dependent1 arose eye service4  ,the     
coolness of mutual distrust sprang from 
the necessity which each  felt of being 
on his guard against every other as a   
talebearer4 ,the  most deliberate       
hypocrisy and pleasure in intrigue      
merely for the sake  of intrigue--this  
subtilest poison of moral               
corruption--were the result4  ,jesuitism
 had not only an interest in the        

material profit1 which1 when  it had    
corrupted souls1 fell to its share1 but 
it also had an interest  in the         
educative process of corruption4 ,with  
absolute indifference as to  the idea of
 morality 444 or the moral quality of   
the means used to attain  its end1 it   
rejoiced in the efficacy of secrecy1 and
 the accomplished and  calculating      
understanding1 and in deceiving the     
credulous by means of its  graceful1    
seemingly scrupulous1 moral             
language40#adj    ,sidenote3 ,spread of 
,catholicism by schools    ,here is a   
picture of this papacy of the papacy4   
,again ,i say1 had  ,protestantism      
remained true to principle1 even this   
system could not have  accomplished its 
overthrow2 but since truth was neglected
 by ,protestant  schools1 this system of
 the ,jesuits easily carried every      
country into  which it was introduced4  
8,the ,jesuit system of education 444   
was  intended to meet the active        
influence of ,protestantism in          

education4 ,it  was remarkably          
successful1 and for a century following 
#aehd nearly  all the foremost men of   
,christendom came from ,jesuit schools4 
,in #agaj  they had six hundred and     
twelve colleges1 one hundred and        
fifty-seven  normal schools1 twenty-four
 universities1 and an immense number of 
lower  schools4 ,these schools laid very
 great stress on emulation4 ,their      
experiments in this principle are so    
extensive and long-continued that  they 
furnish a most valuable phase in the    
history of pedagogy in this  respect    
alone4 ,in the matter of supervision    
they are also worthy of  study4 ,they   
had a fivefold system1 each subordinate 
being obedient to his  superior4        
,besides this1 there was a complete     
system of espionage on the  part of the 
teachers and pupil monitors40#ada       
,sidenote3 ,methods of ,jesuitical      
schools    ,on the subject of emulation1
 as made use of in the schools of the   
,jesuits1 ,painter gives us these       

thoughts3 8,the ,jesuits made much of   
emulation1 and in their eager desire to 
promote it they adopted means  that     
could not fail to excite jealousy and   
envy4 ,says the ,plan of  ,studies3     
#8,he who knows how to excite emulation 
has found the most  powerful auxiliary  
in his teaching4 ,let the teacher1 then1
 highly  appreciate this valuable aid1  
and let him study to make the wisest    
use of it4 ,emulation awakens and       
develops all the powers of man4 ,in     
order to maintain emulation1 it will be 
necessary that each pupil have  a rival 
to control his conduct and criticise    
him2 also magistrates1  questors1       
censors1 and decurians should be        
appointed among the students4  ,nothing 
will be held more honorable than to     
outstrip a fellow student1  and nothing 
more dishonorable than to be            
outstripped4 ,prizes will be            
distributed to the best pupils with the 
greatest possible solemnity4  ,out of   
school the place of honor will          

everywhere be given to the most         
distinguished pupils4'0#adb    ,as the  
,colossus of ,rhodes stood astride the  
,greek waters1 so the ,jesuit  schools  
spanned the gulf of education4 ,one foot
 stood in ,greece amidst  its classics  
7for 8,aristotle furnished the leading  
text-books071 the  other on ,christian  
soil1 having the form of godliness2 but 
like the  demigods of ,greece1 it was   
neither human nor divine4 ,the results  
of the  educational system of the       
,jesuits are well summed up in another  
paragraph  from ,painter3--    8,the    
,jesuit system of education1 based not  
upon a study of man1 but upon  the      
interests of the order1 was necessarily 
narrow4 ,it sought showy  results with  
which to dazzle the world4 ,a           
well-rounded development  was nothing4  
,the principle of authority1 suppressing
 all freedom and  independence of       
thought1 prevailed from beginning to    
end4 ,religious  pride and intolerance  
were fostered4 ,while our baser feelings

 were  highly stimulated1 the nobler    
side of our nature was wholly neglected4
  ,love of country1 fidelity to friends1
 nobleness of character1 enthusiasm  for
 beautiful ideals1 were insidiously     
suppressed4 ,for the rest1 we  adopt the
 language of ,quick3 #8,the ,jesuits did
 not aim at developing  all the         
faculties of their pupils1 but merely   
the receptive and  reproductive         
faculties4 ,when the young man had      
acquired a thorough  mastery of the     
,latin language for all purposes2 when  
he was well versed  in the theological  
and philosophical opinions of his       
preceptors2 when  he was skillful in    
dispute1 and could make a brilliant     
display from the  resources of a        
well-stored memory1 he had reached the  
highest points  to which the ,jesuits   
sought to lead him4 ,originality and    
independence  of mind1 love of truth for
 its own sake1 the power of reflecting  
and  of forming correct judgments1 were 
not merely neglected1 they were         

suppressed in the ,jesuits' system4 ,but
 in what they attempted they were       
eminently successful1 and their success 
went a long way toward securing  their  
popularity4'0#adc    ,sidenote3 ,wherein
 ,jesuit schools worthy of imitation    
,one can not condemn without reserve the
 ,jesuitical system of education2  for  
all false systems contain some points of
 truth1 and the strength of  all these  
systems lies in their close counterfeit 
of the true4 ,hence  we can agree with  
these words3 8,whatever its defects as a
 system of  general education1 it was   
admirably suited to ,jesuit purposes1   
and in  some particulars it embodied    
valuable principles40 ,as the progress  
of  the papacy through the ,jesuitical  
schools is followed into one country    
and then another1 one admires the       
constancy and self-sacrifice of those   
who have committed their lives to the   
order4 ,had ,protestants been one  half 
as diligent in advocating the principles
 of ,christian education  as the ,jesuit

 teachers have been in counteracting the
 influence of the  ,reformation1 far    
different results would to-day be seen  
in the world4    ,sidenote3 ,spread of  
,jesuit schools    ,in tracing the      
growth of the schools of the ,jesuits we
 begin with  ,germany1 the heart of the 
reform movement1 and follow quite       
carefully the  history as given by      
,ranke3 8,bishop ,urban became          
acquainted with ,le ,jay  and heard from
 him1 for the first time1 of the        
colleges the ,jesuits  had founded in   
several universities4    ,sidenote3     
,jesuit college in ,vienna    8,upon    
this the bishop advised his imperial    
master ,ferdinand ,i to found  a similar
 college in ,vienna1 seeing how great   
was the decay of ,catholic  theology in 
,germany4 ,ferdinand warmly embraced the
 suggestion2 in a  letter he wrote to   
,loyola on the subject1 he declares his 
conviction  that the only means to      
uphold the declining cause of           
,catholicism in  ,germany1 was to give  

the rising generation learned and pious 
,catholics  for teachers40 ,we can      
understand the grounds for this decision
 when  we recall the statement that     
about #aefc it was said that 8twenty    
years  had elapsed in ,vienna since a   
single student of the university had    
taken  priest's orders40 8,the          
preliminaries10 says ,ranke1 8were      
easily arranged4  ,in the year #aeea    
thirteen ,jesuits1 among them ,le ,jay  
himself1 arrived  in ,vienna1 and were  
in the first instance1 granted a        
dwelling1 chapel1  and pension1 by      
,ferdinand1 until shortly after he      
incorporated them with  the university1 
and even assigned to them the visitation
 of it40 8,soon  after this they arose  
to consideration in ,cologne10 but for a
 time had  little success4 ,in #aeef the
 endowed school referred to before      
governed  by a ,protestant regent1 8gave
 them an opportunity of gaining a firmer
  footing4 ,for since there was a party 
in the city bent above all things on    

maintaining the ,catholic character of  
the university1 the advice given by  the
 patrons of the ,jesuits to hand over   
the establishment to that order1  met   
with attention40 8,at the same period   
they also gained a firm footing  in     
,ingoldstadt40 8,from these three       
metropolitan centers the ,jesuits  now  
spread out in every direction40 ,these  
schools were1 some of them  at least1   
training schools for ,catholic teachers2
 for ,ranke tells of a  certain man in  
,hungary1 ,olahus by name1 and dedicated
 in infancy to the  church1 who1        
8contemplating the general decay of     
,catholicism in ,hungary1  saw that the 
last hope left for it was that of       
maintaining its hold on  the common     
people1 who had not yet wholly lapsed   
from its rule4 ,to this  end1 however1  
there lacked teachers of ,catholic      
principles1 and to form  whom1 he       
founded a college of ,jesuits at ,tyrnau
 in the year #aefa40 8,two  privy       
councilors of the elector ,daniel1 of   

,mainz1 444 conceived likewise  that the
 admission of the ,jesuits was the only 
means that promised a  recovery of the  
,university of ,mainz4 ,in spite of the 
opposition made by  the canons and      
feudal proprietors1 they founded a      
college of the order in  ,mainz1 and a  
preparatory school in ,aschaffenburg40  
,sidenote3 ,school at ,heidelberg       
,the ,jesuits advanced up the ,rhine4   
8,they particularly coveted a           
settlement at ,spires1 both because 444 
there were so many distinguished  men   
assembled there over whom it would be of
 extraordinary moment to  possess       
influence2 and also in order to be      
placed near the ,heidelberg             
,university1 which at that day enjoyed  
the highest repute for its  ,protestant 
professors4 ,they gradually carried     
their point40 ,it is  interesting to    
note how they shadowed the ,protestant  
schools1 as if1  like a parasite1 to    
suck from them their life4 8,in order to
 bring back  his ,university of         

,dillingen to its original purpose1     
,cardinal ,truchess  resolved to dismiss
 all the professors who still taught    
there1 and to  commit the establishment 
entirely to the ,jesuits40    ,sidenote3
 ,rapid growth of ,jesuit schools    ,to
 show the rapidity with which the       
,jesuits worked1 ,ranke says3 8,in the  
year #aeea they had not yet any fixed   
position in ,germany20 8in #aeef they   
had extended over ,bavaria and the      
,tyrol1 ,franconia1 and ,swabia1 a great
  part of ,rhineland1 and ,austria1 and 
they had penetrated into ,hungary1      
,bohemia1 and ,moravia40 ,true to the   
purpose of the order1 8their labors     
were above all devoted to the           
universities4 ,they were ambitious of   
rivaling the fame of those of the       
,protestants40    ,sidenote3 ,jesuits'  
preparatory schools    8,the ,jesuits   
displayed no less assiduity in the      
conduct of their ,latin  schools4 ,it   
was one of the leading maxims of ,lainez
 that the lower  grammatical classes    

should be supplied with good teachers1  
since first  impressions exercise the   
greatest influence over the whole future
 life  of the individual40 ,the ,jesuits
 were willing to devote a lifetime  to  
one phase of education4 8,it was found  
that young persons learned  more under  
them in half a year than with others in 
two years2 even  ,protestants called    
back their children from distant        
schools1 and put  them under the care of
 the ,jesuits40 ,from this last sentence
 two things  are to be observed4        
,protestants had lost sight of the      
importance of  education1 and their     
schools had greatly deteriorated1 else  
they would  not have intrusted their    
children to the ,jesuits4 ,while the    
,jesuits  began by working into the     
universities1 8schools for the poor1    
modes of  instruction adapted for       
children1 and catechizing followed40    
,sidenote3 ,reputation of ,jesuit       
schools    8,the instruction of the     
,jesuits was conveyed wholly in the     

spirit of  that enthusiastic devotion   
which had from the first so peculiarly  
characterized their order40 ,this had   
its effect2 for earnest1  whole-hearted 
work on the part of the teacher1 even   
though the methods  may be wrong and    
material false1 will surely react in the
 lives of the  pupils4 ,viewing the work
 of ,jesuit teachers1 one feels to      
exclaim1  8,since thou art so noble1 ,i 
would thou wert on our side60 ,and so   
8erelong  the children1 who frequented  
the schools of the ,jesuits in ,vienna1 
were  distinguished for their resolute  
refusal to partake on fast days of      
forbidden meats which their parents     
ate40    ,sidenote3 ,jesuits conquered  
,germany by their schools    ,teachers  
had more weight with the children than  
the parents themselves1  and became     
leaders of the older members of the     
family1 so that 8the  feelings thus     
engendered in the schools were          
propagated throughout the  mass of the  
population by preaching and confession40

    ,the final results in ,germany1     
,ranke gives thus3 8,they occupied the  
professors' chairs1 and found pupils who
 attached themselves to their           
doctrines4444 ,they conquered the       
,germans on their own soil1 in their    
very home1 and wrested from them a part 
of their native land40#add ,so  much for
 ,germany and its ,jesuit schools4      
,sidenote3 ,jesuit schools in ,france   
,concerning the capture of ,france by   
the ,jesuits it is not necessary to  say
 much4 ,ranke gives a few strong        
paragraphs1 showing the work of the     
order as teachers4 ,the ,protestants of 
,france made a great mistake1  and      
brought their cause into disrepute1     
especially in ,paris1 by taking  up arms
 in a time of commotion1 and ,ranke     
says3 8,backed by this state  of public 
feeling1 the ,jesuits established       
themselves in ,france4 ,they  began     
there on a somewhat small scale1 being  
constrained to content  themselves with 
colleges thrown open to them by a few   

ecclesiastics4444  ,they encountered at 
first the most obstinate resistance in  
the great  cities1 especially in ,paris1
 444 but they at last forced their way  
through all impediments1 and were       
admitted in the year #aefd to the       
privilege of teaching4 ,lyons had       
already received them4 ,whether it was  
the result of good fortune or of merit1 
they were enabled at once to  produce   
some men of brilliant talents from      
amongst them4444 ,in ,lyons1            
especially1 the ,huguenots were         
completely routed1 their preachers      
exiled1  their churches demolished1 and 
their books burned2 whilst1 on the other
  hand1 a splendid college was erected  
for the ,jesuits in #aefg4 ,they had    
also a distinguished professor1 whose   
exposition of the ,bible attracted      
crowds of charmed and attentive youth4  
,from these chief towns they now  spread
 over the kingdom in every              
direction40#ade ,through the influence  
gained as educators1 #c1hjj copies of   

,angier's ,catechism were sold in the   
space of eight years in ,paris alone4   
,france no longer leaned toward         
,protestantism4 ,she had been regained  
by the ,jesuit schools4    ,sidenote3   
,jesuitical schools in ,england         
,concerning the work in ,england1 more  
is said1 and our own connection with    
that kingdom adds weight in our eyes to 
the history of her education4  ,thompson
 says3 8,during the reign of ,elizabeth 
the papal authorities  renewed their    
exertions to put a stop to              
,protestantism in ,england1 and  sent   
more ,jesuits there for that            
purpose40#adf ,what they could not      
accomplish through intrigue and civil   
policy they were more sure to gain      
through the schools2 hence ,thompson    
says3 8,they accomplished one thing1    
which was to carry away with them       
several young ,english noblemen1 to  be 
educated by the ,jesuits in ,flanders1  
so as to fit them for treason  against  
their own country1--repeating in this   

the experiment ,loyola had  made in     
,germany4444 ,the ,jesuits endeavored to
 become the educators of  ,english      
youths as they had those of ,germany4444
 ,the pope therefore  established an    
,english college at ,rome1 to educate   
young ,englishmen40    ,sidenote3       
,english college at ,rome    ,of this   
college1 ,ranke tells us further3       
8,william ,allen first conceived  the   
idea of uniting the young ,english      
,catholics who resided on the  continent
 for the prosecution of their studies1  
and1 chiefly through the  support of    
,pope ,gregory1 he established a college
 for them at ,douay4  ,this1 however1   
did not seem to the pope to be adequate 
for the purpose  in view4 ,he wished to 
provide for those fugitives under his   
own eyes  a more tranquil and less      
dangerous retreat than could be found in
 the  disturbed ,netherlands2           
accordingly he founded an ,english      
college in  ,rome1 and consigned it to  
the care of the ,jesuits4 ,no one was   

admitted  into the college who did not  
pledge himself1 on the completion of his
  studies1 to return to ,england1 and to
 preach there the faith of the ,roman   
,church40#adg    ,sidenote3 ,jesuits as 
teachers in ,america    ,america was    
settled when the ,jesuit power was at   
its height4 ,those  teachers who        
penetrated ,germany without fear1 and   
secretly stole  into ,england when it   
was unsafe for them to be identified1   
followed  closely the paths of discovery
 and settlement4 8,in the beginning of  
the  seventeenth century we find10 says 
,ranke1 8the stately fabric of the      
,catholic ,church in ,south ,america    
fully reared4444 ,the ,jesuits taught   
grammar and the liberal arts1 and a     
theological seminary was connected  with
 their college of ,san ,ildefonso4 ,all 
branches of theological study  were     
taught in the universities of ,mexico   
and ,lima40#adh    ,sidenote3 ,jesuits  
in the ,united ,states    ,in ,north    
,america their vigilance was no less    

marked4 8,in #afaa ,jesuit  missionaries
 came over and labored with remarkable  
zeal and success in  converting the     
,indians40#adi ,in ,maryland1 a         
,catholic colony from the  first1 they  
held unbounded sway4 ,speaking of the   
time of ,lord ,baltimore1  ,thompson    
says3 8,at that time1 in ,england1 the  
papists were chiefly under  the         
influence of the ,jesuits1 whose        
vigilance was too sleepless to permit   
the opportunity of planting their       
society in the ,new ,world to escape    
them40#aej ,their work has been quietly 
done from the very first1 and  some     
think that because of the papal decree  
of #aggc1 suppressing the  order1 they  
have ceased their work4 ,this1 however1 
is a mistake2 for  8,gregory ,,xvi1     
whose pontificate commenced in #ahca1   
was the first pope who  seemed          
encouraged by the idea that the papacy  
would ultimately establish  itself in   
the ,united ,states4 ,his chief         
reliance1 as the means of  realizing    

this hope1 was upon the ,jesuits1 upon  
whose entire devotion  to the principles
 of absolutism he could confidently     
rely40#aea ,but the  ,jesuits always    
accomplish their work largely by means  
of education1 hence  we may look for    
them to use the same tactics in our     
country that had  proved so eminently   
successful to their cause in ,england   
and ,germany4    ,sidenote3 ,object of  
,jesuit schools in ,america    8,the    
chief thing with the ,jesuits10 as      
,gressinger writes1 8was to obtain  the 
sole direction of education1 so that by 
getting the young into  their hands1    
they could fashion them after their own 
pattern40 ,it has  been the avowed aim  
of the ,jesuits to stamp out            
,protestantism1 and with  this1         
republicanism4 ,in this country1 where  
these two principles were  pre-eminently
 conspicuous1 and so closely associated 
that whatever  kills one kills the      
other1 it is doubly true that by gaining
 control of  the educational system the 

order could work for the papacy the     
utter  ruin of ,america1 both from a    
religious and a civil standpoint4 ,from 
the  dawn of our history there has been 
within our borders1 mingling with  our  
loyal citizens1 a class of educators who
 carry out this principle  described by 
,thompson4 8,the ,roman ,catholic youth 
are forbidden by the  papal system from 
accepting as true the principles of the 
,declaration of  ,independence or of the
 ,constitution of the ,united           
,states40#aeb ,leo ,,xiii1  who was     
educated a ,jesuit ,thompson1 remains   
true to his principles4 ,his  biographer
 says 8that the #8false education' and  
#8antichristian training'  of the young 
which prevail in the ,united ,states and
 among the liberal and  progressive     
peoples of the world must be done away  
with1 abandoned1 and  #8,thomas         
,aquinnas a ,catholic of the thirteenth 
century must once more  be enthroned as 
the 8angel of the schools20 his methods 
and doctrines  must be the light of all 

higher teaching1 for his works are only 
revealed  truth set before the human    
mind in its most scientific form4'0#aec 
,sidenote3 ,progress of papal principles
    ,it is unnecessary to state the     
number of schools established by        
,catholics  in the ,united ,states1     
which have been placed under the control
 of the  ,jesuits2 neither is it        
necessary to trace the attempts which   
have been  made by the papacy1 at       
irregular periods in our history1 to    
obtain  the control of our public school
 system4 ,the affairs at ,stillwater1   
,minn41 and at ,farabault1 in the same  
,state1 while unsuccessful1 were        
weather vanes showing the direction of  
the wind1--were posers to test  the     
public pulse1 and just so surely show   
the policy of the papacy in  educational
 matters4 ,of far greater importance to 
us as ,protestants is  the fact that    
,jesuitical principles may and do       
prevail in our popular  system of       
education1 and these principles1 whether

 carried out by  ,jesuits1 or by the    
ordinary teacher who is unconscious of  
her situation1  and unmindful of the    
result of her methods1 bring about the  
fall of  ,protestantism and             
republicanism4 ,our nation has          
repudiated her foundation  principles2  
are our ,protestant churches doing      
likewise8 ,the history of  the          
educational institutions of the ,united 
,states1 which are discussed in  the    
next chapters1 will show how the plan of
 work now followed in our  universities1
 colleges1 and schools of lower grades1 
are patterning after  ,sturm1 and how   
they go farther back1 connecting the    
twentieth century  with the             
scholasticism of the ,middle ,ages4 ,it 
is without the slightest  feelings of   
animosity toward the ,jesuits or the    
papacy that these facts  are traced4    
,these both do for their cause what will
 best serve to upbuild  it4 ,their      
methods1 in so far as they accomplish   
their desired end1 are to  be commended1

 and their zeal is ever to be admired4  
,sidenote3 ,an educational question for 
,protestants    ,the one problem for    
,protestants to solve is whether to     
accept ,jesuitical1  papal education1   
and thus become papal1 forming 8an image
 to the  ,beast10--to use the language  
of the ,apocalypse1--or whether they    
will  follow the principles of          
,christian education1 and remain true to
 the  name ,,protestant4 ,let the reader
 forget the names2 but let him remember 
that there are but two principles in the
 world1 when the standard  of eternal   
truth is recognized2 one exalts ,christ1
 and gives life  everlasting2 the other 
exalts man1 and its life is for this    
world alone4  ,education according to   
the second does1 in its methods1 dwarf1 
enfeeble1  and belittle4 ,it puts stress
 upon the unimportant1 and passes by    
truth  without a glance4 ,it prepares   
the mind for absolutism both in         
government  and religion4 ,education    
according to the first will be based    

upon methods  which develop1 in every   
particular1 the human being4 ,it is a   
mental1  moral1 and physical education1 
and its object is so to educate that    
eventually each of these three natures  
will assume the right relation to  the  
other two1 and again1 as on the ,mount  
of ,transfiguration with the ,son  of   
,god1 8divinity within will flash forth 
to meet divinity without40              
,,xiv    ,,america ,,and ,,the          
,,educational ,,problem                 
,,protestantism ,,and ,,republicanism1  
,,born ,,of ,,the ,,reformation1        
,,nourished ,,by  ,,schools4--,as if    
lifted from the bosom of the deep by the
 mighty hand of  ,god1 ,america stood   
forth to receive the principles of      
religious and civil  freedom born of the
 ,reformation on ,german soil4 ,to the  
,german government  was first offered   
the opportunity of developing to the    
full the reform  movement4 ,this full   
and complete development would have     
meant religious  liberty for all1 and a 

government by the                       
people1--,protestantism and             
republicanism4 ,these two systems go    
hand in hand1 and are more closely      
connected than any other principles in  
existence4 ,the death of one means  the 
death of the other1 for the same        
life-blood nourishes both4    ,germany  
started well4 ,there were to be found   
princes1 liberal in mind and            
government1 who accepted the new        
religion1 and stood by the ,reformers   
through all their storm-tossed career4  
,god had raised up these men for  the   
time and place1 as surely as he called  
,nebuchadnezzar1 or appointed a  work   
for ,cyrus4 ,protestantism was firmly   
rooted1 and1 as we have already  seen1  
during the first forty years of its     
existence1 so strong was its  vitality  
that men and nations bowed before it4   
,the early ,reformers1  especially      
,luther and ,melancthon1 connected the  
movement with the  fountain of life when
 they introduced a system of ,christian 

education4  ,and previous chapters make 
plain the truth that the life of the    
entire  movement in its twofold         
aspect--,protestantism and              
republicanism--depended  upon a right   
educational system4 ,when the mass of   
,german youth sat at the  feet of       
,german teachers1 and those teachers    
were true to the principles  of         
,christian education1 ,roman influence  
dwindled1 and her very life was         
threatened4 ,it was then that the papacy
 itself took up the subject of          
education1 and by the work of the       
,jesuits succeeded in killing the       
,reform  in ,germany1--indeed1 in all   
,europe4    8,a day of great            
intellectual darkness has been shown to 
be favorable to  the success of popery4 
,it will yet be demonstrated that a day 
of great  intellectual light is equally 
favorable for its success40             
,sidenote3 ,protestantism killed by     
,jesuit schools    ,the ,jesuits planted
 schools of their own in the shadow of  

