The Place Christianity Should Occupy in Education

By ELBRIDGE SMITH

[Principal of the Free Academy, Norwich, Conn.]

Whatever views may be entertained on this subject, no one can deny its practical character or its appropriateness to the discussions of the Association. From cases which have arisen during the past year in some of the states, and which may yet arise throughout the Union, it is evident that it may become one of the most practical questions connected with our profession.

By Christianity, I do not mean any form of ecclesiasticism, nor do I mean any form of sectarianism. I mean not the creed of Rome, of Oxford, or of Geneva, but of Nazareth. I do not mean by Christianity, religious cant-a sanctimonious mummery of religious terms, whether borrowed from the Bible, the Rubric, or the Confession of Faith. mean by Christianity, the teachings of the New Testament, as the inspired word of God, and more especially the life and teachings of Christ himself.

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What is the place of Christianity thus defined? The place of Christianity in education is the same that it is any where else—it is first and foremost. The Christian is the highest style of man; and we want no other style of humanity in any relation of life. Christianity claims the first place for itself, and this claim is fully justified by its relations to the human mind. Christianity alone can give perfect health and soundness to the human mind-alone can give that state of soul which is most desirable in both pupil and teacher.

The history of education abundantly sustains the claim which Christianity makes for itself. The civilization of Egypt and Babylon was distinguished for a high degree of intellectual and aesthetic culture, but its failure to attain the highest end of education showed its deficiency. The

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same was true of the Hellenic civilization-it was highly intellectual, and in art reached the furthest limits that the human mind has reached in this direction. In Roman civilization the same great lesson is taught. There were elements of great power, but it failed. The whole education of the ancient world was a failure when we regard the highest ends of education.

The civilization of the modern world has been successful so far as it has been Christian. The modern Baconian philosophy is essentially Christian in its character. Induction itself is not wholly an intellectual process; it has a moral element. This is clearly seen by the characters of the great leaders in modern inductive philosophy.

If then Christianity is thus related to the human mind, and has performed so important a part in the civilization of the modern world, it is obvious that it must enter largely into our system of American education. Education has something more to do with Christianity than to tolerate and patronize it-it must walk in its light and become strong in its strength.

But how shall this be done? Shall Christian science be taught as a distinct branch in our public schools? Not so. It should pervade and preside over our system of instruction rather than enter into it on the same level with other studies.

use.

The example of Jesus is especially suited to the teacher's He was a true scholar, as his first visit to the Temple shows. He there, at the age of twelve years, was engaged in the intense study of that law which in mature life he magnified and made honorable. The character of Jesus presents just those qualities which engage the attention and sympathy of the young-courage, energy, decision, manly conflict with error, and the loftiest heroism in the maintenance of truth.

The great success of Dr. Arnold was due to his high Christian character. In other respects he was surpassed by his cotemporaries, but his enemies were compelled to bow before the purity and power of his Christian virtue.

As American teachers, if we would contribute our share to the civilization which is to exist on this continent, we can do it most effectually, not by making mathematicians and

linguists, engineers nor rhetoricians merely, not by teaching them to lay Atlantic telegraphs nor build Pacific railroads, not by teaching them to delve in California. El Dorado, nor to thunder in yonder capitol: but to raise them to a far higher elevation-till they all come in the unity of the faith and of the knowledge of the Son of God unto perfect men, even unto the measure of the stature of the fullness of Christ.