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and some men will probably do better by having tried and failed in college than they would have done if they had been nursed along and finally given a degree. The tendency to criticize the college for not having made a finished product out of all the material furnished needs little reply. When we recall that a very large percentage of all the business men fail sooner or later and that a very large percentage of them recover from these failures, we are prepared to take a more reasonable view of the failures in college life. Many of these failures will be stepping-stones to recovery.

5. In conclusion I offer a few remarks that may suggest a general discussion of this topic. The first is that within a few years the colleges of the country will have gotten away from the building era and a greater emphasis will be put upon educational work and more money will be devoted to the care of the students and less needed for the construction of a building in which to provide for it. In the next place these large aggregations of students will require and I hope receive consideration in the way of better provision for the community life as expressed in dormitories, better facilities for physical education, better facilities for social and religious instruction, better facilities for amusements and reasonable social life. I note with satisfaction and approval that a number of institutions are appointing special advisers for students for the purpose of helping the student in the selection of his work and in giving him counsel upon his own experiences. This will probably do as much for the faculty as for the student. It will develop the inefficiency of some men and provide among other things for such changes as ought to be made to secure a desirable supervision of both teachers and students. The tutorial system recently inaugurated at Princeton has been commended in the public prints, but the experience is yet too limited to warrant any permanent conclusions. The expense of the tutorial system is so great as to make it impracticable for general use. If, however, it succeeds in developing superior results in education, the money will be forthcoming to give it a much wider application. The problem of responsibility for the student is difficult of solution. It is well that we emphasize to ourselves the obligation. resting upon the institution and upon the teacher, and it should not be forgotten, however, that the individual shall bear his own measure of this responsibility. The more exacting scholastic requirements of the college are a fruitful source of complaint, but on the whole a loyalty to these requirements will secure better results than is possible under any theory or practice of indifferentism.

RELIGIOUS EDUCATION IN THE STATE UNIVERSITIES WALLACE N. STEARNS, PROFESSOR OF BIBLICAL LANGUAGES AND LITERATURE, WESLEY COLLEGE-ASSOCIATED WITH THE UNIVERSITY OF NORTH DAKOTA

The religious statistics of our state universities afford eloquent testimony to the character of the American people. Students and faculties manifest a lively interest in religious matters, a large majority of both, in many instances,

being actively engaged in definite religious work. The ranks of the ministry, the foreign field, the student volunteer bands, and local ministerial clubs made up of prospective clergymen all bear witness to the real spirit of these institutions. The year-book of the Young Men's Christian Association for 1905-6 reports for sixty state universities and colleges an aggregate enrollment of 9,189 with a total budget of $43,310. These figures are more remarkable from the fact that all such service is entirely voluntary, and in addition to the exacting duties prescribed by the university. Already notable buildings have been erected, as Cornell ($50,000), Missouri ($50,000), Virginia ($80,000), Illinois ($90,000), and Wisconsin ($100,000).

The state university is increasingly a fact. During the past decade the increase in the attendance on our universities and colleges amounts to 4 per cent., but within the same period state universities have doubled and even quadrupled. The position of the state university as the head of the publicschool system, its enormous prestige in technical and industrial lines, and its avowed purpose to train for vocation all point in one direction. We are face to face with an actual condition of things, with a vital, burning, rapidly growing problem.

With all its wealth of equipment, the state university lacks on three points, the religious adviser, the dormitory, and systematic religious instruction.

1. The religious need is deep-seated and no man can get away from its problems. There is needed the presence of a man who, by virtue of training, character, and experience, is qualified to serve as a spiritual specialist, one who knows the information to be imparted and who understands the candidate who is to receive it. Such a man would indeed be a prince among his kind, a peer of any on the university staff, and he would be made welcome in the university circle. To leave this all-important service to local pastors already overburdened and lacking in the special skill and discipline to minister to the particular needs of the college community is to court failure. In our great university centers there is need of several such men, every one of whom in a brief period would find abundant clinic. Pious exhortation alone is not sufficient. This spiritual adviser must be able to go with the growing thought thru the shadows where every thinking mind must pass.