,protestant  schools2 they entered      
,protestant schools as teachers2 they   
sucked the  life-blood from the young   
child1 and it faded and died4 ,the      
principles of  the ,reformation found   
honest hearts in the ,netherlands4 ,the 
,dutch took  up the question of         
education2 but the ,jesuits were again  
on the track1  and1 as ,ranke says1     
8,they gradually carried their point40  
,the ,reformation  crossed the ,channel1
 to find the hearts of ,englishmen      
longing for greater  freedom4           
,lollardism1 started by ,wyclif two     
hundred years earlier1 sprang  anew into
 life in the hearts of the ,puritans1   
until1 in the reign of  ,henry ,,viii1  
more than one half of the ,english      
population was ,protestant4  ,finally   
the ,commonwealth was established4      
,sidenote3 ,england loses her golden    
opportunity    ,to ,england was offered 
the opportunity of showing to the world 
the  perfect fruits of the ,reformation 
in its ,protestant religion and a       

republican government4 ,but alas6 the   
story is repeated4 ,english youth  fell 
into the hands of ,jesuits4 ,an ,english
 college was founded at ,rome1  and     
teachers1 ministers1 and canvassers     
returned to their native land  with the 
avowed purpose of their educators1 the  
,jesuits1 to overthrow the              
,reformation4 ,and ,england fell6       
,those familiar words from the pen of   
,luther1 which appear in his letter     
appealing for aid in the establishment  
of ,protestant schools1 echo  through   
,england also3 8,the ,word of ,god and  
,his grace are like a shower  that      
falls1 and passes away4 ,it was among   
the ,jews2 but it passed away1  and now 
they have it no longer4 ,paul carried it
 to ,greece2 but in that  country also  
it has passed away1 and the ,turk reigns
 there now4 ,it came  to ,rome and the  
,latin empire2 but there also it has    
passed away1 and ,rome  now has the     
pope4 ,o1 ,germans1 do not expect to    
have this ,word forever60  ,could this  

man of ,god have come forth from his    
grave a century later1 and  have looked 
over his loved ,germany1 and over       
,england1 he would have added  these    
names to those of the countries where   
,god's ,word and ,his grace had  been1  
but had passed away4 ,must the name of  
,america be added to the above  list8   
,may ,protestants be aroused before it  
is too late6    ,sidenote3 ,the ,puritan
 exodus    ,finding that ,england closed
 her doors against progress1 the        
,puritans  sought greater freedom in the
 ,netherlands4 ,they were disappointed1 
for  they could not there educate their 
children as ,protestantism taught  them 
that they should be educated4 ,as       
,pilgrims they sought new homes in      
,america1 finding a retreat on the bleak
 shores of ,new ,england4    ,sidenote3 
,protestantism reaches ,america    ,it  
is now our duty to trace the growth and 
decline of ,protestantism  in our own   
land4 ,its prosperity in every other    
country has been in  proportion to its  

adherence to the correct principles of  
education2  its decline has without     
exception been the result of a wrong    
system of  education4 ,how is it in the 
,united ,states8    ,no student of      
history1 and especially of prophetic    
history1 doubts for a  moment that the  
way was divinely prepared for           
,protestantism to cross the  ,atlantic1 
and it is equally as evident that that  
same ,hand was upholding  those         
principles after they reached these     
shores4 ,god's ,word spoke often  to the
 hearts of men1 leading them to devise  
plans1 pass laws1 establish             
institutions1 and in various ways to so 
work that ,his truths might  here grow  
to a perfection which they never reached
 in the old country4  ,on the other     
hand1 those teachings which have        
frustrated the principles  of           
,protestantism in ,europe are seen to be
 at work in ,america from the  first    
planting of a colony until the present  
day4 ,that strength-producing  element  

was ,christian education2 that          
counteracting influence was  false or   
papal education4 ,these two form the    
subject of this chapter4    ,sidenote3  
,educational ,history of the ,united    
,states    ,united ,states history is   
interwoven with the history of          
education4 ,her  founders1 especially of
 the ,new ,england colonies1 traced     
their origin  to an educational center  
in ,england1 and as early ,new ,england 
history  circles about ,harvard1 so the 
fathers and supporters of that          
institution  traced their origin in ,old
 ,england to the counties of ,east      
,anglia1 where  ,cambridge ,university  
bore sway4 8,of the first six hundred   
who landed in  ,massachusetts1 one in   
thirty1 it is said1 was a graduate of   
the ,english  ,cambridge4 ,these and    
their companions were rare men4 ,they   
had the  schooling for a service the    
like of whose execution1 in completeness
 and  good sense1 the world has never   
equaled40#aed    8,with matchless wisdom

 they joined liberty and learning in a  
perpetual  and holy alliance1 binding   
the latter to bless every child with    
instruction1 which the former invests   
with the rights and duties of           
citizenship4 ,they made education and   
sovereignty co-extensive1 by making     
both universal40#aee    ,john ,fiske    
enlarges upon this thought4#aef ,the    
8greater hospitality of  ,cambridge     
,university1 ,england toward new ideas0 
is proverbial1 and the  very names1     
,lincolnshire1 ,norfolk1 ,suffolk1 and  
,essex1 ,cambridge and  ,huntingdon1    
familiar in the geography of ,new       
,england1 are telling a story  of       
,protestant education4    ,sidenote3    
,radical and ,conservative ,puritans    
,strong as the ,puritans seemed in      
denouncing the ,church of ,rome1 and in 
accepting ,protestantism1 which1 at the 
beginning of the seventeenth  century1  
more than ever before1 meant separation 
from the established  church and the    
established forms of government1 they   

were not united in  thought4 ,there were
 two classes3 ,puritans1 and a class of 
this class  represented by such men as  
,richard ,hooker4 ,of the ,puritans1    
,fiske says3  8,some would have stopped 
short with ,presbyterianism1 while      
others held  that #8new presbyter was   
but old priest writ large1' and so      
pressed on to  ,independency40#aeg ,this
 difference of opinion on religious     
matters is  discernible when            
representatives of both classes1        
mingling in the society  about ,boston1 
started the educational work of         
,america4 ,those inclined to  remain    
under the banner of ,presbyterianism    
taunted the others1 who were  known as  
,brownists1 or ,separatists1 and who    
followed ,william ,brewster to          
,america1 with anarchy1 merely because  
they believed in carrying out  fully the
 principles for which all were ready to 
fight4    ,thus from the first has our  
educational work fallen into the hands  
of two  classes of men1--a class willing

 to compromise in order to keep peace1  
and  a bold1 daring class1 who advocated
 stepping out on truth regardless of    
what might follow4    ,sidenote3        
,congregationalism and education        
,there was a mighty educational problem 
before the church4 ,the  ,episcopalians 
had failed to take up that work in      
,england2 it was from  their midst that 
,wm4 ,brewster1 a ,cambridge graduate1  
,john ,robinson1  who also was graduated
 from ,cambridge in #afjj1 and ,william 
,bradford1  afterward governor of       
,plymouth for thirty years1 withdrew to 
form the  nucleus of the ,congregational
 ,church1 which had its origin at       
,scrooby1  ,england1 and ended in       
,plymouth4 ,what ,episcopalianism had   
overlooked in  the matter of education  
in ,england it now became the duty and  
privilege  of the new church to begin on
 the virgin soil of ,america4           
,sidenote3 ,the ,new ,england theocracy 
,the reader is familiar with the fact   
that the ,puritans1 leaving ,england    

because of civil and religious          
oppression1 the result of a union of    
church and state1 came to ,america for  
freedom1 and1 contrary to what  one     
would expect1 especially at a casual    
glance1 they here developed  a          
theocracy4 8,the aim of ,winthrop and   
his friends in coming to  ,massachusetts
 was the construction of a theocratic   
state which should be  to ,christians   
444 all that the theocracy of ,moses and
 ,joshua and ,samuel  had been to the   
,jews4444 ,in such a scheme there was no
 room for religious  liberty4444 ,the   
state they were to found was to consist 
of a united body  of believers2         
citizenship itself was to be            
co-extensive with church                
membership40#aeh    ,sidenote3          
,educational work breaks the theocracy  
,it is equally well known1 however1 that
 this theocratic form was soon  broken2 
and while the ,united ,states is        
beginning to find herself again         
approaching this mode of government1 it 

is a remarkable fact1 and one  well     
worthy of our closest consideration1    
that the ancient theocracy  of ,new     
,england was broken by the power of the 
educational system there  introduced4   
,when this is read from the pages that  
follow1 let the reader  answer the      
question whether or not the repudiation 
of ,protestant  principles and the      
principles of republicanism by the      
,united ,states in  the nineteenth      
century is equally due to the present   
system4 ,bear in  mind the question as  
we proceed4    ,the educational history 
of the ,united ,states may conveniently 
be studied  in three sections2 #a1      
colonial2 #b1 revolutionary2 #c1        
nineteenth century4      ,i4 ,,the      
,,colonial ,,period4    ,sidenote3 ,the 
founding of ,harvard    ,since ,harvard 
,college1 the ,american ,cambridge1     
8accomplished10 as ,boone  says1 8a much
 needed work1 with manifold wholesome   
reactions upon society  and government1 
so that it has been affirmed1 with show 

of truth1  that #8the founding of       
,harvard ,college hastened the          
,revolution half a  century1'0#aei our  
study of the schools of the colonial    
period will  center around this         
institution4 ,it can be stated with     
safety that the  history of ,harvard1   
its leading men1 and its varying        
attitude toward  different ,colonial    
problems1 throws light on the           
development of the  question of         
education at the time when the          
foundations of our national  government 
were laid4    ,when ,boston was but six 
years old1 plans were laid for          
,america's first  college4 8,among the  
early educational leaders10 says ,boone1
 8were such  men as the ,rev4 ,thomas   
,shepherd1 ,john ,cotton1 and ,john     
,wilson1 ,jr42 all  clergymen and all   
college-bred2 ,stoughton2 ,dudley1 the  
deputy-governor1  and1 above all1       
#8,winthrop1 the governor1 the guide and
 good genius of  the colony4' ,such were
 the men 444 of the infant colony4444   

,here were  learning and character2     
world-wisdom and refinements of heart2  
breadth  and wholeness of culture1 such 
as could alone justify the boldness of  
their attempt40#afj ,the institution was
 started in poverty1 four  hundred      
pounds being voted by the people4 ,the  
high motive which prompted  the         
enterprise was 8an unbounded zeal for an
 education1 that to them  seemed not so 
much desirable as necessary1 that #8the 
light of learning  might not go out1 nor
 the study of ,god's ,word perish4'0    
,sidenote3 ,object of ,harvard to train 
ministers    ,the object of the school1 
as held by the founders1 is well        
described by a  ,boston citizen1 who    
writes thus in #afdc to some of his     
friends3 8,after we  had builded our    
houses1 provided necessaries for our    
livelihood1 reared  convenient places   
for worship1 and settled the civil      
government1 one of  the next things we  
longed for and looked after was to      
advance learning  and to perpetuate it  

to posterity1 dreading to leave an      
illiterate  ministry to the churches1   
when our present ministers shall lie in 
the  dust4 ,and as we were thinking and 
consulting how to effect this great     
work1 it pleased ,god to stir up the    
heart of one ,mr4 ,howard 7a godly      
gentleman and a lover of learning1 then 
living among us7 to give the one  half  
of his estate 444 toward the erecting of
 a ,college1 and all his  library40     
,in the contemplation of a college by   
those noble men1 the uppermost  thought 
was how to gain an educated ministry4   
,this object was lost  sight of4    8,it
 must be remembered10 writes ,boone1    
8that for sixty years the  institution  
was little more than a training-school  
for ministers1  managed as a theological
 seminary1 having religion1 of a more or
 less  well-defined type1 as its basis  
and chief object4 ,yet1 as ,professor   
,emerson has put it1 #8,it is one of the
 most remarkable things in the  history 
of ,harvard1 that1 in all the           

constitutions of the college there  is  
nothing illiberal or sectarian2 nothing 
to check the freest pursuit  of truth in
 theological opinions1 and in everything
 else2 and this1 too1  while the        
founders of the college were severely   
and strictly orthodox1  often exclusive 
in their own opinions1 and while their  
object was  unquestionably to provide   
for the thorough education of ministers 
of the  gospel in like views with       
themselves4'0 8,the very foundation idea
 of the  college10 says ,boone1 in      
another paragraph1 8was the theological 
want40    8,the presidents and members  
of the corporation were generally the   
prominent scholars1 the theologians1 and
 the political leaders of the  community
 and time4 ,the college easily came to  
be the arena upon which1  or the        
interest about which1 were fought those 
terrible logomachies of  dogma and      
doctrine4 ,these required1 as they had1 
the best learning1 the  shrewdest       
insight1 the most politic minds of the  

day40    ,this perhaps explains that    
former statement1 that the education of 
ministers by ,harvard had more than     
anything else to do with the overthrow  
of the theocracy established about      
,boston4    ,sidenote3 ,a manifest      
spirit of democracy    ,it is           
interesting1 also1 to note the spirit of
 democracy which this  institution      
fostered4 ,in speaking of the raising of
 the fund for erecting  the building1   
,boone says3 8,the colony caught his    
,mr4 ,harvard's spirit1  444 and all did
 something1 even the indigent4 ,one     
subscribed a number  of sheep2 another1 
nine shillings' worth of cloth2 one1 a  
ten-shilling  pewter flagon2 others1 a  
fruit-dish1 a sugar-spoon1 a            
silver-tipped  jug1 etc4444 ,no rank1 no
 class of men1 is unrepresented4 ,the   
school  was of the people40#afa 8,it was
 nursed by democracy10 and it in turn   
nursed democracy4 ,surely the ,spirit of
 ,god was pleading with men so to       
arrange their leading educational       

institution that the principles of the  
,reformation might be perpetuated4      
,sidenote3 ,early course of study in    
,harvard    ,the course of study for    
this ministers' school1 as described by 
,emerson1  was remarkably free from     
sectarianism1 and liberal in thought4   
8,the ,bible  was systematically studied
 for the entire three years1 ,ezra1     
,daniel1  and the ,new ,testament being 
specified4 ,a year was given to         
catechetical  divinity40#afb ,students  
were required to attend worship twice   
daily1  when the ,scriptures were read  
in ,hebrew or ,greek1 and they were     
required  to translate the selection4   
,history received some attention1 but   
the  sciences were practically unknown1 
and 8all profane literature was         
excluded40    ,through all this is      
discernible the attempt to educate for  
the cause  of ,christ4 ,with this       
beginning1 what might have been         
accomplished had  the plan1 with truth  
unadulterated1 been followed6 ,the work 

done in  later days by the schools1     
under the direction of the ,state1 is   
but an  indication of the broad field   
which lay ahead of ,harvard and similar 
institutions1 had the church remained in
 her province as the educator of  her   
own children4    ,sidenote3 ,indications
 of papal principles    ,from the very  
foundation of ,harvard may be seen      
indications that there  was alongside of
 these principles of ,christian         
education somewhat of  medieval         
teaching1 which1 unless discovered and  
banished would act as  leaven1          
permeating the whole loaf4 ,for         
instance1 when the college was  less    
than twenty years old1 we find this     
requirement for admission  announced3   
8,when any scholar is able to read      
,tully or any like classical  ,latin    
author1 ex tempore1 and make and speak  
true ,latin in verse and  prose1 and    
define perfectly the paradigms of nouns 
and verbs in the ,greek  tongue1 then   
may he be admitted to the ,college2 nor 

shall any claim  admission before such  
qualifications40 ,this1 of course1 was  
patterning  after the ,european         
universities1 and theirs was a papal    
system4    ,this was the ,harvard of    
colonial times4 ,as we enter the        
,revolutionary  period1 we may look for 
changes as the result of both the       
correct and  the incorrect principles   
harbored4 ,is ,harvard1 with all her    
wonderful  facilities1 training as many 
for gospel service to-day as she did of 
old8  ,yale1 the second ,congregational 
school1 followed closely the plans and  
object of ,harvard4    ,sidenote3       
,education in ,virginia monarchical     
,william and ,mary1 the second college  
in the ,united ,states1 was founded     
under different circumstances4 ,it was  
born in the midst of wealth1 and  was   
befriended by cavaliers and courtiers4  
8,the roots10 says ,boone1 8were  deep  
in the great ,english ecclesiastical    
system10 and yet the avowed  object was 
8that the college1 when established1    

should be a #8seminary  for the breeding
 of good ministers4'0 ,notwithstanding  
good intentions1  it mixed scholastic   
teachings2 for it stood for 8the ,oxford
 order of  humanities2 the abstract as  
the foundation of the concrete2         
everything  for discipline2 the ancient 
languages before the modern40 ,jefferson
 was  a graduate of this school1 and    
later it will be seen how this man1     
whose  mind comprehended so clearly the 
principles of religious liberty1 strove 
to break away from this mixture in      
education1 and advocated a decidedly    
secular education in schools which were 
supported by the ,state1 thereby        
avoiding in such institutions the       
mixture of secular and religious        
training4    ,so far1 we see the        
,episcopal school1 ,william and ,mary1  
deeply rooted in  the ,english          
ecclesiastical system1 and unable to    
receive the ,reformation  principles of 
education pure and simple4 ,the two     
,congregational schools1  ,harvard and  

,yale1 approached more nearly the       
,protestant ideal1 but being  unable to 
break wholly the bond of scholasticism1 
they made much of  preparatory work in  
the classics4    ,sidenote3 ,education  
problems of ,colonial days    ,some or  
the educational problems with which our 
,colonial ,fathers had  to wrestle were 
8parental responsibility1 the general   
viciousness of  indolence1 the educative
 office of labor1 the ,state's relation 
to  individual need1 compulsory         
employment and schooling1 the state     
ownership  of child-life10 and above    
all1 and including all1 the relation the
 church  sustained to the schools1 how  
far secular education could be offered  
in  ,christian schools1 and how far the 
church could ask aid of the state in    
the conduct of church schools4 ,they    
were weighty questions upon which  hung1
 and still hangs1 the destiny of a      
nation4    ,no sharp dividing line can  
be drawn between the ,colonial and the  
,revolutionary periods4 ,the work begun 

in the ,colonial period prepared  men to
 act a noble part in the ,revolutionary 
period4 ,the truth of the  educational  
system would bear fruit1 but the error  
which we have already  noticed was in   
great danger of gaining strength enough 
to choke the  pure principles4 ,mere    
accusations amount to but little4 ,let  
it suffice  to follow the history of    
educational progress through the next   
century4  ,results speak for themselves4
      ,,ii4 ,,the ,,revolutionary       
,,period4    ,sidenote3 ,founding       
preparatory schools    ,in addition to  
the instruction given by pious ,puritan 
parents to the  flock in their own      
homes1 a limited number of common or    
church schools  was established in the  
,colonial period4 ,the position of      
academies1 as  they develop in the      
,revolutionary period1 is significant4  
,we find that  8alongside each of the   
first colleges1 frequently antedating   
them1  sometimes forming part of the    
organization1 was a grammar-school40    

,such schools1 attached to ,harvard1    
,yale1 ,princeton1 ,william and ,mary's1
  and others1 prepared for the          
universities1 and supplemented the work 
of  the elementary or common schools4   
,herein lay a vital point4 ,they had    
home  schools1 elementary schools1 and  
colleges4 ,it was impossible for these  
elementary schools to fit students for  
university life when such schools       
required for entrance that the student  
should 8read ,tully or any like         
classical ,latin author ex tempore1 and 
make and speak true ,latin in  verse and
 prose1 and decline perfectly the       
paradigms of nouns and verbs  in the    
,greek tongue10 as has already been     
quoted from an early ,harvard           
announcement4    ,sidenote3 ,the        
universities demanded classics    ,the  
universities founded by the church were1
 then1 forming a course  of study for   
these grammar schools1 or academies1 as 
they were soon  called2 and since the   
demand was for a classical preparatory  

school1  naturally their courses were   
8fitted to the time-sanctioned          
curriculum  of the college4 ,they taught
 much ,latin and ,greek1 an extended    
course in  mathematics1 and were strong 
generally on the side of the            
humanities40  ,this was a modeling after
 ,rugby1 ,eton1 and other noted ,english
 schools1  or the classical             
drill-schools of ,germany1 which1 as we 
have before seen1  were schools bearing 
decided marks of ,jesuit teaching4      
,should a young man care to pursue his  
studies beyond the elementary  school1  
his only opportunity to do so was in one
 of the academies1 where  the classics  
formed the sum and substance of the     
instruction4 ,the  tendency to revert to
 the established forms of ,european     
education1 or the  papal system1 is     
plainly visible4    ,sidenote3          
,footprints of the papal education      
,the first colleges had been planted to 
give a ,christian training1 and         
doubtless had a start which might have  

resulted in the greatest strength  to   
the church1 and to the nation in a      
secondary way2 but the introduction  of 
these grammar schools or academies1 with
 a course of study in the  classics made
 necessary by the universities1 threw   
the majority of  the young people into a
 classical instead of a practical line  
of  instruction4 ,looking at it from one
 standpoint1 no wiser move could  have  
been made to turn the tide of           
educational reform again toward papal   
education4 ,can we here trace the       
footprints of the ,jesuits1 whose policy
  since the days of ,loyola had been to 
overthrow ,protestantism by a false     
system of education8    ,sidenote3      
,protestantism and republicanism        
weakened    ,the effect of the mixture  
of the pure and the impure methods1     
traceable  in indistinct lines at the   
very beginning1 now assumed more        
definite  proportions4 ,the growth of   
academies was remarkably rapid1 and when
  attention is called to such men as    

,franklin1 the ,adamses1 ,john ,hancock1
  and the generation of 8'#gf10 who     
received most of their education in     
these schools1 it may seem like sheer   
presumption to condemn their work4  ,the
 results1 however1 as seen in later     
years1 warrant the charge that at  that 
time was taken a long step from the     
principles of the ,reformation1  which  
meant to this country a weakening both  
in ,protestantism and  republicanism4   
,sidenote3 ,union of ,christian and     
papal systems    ,these academies were  
denominational1 it is true2 still they  
offered this  prescribed course of      
instruction4 ,almost immediately appear 
signs of  the result of this union of   
,christian education with scholasticism4
 ,for  instance1 we read that 8,brown   
,university1 though founded as a        
,baptist  institution1 was nevertheless 
one of the first schools of the period  
to emphasize the growing sentiment for a
 thoroughly undenominational  collegiate
 training40 ,why should a denominational

 college give an  undenominational      
course of instruction1 and why1 above   
all denominations1  should the ,baptists
 do so1 to whom such a flood of light   
had come1 and  who always with pride    
pointed back to ,roger ,williams and the
 ,state of  ,rhode ,island as the       
ancestors and embodiment of all that is 
,protestant  and republican8 ,but this  
is not the only indication of this      
decline from  early principles4         
,sidenote3 ,harvard loses sight of      
original object    ,about #agic ,harvard
 assumed the name of university4 ,boone 
says1 8,signs  of ,catholicity also     
appear1 in that students were no longer 
required  to attend the divinity        
lectures1 except they were preparing for
 the  ministry4444 ,literary societies1 
voluntary associations for social and   
general culture1 were multiplied40      
,sidenote3 ,decline in other schools    
8,the first ,greek fraternity1--the ,phi
 ,beta ,kappa1--the parent of both      
secret and open college fraternity      

organizations of ,america10 was formed  
at ,william and ,mary in #aggf4 ,this is
 another indication of the stealthy     
introduction of principles opposed to   
democracy1 and which tend to break      
existing prejudice against the secret   
organizations of the papacy4    ,again1 
8,yale1 also1 though nominally on a     
,congregational foundation1  received   
aid 7#agib7 from the state1 and gave    
place in her corporation to  state      
representatives40 ,educational apostasy 
was beginning2 religious  decline must  
follow4    ,sidenote3 ,schools ask state
 support    ,boone gives another        
paragraph1 which1 in a few words1 tells 
a story  of much significance1 more1    
perhaps1 than the author realized2 for  
he  was merely chronicling the history  
of education1 not searching for  the    
philosophy thereof4 ,he says1 8,the     
college1 once an appendage to  the      
church1 was seen1 in view of imminent   
state dangers1 to have an  equal value  
to the ,commonwealth40 ,this1 of course1

 is true1 because  the ,commonwealth    
depended for support1 for very          
existence1 upon the  educational ideas  
propagated in its schools4 ,but the     
writer continues3  8,first encouraged   
because it provided an educated         
ministry1 there  was coming to be       
recognized an opinion1 despite the      
deficiencies in  culture1 that education
 is something more--that it has a value 
in itself2  that schools might well be  
maintained apart from the church as an  
organization1 and in no way lessen their
 usefulness40#afc ,here was the         
challenge4    ,sidenote3 ,education     
belongs to the church    ,god has placed
 in the hands of his church the right   
and privilege to  educate the young4 ,in
 doing this1 he has done more2 for in   
educating the  youth1 the church stands 
at ,god's right hand to guide the nation
 into  paths of rectitude4 ,not by      
joining hands can this be done1 for     
church  and state must1 in order each to
 be free1 be forever separate4 ,still   

the  pillar upon which the nation must  
stand1 the only one upon which it can   
stand1 is a true system of education1   
and this is a divine gift to the        
church1 which was born of the           
,reformation4    ,sidenote3 ,church     
fails in educational work    ,to the    
,lutheran ,church the message of        
education was preached by  ,luther4 ,the
 ,episcopal ,church received this 8word 
and grace of ,god10  as ,luther         
expresses it2 but it passed from them1  
and they returned to  scholasticism4    
,oxford1 ,cambridge1 ,eton1 ,rugby1 all 
,english schools  testify to this4 ,the 
message passed on to the ,congregational
 ,church1  and ,harvard1 ,yale1 and     
others started on the right road1 but   
through  the glories of the world lost  
sight of their original object4         
,harvard1  founded to educate ministers1
 sent forth in the year #ahif1 out of a 
class  of four hundred graduates only   
six ministers4 ,the ,presbyterian       
,church  had its opportunity1 and       

likewise the ,baptist and the           
,methodist4 ,rapidly  education1 the    
scepter with which ,america was to be   
ruled1 was slipping  from the churches4 
8,of the four colleges established      
during the war1 two  were non-sectarian1
 as were three fourths of the sixteen   
colleges founded  in the twenty years   
after #aggf40    ,a momentous time was  
reached4 ,not only were the colonies to 
organize  a government which would      
astonish the world1 but the people of   
these  colonies were on the verge of an 
educational precipice1 and mighty       
interests were hanging in the balance4  
,sidenote3 ,fruit of the classics    ,we
 have seen that from the classical      
academies came forth the minds  which1  
for a generation or two1 bore sway while
 the nation passed its  critical period4
 ,there were the ,adamses and           
,jefferson1 ,franklin1 ,webster1  ,de   
,witt ,clinton1 ,horace ,mann1 ,joseph  
,henry1 ,everett1 and ,story2 ,guilford1
  of ,ohio2 ,grime1 of ,south ,carolina2

 ,frelinghuysen1 of ,new ,jersey2       
,wayland1  in ,rhode ,island2 and ,shaw1
 in ,virginia2 besides ,kent1 ,clay1    
,marshall1 and  ,randolph1 who were1    
many of them1 not only solving political
 problems1  but exerting an influence in
 the school systems planned for their   
several  ,states4    ,many of these were
 classical academy men1 and we can but  
see that the  education received in     
these schools must affect the systems   
they would  father in their several     
,states4 ,had the colleges remained true
 to their  trust with ,christian        
education1 the academies would have been
 preparatory  schools for ,christian    
colleges1 and men sent forth from their 
walls would  have been firmly grounded  
in the principles of ,christian         
education1 going  forth into every      
,state of the ,union to found ,christian
 schools which  would in their turn make
 earnest and valiant youth1 true to     
,protestantism  and true to             
republicanism4    ,,when ,,the ,,church 

