Richmond dispatch. [volume] (Richmond, Va.) 1884-1903, 1896-04-26

SPIRITUAL EDUCATION.
DIR. Calisch breaches n Thoughtful
Sermon on This Subject.


DR.. CaIisch breaches n Thoughtful
Sermon on This Subject.
Spiritual Education" was the theme
OF forcible and practical sermon preach
ed by DR.. Calisch yesterday morning at
Beth Ahaba synagogue. After plciunng
the development OF rose from the bud.
the speaker declared that the growth OF
human soul is as the embodiment Of
flower The possibilities OF glorious man.
hood or beautiful womanhOod lie hidden
in the child as the pulchritude and per-
fume OF the rose are concealed IN the
bud. When an unconscious babe rests On
the blissful Ignorance OF infancy who can
say what powers or promises. what po'en-
cies or possibilities may not be bound IN
that tiny form2
1t is a simple yet suggestive poem that
begins:
How much does the baby weigh
All In all? Who can say?
Not his dainty flesh and bone.
Not his sweet, pink clay alone
Not his limbs so soft and fair.
These are trines light as air,
These are but thing apart,
When we weigh him in the heart"
That is the solution Of the problem. the
heart. The old sage well said. Guard
above all things thy heart for out Of e
are the issues OF llfe'' proverbs w., %
The training Of the heart is the para
mount duty OF life. For this is necessary
spiritual education.
WHAT SPIRITUAL EDUCATION
DOES.
Spiritual education is that which makei
us more loving. rather than more learned
more virtuous, rather than more logical
well-behaved, rather than well-read: hum.
BILE instead OF pedantic; spiritual. rather
than intellectual To be "spiritual-mnd-
ed" is to have an eyer-present sense Of
Gods nearness. an eyer-gateful recogu-
ton Of Him I'm every hour and condition
OF life.
The rabbi then contrasted two men,
physicians-both skilful and learned
both standing In the front rank OF their
profession. both commanding large ami
lucrative practices. The one IS self-sats-
fed and vain. He regards his success
as the fruit OF his own powers, the cum
ming OF his brain. the skill OF his hand.
the art that he has made his own. He Is
proud OF his position. but the pride IL IN
himself that he hath done this, and all
the glory and reward he considers as due
to him and his efforts.
The other Is happy In bis success, as be
has a right 10 be. But his happiness y
not that he hath done 1t. but that he hath
been permitted 10 do H. He has an ever
present recognition that his art and bis
skill are his gilt. not his merit; his bess-
ing, not his creation. He is grateful that
TO him was granted the power % heal
and save.
You need not ask which is the spirit
ually-minded man. These are types. u Il
true. but you sec the same characteristics
In one form or another and TO greater
or less degree I'm every avenue Of uie.
The spiritual education Is that which
trains us to recognize God, 10 feel that
our gifts are but trusteeships. and We are
stewards unto the Great Oliver for what
we have and hold. IL our powers or
capacities be more than ordinary our OBJ
legation Is all the deeper. The law holds
the fiduciary to strictest account We
are all fiduciaries in life. holding In trust
the endowments OF our nature, our ca
pacitles. DO they in whatever direction
you will, OF music or art, or Oratory. %
mOney-getting. or poetry. or draIna. IL Is
our task in life 10 use our gifts 20 me
best purposes. TO secure the happiness u
others no less than ourselves.
BARON DE HIRSCH.
The speaker illustrated this point WIZ
the name OF Baron de Hirsch. who diee
last week. This man was thu greatest
giver OF the century. II Is estimated thdt
during the last ten years he has gyeI
away no less than 100000. But hi
gifts have not Impoverished those WIS
received, as, alasl too often Is the case.
Other men give freely. but the effort y
often no greater than the mere sisnihi
OF the check or the debating OF the con
ditions under which the gift may beeou'
valid. But Baron de Hirsch eonAi'reo
his capacity no less than its fruits as pe
longing TO God. He bent the sans
splendid energies 10 the giving as ne a!l
TO the getting With him giving was
duty. because he had the power-a dlv
which was TO be done earnestly eonse'sH
tiously. and personally.
His secular education may not or may
have been broad or profound. but ~ w.
spiritual school-room he was an az
scholar--nay, more, a teacher-teachihs
with his own life the beautiful JeWAh
concept OF charity as duty.
THE STRUGGLE OF AGES.
The speaker then went on 70 say thh
the spiritual education OF the human rae.
was the result Of slow and pauer1
growth. The great truths humanity ~"
calls it's own are the fruits OF the su.s'
gle OF ages. II has been long ana pan,
full progress. but the fruitage is al Wy
more glorious. THE sweetest music =
not in the oratorio, but In the huha'
voice. when II speaks from IFS ins'AI,
life tones OF tenderness, truth, az
courage" To give that life OF tsn0e',
ness, truth. and courage is the aim "a
spiritual education. -,
The speaker concluded by saying Ia Ia
this education is given more by pracue.
than by precept. AS man was relslogi'
before he was scientific, the chud 80
before 1t knows. II imb.bes an s'iNy
phere more easily than II performs -
task, because Il does tho former uhc0n
sclously. The child must always
given a spiritual impression. when ms's
that those who are around IL must y,
splritually-minded. Thus, the a.uD'
duty. for ourselves and for our chldieH'