2. Increasing disparity between appropriations and the growing demand for libraries and laboratories will for some time to come prevent anything like adequate dormitory facilities. Increasing registration permits local communities to boost prices until in some instances charges are becoming prohibitive. Further, it is to the dormitory and not to the lecture-room or library or gallery that memory turns back. It is here that the youth meet and know one another, in the common room, the reading-room, the little chapel, and it is in these unofficial places that the real battles of life are fought, disappointments conquered, and decisions reached that touch life and destiny. Here is the lodestone that binds the old "grad" to his Alma Mater.

3. What is rulable in a denominational institution and permissible in a

non-sectarian school built up with private funds, becomes a delicate matter in a university supported, as is the state university, by people of all faiths and opinions. To find religious instructors absolutely free from personal bias, theological preference, and denominational tendencies is well-nigh impossible, and to use public funds for anything less is to arouse suspicion and hostility. In the light of present views on the subject, the state university must exercise large precaution against just grounds for charges of partiality. The prohibition set by public opinion is the insuperable barrier against those forms of agressive religious culture which none could be more anxious to inaugurate than the authorities of the state universities.

There must be, however, an educational element commensurate with the needs and demands of the student, so that when religious instruction is compared with that in secular lines there may be no odious contrasts. The student enters the university with youth's ideas of art, letters, science, and religion. He graduates with mature ideas of art, science, and letters, and ought to carry with him mature conceptions of the problems of religion. Skepticism is due not to the ravages of so-called higher criticism, but to lack of clear, definite knowledge, and to contempt born of indifference. While engaged in our commendable missions to the outcast and to the heathen, we are not justified in neglecting the broad field afforded by the state university. Our zeal for the masses is a righteous one, but to overlook these other, the flower of the nation, the future leaders in civic, commercial, and social life, is for the church to leak at the top.

The need of the state university is the opportunity of the church. Even the Christian associations cannot do the work; it is out of their province. Once a pioneer in secular education, this burden is now lifted and the church is now free to enter upon her special task, the one to which she is directly called. Nor would such work be of the nature of charity. These young people belong alike to the nation and to the church, for church and state, tho rightfully separate agencies, are beyond all dispute activities of one and the same people.

Interest is awakening. (1) In a number of institutions student societies or guilds have been formed, the object of which organizations is to bring young people together for closer acquaintance, to bring before the students church leaders of distinction, and to stimulate means for spiritual culture. These organizations have accomplished and are still rendering invaluable service but as the student-body and student interest are varying quantities, the permanence of such student societies is at best precarious. (2) A more adequate expression of religious interest is the Guild Hall, which plan, to that of student clubs, adds the feature of a chapter house which provides a small chapel or assembly room, refectory, and rooming-privileges for a limited number of students. An abiding factor is secured in the form of a permanent resident, a man or woman as the need may be, who serves at once as a friend, spiritual adviser, and even as an instructor in religious and denominational topics. (3) Local churches are seeking opportunities for service. Pastors

communicate with the several pastors of the state and ascertain the names of prospective students of the persuasion. Further correspondence discovers the interests and tastes of said students and on the opening of the school year church and students are in a position for helpful co-operation. In a number of institutions the churches are represented by college pastors whose duty it is to care for the needs of the student-body. The Congregational Church of Iowa City, for example, provides for a student membership which, while serving the present need, does not take the student from his home church.

In a number of cases permanent lectureships have been established. Under the auspices of the Christian Church are the Bondurant Fund in Illinois, the Cary Fund at the University of Virginia, and like enterprises in Oregon and other centers are maintained by this church.

Already there are instances where the work has become a foundation. At the University of Kansas, Westminster House provides pastoral care for Presbyterian students in attendance and instruction in English Bible and other allied branches. The Woman's Board of Missions of the Christian Church maintains a Bible chair whereby instruction is afforded in English Bible, Hebrew, and Missions. The regents of the university promise official recognition in the way of credits as soon as the work establishes a given academic standard. The Christian Church also maintains such enterprises at the universities of Texas and Oregon. The denomination is represented at the University of Missouri by the Bible College of Missouri, for which academic rating is assured by the university in the near future.