,,fails ,,to ,,educate1 ,,men ,,turn    
,,to ,,the ,,state4 ,these men          
8differed in their views about the      
,constitution1 and wrangled over the    
dangers of centralization2 the best men 
were fearful of the inroads  of slavery 
and the dangers to commerce10 says      
,boone1 8but all agreed  that           
intelligence was necessary to           
citizenship40 ,washington said1 8,in    
proportion as the structure of a        
government gives force to public        
opinion1 it is necessary that public    
opinion should be enlightened10  and    
,jefferson urged that 8the diffusion of 
light and education are the  resources  
most to be relied on for ameliorating   
the condition1 promoting  the virtue1   
and advancing the happiness of man40    
,there is a demand for the highest and  
most practical kind of education4       
,statesmen see that statesmen1 citizens1
 are needed4 ,the denominational        
colleges ceased to educate ,christians1 
and citizens must be educated           

elsewhere4 8,in #ahje the ,public       
,school ,society1 of ,new ,york ,city1  
was  formed2 the claims of public       
primary education were urged in ,boston 
in  #ahah2 and ,new ,york provided for  
the county supervision of schools4      
,early  in the nineteenth century were  
either introduced or else discussed the 
first high schools1 manual training     
schools1 and mechanics' institutes1     
teachers' associations1 teachers'       
publications1 professional schools1 and 
free public libraries40    ,we have     
entered the third period4          ,,xv 
,,america ,,and ,,the ,,educational     
,,problem 7,continued7      ,,iii4 ,,the
 ,,nineteenth ,,century    ,the problem 
of elementary preparatory education fell
 from the hands  of the churches1 and   
was taken up by the state4 ,what is the 
character  of that education which the  
state can rightfully support8 ,a        
momentous  question indeed2 but before  
considering it1 let us investigate the  
schools that the state has organized1   

and which it did1 and still does1       
support4 ,there was an urgent demand for
 liberal education1 and several  ,states
 appropriated lands toward a school     
fund4 ,as early as #aghf 8,new  ,york   
,state set apart two lots in each       
township of the unoccupied lands1  for  
#8gospel and school purposes1'0 and by a
 vote of about eighteen  hundred1       
devoted the proceeds of half a million  
acres of vacant lands to  the support of
 the common schools4 ,other ,states     
followed the same general  plan1 some in
 rapid succession1 others more slowly4  
,one thing was a  settled fact1--the    
education of the common people1 passed  
over by the  churches1 had been taken up
 by the government4    ,sidenote3       
,horace ,mann and the public schools    
,under those circumstances it is not    
surprising that in #ahcg1 ,horace       
,mann1 president of the ,massachusetts  
,senate1 interested himself in the      
subject of education4 ,of this man it is
 said1 8,rarely have great ability1     

unselfish devotion1 and brilliant       
success been so united in the course of 
a single life40 ,this man became the    
father of the public-school system  of  
the ,united ,states1 and began a work   
which long before should have  been     
started by the popular churches of      
,america4 ,but it was neglected  by     
them1 and it will be profitable for us  
to watch the development of  the        
grandest system of schools ever         
organized1--a system which1 if the      
subject of ,christian education could be
 dropped1 and it be viewed alone  from  
the standpoint of the politician1 has   
brought the ,united ,states  into       
prominence as an educational center     
among the nations of the world4         
,however1 since republicanism rests in  
the bosom of ,protestantism1 and        
,protestantism is cradled in ,christian 
education1 the moment the feature  of   
,christian education is laid aside1 and 
the system purports to be  civil 7but in
 fact it is never really that71 that    

moment it loses its  real vitality and  
genuine strength4 ,but to return to ,mr4
 ,mann and his  wonderful work4         
,sidenote3 ,the churches and public     
schools    ,boone says3 8,the gnarls of 
a century's growth were to be smoothed2 
not  all of the large number of private 
schools were in accord with the new     
movement1 and the churches were         
naturally watchful of the encroachments 
of unsectarian education40#afd ,this    
expression describes the sectarian      
schools as in much the same attitude as 
that assumed by the weakening           
,christian church about the days of     
,constantine2 and as the church of      
those days held out its hands to a      
stronger power for aid1 and because  it 
had lost its individual supply of       
strength1--the ,spirit of ,god1--so  now
 these sectarian schools watched with a 
jealous eye the progress of  unsectarian
 schools1 and1 unable to hold their     
former and their allotted  position by  
virtue of inherent strength1 they       

reached out their hands  to the state   
coffers1 and received aid4 ,yale did it 
before the days of  ,horace ,mann2 many 
others have done it since4    ,sidenote3
 ,improvements made by ,horace ,mann    
,boone continues3 8,incompetent teachers
 were fearful1 politicians carped1  and 
general conservatism hindered0 by the   
advances of ,mr4 ,mann4 8,much was  to  
be accomplished1 also1 within the       
school4 ,teachers had to be improved1   
interest awakened1 methods rationalized1
 and the whole adjusted to the          
available resources4 ,moreover1 school  
architecture had to be studied4 ,all    
this ,mr4 ,mann did40 ,how great was the
 opportunity which the religious  sects 
of ,america had missed6 ,some of the    
things which were accomplished  in the  
next few years are thus reported3 8,a   
system of normal schools was            
originated4 ,the annual appropriation   
for schools was doubled2 two million    
dollars expended on houses and          
furniture2 the number of women teachers 

increased2 institutes introduced and    
systematized2 school libraries          
multiplied2 education provided for the  
dependent1 and young offending  classes1
 and the first compulsory school law of 
the ,state enacted40    ,sidenote3      
,henry ,bernard    ,henry ,bernard1 a   
young lawyer of ,connecticut1 did for   
his ,state a work  similar to that of   
,horace ,mann in ,massachusetts4 ,he was
 a man of keen  insight1 and struck at  
the root of many evils4 ,finding that   
public  money was misapplied1 and many  
primary children neglected1 he went     
about  to work a reform4 8,teachers were
 awakened1 associations for mutual      
improvement were formed4444 ,he         
established an educational periodical10 
wholly at his own expense4 ,in #ahdc    
this strong-hearted1 level-headed man   
was called by the ,state of ,rhode      
,island to straighten out the tangles in
  her educational system4 ,from this    
beginning has grown the public school   
system as seen to-day4 ,it is interwoven

 in the meshes of our national  history 
from ,boston to ,san ,francisco1 and    
from ,st4 ,paul to ,new ,orleans4       
,sidenote3 ,reaction in colleges    ,the
 colleges had made necessary the        
academies--classical preparatory        
schools2 and these sent forth men who   
modeled the high schools after the      
academic course4 ,the ,christian        
colleges set the pace to begin with2    
then1  finding themselves outrun in the 
race1 to meet the needs1 the nineteenth 
century sees a gradual but none the less
 decided change in their courses  of    
instruction4 ,here are a few of the     
changes1 with the reasons for them4     
,says ,boone3--    8,the current and    
recent magnifying of the humanities1 the
 growing  recognition of an altruistic  
and co-operative spirit in civil and    
social  and political life1 the         
increasing complexity of social forces1 
new  aspects of government1 the         
fundamental oneness of all life1 and    
sequent  idea of the solidarity of human

 society1 have created for the student  
new  lines of investigation40#afe       
,how true6 ,how wide the separation     
between the ideal held before the early 
,harvard and that of the ,harvard of    
to-day4 8,the sequent idea of the       
solidarity of human society0 as a new   
line of investigation for students1     
seems almost like mockery when we see   
the fundamental principles of the       
government loosening1 and ready to      
crumble on the application of some      
unexpected force4    ,sidenote3 ,further
 changes    ,the same departure from the
 study of ,god's ,word and the record of
 his  dealings with men and             
nations--,god in history and            
politics--is noticeable  in the         
curriculum of each modern college and   
university4 ,to quote again  from       
,boone1 8,the history of customs and    
institutions1 the growth of  opinions   
and sentiments as crystallized in social
 forms1 the study of  governments and   
religions1 of art and industry1 are     

clamoring for a place  in the           
curriculum4 ,comparative philology1 with
 the enlarged interest of  modern       
languages1 belongs to the present       
period40 ,such a curriculum can  not but
 have weight in molding the minds of    
men1 and the history we are  making     
to-day is but the resultant of the      
thoughts inculcated in our  modern      
colleges4    ,sidenote3 ,evolution      
taught    ,the chair in science has been
 greatly enlarged3 the ideas of         
evolution  as advocated by ,darwin1     
,huxley1 and ,dana have crept into the  
lecture  courses1 and having been       
received1 bid fair to stay4 ,says       
,boone3 8,it  has been said that        
biological study in the universities    
began with  ,huxley in ,england1 and    
later in this country40 8,of the several
 courses in  ,harvard1 thirty per cent  
are in science1 and in most other       
contemporary  institutions a similar    
large ratio obtains4 ,this has had its  
influence  upon the accepted            

curriculum40 ,this science would be     
termed by the  ,apostle ,paul 8science  
falsely so called40    ,sidenote3       
,multiplication of courses    8,great   
changes have occurred in the twenty     
years since #ahfh in the  multiplication
 of courses and the accompanying        
specializations of study40  ,perhaps    
figures will be more impressive on this 
point than mere words4  ,boone states   
that 8of the forty-seven higher         
institutions whose reports  are given by
 ,dr4 ,adams1 including ,harvard1       
,columbia1 and ,brown1 and ten  leading 
,state universities1 forty-six report an
 aggregate of one hundred  and          
eighty-nine courses in history and      
closely related studies40 ,cornell  now 
offers so many courses that should a    
student attempt to take them  all1 it   
would require more than the natural life
 of a man to complete  them4            
,sidenote3 ,a cramming system with      
children    ,it is not with any spirit  
of condemnation that these things are   

stated1  but it can be seen by all that 
there is a meaning which inevitably     
attaches to these changes4 ,the         
multiplicity of subjects taught has led 
to a wonderful book study1 and a        
student's whole life is spent in an     
attempt to put into his own head the    
thoughts which others have written  for 
him4 ,the spirit of the universities was
 caught by the academies1 and  by the   
high schools1 and is reflected even in  
the lower grades4 ,it is the  beginning 
of the cramming process now so forcibly 
denounced by a few true  educators4     
,readers of our magazines are familiar  
with the ideas expressed  by ,mrs4 ,lew 
,wallace in 8,the ,murder of the ,modern
 ,innocents10 by the  editor of the     
,ladies' ,home ,journal1 and others4 ,i 
deem it sufficient  to quote from ,mr4  
,edward ,bok1 who startled ,american    
homes by stating  that 8in five cities  
of our country alone there were1 during 
the last  school term1 over sixteen     
thousand children between the ages of   

eight and  fourteen taken out of the    
public schools because their nervous    
systems  were wrecked1 and their minds  
were incapable of going on any farther  
in  the infernal cramming system which  
exists to-day in our schools4444 ,it    
was planned by nature that between the  
years of seven and fifteen the  child   
should have rest1--not rest which will  
stop all mental and physical  growth1 of
 course1 444 but the child's pace should
 be checked so as to  allow him to      
recover from the strain which his system
 has just undergone4    8,but what      
really happens to the child at the age  
of seven8 ,is he given  this period of  
rest8--,verily1 no6 ,he enters the      
schoolroom1 and becomes a  victim of    
long hours of confinement--the first    
mental application1 mind  you1 that the 
child has ever known4 ,the nervous wear 
and tear begins2  the child is fairly   
launched upon his enjoyment 7,god save  
the mark67 of  the great educational    
system of ,america4444 ,special systems 

of #8marks1'  which amount to prizes1   
are started1 serving only to stimulate  
the  preternaturally bright child1 who  
needs relaxation most of all1 and to    
discourage the child who happens to be  
below the average of intelligence4  ,it 
is cramming1 cramming1 cramming6 ,a     
certain amount of #8ground must be  gone
 over1' as it is usually called4        
,whether the child is physically able   
to work the ground1 does not enter into 
the question4 ,and we do not stop  even 
there6 ,the poor children are compelled 
to carry home a pile of books  to study1
 usually after supper1 and just before  
going to bed1 and that is  about the    
most barbarous part of the whole        
system40#aff    ,this is enough to show 
that the system is recognized as        
practicing  methods not in accordance   
with the laws of nature1 which are the  
laws of  ,god4 ,such methods are the    
result of the system at the head of     
which stand  the colleges and           
universities which outline the work for 

all below them4    ,parents read these  
statements with wonder and a feeling of 
horror1 but  only a few realize that the
 primary schools and the grammar        
schools1  and even the high schools1 are
 responsible for the health-destroying1 
brain-benumbing methods employed in our 
public schools4 ,the cause for the      
present system and methods is to be     
searched for in the changes which  time 
has wrought in those simple schools     
planted by the freedom-seeking  ,puritan
 fathers4 ,say1 rather1 that            
,protestantism offered a system of      
,christian education which1 if it had   
been followed1 would have prevented     
what we find to-day4    ,sidenote3      
,modern reformers    ,it is gratifying  
to find that the decline has not        
proceeded undisturbed4  ,its history has
 not sped on as a smooth-flowing river4 
,from time to  time men have arisen     
offering educational ideas in advance of
 the  age in which they taught4 ,such   
men were ,comenius and ,pestalozzi1 who 

introduced object-study in place of the 
time-honored memory work2 and  ,froebel1
 whose patient labors for the children  
of the kindergarten have  not only      
endeared him to the heart of the true   
teacher1 but have made  him a benefactor
 of mankind in that he aroused queries  
in regard to the  methods of instructing
 the human mind4 ,these men1 searching  
for truth1  caught glimpses of the      
principles of true education as taught  
by ,christ4  ,disciples of these men1   
instead of taking from them a borrowed  
light1  have the privilege of going     
again to the source of true             
wisdom1--8the  ,teacher come from ,god40
 ,here is the secret of success for     
educational  reformers of the twentieth 
century4    ,sidenote3 ,effects of      
modern education    ,the tide has kept  
up a constant ebb and flow4 ,when the   
tendency was  growing strong toward the 
classics1 natural science revived1 and  
the  spirit of investigation broke the  
band which memory work was weaving4     

,science1 not content with lawful fields
 of exploration1 is now  delving into   
metaphysics1 and sending to the world a 
race of skeptics  and infidels2 or1 if  
professed ,christians1 students are     
confirmed  evolutionists1 casting aside 
the ,word of ,god for the theories of   
geology1  astronomy1 or biology4 ,the   
narrow cramming system of               
memory-teaching  was killing the        
intellectual life of the children1 when 
nature-study  was introduced4 ,this was 
an improvement indeed1 for these studies
 are  thought-producing2 but here the   
tide set in the opposite direction1 and 
faith in a ,creator is destroyed4       
,,as ,,of ,,jerusalem1 ,,so ,,now ,,of  
,,the ,,churches1 ,,they ,,are          
,,destroyed ,,because ,,the  ,,education
 ,,of ,,the ,,children ,,is ,,neglected4
 ,wherein lies the safety of the        
,christian parent and his child8 ,the   
child has a right to a ,christian       
education4 ,where is it to be obtained8 
,can the state give it8--,it could  not 

if it would4 ,are the ,protestant       
churches educating their own  children8 
,few indeed are the ,christian schools1 
and to-day the churches  are reaping the
 result of their long period of         
retrogression4 ,the words  of ,dr4      
,james ,m4 ,buckley1 editor of the      
,christian ,advocate1 the leading  organ
 of ,methodism1 voice the general       
sentiment4 ,he says in part3--    8,that
 the ,methodist ,episcopal ,church1 with
 nearly three million of  communicants  
and a vast army of ,sunday-school       
scholars1 should add less  than seven   
thousand to its membership in #ahii1 is 
startling4 ,that in  the same period it 
should show a decline of #bh1eie in     
those avowed and  accepted candidates   
known as probationers1 is ominous4 ,such
 a situation  has not been frequent in  
our history4444 ,no reverent person can 
charge  the decline to ,god the ,father 
,almighty1 to ,jesus ,christ his only   
,son our  ,lord1 or to the ,holy ,ghost1
 in whom the church ceaselessly declares

 its  belief4 ,it must therefore lie at 
the doors of every church40#afg    ,this
 statement is very true2 and yet1 while 
exonerating ,god1 ,christ1 and  the     
,holy ,spirit from any blame in the     
matter1 it is sad to note that          
prominent men in the ministry fail to   
see that the churches are losing  their 
hold upon humanity because they have    
relinquished their right as             
,protestants to educate the children4   
,the churches are to be pitied2 but     
there is only one remedy1 and that      
church which takes up its neglected     
duty in education will receive the      
reward4 ,to the students of prophecy  it
 is a significant fact that this state  
of affairs has been growing  deplorably 
worse since about the year #ahdc or     
#ahdd4    ,sidenote3 ,growth of elective
 system    ,the fluctuations which have 
occurred in the curricula of our leading
  schools has been referred to before1  
but is emphasized by a glance at  the   
introduction of the elective courses4   

,when the course of instruction  became 
decidedly complex1 requiring years for  
completion1 and the  multiplication of  
subjects made it impracticable for the  
majority of  students to complete the   
course as outlined1 there arose the     
privilege  of option in the choice of   
the studies in many courses4 ,this was  
also  made necessary in the colleges by 
the organization of many technical      
schools throughout the land4 8,the early
 efforts to establish mechanics  and    
manual-labor institutes are interesting 
as marking a reaction against  the      
dominance of language and metaphysics1  
and an ingenious appeal for  the large  
recognition of the physical sciences40  
,this has led in some  cases to the     
substitution of ,german or some other   
modern language1 and an  increased      
amount of mathematics in place of the   
classics1 the students  being free to   
choose4    ,sidenote3 ,freedom of       
,virginia ,university    ,this spirit of
 freedom1 which has been almost         

wrenched1 one might say1  from many of  
the institutions of higher learning1 is 
occasionally  found to have swayed the  
hearts of earlier educators4 ,one reads 
with  keen relish the history of the    
founding of the ,university of          
,virginia1  the moving spirit of which  
was ,thomas ,jefferson4 ,the reader will
 be  interested in a paragraph by       
,boone3--    8,as early as #aggi1 while 
the #8,old ,dominion1' with her sister  
,states1 was  embroiled in a doubtful   
war2 and again in #ahad1 after numerous 
defeats  and constant opposition from   
the already-established ,william and    
,mary  ,college1 from the ,protestant   
churches1 and from most of the political
  leaders of the time1 ,mr4 ,jefferson  
and his friends sought to provide for   
the state1 along with the general system
 of education1 a university1 in  which  
should be taught in the highest degree1 
#8every branch of knowledge1  whether   
calculated to enrich1 stimulate1 and    
adorn the understanding1  or to be      

useful in the arts and practical        
business of life4' ,five years  later   
7#ahai7 an act of the ,assembly was     
obtained establishing the  ,university  
of ,virginia4 ,when six years later it  
was opened1 after a wide  acquaintance  
and careful study of the most           
progressive institutions in  the ,united
 ,states1 it was found that in          
discipline and instruction1 in          
constitution and means1 it very         
materially differed from them all40#afh 
,sidenote3 ,freedom from other          
objectionable features    ,the          
far-reaching sight of the chief promoter
 of the enterprise is seen  when we note
 wherein lay this very material         
difference4 8,there is one  practice10  
wrote ,mr4 ,jefferson1 8from which we   
shall certainly vary1  although it has  
been copied by nearly every college and 
academy in  the ,united ,states2 that   
is1 the holding of the students all to  
one  prescribed course of reading1 and  
disallowing exclusive application  to   

those branches only which are to qualify
 them for the particular  vocation to   
which they are destined4 ,we shall1 on  
the contrary1 allow  them uncontrolled  
choice in the lectures they shall choose
 to attend1 and  require elementary     
qualifications only1 and sufficient     
age40#afi    ,this was a wonderful step 
for the time in which it occurred1 and  
indicates the direction given to minds  
of men by the ,spirit of ,god4 ,the     
greater freedom occasioned by the       
adoption of the elective system is felt 
throughout the educational centers of   
our land4 ,johns ,hopkins ,university   
grants the degree of ,b4,a4 in four out 
of six of its courses without the       
classics4 ,this leads us1 however1 to a 
consideration of the question  suggested
 several pages back1 ,what subjects can 
of right be taught in  schools supported
 from the public funds8    ,sidenote3   
,should the state support the school    
,education1 pure and simple1 in the     
breadth of its meaning1 is character    

development4 ,the state1 as such1 can   
not judge of motives1 hence it  can not 
educate the inner man4 ,the two phases  
of the ,reformation were  ,protestantism
 and republicanism2 the first deals with
 the spiritual  nature1 and through this
 reaches the entire man1 making a       
symmetrical  character2 the governmental
 part deals only with the mental and    
physical--the outward manifestations4   
,to the church was committed the  charge
 of the spiritual man1 and the          
commission to 8teach all nations0  given
 to the little company that watched the 
ascending ,lord1 was repeated  to the   
church in the sixteenth century2 and    
with especial weight was this  burden   
laid upon the shoulders of ,american men
 and women4 ,the state needs  men to    
carry forward its pursuits2 and for the 
purely secular training of  such        
individuals1 it has a perfect right1    
even a duty1 to provide from  the common
 fund4 ,a purely mechanical1 secular1 or
 business course might  therefore be    

offered in our state schools2 but with  
such an education few  parents are      
contented4 ,the moral nature needs      
training2 in order to be  good citizens1
 it is argued1 some part of the system  
of ethics which is  based on the        
doctrines of ,christ must be inculcated4
 ,christian schools1  and those only1   
can give a spiritual education4 ,this is
 the dilemma  in which the educational  
system found itself about the time of   
the  ,revolution1 and the matter1       
instead of reaching a satisfactory      
solution1  has grown steadily worse4    
,the churches failed to provide for the 
,christian training2 and the state felt 
that something must be done for  the    
children4 ,public schools were          
established2 but these1 by right1 can   
not teach morality or anything          
pertaining thereto4 ,but they do4       
,hence1  the church by her failure has  
forced the state into the attempt to do 
her work1--an impossible task4 ,again1  
the churches and the denominational     

schools1 not willing to be outdone by   
state institutions1 have extended  their
 stakes and lengthened their cords until
 they offer1 not those  subjects which  
are character building1 so much as those
 which will enable  them to compete with
 state institutions4 ,here again is a   
departure from  ,christian education1   
and a mixture which would be hard to    
designate as  other than papal4         
,sidenote3 ,degrees a papal mark        
,again1 the state sets its seal upon    
work done in institutions which it      
supports1 and the ,christian            
schools--those in name at least--not    
only  accept public money1 but allow the
 state to put its seal to their work  in
 the granting of literary degrees and   
diplomas4 ,this is a natural  result of 
the union of worldly education and the  
principles of ,christian  education     
which we have followed through two      
centuries1 and yet to-day  there is     
scarcely a school claiming to be        
,christian in its principles  that dare 

raise its voice against the customs of  
its sister institutions4    ,sidenote3  
,education and state unite2 result1     
papal    8,render1 therefore1 unto ,csar
 the things that be ,csar's1 and unto   
,god  the things which be ,god's10 would
 be repeated1 should the author of those
  words enter in person the institutions
 of learning which claim to bear  his   
name4 ,a union of church and state is   
described as the papacy2 a union  of    
education 7the foundation of the church7
 and the state is passed by  with       
scarcely a dissenting voice4            
,sidenote3 ,educational work of         
,catholics    ,so far in this chapter1  
the educational work of the ,catholic   
,church  in the ,united ,states has been
 passed without a word2--not because    
that  organization has been less active 
here than in ,european countries1 but   
because the idea is so prevalent that a 
system of education to be papal  must   
emanate from the ,roman ,church4 ,ideas 
to the contrary have been  emphasized   

again and again in these pages4 ,in our 
own country we can not  fail to see     
that1 aside from the work of the        
,catholic ,church1 there has  been      
developed a papal system of instruction4
 ,the stepping-stones from  the present 
back into the dim ages of the past1 when
 ,egypt or ,greece  swayed the world    
through science or philosophy1 may in   
places be hidden2  but the products of  
,greek philosophy and ,egyptian wisdom1 
seasoned with  the ideas of the medieval
 scholasticism1 or the more subtle      
mixture of  modern ,christian education 
and the papal system as exemplified by  
,sturm1  to which is attached the       
,state's seal of approval1 meet us from 
season to  season as our schools send   
forth their graduates4    ,sidenote3    
,catholic schools    ,the ,catholics1   
however1 have not watched the growth of 
our educational  system without putting 
forth a vigorous effort4 ,from ,colonial
 days1 when  the ,jesuits flocked to    
these shores1 and taught the established

 schools  and missions1 to the present  
time1 when the new university for the   
education of ,catholic youth is in full 
operation at our national capital1  this
 organization has spared no effort4 ,as 
,boone says1 8,all other  denominational
 service in education is partial and    
irregular compared  with the            
comprehensive grasp of the ,catholic    
,church4 ,their aim is  all-inclusive1  
and assumes no other agency4 ,ignoring  
the public school1  their plan is       
co-extensive with their membership4     
,with one fifth of all  the theological 
seminaries1 and one third of all their  
students2 with one  fourth of the       
colleges1 nearly six hundred academies1 
and two thousand  six hundred parochial 
schools 7elementary71 instructing more  
than half a  million children1 the      
church is seen to be a force which1     
educationally  considered1 is equaled by
 no other single agency but the         
government  itself40#agj    ,the system 
by which this work is carried forward is

 thus described3 8,the  twelve ,catholic
 provinces 444 are subdivided into      
seventy-nine dioceses4  ,the latter     
average from thirty-five to forty       
parishes1 each of which is  supposed to 
have a school for the elementary        
training of their children4  ,as a      
matter of fact1 ninety-three per cent of
 them maintain parochial  schools1 in   
which are educated1 generally by the    
priesthood1 444 the  #eaa1jfc pupils4   
,in addition to these are five hundred  
and eighty-eight  academies1 usually for
 the girls1 and ninety-one colleges40   
,this was  written six or seven years   
ago1 but the figures speak for          
themselves4  ,with the nation           
honeycombed by schools which have as    
their avowed  object the annihilation of
 ,protestantism and republicanism2 with 
our own  public-school system1 so grand 
in many respects1 yet compromising until
  it is indeed papal1 it is not strange 
that ,methodist and ,presbyterian       
congregations are bemoaning their       

dwindling numbers4    ,should           
,protestants educate their own children8
 ,history speaks in emphatic  language1 
,yes6 ,the papacy says1 ,if you wish us 
to have your children1 ,no6    8,god    
stands at the door and knocks2 blessed  
are we if we open to  him40--,luther4   
,,xvi    ,,christian ,,education        
,after watching the educational struggle
 which has gone on for ages  between    
truth and error1 and observing that     
scarcely a century has  passed which has
 not witnessed a controversy more or    
less severe between  ,christian and     
papal methods of instruction1 one is    
prepared to believe  that this is a     
subject inseparably connected with the  
history of nations4  ,this being true1  
we must expect to find ourselves in the 
midst of the  controversy to-day4 ,it   
needs but a casual glance at current    
history to  confirm this fact2 for minds
 are troubled because of existing evils1
 and  hearts are open for educational   
truth4    ,if we are inclined to think  

