Wheeling register. [volume] (Wheeling, W. Va.) 1878-1935, 1882-06-21

tastes and feelings" The system, you Will
observe, contemplates the preservation OF
good health, earning living, rearing
children, discharge of social and political
duties, and qualification of tastes, and-that
is all. Whatever does not bear q direct re-
lation to one Of these objects must be cast
aside, and so, the study of language is re-
jected because il will not help man to
earn living, and is to be pursued, II at all,
as a qualification of taste in idle moments.
No account is to be taken in any part OF an
educational course, that man possesses an i'm
mortal soul. The process and its results
are ended at death. Your educated man
has lived well now let him die. No teacher,
under such system, can work Tor eternity.
But would here mark the distinction
between the college when based on the ag-
nostic and when based on theistic princi-
pies. In the one case the fact that God is,
Is allowed to exert no practical influence IN
shaping the course Of instruction and dis.
cipline, or in determining the relation OF
the College to His cause on earth or
His glory in eternity. 1t Is matter
of indifference whether men go forth
to assist or oppose Christian effort. Inc
chief inquiry concerning them must be:
"Are they getting on well in the world?
Are they agreeable in society and inhuen-
tial in politics. Are these not instltu-
tons whose chief glory it is that they have
produced men If transcendent scholarship
without regard to the use made OF the
learning? As if the sole or chief end OF
their labor were to help men find out all
that could be discovered about the datlve
case, to invent new problems, or astonisn
the world with the neatness with whlch
they could manipulate words. NOW con-
tend that the college which, while not IN.
different to true scholarship, nor neglecttul
of most efficient aids to fit men for the LIE
of this world, yet aims TO give Practicai IN
fuence to the fact that God is, and the
truth that man is destined to carry his
educated soul into an eternal state OF exist
ence, belongs TO the higher class OF coll
leges, and is worthy Of effort and self sacri-
fee. History abundantly proves that such
a college can very efficiently serve God and
be blessed by Him. The simple conviction
that college is filling an important place
in Gods grand scheme OF redemption is an
inspiration Of incalculable worth to all en-
gagged in il. In such college the purpose
is to fit men for time and eternity, and its
glory is that its educated men have
wrought effectively for God and hui
manity. Since. then. We are not agnostics
but theists, are we not bound to conduct
our college on thestic principles, ayow our
purpose to make it in the future what 1t
has been in the past, an agency OF Christ,
and then seek and expect q Divine bless.
ing? We do not hold the question OF Gods
existence in suspense. We accept 1t fully
and firmly. Can We then be satisfied until
we have stamped the impress OF our creed
on the college to the full extent of which
the college Is capable of receiving it?
1 am now ready to declare second con-
viction.
ASH believe that We should endeavor
10 adapt our college to the needs OF young
men preparing for the ministry so believe
that such an institution is the best for
young men seeking preparation for other
pursuits. Our aim should be high enough
10 include heaven. but our methods broad
enough to fit for all useful life on earth.
The opposite OF the Christian college is not
the Unitarian but the agnostic. The agnOS'
tic is antagonistic because it cannot have a
higher than a strictly utilitarian end.
When it has prepared one for the pursuits
of earth it must stop, and it is precluded
from introducing into its course OF instruc.
ton, ANYTHING that fails TO meet the test OF
earthly and temporal utility. But the
Christian college does not despise utility.
1t may and should meet the popular de-
mand for practical education
so far as its facilities and
time will permit. Indeed, it has al
ways endeavored to contine the extreme
systems which aimed on the one hand to
meet the demands of intellectual culture,
and on the other hand the demands OF util-
ity. There is nothing in a utilitarian
scheme which it may not incorporate in its
own scheme, and make subordinate to its
own higher aim, except its contentment
with mere utility. The Reformation Col
lege as one of my predecessors declared,
was "the College of Taste and the College OF
Religion in one And the Christian Col
legeS of America have not delayed to intro
duce into their curricula modern Ian
guageS and modern sciences. That is, they
have not been content to educate only
young men for the ministry, bat have
sought to furnish the best training and in
struCtiOn to young men intending to fol-
low other voCations. That success has at
tended the effort is. attefsted ,aEthfeTe "dtSd
cultivated business men, educated IN the
same classes with ministers, have not suf-
fered from such association, and have at.
tanned as great eminenCe in their reSpec-
tive spheres The reason is obvious. No
branch of knowledge, no degree of any
kind of mental discipline useful to any
man, can be called useless to the
The ideal minister is a soul
physician. q Bible lawyer, a teacher Of
young and old in simple and in lofty
themes, a statesman in the kingdom OF
heaven. Every branch of science
is tributary to his theology, every
fact and law of history an illustration
of his doctrine of providence.
He cannot be theologian if he is not a
philosopher. He cannot be an original in
terpreter of the scriptures if he is not lin
guist. He cannot write and speak persu-
al. - L., g 81 in hn nf
English, nor reason convinCingly If not a
logician. Often a knowledge of mechanics,
chemistry or astronomy is OF great value to
him, and if he could acquire the technical
knowledge and skill of the lawyer, physi-
clan, chemist, scientist and mechanic and
he would not suffer from ex
cess of knowledge. The general culture
preceding his special preparation for his
profession, which is all the college
attempts, is the most complete and thor
ough culture attainable, and, therefore, the
best education to precede special prepare
ton for any profession or vocation. Indeed,
the most common objection to it is, that it
is too complete, too thorough. Why should
all be compelled to spend so much time on
dead languages which they will never use
and soon forget? Why should the impos
siblc task of the mastery OF so many
branches be attempted when it is certain
to issue in superfciality? Why are so
many college graduates unable TO
earn their living unless they
enter over.crowded professions, if il be not
true that too little attention has been given
to practical and too much to disciplinary
studies? Your college course may be the
best for those who intend entering the pro-
LESSONS Of law, medicine and the ministry,
but our sons cannot all be professional men.
Manufacturing interests are every year be-
coming more important and young men
must be educated to superintend them.
Mechanical and mining engineers are de-
manded, but college graduates do not an
swer. Must the sons OF family be separat-
ed when they leave the high school, and
one be sent to the classical college because
he intends to practice law, and another to
some technical school to fit him for place
in the mandatory? Cannot the college
course be so modified as to meet the neces-
sites OF both? These are serious questions
and they are of practical importance. They
are not asked by theorists who have adopt
ed the views of those who have always OPP
posed the classics. They are not the out
come of speculative controversy, nor can
they be met BY abstract arguments setting
forth the beauties OF Greek and Roman
literatura Nor ron IL he reoardad DC do.