The Universalist. [volume] (Chicago [Ill.]) 1884-1897, 1897-08-07
SOME COMMON MISTAKES TOUCH
ING EDUCATION.
BY PRESIDENT c. e. NASH, D. d.

private study of some consecrated do.
mimic or parson, who made up in per.
sonal touch what was lacking in fellow
ship and apparatus. Perhaps the true
ideal is to preserve amid the multiple.
ity of modern facilities the power of
that old intimacy between teacher and
pupil. The danger in the big institu-
ton is that it will thrust them farther
and farther apart. distance which will
assuredly prove fatal to the incipient in.
tellectual life of many student not yet
sufficiently independent in his mental
ambitions to maintain himself without
personal tutelage. AS for fame or repu-
tation, these are baubles which may be
got temporarily at least by vigorous sell.
advertisement.
| 1t is mistake to assume that the ad
vent Of the great university implies and
will compel the decline and final disap-
| pearance of the minor institutions now
30 numerous. Doubtless the education
al movement in this particular in trying
| to follow the industrial movement, to
mass and concentrate the facilities of
culture in comparatively few centers.
But education is not to be gained en-
m,asse. and. in spite of the increase of
apparatus and the devising of many in
| genious theories. it remains true that
there is no royal road. and no short cut,
to learning.
The strength of the universities is in
their command of rare and costly facili-
ties for special and advanced research.
in the eminent names upon their faculty
BOOSTERS, and, perhaps, in their location
at or near important centers of popula-
ton, thus affording outside means for
varied acquaintance with the living &C.
tivities of men. Their weakness lies in
| the confusion which the very richness
and fecundity of their equipment pro-
duce upon the unfedged mind, in the
want Of a distinct moral or religious as
piration, and of the personal interest or
fellowship which the smaller circle
stimulates. The university should be
regarded as the topmost step of series
which begins with the kindergarten and
includes the primary, intermediate, and
high schools and also the college. The
University is really cluster of special
or professional schools, presupposing the
general training which it is the business
of the college to complete. The average
youth needs much more the broad basic
discipline and the moral bracing OF the
needs the enormous, overwhelming sup
| ply of special machinery which the great
university affords. The college legi-
timately and logically comes first. but
after the college, by all means the uni
versity. if possible.
1t is again mistake, and grievous
one, to assume that education ought to
be divorced from moral and religious
training, and that. therefore, the secular
izing spirit of the age ought to be en-
couraged. 1t is mistake to infer that
the culture of the intellect can best be
secured by ignoring the motives and
sanctions which arise in the clarified
conscience and the spiritual aspirations.
| On the other hand, if we are to give any
recognition to religion in education, it
is mistake to suppose that the So
called non sectarian or non denomina.
tional school has any advantage over
those which look for maintenance chiefly
to the sympathies Of some particular
| type OF faith or communion. All these
mons" are negative and empty things.
There is no essential harm in the sect
or denomination as such, and no reason
why we ahould pretend to ignore or
dispense with their separate claims. By
all means let US avoid bigoted narrow
ness, but let us equally beware of the
liberality which is m erey indifferentism,
which shrinks from allegiance to any
one form of religion because it cares
nothing much for religion itself.
The UNCONVENTIONAL school, not as
mere proselyting agency to advance
the tenets or the fortunes of sect, but
as means of collecting and directing
the benevoences of sect, is not at all
out of harmony with the times. and not
likely to disappear. II the denomina-
tion itself has right to exist. then it
has right and good reason to work
in its own name and way for the ad-
vancement of education. Thus the en-
thusiasm of special form of faith is
brought to bear as an additional i'm.
pulse to quicken the interests of educa-
ton. Without this peculiar backing
our American higher schools would
have fourished but feebly in the past.
and even now. though the state has
entered upon policy of secular educa-
tion which proposes to tax the commu-
mites heavily for the maintenance of
great secular establishments, and
though. on the other hand, it is be-
coming a sort of fashion for individuals
to seek an earthly immortality of ,repu-
tation by endowing great schools with
fabulous wealth, the UNCONVENTIONAL
college, rallying the religious affections
of millions, continues to supply its op-
portunity of education to the greater
number, and to grow in usefulness and
power year by year. l would almost
| undertake. to affirm that in these schools