that the principles of ,christian       
education  are new and before unheard   
of1 we have but to catch the thoughts   
which  have swayed true educators from  
the time of ,christ to the present day  
to  know that the same spirit has been  
at work in all ages to draw the hearts  
of men to ,god4    ,sidenote3 ,christian
 education exemplified by ,christ       
,the advent of ,christ was a wonderful  
event4 8,the ,word was made flesh1  and 
dwelt among us40 ,that man might behold 
the workings of ,god in human  flesh1   
and see here the manifestation of truth1
 ,christ was born4 ,his  was            
pre-eminently a work of education1 and  
,his system was ,christian  education4  
,by this means1 ,heaven again reached   
earth1 and clasped it  to her bosom4    
,men1 in their shortsightedness1 were   
unable to comprehend  the spiritual     
teachings of the ,son of ,god1 and often
 ,his most powerful  lessons fell       
unappreciated on the ears of the        
multitudes1 and even on the  ears of the

 apostles4    ,sidenote3 ,the ,holy     
,spirit the teacher    ,much as the life
 of ,christ has done for the world1     
there has never been a  man1 or a nation
 of men1 who have fully followed his    
teachings4 ,error has  ever been mixed  
with truth1 and the educators of the    
world have failed to  see the           
realization of their hopes because of   
this partial grasp of truth4    ,christ1
 when rejected by the world1 did not    
withdraw entirely1 and leave  man to his
 fate2 but ,he sent forth ,his ,spirit1 
the ,spirit of ,truth  as an educator1  
leading minds into truth4 ,this working 
of the ,spirit  is plainly seen1 for one
 man has been directed to one phase of  
true  education1 while another1 perhaps 
a contemporary worker1 or perhaps a     
successor1 it may be a fellow           
countryman1 or one at a great distance1 
has  picked up another thread in the    
skein1 and developed another thought for
  the world4    ,sidenote3 ,true        
education always represented    ,the    

world has never long been left without  
some representative of  ,christian      
education4 ,in attempting to define the 
term which stands as  the subject of    
this chapter1 attention is called to the
 partial work of  reform which has been 
accomplished by men whom the world      
recognizes as  educators4 ,the errors of
 a false education1 so prevalent in     
times past1  and still recognized as a  
part of the educational systems now in  
vogue1  stand in strong contrast to the 
correct ideas advocated by these men at 
various times4    ,sidenote3 ,latin and 
word-study in papal schools    ,the men 
whose ideas are given in this chapter   
lived and wrought after the             
,reformation2 and in order to reveal the
 error against which they worked1  it is
 necessary to consider the methods of   
instruction to be found in  papal       
schools4 ,similar thoughts are found on 
previous pages1 but1 for  the sake of   
contrast1 they are here repeated4       
,painter says3 8,when a young man had   

acquired a thorough mastery of  the     
,latin language for all purposes2 when  
he was well versed in the  theological  
and philosophical opinions of his       
preceptors2 when he  was skillful in    
dispute1 and could make a brilliant     
display from the  resources of a        
well-stored memory1 he had reached the  
highest points to  which the ,jesuits   
sought to lead him4 ,originality and    
independence  of mind1 love of truth for
 its own sake1 the power of reflecting1 
and  of forming correct judgments1 were 
not merely neglected1 they were         
suppressed in the ,jesuits' system40#aga
 ,karl ,schmidt likewise testifies  in  
the words1 8,books1 words1 had been the 
subjects of instruction4444  ,the       
knowledge of things was wanting4        
,instead of things themselves1  words   
about the things were taught40          
8,learning by doing0 is the rule  in    
,christian education4 ,a large amount of
 ,latin and ,greek was1 and is  still1  
the rule in the papal educational       

system1 and these languages were        
taught1 not for the sake of thought1 but
 merely for the words4    ,sidenote3    
,reformers oppose mere language study   
,the world had for a century been bound 
by the study of the classics4 ,this     
bondage was broken by the ,reformation1 
but the world returned thither  again4  
,milton1 the poet of the seventeenth    
century1 wrote3 8,language is  but the  
instrument conveying to us things useful
 to be known4 ,though a  linguist should
 pride himself to have all the tongues  
that ,babel cleft  the world into1 yet  
if he have not studied the solid things 
in them1 as  well as the words and      
lexicons1 he were nothing so much to be 
esteemed  a learned man as any yeoman or
 tradesman competently wise in his      
mother  dialect only4444 ,we do amiss to
 spend seven or eight years in scraping 
together so much ,latin and ,greek as   
might be learned otherwise easily and   
delightfully in one year40#agb          
,sidenote3 ,things studied instead of   

language    ,ratich1 a ,german educator 
of the sixteenth century1 said3 8,we are
  in bondage to ,latin4 ,the ,greeks and
 ,saracens would never have done  so    
much for posterity if they had spent    
their youth in acquiring a  foreign     
tongue4 ,we must study our own language1
 and then the sciences40  8,everything  
first in the mother tongue10 and        
8nothing on mere  authority10 were rules
 in his schoolroom4 ,comenius1 the      
renowned teacher1  used to say3 8,if so 
much time is to be spent on the language
 alone1 when  is the boy to know about  
things1--when will he learn philosophy1 
when  religion1 and so forth8 ,he will  
consume his life in preparing for life40
    ,sidenote3 ,mechanical teaching is  
papal    ,how exactly this applies to   
the word-study of our boys and girls    
to-day6  ,it matters not whether it be  
,latin or ,english grammar2 indeed1 it  
may  be that other mode of              
expression1--some form of               
mathematics1--where time  and energy are

 devoted to the process merely4 ,a      
failure to make the  development of     
thought--independent thinking1 in       
fact--the main object in  instruction1  
stamps any method of teaching as papal1 
no matter by what  name it is known1 or 
by whom the subjects are taught4 ,it was
 the life  work of ,comenius to         
counteract this tendency1 as the        
following principles  show4 ,he insisted
 that 8nothing should be taught that is 
not of solid  utility40 8,nothing is to 
be learned by heart that is not first   
thoroughly  understood40 8,theologians  
and physicians should study ,greek40    
8,doing can  be learned only by doing40 
,that educational reformers of to-day   
are  advocating these same principles   
will be seen later4 ,this is a part of  
,christian education4    ,sidenote3     
,character-building the aim in true     
education    ,john ,locke1 an ,english  
educator of the seventeenth century1 had
 truth on  the subject of education4 ,of
 the languages1 he says3 8,when ,i      

consider  what ado is made about a      
little ,latin and ,greek1 how many years
 are  spent in it1 and what a noise and 
business it makes to no purpose1 ,i  can
 hardly forbear thinking that parents of
 children still live in fear  of the    
schoolmaster's rod1 which they look on  
as the only instrument of  education2 as
 if a language or two were its whole    
business40    ,character was valued by  
this man1 and his statement as to the   
relative  importance of study is        
valuable to parents and teachers4       
8,reading and  writing and learning ,i  
allow to be necessary1 but yet not the  
chief  business4 ,i imagine you think   
him a very foolish fellow that should   
not  value a virtuous or a wise man     
infinitely before a scholar4 ,not but   
that  ,i think learning a great help to 
both1 in well-disposed minds2 but yet it
  must be confessed also that in others 
not so disposed1 it helps them only  to 
be the more foolish or worse men4       
,sidenote3 ,how ,locke would choose a   

teacher    8,i say this1 that when you  
consider the breeding of your son1 and  
are  looking out for a schoolmaster1 or 
a tutor1 you would not have1 as is      
usual1 ,latin and logic only in your    
thoughts4 ,learning must be had1 but  in
 the second place1 as subservient only  
to greater qualities4 ,seek  out        
somebody that may know how discreetly to
 frame his manners3 place  him in hands 
where you may1 as much as possible1     
secure his innocence1  cherish and nurse
 up the good1 and gently correct and    
weed out any bad  inclinations1 and     
settle in him good habits4 ,,this ,,is  
,,the ,,main ,,point2 and  this being   
provided for1 learning may be had into  
the bargain40    ,to how great an extent
 are ,protestants following this        
excellent advice8  ,in what schools for 
,protestant boys and girls is innocence 
cherished8  where is the good nourished8
 where are bad inclinations gently      
weeded  out1 and good habits settled8   
where do these things take a position   

ahead  of book learning8    8,virtue10  
continues ,locke1 8as the first and most
 necessary of those  endowments that    
belong to a man or gentleman1 was based 
on religion4  ,as the foundation of     
this1 there ought very early to be      
imprinted on  his mind a true notion of 
,god40 ,here one finds a clear          
conception of  ,christian education1    
which parents of to-day would do well to
 study4    ,sidenote3 ,cramming a papal 
method    ,the study of the classics1   
together with the memory work which was 
the  chief characteristic of these      
studies1 was not the only defect in     
papal  education2 hence it is not the   
only error from which educators1 led1 as
  one must believe1 by the spirit of    
truth1 have from time to time broken    
away4 ,the cramming system1 so justly   
denounced by thinking minds as one  of  
the most far-reaching defects of the    
present school system1 is a mark  of    
papal education wherever it may be      
found4 ,and probably no generation  has 

passed which has not heard some voice   
lifted against this pernicious  practice
 of the schoolroom4 ,the ,god of heaven 
recognizes that the human  mind contains
 the highest possibilities of earth2 the
 child is a part of  himself2 and when  
wrong methods of education are used in  
dealing with  developing minds1 ,he1 the
 head of the body1 of which we are      
members1  feels the hurt2 so it is that 
,christian education is an emanation    
from  the mind of ,god4    ,montaigne1  
speaking of education in the sixteenth  
century1 said3 8,it is  the custom of   
schoolmasters to be eternally thundering
 in their pupils'  ears1 as if they were
 pouring into a funnel1 while the       
pupils' business  is only to repeat what
 their masters have said40 ,he is taught
 that 8a  tutor 444 should1 according to
 the capacity he has to deal with1 put  
it  the child's mind to the test1       
permitting his pupil himself to taste   
and relish things1 and of himself to    
choose and discern them4444 ,too  much  

learning stifles the soul1 just as      
plants are stifled by too much          
moisture1 and lamps by too much oil4    
,our pedants plunder knowledge from     
books1 and carry it on the tips of their
 lips1 just as birds carry seeds  to    
feed their young4444 ,we toil and labor 
only to stuff the memory1 but  leave the
 conscience and understanding           
unfurnished and void40    ,sidenote3    
,twentieth century schools cram    ,as  
late as ,january1 #aijj1 ,edward ,bok1  
editor of the ,ladies' ,home  ,journal1 
wrote concerning the cramming process of
 the popular schools3  8,do ,american   
men and women realize that in five      
cities of our country  alone there were1
 during the last school term1 over      
sixteen thousand  children between the  
ages of eight and fourteen taken out of 
the public  schools because their       
nervous systems were wrecked1 and their 
minds were  incapable of going on any   
further in the infernal cramming system 
which  exists to-day in our schools8444 

,conservative medical men who have given
  their lives to the study of children  
place the number whose health is        
shattered by overstudy at more than     
#ej1jjj each year4444 ,it is cramming1  
cramming1 cramming4 ,a certain amount of
 #8ground must be gone over1' as  it is 
usually called4 ,whether the child is   
physically able to work the  #8ground'  
does not enter into the question40      
,the writer dwells upon the evils of    
night study1 and continues3 8,true      
reform always begins at the root of all 
evils1 and the root of the evil  of home
 study lies in the cramming system40    
,sidenote3 ,mrs4 ,lew ,wallace on       
cramming    ,mrs4 ,lew ,wallace says3   
8,go into any public school1 and you    
will see girls  pallid as day lilies and
 boys with flat chests and the waxen    
skin that  has been named the school    
complexion4 ,every incentive and        
stimulus is  held out2 dread of blame1  
love of praise1 prizes1 medals1 badges1 
the  coveted flourish in the            

newspapers--the strain never            
slackens4444 ,the  burden is books4 ,the
 tasks imposed on the young are fearful4
 ,the effort  seems to be to make       
text-books as difficult and complicated 
as possible  instead of smoothing the   
hill so high and hard to climb40    ,in 
her characteristic style1 ,mrs4 ,wallace
 condemns the usual methods of  teaching
 arithmetic and language3--    8,said a 
mother1 #8,two and two are what8'0      
8,the boy hesitated4    8#8,surely you  
know that two and two make four4'       
8#8,yes1 mama2 but ,i am trying to      
remember the process4'    8,process1    
indeed6444    8,one day ,mary was       
bending over a tablet writing words on  
both sides of a  straight line1 like    
multiplied numerators and denominators4 
8#8,what are you at now8' asked grandma4
    8,mary answered with pride1 #8,i am 
diagraming4'    8#8,in the name of      
sense1 what's diagraming8'    8#8,it's  
mental discipline4 ,miss ,cram says ,i  
have a fine mind that needs  developing4

 ,look here1 grandma1 now this is the   
correct placing of  elements4 ,fourscore
 and seven are joined by the word and1 a
  subordinate connective copulative     
conjunction4 ,it modifies years1 the    
attribute of the preposition4 ,ago is a 
modal verb of past time4 ,the  root of  
the first clause is--4    8#8,why1      
that's ,lincoln's speech at ,gettysburg4
 ,i keep it in my work-basket  and know 
it by heart4'    8#8,indeed6 ,well1 ours
 is a simple personal--4'    8#8,that's 
enough4 ,if ,president ,lincoln had been
 brought up on such stuff1  that speech 
would never have been written4 ,he      
called a noun a noun1 and  was done with
 it4'0#agc    ,montaigne could scarcely 
have given a more vivid description had 
he seen  the grind of modern education1 
where grades are strictly kept1 and all 
children1 the strong and the tender     
alike1 are forced through the same      
process4 ,there is no relief save in    
dropping by the wayside when disease    
fastens its tendrils on the human frame4

    ,against this system all educational
 reformers have striven1 but it  remains
 with us still4 ,christian parents1     
could they see the relative  value of   
soul and mental culture1 would demand   
the establishment of a new  order of    
things4 ,christian education alone can  
effect a cure4    ,sidenote3            
,nature-study to prevent cramming       
,comenius strove to correct this error  
by the introduction of  nature-study4   
,he says3 8,the right instruction of    
youth does not consist  in cramming them
 with a mass of words1 phrases1         
sentences1 and opinions  collected from 
authors1 but in unfolding the           
understanding1 that many  little streams
 may flow therefrom as from a living    
fountain4444 ,why shall  we not1 instead
 of dead books1 open the living book of 
nature8 ,not the  shadows of things1 but
 the things themselves1 which make an   
impression on  the senses and the       
imagination1 are to be brought before   
youth4 ,by actual  observation1 not by a

 verbal description of things1 must     
instruction  begin4444 ,men must be led 
as far as possible to draw their wisdom1
 not  from books1 but from a            
consideration of heaven and earth1 oaks 
and  beeches2 that is1 they must know   
and examine things themselves1 and not  
simply be contented with the            
observations and testimony of others40  
,his fundamental principles were1       
8,education is a development of the     
whole  man10 and 8,many studies are to  
be avoided as dissipating the mental    
strength40    ,sidenote3 ,modern science
 study and doubt    ,a long stride was  
taken by ,comenius toward breaking the  
mechanical  teaching of the papacy4 ,the
 error into which his followers fall is 
in  making nature the all in all1       
failing to recognize the ,word of ,god  
as the  only guide and interpreter of   
natural phenomena4 ,this mistake has led
  modern schools to take the position in
 science studies which is described  in 
the following words by ,frank ,s4       

,hoffman1 professor of philosophy in    
one of ,america's leading theological   
schools3 8,every man1 because he is  a  
man1 is endowed with powers for forming 
judgments1 and he is placed  in this    
world to develop and apply those powers 
to all the objects with  which he comes 
in contact40#agd ,in such words does he 
plainly state that  human reason is the 
means by which man is to obtain his     
wisdom4 ,then  follows his explanation  
of the method of procedure when reason  
has been  thus exalted4 ,these are his  
words3 8,in every sphere of             
investigation he  man should begin with 
doubt1 and the student will make the    
most rapid  progress who has acquired   
,,the ,,art ,,of ,,doubting ,,well40    
,suppose1 now1 that the subject under   
consideration is some newly  discovered 
natural phenomenon1 and the student of  
nature wishes to  investigate4          
,according to ,professor ,hoffman1 a    
modern theologian1 and  hence a teacher1
 he must 8begin with doubt1 and the     

student will make  the most rapid       
progress who has acquired the art of    
doubting well40  ,christian education1  
in contrast with this method1 says1     
8,through faith  we understand40        
,sidenote3 ,methods in ,sciences and    
theology    ,that this method of        
study--to begin with doubt--is not only 
applicable  to the natural sciences1 but
 to the study of spiritual truths also1 
,professor ,hoffman continues3 8,we ask 
that every student of theology  take up 
the subject precisely as he would any   
other science3 that he  begin with      
doubt1 and carefully weigh the arguments
 for every doctrine1  accepting or      
rejecting each assertion according as   
the balance of  probabilities is for or 
against it4444 ,we believe that even the
 teachings  of ,jesus should be viewed  
from this standpoint1 and should be     
accepted or  rejected on the ground of  
their inherent reasonableness40    ,thus
 the spirit of doubt with which the     
child is taught to study nature1  goes  

with him through all his school years2  
it grows with his growth2  and if he    
enters a theological school to prepare  
for the ministry1 he is  confronted by  
the same method in the investigation of 
the teachings of  ,christ4 ,what wonder 
that the results of modern education are
 a class of  infidels and skeptics8     
,the words of ,president ,harper1 of    
,chicago ,university1 are worth         
repeating3 8,it is difficult to prophesy
 what the results of our present  method
 of educating the youth will be in fifty
 years4 ,we are training  the mind in   
the public schools1 but the moral side  
in the child's nature  is almost        
entirely neglected40 ,not only is it    
neglected1 but faith is  trampled to the
 ground1 and human reason exalted above 
its prostrate  form4 8,when the ,son of 
man cometh1 shall he find faith on the  
earth80 ,a  pertinent question1 indeed1 
for educators to answer4    ,sidenote3  
,the method of 8doubt0 is ,socratic     
,this method of doubting is papal1 and  

can be traced directly to ,socrates1    
the ,greek4 ,of him1 we read3 8,socrates
 was not a #8philosopher1' nor yet a    
#8teacher1' but rather an #8educator1'  
having for his function #8to rouse1     
persuade1 and rebuke'4444 ,socrates'    
theory of education had for its  basis a
 ,,profound ,,and ,,consistent          
,,conception40#age    ,in dealing with  
his students1 the same authority thus   
states his method  of procedure3        
8,taking his departure from some        
apparently remote principle  or         
proposition to which the respondent     
yielded a ready assent1 ,socrates  would
 draw from it an unexpected but         
undeniable consequence which was        
plainly inconsistent with the opinion   
impugned4 ,in this way he brought  his  
interlocutor to pass judgment upon      
himself1 and reduced him to a  state of 
doubt or perplexity4 #8,before ,i ever  
met you1' says ,meno1 in a  dialogue    
which ,plato called by his name1 #8,i   
was told that you spent your  time in   

doubting and leading others to doubt3   
and it is a fact that your  witcheries  
and spells have brought me to that      
condition2 you are like the  torpedo2 as
 it benumbs anyone who approaches and   
touches it1 so do you4'0    ,we can     
readily trace the connection between the
 ,socratic method of  doubting and the  
same method as advocated by the         
professor of the  theological school1   
for 8his ,socrates's practice led to the
 ,platonic  revival10 and the ,platonic 
system of education and its introduction
 in  modern schools has been too        
thoroughly discussed in previous pages  
to  need repetition here4    ,sidenote3 
8,doubt0 taught in modern schools       
,the ,socratic method of teaching--the  
development of doubt--seems to          
characterize much of the teaching of    
to-day1 if we can judge from an  article
 which appeared in the ,outlook1 written
 by the editor1 ,lyman  ,abbott4 ,the   
educational work is thus described3--   
8,the educational processes of our      

time--possibly of all time--are largely 
analytical and critical4 ,they consist  
chiefly in analyzing the subjects       
brought to the student for examination1 
separating them into their  constituent 
parts1 considering how they have been   
put together1 and  sitting in judgment  
on the finished fabric or on the process
 by which it  has been constructed4     
8,thus all1 or nearly all1 study is     
analytical1 critical1--a process of     
inquiry and investigation4 ,the process 
presupposes an inquiring if not  a      
skeptical mood4 ,doubt is the pedagogue 
which leads the pupil to  knowledge4    
8,does he study the human               
body8--,dissection and anatomy are the  
foundations  of his study4              
,chemistry8--,the laboratory furnishes  
him the means of  analysis and inquiry  
into physical substances4 ,history8--,he
 questions  the statements which have   
been unquestioned heretofore1 ransacks  
libraries for authorities in ancient    
volumes and more ancient documents4     

,literature8--,the poem which he read   
only to enjoy he now subjects  to the   
scalpel1 inquires whether it really is  
beautiful1 why it is  beautiful1 how its
 meter should be classified1 how its    
figures have been  constructed4         
,philosophy8--,he subjects his own      
consciousness to a process  of          
vivisection in an endeavor to ascertain 
the physiology and anatomy of  the human
 spirit2 brings his soul into the       
laboratory that he may learn  its       
chemical constituents4    8,meanwhile   
the constructive and synthetic process  
is relegated to a  second place1 or lost
 sight of altogether4 ,does he study    
medicine8--,he  gives more attention to 
diagnosis than to therapeutics2 to the  
analysis  of disease than to the problem
 how to overcome it4 ,law8--,he spends  
more time in analyzing cases than in    
developing power to grasp great         
principles and apply them in the        
administration of justice to varying    
conditions4 ,the classics8--,it is      

strange if he has not at graduation     
spent more weeks in the syntax and      
grammar of the language than he has     
spent hours in acquiring and            
appreciating the thought and the spirit 
of the great classic authors4 ,it has   
been well and truly said of the  modern 
student that he does not study grammar  
to understand ,homer1 he  reads ,homer  
to get the ,greek grammar4 ,his         
historical study has given him  dates1  
events1 a mental historical chart2      
perhaps1 too1 it has given him  a       
scholar's power to discriminate between 
the true and the false1 the  historical 
and the mythical in ancient legends3 but
 not to many has it  given an           
understanding of the significance of    
events1 a comprehension  of1 or even new
 light upon1 the real meaning of the    
life of man on the  earth4 ,has he been 
studying philosophy8--,happy he is if1  
as a result of  his analysis of         
self-consciousness1 he has not become   
morbid respecting  his own inner life1  

or cynically skeptical concerning the   
inner life of  others4    8,it is       
doubtless in the realm of ethics and    
religion that the disastrous  results of
 a too exclusive analytical process and 
a too exclusive  critical spirit are    
seen4 ,carrying the same spirit1        
applying the same  methods1 to the      
investigation of religion1 the ,bible   
becomes to him  simply a collection of  
ancient literature1 whose sources1      
structure1 and  forms he studies1 whose 
spirit1 he1 at least for the time1      
forgets2  worship is a ritual whose     
origin1 rise1 and development he        
investigates2  whose real significance  
as an expression of penitence1          
gratitude1  and consecration he loses   
sight of altogether4 ,faith is a series 
of  tenets whose biological development 
he traces2 or a form of consciousness   
whose relation to brain action he       
inquires into2 or whose growth by       
evolutionary processes out of earlier   
states he endeavors to retrace4         

8,vivisection is almost sure sooner or  
later to become a post-mortem2  and the 
subject of it1 whether it be a flower1 a
 body1 an author1 or an  experience1    
generally dies under the scalpel4 ,it is
 for this reason that  so many students 
in school1 academy1 and college lose not
 merely their  theology1 which is       
perhaps no great loss1 but their        
religion1 which is an  irreparable loss1
 while they are acquiring an            
education40#agf    ,sidenote3 ,ministers
 accept ,socratic reasoning    ,this    
spirit of doubt characterizes the       
teachings of modern higher  critics4    
,the critical study of the ,bible1 ,dr4 
,newton tells us1 8has  disposed forever
 of the claim that it is such an oracle 
of ,god as we can  submit our intellects
 to unquestioningly40 8,dr4 ,briggs says
 that there  are three co-ordinate      
authorities--the church1 the ,bible1 and
 reason4 #8,but  when they disagree1    
which is to be the final court of       
appeal8' asks ,dr4  ,newton4 #8,they do 

disagree widely to-day4' ,dr4 ,newton   
believes that the  ultimate court of    
appeal is reason1--not the reason of    
,thomas ,paine and  the present-day     
realistic rationalists1 but rather the  
#8,divine ,reason'  of ,socrates and of 
,plato4444 ,reason in this sense means  
not merely  or chiefly the rationalizing
 faculty1 but the moral nature--the     
whole  spiritual being of man4 #8,it is 
what conscience teaches1 as well as what
  intellect affirms1 that1 together with
 the voice of the heart1 forms the      
trinity of true authority--of           
reason4'0#agg    ,sidenote3 ,secular    
methods and religious truths    ,this is
 indeed the exaltation of reason4 ,there
 is1 in such a system1  no room whatever
 for faith4 ,w4 ,t4 ,harris1 ,united    
,states ,commissioner  of ,education1   
writing of ,sunday-schools1 attributes  
their decline to  the adoption1 by      
,sunday-school teachers1 of the methods 
employed in the  secular schools4 ,a few
 words from him will suffice4 ,he says3 

