The Universalist. [volume] (Chicago [Ill.]) 1884-1897, 1896-03-21


but would be of inestimable value in
preparing the pupil to take up the Sec
ond article, which would bring out more
Scriptural Interpretation.
The second article would involve a
consideration of the nature of God, his
paternal relation, his attributes, etc., tc-
gether with the nature Of Christ,
Christ's mission and the extent OF its
success. Christ's death, whether vicarious
or otherwise. and it's part in the fulfill
ment of his mission, with Scriptural
proof.
This might be so extended as to in
volve an examination of the different
systems of Christian theology, as the
Augustinian ,or Latin theology, and
| the Alexandrian or Greek schools, with
their divisions and sub divisions, repre-
sented by the different creeds with their
origin and history; the natural practic-
al influence of these different concep-
tions of God and of religion upon the
character and lives of those receiving
them, with illustrations from history. In
this l would give especial attention to
the history and doctrines of the Univer'
salist Church and illustrations of their
practical influence.
The third article would require less
time and would be more hypothetical in
its consideration. Time here might be
proftably spent in noting the teachings
of the Scriptures along this line, and the
influence of the Universalist thought
upon the every day lives of it's believers
in our own experience and observation.
This course might be abridged and
modified to suit circumstances. 1t is
my ideal of what Sunday school ought
to be to accomplish its purpose as Uni
versalist school and contingent of the
Universalist Church. From the public
schools of our land religious or sectarian
instruction is very properly excluded,
but it seems to me that our Sunday
schools can hardly be made too distinct
lively UNCONVENTIONAL, any more than our
pulpits can be, providing real Christian
charity is not lost sight of, that it's pu-
pills in all their after lives may be ready
to give an answer to every man that
asketh them. a reason for the hope that
is in Them" with intelligence and per-
spicuity.
If the school is organized as union,
non-sectarian school, then l would have
all parties live up to the compact fairly
and squarely | would not have all the
concessions made on the part of Univer-
saliste, and the school be in all its liter
ature and teachings orthodox. I have
seen such union schools as that.
There is another field of study which
l have often thought would be of inter
est and profit in our schools, viz, use as
topics the biographies of distinguished
Universalists. This would waken an
interest, which is now latent, and Incl
IDENTIFY bring out many strong arguments
in favor of Universalism with an en-
phasis which could in no other way be
reached. The influence of Universalism
upon the lives and character OF it's be-
levers, especially it's power to comfort
and sustain in trouble-in hours of be-
reavement and sorrow, making, "rock
of defence" for the grief stricken and
tempted. Happy death scenes of Uni
versalsts, often denied by our orthodox
brethren, and yet so common in the un
written history and experiences of Uni
versaists, where it's grand conceptions
and hopes have been as an ''anchor sure
and steadfast reaching to that within the
vail" robbing death of it's sting and
the grave of it's boasted victory, through
our Lord Jesus Christ.
/ am aware that any such course of
topics as / have outlined would find
many obstacles to be overcome, but in
that fact | see no argument against it.
The only question is whether il carried
out would it be of value. Would the
results compensate the effort? II SO
would the course be feasible?
Topics for Adult Glasses" is my sub
ject, hence l have not meddled with the
primary classes and offer no suggestions,
further than to raise the question, If a
thoroughly graded system in our public
schools, reaching from the primary to the
graduating classes, is desirable and
profitable in it's results. is it not equally
so in the Sunday school, so far at least
as such a system can be carried out?
make no warfare on theInternational
Lessons. can see many reasons for re-
tanning them in our schools. l appreci-
ate the argument urged in favor of
keeping our schools in touch with our
orthodox neighbors, but let US lead them
when we can, and not always follow, If
we can find better way for our schools,
and more productive in good results, let
us have courage to follow it, looking al
ways to the best interest of the church
and the broader spread of the truth and
greater harvest of good works in
Christian discipleship.
CLARENDON, N Y.
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TINY OXEN.