The daily dispatch. [volume] (Richmond [Va.]) 1850-1884, 1871-07-15
svzNISG SESSION

to report.
J. EVENING SESSION.
The Study OF tho Bible In the Schools -Ad.
dress of Prof. John u. Minor Interesting
Discussion. 81. A. aea
y IScnrsTER, VA, July IL, 1871.
The Kcnt-strect Presbyterian Church
was filed tonight with an intelligent and
dc,ply interested audience to hear the adj
dress OF rrof. Minor on "Biblc Instruc-
ton in Schools
The report distinctly avoided expressing
an opinion on the question OF the introduc.
ton oi the Bible into the public schools,
and confined the discussion to its study In
private schools, and TO the practical me-
thcds of effectively convey ing a suitable
knowledge Of the Scriptures without
creating disgust for them and for the
Infinitely important subject to which they
relate. The address first discussed the OK.
pcdiency OF tho study Of the Bible in the
private schools.
II seemed to the distinguished speaker
one OF the most remarkable phenomena of
our disrupted and perverted humanity
that amongst . Christian people, and in o
Protestant land, such Il discussion should
not seem as absurd rs to inquire whether
school-roonls should be located u7.der ard-
ter or in dGrkSonac cdre'nS. The jew, the
Mohamedan, the follower of Confucius and
Of Brahma, each is careful to instruct the
youth Of his people in the tenets of the re-
ligiou he processes, and is not content until
bv direct and careful teaching they have
become acquainted with at least the out
lines of the books which contain, as they
believe, the reveai led will Of the Deity.
Whence comes it that Christians are SO in
lffnrnnt n n if,f, nhVinIS and h1ni-
versaly recognized by jew and Pagan?
He then contrasted the Koran with the
Bible, showed by special illustrations the
unreasonable superiority OF the latter, and
argued that, rs it is the more important, so
ought we to teach it more diligently to our
children than the Mohamedan youth are
instructed in the writings of the false
prophets. He spoksof the general lack OF
systematic acquaintance with the Bible,
even among the children OF professed Chris
tians, and contributed this, in large mea-
sure, to a lack Of .faith-a want of realizs-
ton of the uertttes Of Scripture teaching,
and a half .forgeUulness Of Cod.
BY opposite quotations from the Scrip
tures-such as " Ye shall teach them unto
your children, speaking of them when thou
Sittest in thine house, and when thou walk
est by the way, when thou Hest down, and
when thou risest up: and thou shalt acr7te
them upon the door-posts Of thine house.
and upon thy gates, that your days may be
multiplied, and the days Of your children
in the land which the Lord sware upon
your fathers to give them, Deut. XII, 49,
he showed that God requires us to teach
His word TO our children.
lie urged that we should not simply give
the assent of the mind to this teaching, but
should feel it so deeply as to put it into
constant practice. The first duty rests upon
the parent, and he should by no means
shirk it or leave it to others but he should
have the aid and cooperation Of the teacher
in the day school. He would have each
Christina begin at home to fulfill the great
commission, and he will not, as he should
not, be then content to stop there.
He argued the importance of the study Of
the Bible in the schools from such consider
ations as that the Bible contains everything
necessary to salvation, and is the only rule
of faith and practice-the young most fire.
quently form their religious opinions out
side of Bible teachings, and then come to
the Scriptures only to find texts to support
views thus formed-aad it is essential to
have the young prepared by 4 knowledge
of the contents Of the Scriptures to appre-
ciate and improve the teachings of the pull
pit.
lie next proceeded to consider the prac-
tical modes Of effectively conveying 8
habitual knowledge OF the Scriptures with
out creating disgust for them and for re-
ligion. He admitted that there are sub
lime mysteries in the Scriptures, but ar
gued that there is no mystery IN the mode Of
Iea77an1 them that they should lie studied
Just rs Roman History or Paradise Lost.
with the same frequency Of recitation and
concentration of the mental powers.
lie would fist acquaint the child with
the leadinq incidents Of the narrative les
pecially those of the Gospel, selecting The
most interesting, preserving the chrome
logical connection, and keeping him well
posted in the locality by use OF Il good map
of the Bible countries. He would repeat
the process until the pupil is familiar with
the achOle narTdtiUe.
After the learner has become acell &C.
guainted with Scripture history he would
enter upon the practical, prophetic, and
didactic portions, carefully selecting those
which are more simple, less highly wrought,
and more in affinity with the narrative Of
facts. When these have been all learned
be would take up the general scope and
purpose of the other scriptures, still study
ing them eclecticatiy. and reserving for the
last such portions as the Epislle to the
Romans, the Book or Revelations, the Book
OF Ezekiel, and Solomon's Song.
Tie mode Of giving the instruction he
would have controlled by circumstances,
but thought that there should be daily re-
citation of from twenty to thirty minutes
i'm length. 1t might be necessary to have
different classes, but he would nave the re-
citation always catechettcGt.
lie would employ the questiOn-book
merely as IL guide for both teacher and pu-
pl. lie would have chosen passages COM
United 20 memory, but would not have the
pupil taxed to commit passages which he
did not understand.
He urged the paramount Importance and
utility Of putting into the mind and heart
of the young the mere facts of the Scrip
lures, and related touching incident Of
the conversion Of q woman of rank among
the Cherokee Indians by the simple story
If parents objected to having their children
engage in these Bible studies, he would eN-
cuse them from the recitation.
From large experience he insisted that
such daily lesson in the Bible would, if
properly given, not only not prejudice the
pupil against the Bible, but would give him
a deep interest in it and love for its sacred
teachings. 49,.
He argued that even the irreligious
teacher should be encouraged to pursue
this course Of daily Bible study, and that
it would result in lasting good to him as
well as to the pupil. He would have the
faithful teacher constantly bringing before
his pupils the grand truths Of Revelation,
as suggested by the various branches OF
study; but he insisted that beyond this the
systematic study of the Bible itself should
he introduced into all of our private
schools. He would not have Bible instruc-
ton thrust into Il corner. He would care
fully avoid all sectarian teachings, but he
would have the grand truths of our COM