8,with the  spectacle of the systematic 
organization of the secular schools and 
the  improvement of methods of teaching 
before them1 the leaders in the church  
have endeavored to perfect the methods  
of the religious instruction of  youth4 
,they have met the following dangers    
which lay in their path2  namely1 first1
 the danger of adopting methods of      
instruction in religion  which were fit 
and proper only for secular instruction2
 second1 the  selection of religious    
matter for the course of study which did
 not lead  in a most direct manner      
toward vital religion1 although it would
 readily  take on a pedagogic form40#agh
    ,in order to show the reason why    
methods which are perfectly proper in   
giving secular education are not adapted
 to religious instruction1 ,mr4  ,harris
 explains3 8,the secular school gives   
positive instruction4 ,it  teaches      
mathematics1 natural science1 history1  
and language4 ,knowledge  of the facts  
can be precise and accurate1 and a      

similar knowledge of  the principles can
 be arrived at4 ,the self-activity of   
the pupil is  444 demanded by the       
teacher of the secular school4 ,the     
pupil must not  take things on          
authority1 but must test and verify4444 
,he must trace  out the mathematical    
demonstrations4444 ,he must learn the   
method of  investigating facts4444 ,the 
spirit of the secular school therefore  
comes  to be an enlightening one1       
although not of the highest order40     
,the whole tendency of secular          
education1 according to ,mr4 ,harris1 is
  to develop a spirit of investigation  
and proof4 ,this1 he says1 is a  means  
of enlightening1 but not of the highest 
order4 ,the highest means  of           
enlightening the mind is by faith4 ,that
 is ,god's method4 ,christian  schools  
must avoid the secular methods of       
instruction1 adopting in their  stead   
that highest form of                    
enlightening1--faith4 ,that separates   
,christian  schools from secular schools

 in methods as well as in the subject   
matter  taught4    ,sidenote3 ,secular  
methods require material proof    ,this 
secular method of investigation saps the
 spiritual life1 and  is responsible for
 the decline in modern ,protestantism4  
,mr4 ,harris  continues3 8,religious    
education1 it is obvious in giving the  
highest  results of thought and life to 
the young1 must cling to the form of    
authority1 and not attempt to borrow the
 methods of mathematics1  science1 and  
history from the secular school4 ,such  
borrowing will result  only in giving   
the young people an overweening         
confidence in the  finality of their own
 immature judgments4 ,they will become  
conceited  and shallow-minded4444       
,against this danger of sapping or      
undermining  all authority in religion  
by the introduction of the methods of   
the  secular school which lay stress on 
the self-activity of the child1 the     
,sunday-school has not been sufficiently
 protected in the more recent  years of 

its history40    ,if the adoption of    
secular methods of teaching in the      
,sunday-school1  where children are     
instructed one day only in the week1 has
 so weakened  ,protestantism1 what must 
be the result when children are daily   
taught in  the public schools by methods
 which tend always to exalt human reason
  above faith4 ,it is little wonder that
 five days' instruction can not be      
counteracted by the very best ,sabbath  
instruction even in those schools  which
 have not adopted secular methods in    
teaching the ,bible4    ,protestants    
should learn from this that in starting 
,christian schools the  methods followed
 in the secular schools can not be      
adopted4 ,here is the  stumbling-block  
over which many are apt to fall4        
,religious instruction  demands methods 
of teaching which will develop faith4   
,sidenote3 ,religion in schools of      
,comenius    ,i can not refrain from    
recurring to the teachings of ,comenius1
 since  they so strongly opposed the    

methods of education followed by those  
who1  to-day1 claim to be his disciples4
 ,james ,h4 ,blodgett says3 8,comenius1 
anticipating more modern leaders in the 
philosophy and the art of  education1   
prepared an outline of the ,pansophic   
,school about #afej1 in  which the work 
of a complete education was divided for 
seven classes4  ,the general school was 
to spend the first hour of the morning  
in hymns1  ,bible reading1 and          
prayers40#agi 8,class ,,iii1 the        
,atrial10 we are told  by the same      
writer1 8was to have the inscription1   
#8,let no one enter who  can not speak4'
 ,in this class the boys should begin to
 read the ,bible4444  ,the history of   
this class is the famous deeds of the   
,biblical narrative40  ,of ,class ,,iv  
we read3 8,a special collection of hymns
 and psalms must be  arranged for this  
class2 also an epitome of the ,new      
,testament1 which  should comprise a    
continuous life of ,christ and ,his     
apostles1 compiled  from the four       

,gospels4444 ,the accessory study is    
,greek4444 ,it is  comparatively easy to
 learn to read the ,new ,testament in   
,greek1 and  this is the chief utility  
of the study40 ,bible study formed an   
important  feature of the work of ,class
 ,v1 for concerning its work we read3   
8,a ,bible  ,manual1 also1 called the   
,gate of the ,sanctuary1 is to be placed
 in the  pupils' hands4 ,this is to     
contain the whole of ,scripture history 
in the  words of the ,bible1 but so     
digested that it may be read in one     
year40    ,class ,,vii was theological2 
and the reader will readily note the    
difference between the course of        
instruction marked out for it by        
,comenius1 and that suggested by        
,professor ,hoffman for theological     
students in the twentieth century4      
8,inscription over the door3 #8,let  no 
one enter who is irreligious4' 444 ,the 
class book should be a work  dealing    
with the last stage of wisdom on earth1 
that is to say1 the  communion of souls 

with ,god4 ,universal history should be 
studied1 and in  particular the history 
of the church for whose sake the world  
exists4444  ,the future minister must   
learn how to address a congregation1 and
 should  be taught the laws of sacred   
oratory40    ,let it be remembered that 
,comenius was a bishop of the ,moravian 
,brethren1  a denomination noted for its
 extensive missionary work1 its missions
  dotting the earth4 ,their activity in 
church work can readily be accounted    
for by their system of education4 ,any  
,protestant church which wishes to      
survive1 and desires the spread of its  
principles1 must see that its  children 
are educated spiritually as well as     
mentally and physically4    ,sidenote3  
,christian education emphasizes         
practical    ,we are now brought to     
consider another very important phase of
  education1--the relation of mental to 
physical training4 ,false systems  have 
ever exalted the former to the neglect  
of the latter4 ,christ  combined the    

two1 and educators from the seventeenth 
century on have  presented correct views
 on the subject4    ,locke begins his   
8,thoughts on ,education0 with these    
words3 8,a sound mind  in a sound body  
is a short but full description of a    
happy state in this  world40 8,the      
attainment of this happy condition10    
observes ,painter1  8is the end of      
education4444 ,in his ,locke's mind1 the
 function of  education was to form     
noble men well equipped for the duties  
of practical  life40#ahj    ,a ,,pure   
,,soul ,,in ,a ,,sound ,,body ,,should  
,,precede ,,study ,,of ,,mere ,,facts4  
,locke's  ideas of education are thus   
described by ,quick3 8,his aim was to   
give  a boy a robust mind in a robust   
body4 ,his body was to endure hardness1 
his reason was to teach him self-denial4
 ,but this result was to be  brought    
about by leading1 not driving him4 ,he  
was to be trained1 not  for the         
university1 but for the world4 ,good    
principles1 good manners1  and          

discretion were to be cared for first of
 all2 intelligence and  intellectual    
activity next2 and actual knowledge last
 of all4444 ,the  prevalent drill in the
 grammar of the classical languages was 
to be  abandoned1 and the mother-tongue 
was to be carefully studied4444 ,in     
everything the part the pupil was to    
play in life was steadily to be kept  in
 view40    ,and yet to-day1 when the    
editor of one of our magazines proposed 
that our  university students discuss   
the question1 8,what order of studies is
 best  suited to fit the average man for
 his duties in the world of to-day80 or1
  8,what is the relative importance of  
the various branches of education  in   
fitting a man to secure his own         
happiness and rendering him a useful    
citizen and neighbor80 the president of 
,yale ,university replied3 8,some  of   
the men hesitate to give the official   
sanction of the university to  a debate 
on short notice on questions of which   
most of the contestants  know very      

little4 ,why should not our university  
students know and choose  the practical 
studies8 ,if they do not know them1 why 
not80#aha    ,sidenote3 ,manual training
 and mathematics    ,there are          
educators1 however1 who are willing to  
break away from the  conservatism of the
 past1 and who advocate a change of     
methods in the  elementary schools4     
,such are the thoughts presented by the 
superintendent  of public instruction in
 the ,state of ,michigan1 in a manual   
issued in  ,may1 #aijj4 ,there is sound 
sense in the following paragraphs1 which
 will  appeal to all who consider the   
needs of a child's mind4 ,he says3--    
8,it is the duty of the schools to      
produce parallel growths of all the     
faculties1 leaving the pupil free to    
swing out into the realm of choice  with
 no distorted tastes or shortened       
powers4 ,the training of the hand       
ministers to this parallel development4 
8,we remember when the sciences were    
taught wholly from the text4 ,later1    

the principles of ,pestalozzi entered   
the class room1 and we stood  open-eyed 
and open-minded1 as the truths of       
science were demonstrated  with the     
proper apparatus in the hands of the    
teacher4 ,but to-day  ,froebel's idea   
has taken possession1 and the pupil     
performs the  experiment4 ,it is his    
hand that creates the conditions2 it is 
his eye  that watches the changes1 his  
hand that notes them4 ,science teaching 
has thus adopted the manual training    
idea2 and such are the results  that    
,latin1 ,greek1 and mathematics are no  
longer considered as the only           
intellective subjects for college       
training4    8,what the manual training 
idea has done for science teaching1 it  
will  do for mathematics and other      
kindred subjects4 ,the dissatisfaction  
among professional and business men     
regarding the teaching of practical     
things in our schools is wide-spread4   
,this is especially true regarding      
arithmetic1 penmanship1 spelling1 and   

language4 ,anyone who doubts this  needs
 but to enter the business places of his
 own city and make inquiry4  ,there is a
 well-grounded feeling that in the      
mastery of arithmetic is  a discipline  
closely allied to that needed in the    
activities of life2  and when a father  
discovers that his child of sixteen or  
seventeen  years has no idea of         
practical business questions and little 
skill in  analytical processes1 he      
justly charges the school with          
inefficiency4  ,the difficulty1 however1
 is that the pupil has had no           
opportunity to  sense arithmetic4 ,to   
him measurements and values are         
indefinite ideas4  ,he commits facts to 
memory1 and blindly tries to work out   
problems4 ,if  his memory and           
imagination are good1 he stands well1   
and receives a  high mark4 ,but still   
the work is vague2 it does not touch his
 life or  experience2 it has no meaning4
 ,put that pupil into a manual-training 
school1--the boy in the shop1 the girl  

in the kitchen practical  experience has
 demonstrated that the girl has a place 
in the shop  also1--and at once         
mathematical facts become distinct      
ideas4    8,step into the shop of a     
manual-training school or step into the 
well-ordered kitchen1 and observe the   
boy with a project before him4  ,what   
are the steps through which his mind    
must bring him to the final  perfection 
of the work4    8,first1 he must give   
the project careful study4    8,second1 
he must design it and make a drawing of 
it4 ,this at once puts  mathematics into
 his hand as well as his head4 ,he must 
use square1  compass1 try-square1 and   
pencil4 ,exact measurements must be     
made1  divisions and subdivisions       
calculated1 lines carefully drawn4      
8,third1 he must select material of     
proper dimensions and fiber1 and then   
must reflect how to apply it to the     
draught made so that there is no  waste4
    8,fourth1 he must plane and saw to  
the line1 correct and fit2 in short1    

must create the project that has had    
existence in his mind and upon paper    
only4 ,then it is that his arithmetic   
begins to throb with life1 his  judgment
 to command1 and his ethical sense to   
unfold40    ,this is the testimony of   
teachers who have made a practical      
application  of arithmetic and geometry 
in the carpenter shop4 ,children twelve 
and  fourteen years of age solve        
problems in proportion1 in square root1 
in measurements1 and in denominate      
numbers1 which baffle the skill of  the 
ordinary high-school graduate4 ,this1   
too1 is a part of ,christian  education4
 ,doubtless ,christ himself gained most 
of his mathematical  knowledge at the   
carpenter's bench4    8,the most        
practical education10 says ,hiram       
,corson 87but this1  so-considered1     
pre-eminently practical age does not    
seem to know it71 is  the education of  
the spiritual man2 for it is this1 and  
not the education  of the intellectual  
man1 which is1 must be 7or ,christianity

 has made  a great mistake71 the basis  
of individual character1 and to         
individual  character 444 humanity owes 
its sustainment40 ,the proper           
combination1  then1 of religious        
training and practical hand work in     
teaching  mathematics or language will  
develop stability of character1 and this
 is  the end and aim of ,christian      
education4    ,sidenote3 ,carpentry not 
the only practical educator    ,there   
are1 however1 in this twentieth century1
 various other ways of  rendering       
education practical2 and since these    
ways are a factor in the  ,christian    
training of youth1 they should receive  
attention4 ,god made no  mistake when he
 gave to ,adam the work of tilling the  
soil4 ,since the days  of ,eden1 those  
men who have shunned the cities1 and    
chosen instead to  dwell in rural       
districts1 have1 as a rule1 come closest
 to the heart of  the ,creator4 ,the    
true way to study the sciences is to    
come in touch with  ,nature4            

,sidenote3 ,christ chose the country    
,for this1 also1 we have the example of 
,christ4 8,in training ,his  disciples1 
,jesus chose to withdraw from the       
confusion of the city1 to  the quiet of 
the fields and hills1 as more in harmony
 with the lessons  of self-abnegation   
,he desired to teach them4 ,and during  
,his ministry  ,he loved to gather the  
people about ,him under the blue        
heavens1 on some  grassy hillside1 or on
 the beach beside the lake4 ,here1      
surrounded by the  works of ,his own    
creation1 ,he could turn the thoughts of
 ,his hearers from  the artificial to   
the natural4 ,in the growth and         
development of nature  were revealed the
 principles of ,his kingdom4 ,as men    
should lift up their  eyes to the hills 
of ,god1 and behold the wonderful works 
of ,his hands1  they could learn the    
precious lessons of divine truth4       
,christ's teaching  would be repeated to
 them in the things of nature4444 ,the  
things of  nature take up the parables  

of our ,lord1 and repeat ,his counsels40
    ,the teacher who has a desire to    
ennoble the character of his pupils will
  seek a place where ,nature in her     
silent language gives lessons which no  
human tongue can utter4 ,parents who    
desire the best good of their sons  and 
daughters1 will1 when the light of      
,christian education dawns upon  their  
minds1 hasten into the country1 that the
 youthful minds over which  they are    
keeping guard may be influenced by the  
natural rather than by  the artificial4 
,sidenote3 ,value of the farm in        
education    ,it is not surprising that 
the best educators who have opened their
 minds  to truth have taught that       
cultivation of the soil1 with the       
training of  the eye and the hand in the
 shop1 should accompany mental          
discipline4  ,prof4 ,james ,r4          
,buchanan1 says3 8,blessed is the       
farmer's boy4444 ,the  industrial       
feature1 not limited to handicraft1 but 
embracing all forms  of useful exertion1

 is the essential basis of a true       
education2  as it insures1 if rightly   
conducted1 a worthy character1 a healthy
  constitution1 a solid intellect1 and a
 capacity for practical success2  for it
 gives vigor to the entire brain1 and a 
far better invigorating  mental         
discipline than can ever be obtained    
from text-books4 ,the boy  who has      
constructed a wagon1 or a bureau1 or    
raised a small crop1  as instructed1 has
 more independence of mind and          
originality than the  one who has only  
studied text-books4 ,the boys of        
,lancaster1 ,ohio1 who  gave half their 
time to useful industry1 made better    
progress in school  studies than the    
common school pupils who had their whole
 time for  study1 and at the same time  
presented a model of conduct in all     
respects  unequaled in any non-working  
school in this country40#ahb    ,close  
adherence to the text-book is the papal 
method of teaching1 and is  a necessary 
accompaniment of prescribed courses1    

while the humanistic  tendency is well  
developed4 ,christian schools1 because  
of the truths  they advocate1 are forced
 to depart from the established order in
 the  educational world1 and their      
education is rendered practical by      
joining  the farm and the school4       
,this method of teaching is already     
followed in some places1 showing  that  
that system so often designated         
,christian education is not a thing  of 
recent birth1 neither is it the product 
of some man's mind4 ,its  principles    
have been made known from time to time1 
and these principles  have been followed
 more or less carefully in all periods  
of the world's  history4    ,sidenote3  
,school ,gardens of ,modern ,europe     
,that the combining of soil-cultivation 
and study is a practical thing1  and not
 a mere theory1 is attested by the words
 of ,united ,states  ,consul-,general   
,john ,karel1 who reports as follows    
concerning 8,school  ,gardens in        
,russia30 8,in a good many countries of 

western ,europe1  especially in         
,germany1 ,austria1 ,france1 ,belgium1  
,switzerland1 and partly  in ,sweden1   
the public village schools have sections
 of land allotted  to them1 which are   
either devoted to the use of the        
teachers1 who take  the profits         
therefrom1 or serve for the             
establishment of school gardens4        
,school gardens in western ,europe bear1
 in a certain measure1 a scientific     
character4 ,children are made to carry  
out in them practically what they  learn
 theoretically4    ,sidenote3 ,school   
gardens in ,russia    8,in ,russia 444  
it was well known that the land owners  
and peasants  were in great need of     
instruction in farming2 consequently    
schools of  all kinds were established  
by the ministry of agriculture          
throughout  the country4444 ,for the    
development of the gardening industry1  
schools  were founded first in ,penza1  
in ,bessarabia1 444 and in #ahfi a      
school  of gardening and viticulture was

 found at ,nikitsk4 ,the work of the    
,nikitsk school was divided as follows3 
,during the winter semester there  were 
three hours of lessons per day and four 
and one-half hours of  practical study  
in the garden1 vineyard1 and in the     
cellar4 ,during the  summer semester the
 lessons in class lasted only one hour1 
or sometimes  two hours1 but the        
practical studies occupied daily six or 
even eight  hours40#ahc    ,teachers in 
these schools are enabled to support    
themselves at least  partially from the 
sale of fruits1 berries1 vegetables1    
honey1 etc41 but  this was not the chief
 inducement in starting school gardens4 
,the writer  last quoted continues3     
8,the desire to add something to the low
 salaries  of the village school        
teachers1 and1 on the other hand1 to    
acquaint as  much as possible1 not only 
children1 but also grown-up people1 with
  gardening1 sericulture1 and           
apiculture1 has caused an increase      
during the  last ten years1 in the      

number of school gardens1 apiaries1 and 
silkworm  hatcheries4 ,in #ahib there   
were about two thousand school gardens  
in  ,russia4 ,at the present time #ahig 
there are #g1eba1 with #ecb apiaries1   
and #cgb silkworm hatcheries40    ,mr4  
,mescherski1 who is chief of one of the 
departments of agriculture1  and one of 
the principal advocates of school       
gardens in ,russia1 has  stated the     
object of school gardens and their      
significance as follows3  8,school      
gardens 444 are of importance on the    
following grounds4 7#a7  ,hygienic1 as  
being a place for physical labor in the 
open air1 so  necessary for the teacher 
and pupils4444 7#b7 ,scientific         
educational1 as  acquainting children   
with the life of useful plants1         
developing their  minds by the study of 
nature1 and promoting in the rising     
generation  a regard for labor and a    
more moral and sthetic sentiment        
concerning  trees4 7#c7 ,general        
economical 444 and 7#d7 personal        

economical10 which  refers to the       
support of the teacher4    ,sidenote3   
,christians should encourage rural life 
,if the ,russian government1 on the     
liberation of its serfs and its  crown  
peasants1 found it so greatly to its    
advantage to establish  school gardens1 
of what lasting benefit would they be to
 ,christians6  ,protestants1 instead of 
crowding into the cities where the      
laboring man  is subject to the trades  
unions1 trusts1 and monopolies1 should  
seek  for themselves a few acres of     
land1 and should see that schools are   
established for the education of their  
children where the mechanical  text-book
 grind is replaced by the study of      
,god's will as revealed in  ,his ,word  
and works4 ,nature studies thus         
conducted1 instead of developing  doubt1
 will strengthen the faith of the pupil1
 and the students from  such schools    
will be fitted for citizenship not only 
in the governments  of earth but in the 
,kingdom of ,god4 ,this also is a part  

of the system of  instruction known as  
,christian education4          ,,xvii   
,,christian ,,education 7,continued7    
,sidenote3 ,education defined by        
,pestalozzi    ,the nineteenth century  
has not been lacking in minds which have
 grasped1  at least in part1 the        
principles of ,christian education4     
,thus writes  ,pestalozzi3 8,sound      
education stands before me symbolized by
 a tree  planted near fertilizing       
waters4444 ,in the newborn child are    
hidden those  faculties which are to    
unfold during life4 ,the individual and 
separate  organs of his being form      
themselves gradually into an harmonic   
whole1 and  build up humanity in the    
image of ,god40#ahd    ,with this agrees
 ,milton's definition of education4     
8,the end1 then1 of  learning10 he says1
 8is to repair the ruins of our first   
parents by  regaining to know ,god      
aright1 and out of that knowledge to    
love ,him1  to imitate ,him1 to be like 
,him1 as we may the nearest by          

possessing  our souls of true virtue1   
which being united to the heavenly grace
  of faith1 makes up the highest        
perfection40 ,this is similar to the    
definition given by the author of       
8,christian ,education10 that 8the true 
object of education is to restore the   
image of ,god in the soul40             
,christian education1 then1 is a        
spiritual education4 ,in this sense the 
words of ,pestalozzi1 at the burial of  
his wife1 are pathetic but weighty  with
 significance4 ,turning to the coffin1  
he said tenderly3 8,we were  shunned and
 despised by all2 sickness and poverty  
bowed us down2 and we  ate dry bread    
with tears4 ,what was it in those days  
of severe trial gave  you and me        
strength to persevere and not lose      
hope80 ,laying a copy of  ,god's ,word  
on her breast1 he continued3 8,from this
 source you and ,i drew  courage and    
strength and peace40#ahe    ,advocates  
of ,christian education may to-day      
encounter the same sort of  rebuff from 

the world2 but ,god's ,word stands as   
guide1 expressing the  principles to be 
followed by the educator4    ,sidenote3 
,the ,bible as an educator    ,charles  
,w4 ,dabney1 ,jr41 president of the     
,university of ,tennessee1  in an       
address gave utterance to these words4  
8,the ,bible is the best  text-book of  
education1 as of many other sciences4   
,in it we read  where ,paul tells       
,timothy1 his #8dearly beloved son in   
the faith1' that  #8all scripture is    
given by inspiration of ,god1 and is    
profitable for  doctrine1 for reproof1  
for correction1 for instruction in      
righteousness  that the man of ,god may 
be perfect1 thoroughly furnished unto   
all good  works4' ,nowhere in literature
 or philosophy is there a better or     
clearer  expression of the true purpose 
of education than this4 ,the object of  
education is not pleasure1 or comfort1  
or gain1 though all these may and       
should result from it4 ,the one true    
purpose in education is to prepare  the 

man for #8good works4' ,it is a noble   
thing to develop a perfect  soul1 to    
thoroughly furnish a body1 mind1 and    
heart4444 ,character  building1         
conscience forming1 then1 is the main   
object of education4 ,the  teacher dare 
not neglect character1 nor the college  
to provide for its  development4 ,we    
must always and everywhere1 in every    
course and scheme  of study1 provide    
those methods and agencies which shall  
develop the  character of the pupil     
along with his other powers4 ,how1 then1
 shall we  develop character in our     
pupils8 ,what are the methods and the   
agencies  for doing this8 ,this is the  
crucial question of this age1 as of     
every  age4 ,to this question all the   
ages give but one answer1 and that is   
,christianity4 ,the world has had many  
teachers of science1 art1 and           
philosophy1 but only one teacher of     
righteousness1 and ,he was ,jesus       
,christ1 the ,son of ,god40    ,the many
 teachers of science1 art1 and          

philosophy1 have1 by their systems  of  
education1 led men away from the        
knowledge of ,god1 the wisdom which is  
eternal life4 ,if the education of      
,christ is to be accepted1 as suggested 
by ,professor ,dabney1 ,his word1 the   
,bible1 must be recognized as the  ,book
 of books1 the guide in all             
investigation1 the interpreter of all   
phenomena4    ,sidenote3 ,christian     
schools needed    ,much is said         
concerning the moral education which    
every child should  receive4 ,parents   
realize that the boy or girl who grows  
to maturity  with only a physical or    
intellectual education is either a      
pugilist  or a fit subject for the      
penitentiary1 and hence they insist that
 the  spiritual nature should receive   
some attention4 ,but where is this      
spiritual education to be obtained8     
,state schools have no right to give    
such training2 indeed1 they can not do  
it4 ,true1 they have attempted it1  but 
it is a miserable failure4 ,protestants 

should no longer make the  demand4 ,the 
time has come for them to see that they 
should establish  schools1 whose object 
it is to develop character4 ,these      
schools should  receive support         
independent of the state2 they should be
 free to follow  methods entirely       
different from the formalism of the     
papal system2 their  course of          
instruction should meet the individual  
needs of the pupils1  and be of a       
character which will develop            
,christians4 ,to accomplish such        
results1 the ,word of ,god must be taken
 from the dust1 and placed in the       
curriculum1 not as a mere reference book
 of ,jewish antiquities1 but1 as  it is 
in deed and in truth1 the light whose   
rays encircle the world4 8,the  ,holy   
,scriptures must be the ,alpha and      
,omega of ,christian schools10 wrote    
,comenius4 ,christ must be the teacher4 
,the men thus far quoted have followed  
the light which shone upon their        
pathway4 ,to-day we may gather the      

scattered gems of truth left by them2   
but1 better far1 we may go direct to the
 ,word itself1 and the ,spirit of  truth
 will guide into the paths of ,christian
 education4 ,as taught by  ,froebel1    
8,the spiritual and physical development
 do not go on separately  in childhood1 
but the two are closely bound up with   
each other40    ,sidenote3 ,man's       
threefold nature    ,the human being has
 a threefold nature1--the physical1 the 
mental1 and  the spiritual2 and         
,christian education so develops these  
that they  sustain the proper relation  
one to another4 ,the spiritual nature   
was the  controlling power in the man   
made in ,god's image4 ,in the           
degeneration  of the race1 he lost his  
spiritual insight1 and passed first to  
the  intellectual plane1 then to the    
physical4 ,this is seen in the history  
before the flood4 ,eden life was a      
spiritual existence2 ,adam's life after 
the fall was less spiritual1 and        
gradually his descendants came to  live 

on the mental plane4 ,there were master 
minds in the antediluvian  world4 ,men  
had no need of books1 so strong was the 
memory and so keen  the insight4        
,through further disobedience1 through  
an education which  strengthened reason 
rather than faith1 men sank to the      
physical plane  instead of rising to the
 spiritual1 until in due time the earth 
was  destroyed by water4    ,sidenote3  
,education since the time of ,christ    
,the same planes of existence are       
distinguishable in all ages since the   
flood1 but ,christ alone rose to the    
purely spiritual level4 ,israel as a    
nation might have so lived had true     
educational methods been followed4      
,israel falling1 the offer was made to  
the ,christian church4 ,age by  age that
 body has refused to live a spiritual   
life1 or1 accepting  the proffered gift1
 has attempted to rise without complying
 with the  necessary                    
conditions1--absolute faith in ,god's   
,word and strict compliance  with his   

commands4 ,the ,reformation again turned
 men's eyes toward a  spiritual         
education1 and ,american ,protestants   
had the best opportunity  ever offered  
man to return to the original design of 
the ,creator4 ,failure  is again the    
verdict of the recording angel4 ,time   
hastens on1 and the  last gospel message
 is going to the world2 but before a    
people can be  prepared for the setting 
up of ,christ's kingdom1 they must be   
educated  according to the principles of
 ,christian education1 for this is the  
foundation of all government as well as 
of all religion4    ,what is ,christian 
education8 ,since its object is the     
training of a  human being for life     
eternal1 and that existence is a        
spiritual life1  the spiritual must be  
the predominating feature of the        
education4 ,when  the spiritual leads1  
the intellectual and physical take their
 proper  positions4 ,the inner or       
spiritual man feeds only upon truth1    
absolute  truth2 not theory nor         

speculation1 but truth4 8,thy word is   
truth40 ,the  ,word of ,god must then be
 the basis of all ,christian education1 
the  science of salvation the central   
theme4    ,sidenote3 ,the test    ,since
 ,god reveals his character in two ways1
 in his ,word and in his  works1 the    
,bible must be the first book in        
,christian education1 and the  book of  
nature next4 ,many educators have seen  
the value of the book of  nature1 and   
to-day nature-study forms a large part  
of the course of  instruction in all    
grades of schools4 ,it may be asked1 ,is
 not this1  then1 ,christian education8 
,we reply1 ,does it restore in men the  
image of  ,god8 ,if so1 it passes the   
test4 ,but it can not be said to do     
this1 and  therefore it falls short4    
,wherein1 then1 lies the difficulty in  
modern  nature-teaching1 or the sciences
 in general8 ,read some of our modern   
text-books in science4 ,they readily    
reveal the answer4    ,sidenote3        
,astronomy as taught denies the ,bible  