At the University of Michigan, seven denominations are supplementing the work of the university along religious lines. The Congregationalists support a student pastor; the Unitarians maintain a church to which the American Unitarian Association contributes generously; the Methodists support a Wesley Guild; the Christian Church supports a Bible Chair; the Presbyterians have a plant worth $40,000, an endowment fund of $10,000, a college pastor supported by special contributions from the churches of the state, and an educational feature in the way of a course of lectures on church history given by the director; the Baptists maintain a $25,000 plant and a college pastor to whose salary the State Missionary Society contributes one-third; the Episcopal Church maintains a plant (Harris Hall) worth $25,000, a lecture endowment of $20,000, a student organization (Hobart Guild), and a college pastor. Similar enterprises are projected by the Roman Catholic church at Cornell University and the University of California.

Helpful as all these enterprises are, and invaluable to the life of the studentbody, they are still incomplete. Students are busy, and if they are left to decide upon the disposition of time and energy remaining after the prosecution of university duties, the agencies making for religious culture do not receive their fair share of attention. The first question of the student is, will it count, i. e., toward a degree. Even the Bible chair, though doing work that warrants academic credits, is only a step on the way; it is not imperfect, but incomplete.

At the University of California the Congregational, Baptist, Unitarian, and Christian bodies have located theological seminaries, and the Presbyterian and Methodist Episcopal (South) Churches are planning similar enterprises. This plan is doubly beneficial. It helps the University by adding to the academic group a feature as essential and legitimate as law, medicine, engineering, or agriculture. Without so important a feature the university is only a torso. Such an arrangement is helpful also to the seminary in the way of increased library facilities, supplementary courses offered by the university curriculum, lectures open to the public, and the special features by leading scholars as provided by every considerable university. Especially valuable is the plan to the prospective clergymen, who during the period of their preparation are put in constant touch with those among whom and for whom they are to labor. The future pastor comes to know the character and needs of his future parish, wins the respect of those who thus come to know him, and enlarges and enriches his own experience by vital touch with human life in all its diversity. Even here there is a single criticism. The clergyman is cared for, but definite provision is not made for the religious culture of the layman.

An independent department is maintained at the University of Wisconsin, whose work is recognized by the university. The work is not under the auspices of any particular church, the plan being to include in the faculty men of the several creeds. This is the nucleus of a larger and more complete establishment.

One plan remains to be discussed-the associated college. By associated college in this connection is meant an institution-presumably denominational -located in the vicinity of a state university or other leading educational center, and co-operating with it. Its principle has been well stated.

There is no organic union with the state university. The unity of the ideal of their common founders assures co-operation of agencies to secure unity in the joint product. That is all that is necessary. The separation of church and state is preserved in the full authority to teach and in the administration of funds. Only wasteful competition is eliminated. The "Church" and "State" are made to appear what they really are, not separate, antagonistic organisms, but simply two specialized forms of activity of one and the same people.

It is proposed that such an institution shall stand for a definite religious purpose, offering instruction of a high grade in such subjects as the Old and New Testaments, their languages and literature, church history, and the special history of the denomination concerned, and in such other subjects as current opinion now prevents the university from offering. Such an institution also renders an invaluable service by providing residence facilities to students of the supporting denomination and to any others as far as accommodations permit. By agreement with the authorities of the university mutual relations could be established, each recognizing and crediting the work of the other. A graduate department of such an affiliated college provides the advanced work and the facilities necessary for candidates for orders desiring to take the degree in divinity.1

In 1906-7, the initial year of its existence as an affiliated institution, Wesley College offers in (1) Its school of arts courses in philosophy, Hebrew, biblical Greek, English Bible, and church history,

i. e., such courses, tho not offered in the university, may yet be counted toward a degree.

(2) The Bible normal school provides for those workers in the various departments of religious educa

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