The daily dispatch. [volume] (Richmond [Va.]) 1850-1884, 1871-07-05
i, LOCAL MATTERS.
Baptist Educational Convention.
Address BY DIR. SEARS.
INTERESTING PROCEEDINGS.

The exercises of the third session of this
Convention commenced ut Grace-street
Baptist Church last evening, and was or.
uaniZed, after the usual religious exercises,
by the election of Professor j. Z. Boyce, ID.
d.. of Greenville. s. c., az president, and
Rev. &. c. Biting as secretary.
The following committees were appoint
ed, viz:
Enroln ent.-Messrs. G. C. Biting, T.
L. Elton, and Prof Mason.
Permanent Observation-Disclosures. Har-
ris, Fleet of Missouri, and Huntington.
order of Bustness.--Messrs. Cutting,
The Committee on Enrolment made
partial report of the list of members.
The following order of proceedings
was adopted for the Convention to-day:
"That the hours of meeting be from 8
A. M. to 2:30 T. NJ, with q recess from II
NJ. to 1880 p. M.,) and from s,P. NJ. to adj
journment."
The assignments of topics was as fol-
lows:
From 9 to 1890, the duty of pastors with
respect to the education of the young IN
their congregations. Rev. A. j. Hunting
ton, d. D., of Columbia College, u. e.,
will open the discussion.
From 1890 to 1890, the question of pre-
scribed or elective studies in high educa-
ton. Professor John Hart, Of Staunton,
Va, VIII lead off on this question.
From l to $50, the education of the
colored population.
In the eveningSession the question of the
Education Of Women" will be discussed.
The discussion will he opened by KEY.
William Royal, D. D., Of Charlotte, n. =.
It will be seen that the exercises for to-
day will he Of the most interesting charac-
| ta,> nd oil uhn col
jects to be discussed should not fail TO at
tend. The gentlemen appointed to discuss
the subjects numed above are Thoroughly
yerscd in them, and what they viii say
cannot fail to interest as well as lnstruct
those who may hear them.
DR.. Jcter, on behalf Of the citizens OF
Richmond, then welcomed the members OF
the association to the city.
Rev. Barnas Sears, d. D., of Staunton,
formerly president of Brown University,
Rhode Island, and now agent OF the Yea
body fund, was then introduced ana dellV-
cred the opening address, of which we pre-
sent the following abstract: go.
Intellectual distinction is partly the gilt
of nature and partly the result of culture.
The former comes without our bidding !;
the latter depends on us. But let no one
suppose that there is in MAN certain
amount of knowledge thus diylslble Into
two equal PARASITIC one original, The
other acquired. Man is created Without
any knowledge, save, perhaps, that OF ms
own existence, but with capacities for All
knowledge. The difference between the
savage and the philosopher is not in their
nature, but in their culture.
Observe, now, the training Of the emil
nent scholar as contrasted with the llstless-
ness, yacuity, and barrenne>s OF the undls-
ciplincd and untutored barbarian. Besides
what he learns incidentally from eXpe-
ricnce, imitation, and tradition, he ac-
ulllreS the accumulated knowledge OF the
past-the wisdom and the science of bis
own age by lifelong application to study.
lie passes bis childhood in the primary
schools, his boyhoOd in the academy or the
high school, his earlier youth in the col.
lege, his later youth in the professional
school. He then spends q few years in
travel or study abroad, and is finally settled
i'm his chosen profession, where he slowly
and laboriously rears the fabric Of his great
ness. But soon he dies and his knowledge
dies with hin.
knowledge is not hereditary. Each gen.
Grafton Of men has to 60 through the ardu-
Gus work of acquisition for itself.
But society is proyrc: sivc, and from age
to age knowledge is ever on the increase.
Such could not he the case if every genera
ton did not transmit all its treasures Of
knowledge To portcrity hy careful instruc-
ton. Tbs is the S.'cat arr dmcnt for edll-
cation. Civilization it-clf is dependant for
it's progress on the knowledge and t'Scip-
line furnished by the schools.
Taking III this for granted, let me next
inquire what are the several paltS to he ln-
trOduced in a general survey OF Il complete
system of education.
They are:
1st. Religious education in the family,
the church, and the Sabbath school.
2J. Elementary education in the public
Sd. Higher education in the academy, the
scientific school, the college, and the pro-
fessOnal school.
4th. General education acquired in bust
ness, in society, and bv general reading.
The first Is corlcsScdly the most import
ant of al. M education without religion
is complete III it;3lf sufficient for tho
wants Of the Individual or safe for society !;
but while this position il SO plain rs not TO
need TO be argued, the subject of religion
in schools j., in some OF its respects,
very intricate and difficult in practice. The
difficulty les in adjusting it to the rights of
conscience. A mans religious interests
tranS2endS all other interests, and conse-
quenty he cannot allow any claims of So
clety to Interfere with it. We should at
tempt to introduce into the public schools
only what properly belongs there. They
should be made Christian, but not secta-
'rian.
The teacher should not be deprived Of
the best means of discipline. The power
of Ctrists moral teachings are the most
influential in the government of Il school.
The peculiarities of Il sect do not belong
here, but should be taught in the family,
the church, and the Sabbath school. These
two kinds Of instruction go on smulta-
neouSly. The child passes six hours in the
school daily, and the remaining hours at
home under domestic training, and five
days of the week in school and one in the
church and the Sabbath school. They are
supplementary to each other.
Considering the second topic, DIR. Sears
remarked that universal education has be-
come Il necessity. There is no other way OF
meeting the present demands OF society,
and the utility of public schools is now rare
~ doubted. Whenever the means of pub
lie education are not provided, large pro-
portion of the children Gotten one.thlrd,
sometimes one-halD grow up in ignorance
to be dead weight, if not 4 curse, to the
community.
We might as we'll propose to abolish our
civil and criminal law rs to aboli sh these
schools. A healthful public sentiment on
this subject should be maintained, and APP
preparations literally made for the support
of the frec-school system in the most APP
proved form.
The higher schools were then spoken
of-those for the support of which We CAM
not rely on any State fund, but
must depend on private munif-
cpnpe This is eSDeci;ll1y the ease with col.
lcges and professional schools. We cannot
rely upon the State for the support of such
institutions except in large towns and cities.
PurentS in the cnuutrY are. as is we'll