,young's ,general ,astronomy reads3     
8,section #ijh4 ,origin of the ,nebular 
,hypothesis4--,now this the present     
condition is evidently a good           
arrangement for a planetary system1 and 
therefore some have inferred  that the  
,deity made it so1 perfect from the     
first4 ,but to one who  considers the   
way in which other perfect works of     
nature usually come to                  
perfection--their processes of growth   
and development--this explanation  seems
 improbable4 ,it appears far more likely
 that the planetary system  grew than   
that it was built outright4444 ,in its  
main idea that the solar  system once   
existed as a nebulous mass1 and has     
reached its present  state as the result
 of a series of purely physical         
processes1 it seems  certain to prove   
correct1 and it forms the foundation of 
all the current  speculations upon the  
subject4    8,section #iji4 ,la ,place's
 ,theory4--7a7 ,he supposed that at some
 past  time1 which may be taken as a    

starting point of our system's history1 
444  the matter collected in the sun and
 planets was in the form of a nebula4   
7b7 ,this nebula was a cloud of         
intensely heated gas1 perhaps hotter1   
as he supposed1 than the sun is now4 7c7
 ,this nebula1 under the  action of its 
own gravitation1 assumed an             
approximately globular form1  with a    
rotation around its axis10 etc41 etc4   
,the student must decide whether he will
 base his study of the heavens and  the 
earth--the study of astronomy1          
geography1 and geology1 as well as      
zoology1 and botany indirectly--on this 
hypothesis1 which1 we are told1  8forms 
the foundation of all current           
speculations upon the subject20  or     
whether he will turn from these         
reasonable explanations for the         
existence of things1 and take the plain 
,word of truth1 which says1 8,by  the   
,word of the ,lord were the heavens     
made20 8,he spake and it was2 he        
commanded and it stood fast10 together  

with the explanation as given in        
,genesis and elsewhere in the           
,scriptures4    ,faith and finite reason
 face each other2 the education of the  
world takes  reason2 ,christian         
education is based upon faith in ,god's 
,word4 ,which will  develop character8  
,why is it that modern science-study    
does not lead to  ,god8--,,in ,,the     
,,evolutionary ,,teaching ,,of ,,the    
,,nebular ,,hypothesis ,,you ,,have     
,,one  ,,answer4    ,sidenote3          
,evolution as taught in zoology         
,picking up an ordinary text-book in    
zoology1 we read3 8,the earliest  member
 of the series directly leading up to   
the horse was eohippus1 an  older eocene
 form about as large as a fox1 which had
 four well-developed  toes and the      
rudiments of a fifth on each forefoot1  
and three toes  behind4 ,in later eocene
 beds appeared an animal of similar     
size1 but  with only four toes in front 
and three behind4 ,in newer beds1 i4e41 
lower  miocene1 are found the remains of

 mesohippus1 which was as large as a    
sheep and had three toes and the splint 
of another in each forefoot4444  ,the   
succeeding forms were still more        
horse-like40#ahf ,next they find a      
donkey-like animal1 and later 8a true   
equus1 as large as the existing  horse1 
appears just above the horizon1 and the 
series is complete40#ahg    ,if the     
horse tribe has evolved from a fox-like 
animal1 it is little  wonder that men   
trace their origin to the monkey tribe2 
but those who  wish ,god's character1   
take by faith the statement that 8in the
 image of  ,god created ,he him40       
,such theories form the basis for the   
generally adopted classification of  the
 entire vegetable and animal worlds4    
,christian education demands new        
text-books1 based upon the truths of    
,god's ,word4    ,sidenote3 ,dana on    
origin of species    ,from ,dana1 the   
recognized authority on geology1 the    
following sentences  are quoted3 8,life 
commenced among plants1 in seaweeds2 and

 it ended  in palms1 oaks1 elms1 the    
orange1 rose1 etc4 ,it commenced  among 
animals in lingul 7mollusks standing on 
a stem like a plant71  crinoids1 worms1 
and trilobites1 and probably earlier in 
the simple  systemless protozoans2 it   
ended in man40 ,for this development1 he
 says1  8,time is long40    ,in a       
paragraph on 8,progress ,always the     
,gradual ,unfolding of a ,system10  are 
the words3 8,there were higher and lower
 species appearing through  all the     
ages1 but the successive populations    
were still1 in their  general range1 of 
higher and higher grade2 and thus the   
progress was ever  upward4 ,the type or 
plan of vegetation1 and the four grand  
types or plans  of animal life1 the     
radiate1 molluscan1 articulate1 and     
vertebrate1 were  each displayed under  
multitudes of tribes and species1 rising
 in rank  with the progress of time4444 
,its progress should be1 as zoological  
history attests1 a development1 an      
unfolding1 an evolution40    ,in the    

study of this evolution in animal life1 
he says1 8,the progress in  the system  
of life is a progress in cephalization10
 and he gives several  illustrations1 as
 the passage from tadpole to frog2 from 
lobster to crab1  from worm to insect1  
etc4 ,such teachers speak always of the 
evolution  from the lower to the higher 
forms of life1 but leave retrogression  
entirely out of their reckoning4    ,to 
those who offer the ,sacred ,record in  
opposition to his so-called  geological 
proofs1 ,dana says3 8,the ,biblical     
student finds1 in the first  chapter of 
,genesis1 positive statement with regard
 to the creation of  living beings4 ,but
 these statements are often             
misunderstood2 for they  really leave   
the question as to the operation of     
natural causes for the  most part an    
open one1--as asserted by ,augustine1   
among the ,fathers of  the church and by
 some ,biblical interpreters of the     
present day4444 ,in  view of the whole  
subject1 the following appears to be the

 conclusions  most likely to be         
sustained by further research3 ,the     
evolution of the  system of life went   
forward through derivation of species   
from species1  according to usual       
methods1 not yet clearly understood1    
,,and ,,with ,,few  ,,occasions ,,for   
,,supernatural ,,intervention10 etc4    
,thus have the truths in ,god's great   
lesson book of nature been              
misinterpreted4 ,it was a step in the   
right direction when the mechanical     
drill of the classics was dropped1 and  
nature studies substituted2 but  ,god's 
,word must take its place as the        
interpreter of nature and natural       
phenomena1 or the theory of evolution is
 the natural result1 and this  will form
 no part of ,christian education4       
,protestant parents1 are your children  
learning to see in the visible  things  
about them the emblems of the invisible1
 even the eternal power  and godhead8   
,if not1 why do you not put them where  
they will8 ,this is  their salvation4   

,sidenote3 ,underlying principles       
neglected    ,the exaltation of detail  
and the belittling of principles is a   
common  error in educational systems4   
,this is seen in all departments of     
learning4 ,not only is it exemplified in
 the exaltation of the mental and  the  
physical above the spiritual1 but the   
same method is employed in  the detail  
work of the class room4 ,this is in     
essence papal education4  ,christian    
education requires teachers to reverse  
the order throughout the  whole course  
of instruction4    ,to illustrate the   
thought3 ,there are a few fundamental   
principles which  govern the universe4  
,such is the statement of the truth1    
8,the love of  ,christ constraineth us10
 which contains within it the whole     
explanation  of the force of gravity1   
adhesion1 cohesion1 molecular           
attraction1  chemical affinity1 human   
love1 and the law of sex1 and is        
therefore  illustrated in physics1      
chemistry1 mineralogy1 biology1--in     

fact1 in all  the sciences4 ,again the  
second great commandment1 8,thou shalt  
love thy  neighbor as thyself10 is the  
statement of a principle which underlies
 all  history1 civil government1 and    
political and social science4 ,if       
followed1  it will solve all            
international difficulties1 as well as  
prevent personal  animosity2 it will    
blot out the evils of society1 breaking 
down the  barrier between poverty and   
riches2 trusts would never exist1 trades
  unions would be unnecessary1 and      
monopolies unknown1 if the one law of   
,jehovah were only learned4 ,of how much
 greater value1 then1 is the study  of  
such principles than all the theories   
which may be proposed by men  for       
international arbitration1 or all the   
laws which may be passed in  legislative
 halls concerning the equal rights of   
men and the proper means  of governing  
,states1 ,territories1 or acquired      
possessions4    ,but this is ,christian 
education1 and lessons such as this are 

learned  only when the truth is written 
on the heart by the pen of the ,spirit4 
,it is thus that a spiritual education1 
the higher birth of which the  ,saviour 
spoke1 rises above the education of the 
world as far as heaven  is above the    
earth4 ,when these and kindred          
principles are made the  central        
thought1 all the facts which the pupil  
may be able to learn in a  lifetime1    
will but serve to impress the truth more
 firmly on his life4    ,sidenote3      
,deductions from facts not always       
correct    ,all the facts which it is   
possible for man to gather in a         
lifetime1  added to all that are        
gathered by generation after generation1
 are but  illustrations of a few        
principles4 ,modern teaching deals      
almost wholly  with facts2 it requires  
children1 from the time they enter      
school until  they are graduated1 to    
heap together facts4 ,process is the    
great theme in  mathematics2 facts1     
facts1 facts1 are the things sought for 

in the whole  realm of natural science4 
,history is but the study of still more 
facts1  and where generalizations or    
classifications are made1 they are      
theories  formulated from the facts     
gathered4 ,but man is never able to     
collect all  the facts2 he is never sure
 that his conclusions have reached      
absolute  truth4 ,the truth of the      
matter is1 the classifications thus     
formed are  only partially correct1 and 
the discovery of a few more facts       
overthrows  the finespun theories of the
 best of scientists4 ,it is thus        
constantly  in astronomy1 in botany1 in 
zoology1 and in biology4 ,because of new
  discoveries1 the physician of         
yesterday is wholly wrong in the eyes   
of the physician of to-day4 ,to-morrow  
the bright light of to-day will  be     
superseded by some other luminary4 ,this
 is the result of inductive  reasoning  
based on sense perception4    ,this     
thought is well expressed by ,hinsdale1 
who says3 8,we observe and  register    

phenomena1 classify facts1 deduce       
conclusions and laws1 and  build up     
systems2 but in science and philosophy  
we return to the subject  again and     
again2 we seek to verify our facts and  
test our conclusions1  and when we have 
finished1 we are not sure1 save in a    
limited sphere1  of our results4 ,some  
of the best-known sciences have been    
largely  reorganized within the last few
 years4 ,we have the #8new chemistry1'  
the #8new astronomy1' the #8new         
political economy1' and even the #8new  
mathematics4' ,particularly in the field
 of human conduct1 where man's  will is 
the governing faculty1 we are often     
uncertain of our way and  sometimes are 
wholly lost40#ahh    ,sidenote3 ,sense  
perception often incorrect    ,the      
shifting foundation upon which such     
knowledge rests is well  illustrated by 
the tests which the human being is able 
to make with  the organs of sense4      
,water of #ih is hot to the hand that   
has been  accustomed to a temperature of

 #de1 but cool to the hand which is just
  taken from water of #aab4 ,an orange  
is sweet to the man who has been  eating
 a stronger acid1 but sour to the palate
 accustomed to sugar4 ,the  eye which   
has been used in a dimly lighted room is
 dazzled by the noonday  glare1 and     
judging of the size of a star by sight  
we would not conceive  it to be a sun4  
,the knowledge gained by the senses is  
only partially  true1--it is not        
absolute truth2 and the scientific      
theories propounded by  minds which have
 reasoned from these inaccurate data can
 not fail to fall  short of absolute    
truth4 ,it may be knowledge2 it is not  
wisdom4    ,sidenote3 ,faith is         
substance1 not theory    ,christian     
education approaches nature from the    
opposite direction4 ,with  a mind open  
to receive truth1 it grasps by faith the
 statement of a  universal principle4   
,the spiritual law is the thing sought1 
and the  corresponding physical law is  
compared with it4 ,once found1 every    

fact  which is learned1 every           
observation made1 but shows more clearly
 the  working of that law in the        
spiritual world4 ,for such teaching1    
faith is  an indispensable attribute4   
,experiment is not discouraged1 but     
strongly  encouraged2 reason is not laid
 aside1 but the mind is called upon to  
reason on subjects grander and nobler   
than any deductions which can  possibly 
result from the opposite manner of      
approaching truth4    ,this is the ideal
 in ,christian education1 the point     
toward which the  ,christian teacher is 
leading his pupils4 ,in case of         
unbelief1 or in  dealing with the       
heathen1 the mind must first be         
approached through the  avenues of the  
senses1 until the ,spirit of ,god       
arouses the inner eye of  faith4 ,this  
is merely preliminary1 and should not   
long continue4 ,children  are not given 
credit for having the faith they really 
do possess1 and  are therefore held to  
the inductive method by educators long  

after their  minds and hearts are       
capable of grasping truth1 and when it  
would be  found that the deductive      
method would produce a much more rapid  
growth of  mental and spiritual power   
than is now seen4    ,sidenote3 ,the    
,christian teacher    ,this suggests the
 qualifications necessary on the part of
 a teacher4  ,remembering that this     
education is of a spiritual nature1 the 
teacher  himself must be connected with 
truth by an unwavering faith4    ,when  
,nicodemus1 the representative of higher
 education in the schools  of           
,jerusalem1 interviewed ,christ1 the new
 ,teacher who had appeared in  their    
midst1 and whose teaching was attended  
by a power unknown to the  educators of 
the day1 the learned man said1 8,rabbi1 
we know ,thou art a  teacher sent of    
,god40 8,but how can these things be80  
,the heavenly ,teacher  outlined to him 
the secrets of ,his educational system1 
telling ,nicodemus  that it was not     
based on sight1 but on faith2 that the  

spiritual was  first1 and1 when so made1
 the rest would follow4 ,then came the  
query1  8,how can it be80 ,to which     
,christ replied1 8,if ,i told you       
earthly things1  and ye believe not1 how
 shall ye believe if ,i tell you        
heavenly things80  8,art thou a master  
in ,israel1 and knowest not these       
things80    ,in view of these thoughts1 
it is not strange that the study of the 
sciences in a ,christian school will    
differ widely from the course offered   
in the same department of learning in an
 institution where the object of        
education is wholly different4          
,sidenote3 ,physiology the central      
science    ,discarding the evolutionary 
theory which pervades the teaching of   
all institutions where education is not 
wholly based on the ,word of  ,god1 man1
 created in the image of ,god1 is       
recognized as the highest  manifestation
 of creative power4 ,the life of ,god is
 the first study2  that life1 as        
manifested in man1 is the next1 and     

physiology takes  its place as the      
center of all science-study4 ,this is a 
study of life  in all its               
manifestations1 beginning with the      
spiritual1 and extending  to the mental 
and physical4 ,here1 as elsewhere1 the  
laws which govern  the spiritual nature 
have their types in the other two       
natures2 and when  once the central     
truth of life1 an abundance of life1 is 
grasped1 the  study of physiology       
becomes not the study of dead forms1    
mere facts1  but a soul-study1 which    
includes the home of the inner man and  
all the  machinery which the soul       
manipulates4 ,thus considered1 from this
 center  7physiology7 extend rays1 like 
the spokes of a wheel1 each representing
  another science1 until within that    
broad circle represented by these       
radii1 are included all the physical as 
well as all the metaphysical  sciences4 
,it will be seen that this mode of      
correlating the sciences cures at once  
the mistake of the age1--the cramming   

system1--which results from a neglect   
of manual training and from the study of
 a multiplicity of books1 crowded  with 
facts which must be stored in the mind  
of the student4    ,sidenote3           
,correlation of sciences    ,by placing 
physiology as the center of the circle1 
and correlating  therewith all other    
sciences1 another advantage arises1 for 
that circle  includes within itself the 
languages and mathematics4 ,these latter
 are  but helps in the study of the     
thought-bearing subjects1--the ,bible   
and  the sciences1--and instead of being
 studied as primary subjects1 should  be
 used as a means to an end4 ,reading1   
writing1 spelling1 grammar1  rhetoric1  
and literature1 and mathematics1 from   
arithmetic to general  geometry and     
calculus1 are but means of expressing   
truths gained in the  study of the      
revealed ,word and the book of nature4  
,the simplicity of  the system will     
appeal to the mind of any educator1 for 
it is a plan  long sought for4 ,the one 

thing lacking among those who have      
experimented  with such methods has been
 the central subject1 ,god's ,word4     
,having truth  as the basis for the     
correlation1 the problem1 so far as     
methods are  concerned1 is practically  
solved4    ,the great and pressing need 
is for teachers who can execute the     
plan4  ,no narrow mind will be equal to 
the task4 ,again1 as a system of true   
education is approached1 is seen the    
exalted position to which those who     
teach are called4    ,sidenote3 ,the    
basis of every educational effort       
,before passing the subject of          
physiology it is well to consider the   
meaning of the expression that this     
subject 8should be the basis  of every  
educational effort40 ,text-book study of
 physiology1 it is  clear1 can not cover
 this requirement4 ,the fact is that    
book-study  is but a small part of      
,christian education4 ,true education is
 life1  and he who learns much must live
 much4 ,the food eaten1 the manner of   

clothing the body1 the study1 exercise1 
mental habits1 physical habits1  manual 
training1 in fact1 every phase of life  
is a part of the study of  physiology   
and hygiene1 and these subjects must one
 and all receive due  consideration by  
the ,christian educator4    ,sidenote3  
,manual training and education          
,manual training is becoming popular in 
many of our city schools1 but the  work 
offered in a ,christian school will     
differ from that of the worldly  school 
in this1--the latter is training the    
hand or the eye only1 the  former is    
building character by giving a trade    
that enables the student  to be         
self-supporting and independent4 ,in    
that the aims are different1  the       
methods must differ1 although the matter
 taught may in many cases be  identical4
    ,sidenote3 ,healthful diet and dress
    ,healthful living is receiving      
attention in many schools4 ,the         
,christian  school1 while teaching the  
same subject1 will have as its object a 

preparation for eternal life4 ,the      
subject1 taught without faith1 will     
bring only increased physical and mental
 activity4 ,the spiritual nature  can be
 reached alone by that education which  
is based on faith4    ,sidenote3 ,need  
of books    ,simply a casual            
investigation of the subject of         
,christian education  reveals the need  
of books for the guidance of teachers   
who undertake to  direct the growth of  
the child4 ,with proper study-books1    
based upon the  eternal principles of   
truth revealed in the ,scriptures1 the  
work which is  now in its infancy would 
make much more rapid and substantial    
progress4    ,sidenote3 ,the home school
    ,parents who sense the              
responsibility resting upon them in the 
rearing of  children for the kingdom of 
heaven are anxious to know when and     
where the  principles of ,christian     
education can be carried out4 ,the      
beauty of the  system is nowhere more   
vividly portrayed than in the           

recognition which it  gives to the home 
and the duty of parents toward their    
children in  the matter of education4   
,in spite of the fact that much is said 
relative to the importance of  educating
 for the state1 the words of ,herbert   
,spencer give a clear idea  of the home 
as the center of the true system4 ,he   
says3 8,as the family  comes before the 
state in order of time--as the bringing 
up of children is  possible before the  
state exists1 or when it has ceased to  
be1 whereas  the state is rendered      
possible only by the bringing up of     
children1 it  follows that the duties of
 the parent demand closer attention than
 those  of the citizen40 ,the plan of   
,christian education goes a little      
farther1  and recognizing the earthly   
family as a type of the heavenly1 places
 the  parents in ,god's place to the    
young children2 hence the home should be
  the only school and 8the parents      
should be the only teachers of their    
children until they have reached eight  

or ten years of age40    ,sidenote3     
,lessons for the home school    8,the   
mother should find time to cultivate in 
herself and in her children  a love for 
the beautiful buds and opening          
flowers4444 ,the only schoolroom  for   
children from eight to ten years of age 
should be in the open air1  amid the    
opening flowers and nature's beautiful  
scenery4 ,and their only  text-book     
should be the treasures of nature40     
,sidenote3 ,the church school    ,with  
such a training1 the first ten years the
 child should develop  a strong body and
 a strong mind4 ,he should then be able 
to spend  the next five or six years    
under the instruction of a consecrated  
,christian teacher in an elementary     
school1 where teacher and parents may   
co-operate4 ,the threefold nature must  
be developed so that when the age  of   
manhood or womanhood is reached1        
strength of character has also been     
gained4    ,sidenote3 ,the industrial   
school    ,the youth should then        

continue his mental culture in some     
industrial  school1 located in the      
country1 where there is freedom from the
 evils  of city life1 and where the     
rapidly developing physical nature can  
be  correctly guided into lines of      
practical duties which will fit him for 
real life4 ,in the meantime1 mental     
culture and spiritual training are      
continued1 for character is being formed
 for eternity4    ,sidenote3 ,training  
school for ,christian workers    ,the   
young man or woman of twenty or         
twenty-two should be prepared to  select
 a life-work1 and the special training  
needed can be received in  a training   
school1 which in ,christian education   
will be for ,christian  workers4 ,such a
 school will be necessary2 for the      
education thus  outlined1 extending from
 infancy over twenty years1 can not fail
  to develop a character which chooses  
,christian work as the life  occupation4
 ,a short training in a higher          
institution1 which in character  is a   

school of the prophets1 should so round 
out the nature already  forming that the
 young person goes out an ambassador for
 ,christ1 willing  to be used in any    
capacity by the ,commander of the       
heavenly host1 whether  it be on the    
farm1 at the carpenter's bench1 or in   
the pulpit2 for his  soul is knit to the
 ,king of heaven1 as was ,david's to    
,jonathan's4 ,such a  student is        
prepared for active service1 either on  
earth or in the kingdom  of our ,god2   
for he is one with the ,father and his  
,son4    8,comenius divided the first   
twenty-four years of life into four     
periods1  to each of which he would     
assign a special school1 thus3--    8#a4
 ,for infancy1 the school should be the 
mother's knee4    8#b4 ,for childhood   
the school should be the vernacular     
school4    8#c4 ,for boyhood1 the ,latin
 school or gymnasium4    8#d4 ,for      
youth1 the university and travel4    8,a
 mother should exist in every house1 a  
vernacular school in every  hamlet and  

village1 a gymnasium in every city1 and 
a university in every  kingdom or in    
every province4444 ,the mother and the  
vernacular school  embrace all the young
 of both sexes4 ,the ,latin school gives
 a more  thorough education to those who
 aspire higher than the workshop2 while 
the university trains up the teachers   
and the learned men of the future1  that
 our churches1 schools1 and states may  
never lack suitable leaders40    ,in the
 system known as ,christian education   
the division is about the  same1 the    
years of student life extending perhaps 
to thirty instead of  twenty-four1 with 
this division3 the first ten years are  
spent in the  home school2 from ten to  
fifteen in the church school2 from      
fifteen to  twenty in the industrial    
school1 and the years from twenty to    
twenty-five  or even thirty are devoted 
to study and active work in the training
  school for workers4    ,sidenote3     
,should ,protestants educate8    ,the   
time now is when those who are true     

,protestants will demand  ,christian    
education1 and when no sacrifice will be
 considered too great  for the          
accomplishment of that object4 ,the     
prophecy of ,zechariah1  recorded in the
 ninth chapter1 gives the words of ,god 
concerning the  contest to take place   
near the close of time between the sons 
of ,greece  and the sons of ,zion4      
8,turn you to the stronghold1 ye        
prisoners of hope2  even to-day do ,i   
declare that ,i will render double unto 
thee2 when ,i have  bent ,judah for ,me1
 filled the bow with ,ephraim1 ,,and    
,,raised ,,up ,,thy ,,sons1 ,o  ,zion1  
,,against ,,thy ,,sons1 ,o ,,greece40   
,greece is recognized in the ,scriptures
 as emblematic of worldly  wisdom1#ahi  
but by that wisdom the world knew not   
,god2 in fact1 by that  wisdom the world
 was led away from ,god4 ,god will1     
then1 raise up the sons  of ,zion1 the  
representatives of ,his wisdom--the     
divine philosophy--against  the sons of 
,greece1 or the students of the wisdom  

of the world2 and in  the final         
conflict1 when truth wins1 it will be   
evident that those who  are numbered    
with the victors have forsaken the      
wisdom of ,greece for  the wisdom of    
,god4 ,it is not theory1 but the most   
solemn fact1 that the  preparation for a
 life with ,god demands that we and our 
children receive  a far different       
education than has been offered in the  
past4 ,if we wish  the highest culture1 
if we long for soul development1 our    
education  must be spiritual in nature2 
we must leave the low1 turbid waters of 
the  valley for the snow waters of      
,lebanon4 ,this is ,christian education4
    ,protestants to-day see their       
children slipping from the fold4 ,every 
inducement in the way of entertainments1
 form1 ceremony1 and oratory  is used to
 attract the youth to the church1 but   
still the world  allures them4          
,ministers are beginning to search for  
the reason1 and  are attributing it to  
the character of the education now given

 in  our schools2 in saying this1 they  
strike at the root of the trouble4      
,protestantism is dying2 the form of    
godliness1 which denies the power       
thereof1 is spreading its dark mantle   
over the earth4 ,it is in vain that  we 
point to stately edifices or noted      
divines2 if we can not recognize  the   
difficulty1 it but proves that we are   
ourselves under the cloud1 and  recovery
 is all but impossible4    ,we talk of  
the spread of ,christianity2 we give of 
our means for the  conversion of the    
heathen1 while our children perish      
within our  very homes4 ,the spirit and 
power of ,elias1 which was to accompany 
the preaching of the kingdom of ,christ1
 was 8to turn the hearts of  the fathers
 to the children40 ,cries the prophet   
,joel1 8,gather the  children1 and those
 that suck the breast4444 ,let the      
priests1 the  ministers of the ,lord1   
weep between the porch and the altar1   
and let them  say1 ,spare ,thy people1  
,o ,lord1 and give not ,thine heritage  

the children  to reproach1 that the     
heathen should rule over them40         
,ministers1 fathers1 mothers1 look to   
the welfare of your children1 or  the   
cause of ,protestantism is lost in      
,america4 ,take up your first1 your     
all-important duty1 and give your       
children a ,christian education1 and    
instead of a decline in church          
membership as now reported1 there will  
be  an increase2 instead of formalism1  
there will be life4 ,this will be the   
means of bringing the heathen to your   
door1 and to a knowledge of the  gospel4
    8,lift up thine eyes round about1   
and behold2 all these gather themselves 
together1 and come to thee4 ,as ,i live1
 saith the ,lord1 thou shalt  surely    
clothe thee with them all1 as with an   
ornament1 and bind them on  thee1 as a  
bride doeth4 ,for thy waste and thy     
desolate places and the  land of thy    
destruction1 shall even now be too      
narrow by reason of the  inhabitants4444
 ,the children which thou shalt have1   

after thou hast  lost the other1 shall  
say again in thine ears1 the place is   
too strait  for me2 give place to me    
that ,i may dwell4 ,then shalt thou say 
in thine  heart1 ,who hath begotten me  
these1 seeing ,i have lost my children1 
and am  desolate8444 ,who hath brought  
up these8 ,behold1 ,i was left alone2   
these1  where had they been8 ,thus saith
 the ,lord ,god1 ,behold6 ,i will lift  
up ,mine  hand to the ,gentiles1 and set
 up ,my standard to the people2 and they
  shall bring thy sons in their arms1   
and thy daughters shall be carried  upon
 their shoulders4 ,and kings shall be   
thy nursing fathers1 and their  queens  
thy nursing mothers2 they shall bow down
 to thee with their faces  toward the   
earth1 and lick up the dust of thy      
feet4444 ,for ,i will contend  with him 
that contendeth with thee1 ,,and ,i     
,,will ,,save ,,thy ,,children40#aij    
,how will ,he save the children8--8,,all
 ,,thy ,,children ,,shall ,,be ,,taught 
,,of ,,the  ,,lord40 ,when will the     

