Evening star. [volume] (Washington, D.C.) 1854-1972, 1891-10-15
cupied the attention Of the conference at the
morning and afternoon sessions.

I NJ 7
| BISHOP ANDREWS.
Bishop Andrews of the NJ e. church was
| the presiding officer of the evening and the
session was opened with hymn and devotional
/ exercises conducted by Rev. G. w. Carter d.
d.. New Orleans, Of the NJ. E. church south.
and Rev. Earl Cranston. ID, Cincinnati, OF
the NJ. Z. church. There was no business to
come before the conference and the reading Of
| the papers was at once entered upon. The
essay of the evening was by Rev N. Burwash.
| ID. OF the Methodist church in Canada. II
had for its inject '"The Broadcast Facilities FOR
Higher Education; the Duty Of the Church"
| UNIVERSITY EDUCATION.
sour modern authorities" said DR.. Dur
wash, commencing his essay, distinguish Cd
ucation as elementary or primary. intermediate
or secondary and higher or university.
''The first is commonly assigned OH iss sec
| ular side to the state, on its moral side to the
church, the parent standing in q common rela-
ton to both The second, though today not
less Important is less clearly defined. In Its
very nature 1t is intermediate and leads to and
prepares for higher studies. and in its methods
| may initiate either the primary school, which
it follows. or the college, for which it prepares.
The higher education, on tho other hand,
| has distinct aim OF its own by which it's
methods are shaped. This aim is the rrepar-
| alton of our more gifted young men to be
leaders of the worlds future.
"The modern methods by which we seek to
attain this end may be somewhat roughly dis
| tinguished as collegiate and university.
Collegiate education, like primary" he
! said, keeps in view the wants of the man as q
man. But instead of limiting itself to the
bare necessities of his lfe it aims at satisfying
| the full extent Of his spiritual being. Its OBJ
| Ject is the perfect man. Its results when sue
| cessfui may be summed up in three words,
breadth, depth. culture. 1t has not reached the
true plane OF higher spiritual life II il has failed
in anyone Of these.
But in this type of higher education large
share Of the essential elements belong of right
to the work and sphere Of the Christian church.
It's first main characteristic, as we have seen,
| is the comprehensive breadth which takes in
| the whole field Of truth. But that breadth is
unattaina6le IL the two great departments of
morals and religion are ignored. l am not re-
1errlng now to the development OF moral or re-
ligious character, but solely to breadth OF intel
| lectual manhood. Such breadth is impossible
to the man who has been Taught to see only one
half, and that the least important half, Of that
which lies in the universe about him.
ut is scarcely conceivable that the funda-
mental end In higher education can be attained
except under the influence of the Christian
church and the guidance of Christian men. In
the few instances on this continent where it is
seemingly otherwise there is an underlying
spirit Of our common Christianity, represented
by the personal influence Of Christian profes-
| sors and the Young Mems Christian Association
which helps to maintain the needed power Of
molding spiritual life.
THE other popular form of higher edrca-
| tion of our time is the university. The ambi-
lions Of the university have everywhere in
yade6 our colleges. They forget that their
highest glory lies not in the production Of uni
versal scholarship, but in the perfecting of
| strong we'll balanced and well-furnished men.
To such men the acquisition of any necessary
learning in special lines is an easy after task
or, to borrow a modern term, a postgraduate
work. Blu. out of temporary confusion al
ready our colleges are beginning TO recover
| themselves. A few of the stronger or richer
colleges will doubtless become the true uni
versities Of our western world, and the others
will soon learn 70 appreciate the fact that the
true work of college is not less noble or less
worthy Of our most ambitious efforts than that
of q university. The influx of the university
spirit has had a very decided influence upon
the college curriculum. That curriculum. in
the very nature Of the case. must be carefully
selected and limited. All branches of learning.
however useful or necessary in themselves are
not equally suited to the work OF the college.
"When we say that is the duty Of the church
to furnish the broadest facilities for higher
education We mean that it is her first duty to
strengthen and perfect her colleges. 1t may
be a wise thought for the church to plant a
great Christian university in the center of the
great scientific institutions of this city, or for
English and Irish MethOdism to establish their
schools Of higher learning at the seat Of the
| old national universities Each church must
judge for herself of the wisdom and economy
| Of such alliances. But whatever be the de-
tailed method which local circumstances ray
indicate, the church as we'll as the nation must
have her great university centers. The Meth
odism OF the next century wall find six or seven
such, at least. on this continent. while her col
ieges, stronger and more perfect, we hope, than
today. will be numbered by the hundreds"
REV. ". =. SLATER.
The next address was devoted to UNIVERSITY
Education" and was delivered by Rev. W. F.
Slater Of Didsbury College, England. He said
that the church appeared in false position
when it opposed the advance of knowledge.
1t had been feared that the higher knowledge
would lead to atheism or sgnosticism. 1t was
the duty OF universities to carry speculation to
its farthest limits. The great problem Of the
day was how are the older systems of theologi-
cal teachings to be related to new knowledge.
The Christian youth would need the aids of the
best minds to aid him in this emergency. There
was need for Methodist teachers OF the highest
grade, and these teachers must be brea in the
university.
VIM. F. Warren, president Of Boston Univer-
sity, spoke eloquently upon The Adoption Of
in the Field Of Education" and Rev. DR.. Hor-
will Of the Bible Christian church, England.
predicted that the great universities of Eng
land would yet deal the fatal blow at
sacerdotalism by means Of their own re-
search.
OTHER sPEECHEe.
Rev. David Brook of the United Methodist
Free church, England. called attention 70 the
abolition of admission tests in the English uni.
versities as afording openings for the educa-
tion OF non -conformists. He also referred TO
the losses Of the Methodists Of percentage Of
their young men entering these universities,
and suggested united effort to prevent IL.
DR.. 4. NJ. Fellows of the NJ. Z. church. Man.
chester, Iowa, discussed the relation of the de-
nominational to the state universities, and held
that there was no real rivalry, but that they
were mutually helpful
Rev. H. w. Rogers Of Evanston, ILL.,, once
president Of the Northwestern University, made
| strong plea for church support for denomina-
tional colleges.
Rev. Jno. 3. Simon of the English Wesleyan
Methodist church spoke briefly OF the advance
in the higher education of women In England.
Hon. j. d. Taylor, NJ. c. Of Ohio, believed in
having as many colleges a. we could get, aud
| thought that too much importance was attached
| to the university. He would back the college
| boys Of America against the university grad
| yates.
Mr.. Thos. Shape Of Liverpool felt that the
| best plan for English Methodists to pursue was
| not to establish their own university. but to
/ bnl fhntx uff