The daily dispatch. [volume] (Richmond [Va.]) 1850-1884, 1871-07-07
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moral character which the race Vi h.l'ii La. y
Furnished. For these and similar reasons ~
was urged that the classics ousn5 70 a asna
the first place in system of liberal stud'es,
and sciar,ce be RENTED to the second place,
II. indeed, mathematical studies should not
he bonored with that position, and physics
referred to yet lower one:
The address was referred TO the COMMIT
tee on College Education. LII
Rev. DIR. Sears desired to express bis high
satisfaction at the views OF the address ana
tho manner In which they had been brought
out, He would exalt the importance OF
mathematics and the physical science, ana
have them fully and thoroughly taught in
the schools and colleges. But on the other
hand, he would never allow anything TO
fake the place OF the classics. They treat
of man and bis history, and furnish train
ing and discipline which nothing else can.
He would have in the colleges place foE
both the classics, and for mathematics and
the sciences, and did not believe IN any
one-sided system. He defined " liberal
education " to Inc that which teaches the
knowledge of God, man, and the un,rerse.
He considered that no course could reach
this standard without mathematics to un.
lock the physical science these sciences
to teach what il in the universe, and the
classics to discipline the mind and teach
the history of man. Each has It's peculiar
value which cannot and should not be dis
pensed With. These two branches are the
great pillars upon which all true education
rests.
But he argued that we must meet these
questions, and arrange our scheuuie o,
study, not as we could wish, nus as we linu
the necessities of the age and our colleges
demand. He would not tamper, with q
dozen sciences, but would rather lay deep
foundations in mathematics, natural phllos-
ophy. and chemistry. He would have the
elements thoroughly taught {; and SO with
the classics. What he would aim at Wou!a
be rather thoroughness than extent. lie
urged that the number of studies Is great
curse to our schools and co!leges. llt ne
thought that many things must be taught
incidentally, and that the different depart
lnents of the college should help each other.
The professors should, by consultation
and cooperation, dovc.talt their courses
into each other, and keep up constant
and active cooperation. He illustrated ana
enforced his views at some length and with
an ability and earnestncSs when COM
manded attention and excited deep interest.
lie would have all Of the parts FUSED lnto
common, harmonious Who'c-each nclpinS
the other and promoting the interests ol 'hc
other. .o. :,
DR.. letter had been deeply Interested IN
the discussion, and had had his conviction
that there is something in the universe be-
sides matter. Mind is Of far more import
ancc. $1,000:
He recalled some very amusing rcml-
nisconccs of teacher he went TO school to
in boyhood, who proposed to teach Out
none of the boys learneO the arts ana
sciences.
DR.. Jeter desired to hear from Rev. DR..
Toy. of the Southern Baptist Theological
Seminary.
Kew. DR.. Toy had listened to the discus
sion, and wished to dissent from part OF
it it he had rightly understood it to take
the position that there is not great dis
ciplnary power i'll the study of the physical
science.
His studies for some time had been in
other directions, but he insisted that there
was very great disciplinary power in the
accurate study Of physical science.
He thought that the mind could be dis
plincd nv the facts of science as well as by
Latin and Greek roots.
He would not have the study of science
and that of language arrayed against each
other, and he would have our Christian
colleges teach more thoroughly the sciences.
lie had given most of his time to the study
of language, but he insisted that the natu-
raj sciences should have their legitimate
place in any course Of college study. He
gave some illustrations, and ably and earn
cstly argued that we can study man through
science rs well as through language.
Rev. DR.. Samson wanted these discus
sious to take us practical turn as posi-
BILE, and was making some suggestions In
that direction when the hour Of recess AZ
rived.
METHODS OF RELIGIOUS TEACHING AND IN
FLUESCE IN ACADEMIES AND COLLEGES.
After the recess this subject was takeu
I'M, and Rev. DIR. A. B. Brown, of Virginia,
led off in the discussion. After some face
tinllS alnsion to the circumstances under
which he was called out, DR.. Brown
said that he thought that the best wpy to
teach religion in the schools was not so
much by direct means as by making our
teachers g Living epistles, known and read
of men,
He would have the teacher and professor
so peryaded with the spirit Of Christ that
each one would see him eue7.y1Uhere, and
make his pupils see Him. He would have
the teacher thoroughly alive at the same
time to science and to Christianity. lie
traced the history of Christian education,
and said that there was strong presumption
against the churches taking charge of cdu-
cation in the example of Christ and his
apostles, but argued to show that just as
we are not now required to hug
the shore, as did Paul in his mis-
Sionary tours, so we may, and must
prepare to meet the demands of the
times in which we live, and be prepared to
meet error in all of its forms. He clo-
q!lently argued that the Gospel has been
ihe great cOnscryator of the classics that
literature and science have received great
blessing from the Gospel, and that, in turn.
these should be peryaded with the spirit Of
the Gospel. He would not oppose what is
being done bv the State for education. He
would rejoice that she hangs up at Char
lottesville great luminary, and that she Is
now having drop-Hghts which go into all the
cottages, and even the cabins of the sons of
Ham. But the people OF the Living God
cannot consent to take oil their hands from
our educational system. he argued that
there is an intimate connection between
Christianity and the higher branches OF lite.
nature and srieHee, and that we should put
at the very fountain of each the conserva-
tive salt Of the Gospel. ;,
Literature and science had wandered
away for want of this conservative prlncl-
pie, and he eIoquently urged that we should
bring them back by having them taught by
men in full spirit with the Gospel. we
need the Christian geologlst, astronomer,
historian, and man of science, TO lmDue
everything with the spirit OF the uospel'
He did not want the sciences ham-stru NJ
Int he wanted them free to walk as the
of the Gospel. ,.
The Church has need of literature and
sc;ance and cannot safely trust them to be
tomabt by others than those who have the
spirit of the Gospel. 81.
He would have us get as near as possible
TO the original truth of the Gospel, and he
would have our teachers so from their
closets to their classes. He would have u