,gentiles come bringing their children  
to supply the  places of those now      
lost8--,when ,protestants can show to   
the ,gentiles that  they have a system  
of education which is free from the     
errors now so  prevalent2 when they can 
teach the ,gentiles the ,,truth4        
8,sing1 ,o barren1 thou that didst not  
bear2 break forth into singing1  and cry
 aloud1 thou that didst not travail with
 child3 for more are the  children of   
the desolate than the children of the   
married wife1 saith  the ,lord4 ,enlarge
 the place of thy tent1 and let them    
stretch forth  the curtains of thine    
habitations3 spare not1 lengthen thy    
cords1 and  strengthen thy stakes2 for  
thou shalt break forth on the right hand
 and  on the left2 and thy seed shall   
inherit the ,gentiles40#aia    ,when    
shall these things be8 ,the same chapter
 of ,isaiah answers4 ,when  8all thy    
children shall be taught of the ,lord40 
,when ,protestants educate  according to
 the principles of true ,protestantism1 

then will the words of  the same        
prophet1 recorded in the sixtieth       
chapter1 be fulfilled4 8,arise1  be     
enlightened1 for thy light cometh4444   
,the ,gentiles shall come to thy  light 
and kings to the brightness of thy      
rising4444 ,thy sons shall come  from   
far1 and thy daughters shall be nursed  
at thy side40#aib    ,christ came1      
fulfilling in every particular the      
prophecies quoted4 8,as  thou hast sent 
,me into the world1 even so have ,i also
 sent them into the  world10 are the    
words of ,christ to ,his church4 ,as    
,christ was a teacher1  so that church  
which does the work which the ,christian
 church must do1  will have a system of 
education1 and its members will be      
educators indeed4    ,of ,christ as a   
teacher it is written1 8,he raised      
,himself above all  others whom millions
 to-day regard as their grandest        
teachers4 ,buddha1  ,confucius1         
,mohammed1 to say nothing of ,greek and 
,roman sages1 are not  worthy to be     

compared with ,christ40 ,says ,paroz3   
8,jesus ,christ1 in  founding a new     
religion1 has laid the foundation of a  
new education in  the bosom of          
humanity40    8,in lowliness and        
humility10 writes ,dr4 ,schaff1 8in the 
form of a servant  as to the flesh1 yet 
effulgent with divine glory1 the        
,saviour came forth  from a despised    
corner of the earth2 destroyed the power
 of evil in our  nature2 realized in    
,his spotless life1 and in ,his         
sufferings1 the highest  idea of virtue 
and piety1 lifted the world with ,his   
pierced hands out  of its distress2     
reconciled men to ,god1 and gave a new  
direction to the  whole current of      
history40    ,it is the education which 
,he taught1 which was ,his very life    
even in the  courts of heaven1 which    
,protestants are now entreated to       
accept4 8,to-day  if ye will hear ,his  
voice1 harden not your hearts40         
,where are the ,protestants who are true
 to the name8 ,where are the schools    

which will teach the things of ,god8    
,where are the teachers who forsake     
secular methods1 as did the ,reformers1 
to become teachers for ,christ8         
,earth with its inhabitants is to the   
heart of ,god the most precious  part of
 the creation4 ,as a recreant child     
draws harder on the parent's  sympathy1 
so the world1 because of the sinfulness 
of sin1 has brought  heaven and earth in
 touch4 ,the universe sees streaming    
from the throne  rays of light and love1
 pointing to the one spot in all        
creation where  sin abounds4 ,they tell 
the story of the cross4 ,the perfect    
harmony which  forms the 8music of the  
spheres10 which was marred when man     
fell1 will  again pervade all space when
 the plan of salvation is complete1 and 
our  earth again joins in the great     
chorus of the sons of ,god4             
,sidenote3 ,truth revealed in the last  
days    ,for six thousand years creation
 has groaned1 waiting for our           
redemption4  ,the completion of the plan

 draws nigh1 and for the final struggle 
everything is now assuming an intensity 
never before seen4 ,principles  of      
truth1 for centuries hidden1 or known   
only in part1 will again shine  forth in
 their original splendor4 ,the wisdom of
 the ages will be manifest  in the      
closing era of the world's history4     
,true1 this wisdom will often  appear   
but 8foolishness0 in the eyes of those  
who oppose truth2 but  spiritual things 
are spiritually discerned1 and the      
,spirit of the ,holy  ,one will once    
more brood over the whole earth1 taking 
up its abode in  those hearts which beat
 in unison with the strains of heaven4  
,christian  education binds earth to    
heaven4 ,the wise in heart will return  
to the  ,god-given system of education1 
choosing 8the fountains of living       
waters0  instead of hewing 8them out    
cisterns1 broken cisterns that can hold 
no  water40#aic          ,,footnotes    
#a ,job #bh4    #b #a ,cor4 #b3f1 ,r4   
,v41 mar4    #c ,ps4 #cc3i4    #d ,eze4 

#bh3ab-ad4    #e ,eze4 #bh3ad1 #ag4     
#f ,isa4 #ad3ac1 #ad4    #g ,ps4 #cc3i4 
#h ,gen4 #a3b1 ,r4 ,v4    #i ,gen4      
#a3bj1 ,r4 ,v41 mar4    #aj ,gen4       
#ba3bf-bh4    #aa ,gen4 #b3ag4    #ab   
,rev4 #b3g4    #ac #b ,peter #c3e-g4    
#ad ,luke #ag3bf4    #ae ,heb4 #aa3h-aj2
 ,rom4 #d3bj4    #af ,gen4 #ae #b3c4    
#ag ,gal4 #d3bb1 #be4    #ah ,deut4     
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,education10 page #bi4    #bj 8,jesus as
 a ,teacher10 pages #bh-cj4    #ba      
8,jesus as a ,teacher10 page #ca4    #bb
 8,history of ,education10 page #bh4    
#bc 8,jesus as a ,teacher10 page #cj4   
#bd 8,jesus as a ,teacher10 page #ca4   
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verses #ba-be4    #ce #a ,cor4 #a3ah-bf1
 ,fenton's translation4    #cf 8,history

 of ,education10 pages #cb1 #cd4    #cg 
8,history of ,education10 page #fe4     
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#ci #a ,cor4 #b3a-e1 ,fenton's trans4   
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#aa3c4    #de #b ,kings #ag3ae-ag2 ,jer4
 #ai3d1 #e4    #df ,see ,john #a3ad1 ,r4
 ,v41 mar4    #dg ,prov4 #bb3f4    #dh  
,john #c4    #di 8,jesus as a ,teacher10
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#ei ,church ,history1 cent4 #a1 part #b1
 chap4 #c1 sec4 #g4    #fj #b ,tim4     
#b3b4    #fa ,idem4    #fb 8,decline and
 ,fall of the ,roman ,empire10 chap4    
#bc1 par4 #ba4    #fc 8,church          
,history10 cent4 #b1 part #b1 chap4 #a1 
par4 #f4    #fd ,rev4 #b3d1 #e4    #fe  

#a ,cor4 #b3c-e1 #ac1 ,fenton's         
translation4    #ff 8,church ,history10 
cent4 #c1 part #a1 chap4 #a1 par4 #e4   
#fg 8,church ,history10 ,torrey's       
trans41 vol4 #a1 pages #ga1 #gc4    #fh 
8,church ,history10 ,maclain's trans41  
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#fi ,idem4    #gj ,see ,torrey's trans41
 vol4 #b1 page #bcg4    #ga 8,church    
,history10 vol4 #b1 pages #bbd1 #bbe4   
#gb ,idem1 page #bbf4    #gc ,idem1 page
 #bch4    #gd ,idem1 page #bdb4    #ge  
,see ,chambers's ,encyclopedia4    #gf  
,quoted by ,neander1 8,church ,history10
 vol4 #b1 pp4 #dfc1 #dfd4    #gg ,rev4  
#ac3a4    #gh 8,church ,history10       
,maclain's trans41 cent4 #c1 chap4 #c1  
par4 #a4    #gi ,idem1 ,murdock's       
trans41 cent4 #c1 part #b1 chap4 #c1    
par4 #e4    #hj ,mosheim1 8,church      
,history10 ,maclain's trans41 cent4 #c1 
chap4 #c1 par4  #b4    #ha              
8,intellectual ,development of ,europe10
 vol4 #a1 pages #dcb1 #dcd4    #hb      
8,history of the ,reformation10 book #a1

 chap4 #a4    #hc 8,rise and            
,constitution of ,universities10 page   
#ee4    #hd ,idem1 page #ef4    #he ,w4 
,t4 ,harris1 ,u4 ,s4 ,commissioner of   
,education4    #hf ,idem4    #hg        
8,intellectual ,development of ,europe10
 vol4 #b1 page #aia4    #hh 8,church    
,history10 cent4 #aa1 part #b1 chap4 #a1
 sec4 #e4    #hi 8,history of           
,education10 page #ajj4    #ij 8,church 
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 sec4 #e4    #ia 8,intellectual         
,development of ,europe10 vol4 #b1 page 
#aei4    #ib 8,intellectual ,development
 of ,europe10 vol4 #b1 page #aba4    #ic
 ,idem4    #id ,idem4    #ie ,idem1 page
 #abe4    #if ,idem1 pages #abe1 #abf4  
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#b1 chap4 #a1 par4 #d4    #ih 8,history 
of ,education10 page #aad4    #ii ,idem4
    #ajj ,laurie1 8,rise and            
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#afh4    #aja ,idem1 pages #bai1 #bbj4  
#ajb ,idem1 page #afi4    #ajc ,idem1   
page #bbb4    #ajd ,idem1 page #bbg4    

#aje ,idem1 page #bbj4    #ajf ,rev4 ,b4
 ,hartman1 8,religion or ,no ,religion  
in ,education10 page #dc4    #ajg       
8,history of ,education10 pages #aae1   
#aaf4    #ajh ,see 8,students in ,riot10
 at the ,chicago ,university1 ,chicago  
,record1 ,dec4 #b1 #ahii4    #aji 8,rise
 and ,constitution of ,universities10   
page #bhh4    #aaj 8,history of         
,education10 page #aai4    #aaa ,idem1  
page #aba4    #aab 8,history of         
,education10 pages #abe-abh4    #aac    
8,history of ,education10 page #ach4    
#aad ,idem1 pages #aci1 #adj4    #aae   
8,history of ,education10 pages #adb1   
#adc4    #aaf 8,history of the          
,reformation10 book #aj1 chap4 #i4      
#aag ,ibid4    #aah ,ibid4    #aai      
8,history of ,education10 page #adc4    
#abj ,d',aubign1 book #aj1 chap4 #i4    
#aba ,quoted in 8,history of            
,education10 page #ade4    #abb         
8,history of ,education10 page #adi4    
#abc ,idem1 page #ace4    #abd 8,history
 of the ,reformation10 book #d1 chap4   

#c4    #abe 8,history of the            
,reformation10 book #d1 chap4 #c4       
#abf 8,life of ,melancthon10 page #ha4  
#abg 8,history of the ,reformation10    
book #c1 chap4 #i4    #abh 8,history of 
the ,popes10 ,kelley's trans41 book #e1 
pages #acb-ace4    #abi ,idem1 page     
#acd4    #acj 8,history of ,education10 
page #aee4    #aca ,idem4    #acb       
8,history of ,education10 pages #aed1   
#aee4    #acc ,idem4    #acd ,idem1 page
 #aef4    #ace 8,history of ,education10
 page #afj4    #acf ,idem1 page #afb4   
#acg ,idem1 page #afc4    #ach          
8,philosophy of ,education10 page #bfg4 
#aci 8,history of ,education10 pages    
#afe1 #aff4    #adj 8,philosophy of     
,education10 page #bgj4    #ada ,idem1  
pages #bga1 #bgb4    #adb 8,history of  
,education10 pages #aga1 #agb4    #adc  
,idem1 pages #agb1 #agc4    #add        
8,history of the ,popes10 book #e1 pages
 #acd1 #acg-aci4    #ade ,idem1 page    
#adf4    #adf 8,footprints of the       
,jesuits10 page #acc4    #adg 8,history 

of the ,popes10 book #e1 page #aeb4     
#adh ,idem1 page #beb4    #adi ,fiske1  
8,united ,states ,history10 page #ed4   
#aej 8,papacy and ,civil ,power10 page  
#fhe4    #aea ,idem1 page #ih4    #aeb  
8,footprints of the ,jesuits10 page     
#dai4    #aec ,idem1 page #djh4    #aed 
,boone1 8,education in the ,united      
,states10 page #h4    #aee 8,beginnings 
of ,new ,england10 pages #fb1 #fc4      
#aef ,e4 ,e4 ,white1 8,proceedings of   
,national ,educational ,association10   
#ahhb4    #aeg ,idem1 page #ff4    #aeh 
8,beginnings of ,new ,england10 page    
#adf4    #aei 8,education in the ,united
 ,states10 page #cj4    #afj ,idem1 page
 #bj4    #afa 8,education in the ,united
 ,states10 pages #bc1 #bd1 #bi4    #afb 
,idem1 page #be4    #afc 8,education in 
the ,united ,states10 pages #gf1 #gg4   
#afd 8,education in the ,united         
,states10 page #ajd4    #afe 8,education
 in the ,united ,states10 pages #aeh1   
#aei4    #aff ,ladies' ,home ,journal1  
,january1 #aijj4    #afg ,the ,christian

 ,advocate1 ,february1 #aijj4    #afh   
8,education in the ,united ,states10    
page #aij4    #afi ,idem4    #agj       
8,education in the ,united ,states10    
pages #bfg1 #bfh4    #aga 8,history of  
,education10 page #agc4    #agb ,quoted 
by ,painter1 8,history of ,education10  
page #aia4    #agc 8,the ,murder of the 
,modern ,innocents10 ,ladies' ,home     
,journal1  ,february1 #aijj4    #agd    
,north ,american ,review1 ,april1 #aijj4
    #age 8,encyclopedia ,britannica10   
,art4 ,socrates4    #agf ,outlook1      
,april #ba1 #aijj4    #agg ,literary    
,digest1 ,may #bf1 #aijj4    #agh       
,report for #ahif-ig1 vol4 #a1          
,introduction4    #agi ,report of the   
,commissioner of ,education1 #ahif-ig1  
vol4 #a1 page #cfi4    #ahj 8,history of
 ,education10 page #bag4    #aha ,see   
,cosmopolitan1 ,february1 #aijj4    #ahb
 ,arena1 ,october1 #ahid4    #ahc       
,report of ,commissioner of ,education1 
#ahig-ih1 vol4 #b1 pages #afcb1  #afcc4 
#ahd 8,history of ,education10 page #a4 

#ahe ,idem1 page #bgd4    #ahf          
,packard's 8,brief ,course10 page #bgg1 
published by ,henry ,holt  ,co41  of    
,new ,york4    #ahg ,marsh4    #ahh     
8,jesus as a ,teacher10 page #dh4       
#ahi #a ,corinthians #a4    #aij ,isa4  
#di3ah-be4    #aia ,isa4 #ed3a-c4       
#aib ,isa4 #fj3a-d1 mar4    #aic ,jer4  
#b3ac4          ,,authorities ,,referred
 ,,to ,,or ,,quoted ,,in ,,this ,,book  
,,buckley1 editor of ,christian         
,advocate4      ,,boone1 8,education in 
the ,united ,states40      ,,bok1 editor
 of ,ladies' ,home ,journal4            
,d',,aubign1 8,history of the           
,reformation40      ,,dana1 8,geology40 
,,draper1 8,intellectual ,development of
 ,europe40      ,,dabney1 president of  
the ,university of ,tennessee4          
,,emerson1 8,representative ,men40      
,,fiske1 8,beginnings of ,new ,england40
      ,,fenton1 8,epistles of ,paul40   
,,gibbon1 8,decline and ,fall of the    
,roman ,empire40      ,,hinsdale1       
8,jesus as a ,teacher40      ,,harris1  

,u4 ,s4 ,commissioner of ,education4    
,,harper1 president of ,chicago         
,university4      ,,hartman1 8,religion 
or ,no ,religion in ,education40        
,,karel1 ,u4 ,s4 ,consul-,general to    
,russia4      ,,laurie1 8,rise and      
,constitution of ,universities40        
,,mosheim1 8,church ,history40          
,,mescherski1 of the ,department of     
,agriculture of ,russia4      ,,neander1
 8,church ,history40      ,,painter1    
8,history of ,education40      ,,ranke1 
8,history of the ,popes40               
,,rosenkranz1 8,philosophy of           
,education40      ,,stump1 8,life of    
,melancthon40      ,,thompson1          
8,footprints of the ,jesuits40          
,,index ,,of ,,authorities              
,,abbott1 ,,lyman4      ,,agricola4     
,,buchanan4      ,,bushnell4            
,,comenius4      ,,dittes4              
,,drummond4      ,,froebel4             
,,gressinger4      ,,hoffman1 ,,frank   
,s4      ,,jefferson4      ,,luther4    
,,locke4      ,,melancthon4             

,,milton4      ,,montaigne4             
,,newton1 ,,dr4      ,,pestalozzi4      
,,quick4      ,,renchlin4               
,,schmidt4      ,,spencer4              
,,wallace1 ,,mrs4 ,,lew4      ,,young4  
,,index          ,abraham1 call of1 #ee2
        his faith1 #ef2        call to  
teach1 #eg2        preparation to teach1
 #eg1 #ei1 #fc2        failure to       
believe1 #fj1 #fa2        school of1    
#fc1 #fd1 #fg4        ,agricola1 his    
part in ,reformation1 #bba2        his  
idea of a teacher1 #bbb2        his idea
 of education1 #bbc4        ,america1   
discovery of1 #bai2        ,jesuits as  
teachers in1 #bha1 #bhe2        object  
of ,jesuit schools in1 #bhc2            
education in1 #bic-cch4        ,angels  
the first teachers1 #af4        ,arabs1 
as educators1 #bjj-bjb2        their    
learning suppressed by papacy1 #bjc4    
,astronomy taught in ,eden1 #bg2        
as taught at present denies the ,bible1 
#chg-chi4        ,athens1 education in1 
#ajj4        ,authorities quoted1 #dag4 

,beast1 its formation1 #agf2            
image to1 #agf4        ,bernard1 ,henry1
 his work in behalf of public schools1  
#cai4        ,bible as a text-book in   
,jewish schools1 #gh2        ,plato a   
rival of1 #ajb2        its place in     
education1 #aaa1 #cha-chc1 #chg2        
the text-book of ,christ1 #acd2         
the text-book of early ,christians1     
#adb2        its power over youth1 #ade2
        versus logic1 #aeb2             
teaching of advised by ,reuchlin1 #bbd2 
taught in ,jesuit schools1 #bgi2        
words of ,luther concerning1 #bia2      
,harvard founded to teach1 #bii1 #cjb2  
departure from in education1 #cba2      
in school of ,comenius1 #cfe2           
denied by present science teaching1     
#chg-cic4        ,bok1 ,edward1 on      
cramming system1 #cbc-cbe4              
,botany1 taught in ,eden1 #bg4          
,cain1 chose reason instead of faith1   
#dc4        ,catholic schools in        
,america1 #cce2        see also         
8papacy40        ,character developed in

 worldly school1 #dd2        of students
 during ,middle ,ages1 #bjd1 #baj2      
of students in modern universities1     
#baj2        of students after          
,reformation1 #bfc2        the object of
 education1 #bcb1 #chb2        valued by
 ,john ,locke1 #cde-cdg4                
,christian education1 a search for      
wisdom1 #ad2        relation of to      
,reformation1 #c1 #d2        based on   
faith1 #ci1 #cig2        almost wiped   
out before the flood1 #di1 #ej2         
its meaning to early ,christians1 #adj2 
feared by the pagans1 #adg2             
,god's three calls to1 #afh2            
failure of ,reformers to carry forward1 
#bdf2        how lost1 #bee2            
versus papal1 #bhf2        unites with  
papal ideas1 #cji2        effect on     
churches of neglecting1 #cbh2           
principles of1 etc41 #cci-dae2          
never without a representative on earth1
 #cda2        opposed to 8cramming      
system10 #cea2        based on faith1   
#ced2        emphasizes practical1 #cfg2

        a spiritual education1 #cha-chd2
        emphasizes principles1 #cic-cif2
        manual training a part of1 #djb2
        a system of1 #djc-djg2          
see also 8education40        ,christ1   
birth of1 #abj2        early education  
of1 #aba2        spiritual education of1
 #abb2        recognizes his life work1 
#abc2        with the rabbis1 #abd2     
his attitude toward manual training1    
#abe2        preparation for his work1  
#abf2        as a teacher1 #abg2        
lived what he taught1 #abh2             
educational principles of1 #acj-acb2    
his pupils1 #acb2        teachers in the
 country1 #acd2        his text-books1  
#ace2        emphasized the practical1  
#ace2        result of his educational  
system1 #acf-ach2        commits the    
work of education to the church1        
#ach-adj2        the representative of  
true education1 #agj2        author of  
,christian education1 #cdj2             
taught from nature1 #cgc1 #cgd4         
,church schools of ,jews1 #gf2        of

 early ,christians1 #adf2        should 
follow home school1 #dje4               
,cities1 origin of1 #de2        effect  
of life in on children1 #df2            
,enoch chose not to live in1 #df2       
,abraham called from1 #ee2        life  
in1 contrasted with country life1 #fd1  
#ff1 #adf1 #cgc1 #cgi2        avoided by
 ,christ1 #acd4        ,classics in     
education1 #aji-aac1 #cdb1 #cdc2        
study of prior to ,reformation1         
#baf-bah2        in ,harvard1 #cjc2     
demanded by the universities1 #cjg2     
fruit of in ,america1 #cac2        ,john
 ,locke on1 #cde4        ,clement1      
school of1 #afc-afg2        the first   
higher critic1 #afd2        meets       
opposition1 #aff2        gives up his   
faith1 #afg4        ,comenius1 #cbf2    
on ,latin and practical education1 #cdd2
        on nature-study1 #ceb2        on
 number of studies1 #cec2               
religion in school of1 #cfe4            
,congregationalists1 education among1   
#bie2        their schools1 ,harvard and

 ,yale1 #big-cjc4        ,correlation1  
#djj-djb4        ,country life versus   
city life1 #fd1 #ade1 #cgi2             
chosen by ,jesus1 #acd1 #cgc4           
,courses of study1 their origin1        
#bjd-bji2        in ,sturm's school1    
#bfa2        in ,harvard1 #cjb2         
multiplied1 #cbb4        ,cramming      
system1 #bei1 #cbc-cbe2        papal in 
principle1 #cdg2        ,montaigne on1  
#cdh2        ,mrs4 ,wallace on1         
#cdh-cea2        prevented by nature    
study1 #ceb2        prevented by        
correlation1 #djj4        ,creation1    
the1 #bb-bf2        mind its highest    
form1 #bd1 #be4          ,dark ,ages1   
schools of1 #ahj2        origin of1     
#ahd2        unfavorable to medical     
study1 #aid1 #aii4        ,darwinism in 
education1 #aad-aaf4        ,death1 a   
result of sin1 #cf2        result of    
false education1 #dj1 #fg2        result
 of eating of the tree of knowledge1    
#ej4        ,dana on origin of species1 
#cij-cib4        ,degrees1 their origin1

 #bjd-bji2        a papal mark1 #ccd4   
,diet1 its relation to education1 #ch2  
its place in ,christian education1 #djc4
        ,discipline weakens in          
universities1 #bfc4        ,doubt1      
effects of1 #cb2        its place in    
modern education1 #cec-cfj2        its  
place in theology1 #ced2        the     
,socratic method1 #cef1 #ceg2        not
 highest means of knowledge1 #cfc4      
,early ,christians1 education among1    
#aci-aee2        early training among1  
#adb2        home education among1 #adc2
        divided in opinion1 #aec2       
gradually accept pagan methods1 #aed4   
,eck opposes ,reformation in education1 
#bdd4        ,eden1 school in1 #bb-cg2  
home in1 #bf2        subjects taught in 
school of1 #bg-bi2        methods of    
education in1 #bi1 #cj4                 
,education1 birth of rival systems1 #bj1
 #ba2        the two systems of1 #cg1   
#ch1 #dj1 #dc2        should be based on
 faith1 #ci2        life result of true1
 #dj2        death result of false1 #dj2

        first murder a result of wrong  
methods in1 #dd2        affects         
government1 #dd2        before the      
flood1 #de1 #df2        wrong methods in
 cause of flood1 #di2        false one  
the cause of removal of ,god's ,spirit1 
#ej1 #ea2        starts anew after      
flood1 #eb2        decline in1 #ed1 #ee2
        in ,israel1 #fh-ia2             
system of for ,israel1 #gb2        its  
threefold nature1 #hb2        spiritual 
made prominent in ,jewish schools1 #hb2 
at same time spiritual and practical1   
#hh2        reforms in among the ,jews1 
#ij2        among the ,spartans1 #ajj2  
in ,athens1 #ajj2        influence of   
,plato in1 #aja-aaa2        offered by  
,jesus1 #acj-acb2        among early    
,christians1 #aci-aee2        in homes  
of early ,christians1 #adc2             
division of opinion concerning1 #aec2   
becomes papal1 #aeh-ahc2        its     
three representatives1 #agj2            
controlled by monks1 #agi2              
propagated by ,arabs1 #bjj-bjb2         

reform in needed1 #bab2        the      
secret of papal power1 #bad2            
,reformation and1 #bba2        favored  
by ,protestantism1 #bbe2                
,luther's plans for1 #bca2              
,melancthon's influence in1 #bce-bdg2   
in ,wittemberg1 #bci2        ,melancthon
 on1 #bdj2        effect of             
,protestantism on1 #beb2        its part
 in the ,reformation1 #bee2             
return to papal methods in1 #beh2       
cramming system in1 #bei1 #cbc-cbe1     
#cdg2        ,sturm's influence on      
modern1 #bfb2        controlled by the  
,jesuits1 #bfd-bhg2        papal or     
,christian8 #bhf2        among          
,puritans1 #bid2        among           
,congregationalists1 #bie2        in the
 ,united ,states1 #bic-cch2             
effect on republicanism1 #big2        at
 ,harvard1 #big-cjb2        at ,yale1   
#cjc2        during colonial days1 #cje2
        during ,revolutionary period1   
#cjf2        given over to the state by 
all the churches1 #cab-cae2             

effects of modern1 #cbg2        elective
 system in1 #cbi2        means character
 development1 #ccb2        union of with
 state1 #cce2        ,catholic in       
,america1 #cce2        doubt in modern1 
#cec-cfj2        place of farm in1 #cge2
        defined by ,pestalozzi1 #chj2   
should be threefold1 #che2        since 
the time of ,christ1 #che-chg2          
neglect of principles in1 #cic2         
see also 8,christian ,education40       
,egyptian education1 #hc1 #he1 #if1     
#aja2        a symbol of darkness1 #ib2 
its licentiousness1 #ie2        its     
so-called wisdom1 #ii4        ,elective 
system1 #cbi2        affords freedom1   
#ccj-ccb4        ,england1 ,jesuit      
schools in1 #bhj2        she loses her  
golden opportunity1 #bij4        ,enoch1
 #dc2        chooses not to live in     
cities1 #df4        ,episcopalians and  
education1 #bij2        their college in
 ,america1 #cjd4        ,erasmus1 a     
forerunner of the ,reformation1 #bbe4   
,evolution1 its origin1 #de2            

attempts to account for effects of      
flood1 #dh2        the basis of         
,platonism1 #aje2        in education1  
#aac2        in education of ,america1  
#cbb2        taught in astronomy1       
#chg-chi2        in zoology1 #chi4      
,faith supplanted by reason1 #ah1 #da1  
#dh1 #ig1 #afh1 #aga1 #agd1 #ahb1 #che2 
a lesson in1 #ca2        immortal life  
its result1 #cf2        education based 
on1 #ci1 #cig2        in education after
 the flood1 #eb2        of ,abraham1    
#ef2        strengthened by trial1 #eh2 
how taught1 #ei2        few learn to    
live by1 #gj2        learned by ,israel1
 #hf2        education by1 lost1 #bee2  
highest means of education1 #cfc4       
,farm1 the1 as an educating factor1     
#cge4        ,finance in ,jesuit        
schools1 #bgi4        ,flood1 schools   
before1 #de1 #df2        warning of1    
rejected by reason1 #dg2        cause   
of1 #di-ea4        ,france1 ,jesuit     
schools in1 #bgh4        ,froebel1 #cbf2
        on complete education1 #chd4    

,gardens1 value of in schools1 #cgf-cgh4
        ,government affected by         
education1 #dd1 #de1 #big2              
influenced by students1 #baa4           
,greece1 education in1 #aja2        a   
symbol of worldly wisdom1 #djh4         
,germany establishes ,protestant        
schools1 #bbc2        ,jesuit schools   
in1 #bgc1 #bgh4        ,geography as    
taught in papal schools1 #aij1 #aia4    
,harvard1 founding of1 #big-bii2        
object1 #bii-cja2        raising of fund
 for1 #cja2        early course of study
 in1 #cjb2        assumes name of       
university1 #caj2        science in1    
#cbb4        ,healing1 true1 #aid4      
,health1 reform in accompanies reform in
 education1 #ij2        attention should
 be given to1 #djc4        ,heidelberg1 
,jesuit schools in1 #bge4        ,higher
 criticism1 introduced by ,clement1     
#afd2        ,origen's part in1 #agb2   
is ,platonism1 #agc2        modern1     
#cfj4        ,home1 in ,eden1 #bf2      
its place in education of early         

,christians1 #adc2        its place in  
,christian education1 #djc4             
,industrial schools2 see 8preparatory   
schools40        ,isaac1 #fb4           
,israel1 education in1 #fh-ia2        a 
peculiar people1 #fh2        chosen to  
teach1 #ga2        church schools among1
 #gf2        studies in schools of1     
#gg-hj2        effect of their          
educational system1 #ha2                
spiritual education in schools of1 #hb2 
deliverance from worldly education1 #hf1
 #hg2        reforms in their           
educational system1 #ij2                
education among1 prior to ,christ1 #aah4
          ,jesus1 see ,christ4          
,jesuits1 influence in education1       
#bfd-bhg2        their course of        
instruction1 #bff2        effect of     
their educational system1 #bfg2         
their object1 #bga2        methods in   
education1 #bgj1 #cdb2        value of  
their methods1 #bgb2        spread of   
their schools1 #bgc1 #bgf2        in    
,germany1 #bgc2        in ,vienna1 #bgd2

        at ,heidelberg1 #bge2           
preparatory schools of1 #bgf2           
reputation of their schools1 #bgg2      
in ,france1 #bgh2        in ,england1   
#bhj2        in ,america1 #bha2         
in ,south ,america1 #bhb2        in the 
,united ,states1 #bhb1 #bhe2            
their schools kill ,protestantism1 #bij1
 #ccg4        ,john the ,baptist1 his   
coming1 #aai2        education of1 #abj4
          ,knowledge gained by          
experiment1 #ce2        comes through   
the senses1 #ci1 #cig4          ,latin1 
in papal schools1 #ahf2        its value
 to the papacy1 #ahh2        ,ratich on1
 #cdc2        ,comenius on1 #cdd4       
,life1 the result of faith1 #cf2        
comes through true education1 #dj1 #fg2 
true science of1 #dj1 #da4              
,locke1 ,john1 on classics1 #cde2       
on choice of a teacher1 #cdf4           
,logic versus ,scriptures1 #aeb2        
in papal schools1 #ahi1 #bjj4           
,lot1 chooses a worldly school1 #fe1    
#ff2        result to him of wrong      

education1 #fg4        ,loyola1 his     
influence in education1 #bfd4           
,lucifer in the heavenly school1 #af-ba4
        ,see ,satan also4               
,luther1 his part in reformation of     
education1 #bbg-bdg2        as a        
teacher1 #bbg2        his plea for      
schools1 #bbh2        his educational   
plans1 #bca2        his ideas of        
teachers1 #bcb2        recognized the   
value of nature-study1 #bcd2        one 
with ,melancthon1 #bcg2        his      
students1 #bdj2        his words        
concerning the ,bible1 #bia4            
,mann1 ,horace1 father of the public    
school1 #cag-cai4        ,manual        
training1 ,christ's attitude toward1    
#abe2        correlated with            
mathematics1 #cfi-cgc2        its value 
in education1 #cge1 #djb2        in farm
 and garden1 #cge-cgh4                  
,mathematics made practical1 #cfi-cgc4  
,melancthon in education1 #bce-bdg2     
one with ,luther1 #bcg2        his      
students1 #bdj2        views of         

education1 #bdj2        prepares        
text-books1 #bda4        ,medical study1
 effect of ,dark ,ages upon1 #aid-aif2  
corrupted during ,dark ,ages1 #aii4     
,memory work1 prominent in papal        
schools1 #ahf1 #ahg1 #cdb2        after 
,reformation1 #bei4        ,meteorology1
 #bg1 #bh4        ,mind1 the highest    
form of creation1 #bd1 #be2             
effect of disobedience on1 #cd2         
of man before the flood1 #db4           
,mineralogy1 #bg1 #bh4                  
,ministers1 trained at ,harvard1        
#bii-cja4        ,missionaries1 children
 rightly trained will become1 #adc4     
,modern reformers1 #cbf2        oppose  
too much language study1 #cdc4          
,monks1 their system of education1 #agh2
        control education1 #agi4        
,montaigne on cramming system1 #cdh4    
,murder1 a result of education by       
reason1 #dd4        ,music1 in schools  
of ,israel1 #hj4        ,mysticism1     
#agg4          ,nature1 result of       
studying if ,god is not taken into      

account1 #eb1 #ec2        the first     
study of ,christ1 #aba2        taught   
from by ,christ1 #acd1 #cad2            
,luther on study of1 #bcd2        study 
of in modern schools1 #cbg2        study
 of prevents 8cramming10 #ceb2          
its study based on doubt1 #ced2         
study of not to supersede the ,bible1   
#chg4        ,noah a teacher of         
righteousness1 #df1 #dg4                
,origen1 his birth and education1 #afi2 
his reasons for studying philosophy1    
#afi1 #agj2        represents mixture of
 pagan and ,christian ideas1 #agj2      
his system of education1 #agj-age2      
a higher critic1 #agb4          ,pagans1
 education of1 #ib-aaf2        education
 of was self-worship1 #ic2              
classics in education of1 #aji-aab2     
their attitude toward ,christian        
education1 #adg4        ,papacy1 human  
origin of1 #cf1 #dd1 #aed-afb2          
produced by mixture of educational      
systems1 #gb1 #gc2        as seen in    
school of ,clement1 #afc-afg2        to 

be overthrown only by ,christian        
education1 #ahc2        its tyranny over
 thought1 #ahd2        primary schools  
of1 #ahe2        emphasized memory work1
 #ahf1 #ahg2        taught ,latin1 #ahf2
        text-books of1 #ahh2            
studies in schools of1 #ahh2            
geography as taught in schools of1 #aij2
        manner of meeting opposition1   
#aii2        medicine as taught by1     
#aii2        suppresses ,arabian        
schools1 #bjc2        grants degrees1   
#bjh2        why it wishes to control   
education1 #baa1 #bab2        secret of 
its power1 #bad2        relation to     
,arabian learning1 #bai2        dropped 
in education1 #bch2        a return to1 
#beh1 #bfi2        aided in ,united     
,states by ,jesuit schools1 #bhe2       
its influence as seen in ,harvard1 #cjc1
 #caj2        principles of in ,william 
and ,mary ,college1 #cja2               
tendency to revert to1 #cjh2            
union of with ,christian principles1    
#cji2        degrees a mark of1 #ccd2   

consists in union of church and state1  
#cce2        mechanical teaching a mark 
of1 #cdd2        8cramming0 one of its  
methods1 #cdg2        doubt a           
characteristic of1 #cee4                
,pelagianism1 its origin1 #aha4         
,penance1 its origin1 #aha4             
,pestalozzi1 #cbf2        defines       
education1 #chj4        ,philosophy1    
origin of false1 #de2        false1 #ih1
 #ajd2        personified by ,plato1    
#aaj4        ,physics1 #bg1 #bh4        
,physicians1 treatment during ,dark     
,ages1 #aie-aig4        ,physical       
degeneracy the result of sin1 #ch1 #ci4 
,physical plane as opposed to spiritual1
 #dc1 #dd1 #fi1 #hc-he1 #che4           
,physiology1 in ,jewish schools1 #gi2   
during ,dark ,ages1 #aih2        the    
central science1 #cii1 #djb4            
,plato1 his work as an educator1        
#aja-aaa2        result of adopting his 
philosophy in a ,christian school1      
#aej-aeb2        ,origen studied1 #agj2 
personifies heathen philosophy1 #agj4   

,platonism the source of higher         
criticism1 #agc4        ,poetry in      
,jewish schools1 #hj4        ,preface1  
#a4        ,prenatal influence1         
instructions concerning1 #gf4           
,preparatory schools1 those of          
,melancthon1 #bdb2        of ,jesuits1  
#bgf2        during ,revolutionary      
period1 #cjf2        standard for set by
 colleges1 #cbj2        should follow   
church school1 #dje4                    
,protestantism favorable to education1  
#bbe2        effect on education1 #bea2 
fails to see importance of education1   
#bee2        result of her failure to   
educate1 #bfd2        intrusts her      
children to ,jesuits1 #bgg2             
,jesuits seek to destroy1 #bhc2         
papal or ,christian education for8 #bhf2
        born of ,reformation1 #bhh2     
killed by ,jesuit schools1 #bij-ccg2    
in ,american schools1 #bib2             
weakens with coming of false education1 
#cjh2        must educate her children1 
#djg-dae4        ,public schools of     

,julian1 #adh-aej2        in the ,united
 ,states1 #cag-cai4        ,puritans1   
their attitude toward education1 #bid2  
leave ,england1 #bib2        in ,new    
,england1 #bif4          ,ratich on     
,latin1 #cdc4        ,reason supplants  
faith1 #ah1 #cc1 #da1 #ig1 #afh1 #aga1  
#agd1 #ahb1 #che2        accepted by    
,cain1 #dc2        rejected warning of  
the flood1 #dg2        result of        
exalting1 #cfb-cfd4        ,reformation1
 its relation to education1 #c1 #d2     
an educational reform1 #bad-bdg2        
classics in1 #baf-bah2        ,agricola 
a forerunner of1 #bbj2        science   
during1 #bbj2        education and1     
#bba-bdg2        part of ,erasmus in1   
#bbd2        its meaning in education1  
#bcd2        ,reuchlin1 a forerunner of1
 #bbd2        opposed in education1     
#bdc2        part of in education1 #bed2
        results of1 #bdh-bea2           
reaction after1 #bfh4                   
,republicanism1 its origin1 #bhh2       
affected by education1 #big2            

weakened by wrong education1 #cjh4      
,reuchlin1 a forerunner of ,reformation1
 #bbd4        ,rome1 ,english college   
at1 #bha4        ,russia1 school gardens
 of1 #cgf-cgh4          ,satan1 his     
teaching in ,eden1 #cj-cf4        ,see  
,lucifer4        ,saxony school plan1   
#bdd4        ,senses1 education of not  
to be trusted1 #cd1 #dh1 #cif2          
the source of knowledge not wisdom1 #ci2
        cultivation of among pagans1    
#ig4        ,school1 in heaven1 #ae-ba2 
in ,eden1 #bb-cg2        character      
developed in worldly1 #dd2        before
 flood1 #de1 #df2        of ,abraham1   
#fc1 #fd2        location for1 #ff2     
,sturm's #bfj-bfc4        ,schools of   
prophets1 #gg2        of early          
,christians1 #adf1 #adg2                
gradually become pagan1 #aef-ahc2       
of the ,dark ,ages1 #ahj2        cling  
to papal methods1 #aib2        reform   
needed from these methods1 #aic1 #bab2  
,arabian1 #bjj-bjc2        ,luther's    
plea for1 #bbh2        strength to      

church1 #bcj2        established in     
,germany1 #bcc2        of ,melancthon1  
#bdb2        ,protestant1 #bec2         
,sturm's influence on modern1 #bfc2     
of ,jesuits1 #bff-bhg2        methods in
 ,jesuit1 #bgj2        ask state        
support1 #caa1 #ccb-ccd2        of      
,catholics in ,america1 #cce2        of 
,comenius1 #cfe2        gardens in      
connection with1 #cgf-cgh4              
,scholasticism kills education1 #bef2   
in ,american schools1 #cji1 #cab4       
,science1 rejects warning of flood1 #dg2
        taught in ,harvard1 #cbb2       
without ,bible produces infidels1 #cbg2 
modern study of1 #cec1 #chg-cic2        
physiology the central1 #cii2           
correlation of1 #dja4        ,sin1      
physical death its result1 #cf2         
results in physical degeneracy1 #ch1    
#ci4        ,spirit of ,god the source  
of wisdom1 #ci2        withdrawn because
 of wrong education1 #ej1 #ea2          
the true teacher1 #cdj4                 
,spiritual plane of living opposed to   

physical1 #dc1 #dd1 #eb1 #fi1 #che2     
reached by faith1 #gj2        ,israel to
 live on1 #ga2        chosen by ,christ1
 #abc1 #abf4        ,spartans1 their    
educational system1 #ajj2               
,socratic method1 #cef2        accepted 
by ministers1 #cfj4        ,solomon1 his
 wisdom1 #hg4        ,state schools ask 
support of1 #caa2        assumes        
responsibility of education1 #cac-cae2  
should it support schools8 #ccb-ccd2    
unites with education1 #cce2        can 
not teach religion1 #chc4               
,students1 their influence on government
 and society1 #baa2        character of 
,luther's1 #bdj2        character of    
after ,reformation1 #bfc4        ,sturm1
 his school1 #bfj-bfc2        influence 
on modern schools1 #bfb4                
,teacher1 ,christ the true1 #ah1 #ai1   
#abg2        ,noah as1 #df2             
,abraham as1 #eg2        ,luther as1    
#bbg2        ,holy ,spirit the true1    
#cdj2        qualifications of          
,christian1 #cih4        ,teachers1 the 

first ones angels1 #af2        a choice 
made of1 #ai1 #bj2        ,israel chosen
 as1 #ga2        ,luther's idea of1     
#bcb2        how ,locke would choose1   
#cdf4        ,teaching1 divine method   
of1 #bi2        depends upon life1 #abh4
        ,temptation1 the first1 #cj-ce2 
of ,christ1 #abg4        ,text-books1   
,bible as chief one1 #gh1 #cha-chc2     
,christ used ,bible as first one1 #acd2 
,bible the chief one used by early      
,christians1 #adb2        used by       
papacy1 #ahh2        a reform needed in1
 #aic2        prepared by ,melancthon1  
#bda2        ,luther opposes too many1  
#bde2        too close adherence to1    
#cgf2        need of1 #djc4             
,theology1 modern method of study in1   
#ced4        ,trade1 learned by all     
,jewish youths1 #hb4                    
,training-schools among early           
,christians1 #adf2        need of at    
present time1 #dje4        ,tree of     
life1 a symbol of true education1 #dj1  
#ej4        ,tree of knowledge1 a symbol

 of false education1 #dj2        brought
 death1 #ej4          ,united ,states1  
,jesuit schools in1 #bhb2               
education in1 #bic-cae4                 
,vienna1 ,jesuit schools in1 #bgd4      
,william and ,mary ,college1 papal      
principles in1 #cjd4        ,wisdom1 its
 source1 #i-ad2        comes through    
,god's ,spirit1 #ci2        ,solomon's1 
#hg2        of the ,egyptians1 #ii2     
differs from knowledge1 #cig4           
,wittemberg1 ,melancthon in1 #bcf1 #bch2
        education at1 #bci4             
,worldly schools1 character developed   
in1 #dd2        chosen by ,lot1 #fd2    
death the result of education in1 #fg2  
in ,egypt1 #hc-he4          ,yale       
,college1 #cjc4          ,zoology1      
taught in ,eden1 #bg2        false      
teaching of1 #chi4          ,the ,desire
 of ,ages    ,by ,,mrs4 ,e4 ,g4 ,,white4
      ,perhaps there is nothing that has
 such power to lift the poor out  of    
their poverty1 the wretched out of their
 misery1 to make the  burden-bearer     

forget his burdens1 the sick his        
sufferings1 the sorrower  his grief1 the
 downtrodden his degradation1 as good   
books4 ,particularly  is this true of   
publications that have the ,bible for   
their foundation1  and pre-eminently    
among these is the book1 8,the ,desire  
of ,ages40    ,it is a friend to the    
friendless1 joy to the joyless1 hope to 
the  hopeless1 a helper to the helpless1
 good cheer and courage to the          
disheartened4 ,it will bring light into 
darkness1 and sunshine into  shadow2 it 
reveals the life and character of the   
,master in a way that  gives the reader 
a new glimpse of our ,father's love in  
the gift of ,his  only begotten ,son for
 the fallen race4    8,the ,desire of   
,ages0 is a book for parents1 educators1
 teachers1 and  students4 ,it is an     
invaluable reference book1 and should be
 in every home  and library4    ,it is  
printed on extra finished1              
supercalendered book paper2 contains    
#hff pages1 #hg chapters1 general and   

,scriptural indexes1 and appendix2 is   
beautifully illustrated1 handsomely and 
substantially bound4 ,the various       
styles of binding and prices bring the  
book within the reach of all4           
,full morocco1 gilt edges1      #g4jj   
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,cloth1 marble edges1            #c4ej  
,popular edition1 plain edges1   #b4ej  
,send for complete catalogue of         
publications and descriptive circulars4 
,sold by subscription only4    ,in case 
there should be no agent in your        
vicinity1 send your orders to  the--    
,,review ,,and ,,herald ,,pub4 ,,co41   
,,battle ,,creek1 ,,mich4               
,bell's ,language ,series4    ,a        
,complete ,course1 in ,five ,books1     
,based ,upon the ,natural ,method2      
,teaching1 ,giving1 and ,illustrating   
,principles ,rather ,than ,rules4       
,especially ,adapted for ,home ,study4  
,this unique series consists of--       
,book ,no4 ,one1        ,primary        

,language ,lessons from life1 nature1   
and revelation2        #bgb pages2      
price1 cloth1                           
#fe        ,book ,no4 ,two1             
,elementary ,grammar2 #bbd pages2 price1
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#hj        ,book ,no4 ,four1            
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pages2 price1 cloth1      #a #be        
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,,looking ,,unto ,,jesus                
,illustration    ,,or ,,christ ,,in     
,,type ,,and ,,antitype4    ,,by ,,uriah
 ,,smith4      ,the design of the author
 in this book is to aid the reader to   

gain an  understanding of the nature1   
position1 and work of ,christ as set    
forth in  ,type and ,antitype2 also a   
vivid description is given of the       
,sanctuary and  its service1 answering  
the questions1 what and where the       
,sanctuary is1  and its relation to     
every ,bible doctrine4    ,the book     
contains #cjj pages1 a beautiful        
frontispiece1 nine full-page            
illustrations1 and many smaller         
half-tone engravings4 ,bound in two     
styles  of binding1 beautiful cover     
design4    ,,prices4        ,plain      
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,,author4    ,,here ,,and ,,hereafter1  
or ,man in ,life and ,death4 #ceg pages4
 ,substantial  cloth binding1 #a4jj4    
,,modern ,,spiritualism4 ,a fulfillment 
of ,prophecy and ,sign of the ,times4   
,illustrated4 ,cloth1 #ej cents4        
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,,parliamentary ,,rules4 ,pocket size4  
,muslin1 #ej cents4                     
,illustration    8,the ,great ,empires  
of ,prophecy1 from ,babylon to the ,fall
 of ,rome40    ,by ,alonzo ,t4 ,jones4  
,,this ,,is ,,the ,,title ,,of ,,our    
,,new ,,history ,,text-,,book4          
8,the ,great ,empires of ,prophecy0 is  
the history that is foretold in  the    
prophecies of the great empires in the  
book of ,daniel1--,babylon1             
,medo-,persia1 ,grecia1 ,rome1 and the  
ten divisions of the ,roman ,empire4    
,more than eighty of the standard       
historians and authorities on the       
history of the respective empires of the
 prophecy1 speak in the book in  their  
own language2 so that it is fairly a    
cyclopedia of history1 in  fulfilment of
 the prophecies of the book of ,daniel4 
,are you interested in the book of      
,daniel8 ,you can not afford to be      
without this book4    ,every minister1  
every ,bible worker1 every student of   
the book of ,daniel1  and every student 

of history1 needs this book4 ,it        
contains #gab large  pages1 besides #bb 
full-page maps1 made especially for the 
book by the  author1 and printed in from
 three to thirteen colors4    ,the book 
is issued in one style of binding1 and  
the price is only #b4jj4    ,address all
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,,herald ,,pub4 ,,co41 ,battle ,creek1  
,mich4      ,chicago1 ,ill4 ,toronto1   
,ont4 ,atlanta1 ,ga4          ,,good    
,,form ,,and ,,christian ,,etiquette1   
,by the ,late ,mrs4 ,s4 ,m4 ,i4 ,,henry1
    ,twenty-five years ,national        
,evangelist ,w4 ,c4 ,t4 ,u4      ,in    
this little volume is expressed the     
ripened thought of the author's  many   
years of experience in ,christian work1 
testing the grand principles  of ,good  
,form and ,christian ,etiquette4        
,polite manners are the first requisite 
to the entering of good society4        
8,good ,form0 is not a book of rules to 
be committed to memory for any  special 
occasion1 but it contains principles to 

be woven into the  character and daily  
life4    ,the book contains #aej pages1 
with portrait of the author1 and copious
  index of subjects4 ,bound in two      
styles4    ,words of ,commendation for  
8,good ,form30    8,good ,form and      
,christian ,etiquette0 is a sensible1   
well-written1  practical1 and helpful   
book4 ,it is based on the ,christian    
conception of  life1 and conforms to the
 best usages of ,american ,society4--,j4
 ,h4 ,,vincent4    ,i am much pleased   
with the little booklet 8,good ,form and
 ,christian  ,etiquette40 ,its pages are
 replete with good advice on subjects of
  everyday interest4 ,christian courtesy
 is one of the most necessary           
qualifications of the ,christian worker1
 and ,i feel sure this latest of  ,mrs4 
,henry's works will prove a timely help 
to parents in bringing up  their        
children2 to our young people in their  
associations with others2  and in fact  
to everyone who desires to so equip     
himself that his bearing  shall have the

 true dignity of ,christian             
refinement4--,,mrs4 ,e4 ,e4 ,,kellogg1  
,sec4 ,child ,culture ,circles1         
,national ,w4 ,c4 ,t4 ,u4    ,i have    
examined 8,good ,form0 with great care  
and interest4 ,it is certainly  a very  
practical contribution to the literature
 on etiquette4 ,most books  on this     
subject are too elaborate1 and have too 
much of the fashionable  society air2   
but this one meets the needs of common  
people1 and ,i am sure  they will thank 
,mrs4 ,henry for this effort to help    
them in making life's  pathway pleasant 
and easier4--,,mary ,,wood-,,allen1 ,m4 
,d41 ,supt4 ,purity ,dept4  ,world's ,w4
 ,c4 ,t4 ,u4        ,price1 ,blue silk  
cloth1 gilt edge1 #ej cts4        0     
,royal ,melton paper1 plain1  #be cts4  
,,review ,,and ,,herald ,,pub4 ,,co41   
,battle ,creek1 ,mich4