The news & observer. [volume] (Raleigh, N.C.) 1894-current, 1898-05-29


''Let no one take it as my meaning that
a school of high learning could fulfil ITS
mission by substituting Bible classes, for
instance, in place of tough and copious
drill in human discipline. Nothing of the
kind. Put bellows i'm those intellectual
| fires, and blow with all the winds from
the caverns of Aeolus; the fame ana neat
will be none too great. But still, let us
never apply the sacred name education
TO conception made up Of intellectual
elements alone"
After discussing defective conceptions
Of ethical protection Dir, Andrews said;
.tThere is what | have named the 'Elna-
ciated Christian idea of our ethical prob
lem. which represents virtue as lhEolV
ING only those cXcelencies in which Jesus
christ dwelt and insisted, ignoring and
despising those which had already done
ca much to relieve the darkness Of The
heather world. Such cannot have been
the teaching of the great Nazarine.
The third count against current high
er education was declared TO be- that II
finds no means to correct in it's recipients
those vicious thoughts Of mans ethical
task: assuring a Wry ana stnnled
growth even to the most vigorous and
promising moral plants IN the whole vast
circle which il cultiyates.
Nearly all our best schools Of learning
in America were ayoWedly erected IN
the special interest Of the Christian reli-
gion and ii was thought safe to assign
TO the regular curriculum purely in
tellectual function, That plan has shown
itself to be vitally unsafe. Education
s,H "a,
ench other. 1.-THE dye Of moral culture
must be in the very wool Of educational
influence. A few preceps suggesting IN
what ways the moral ingredients should
be introduced into our higher education
were given;
4. "D0 not seek the desired improve
Inent by arbitrary emphasis on religious
dogmaS. be they important or mimpoft-
ant. | II ultimate analysis, religion and
ethics cannot be sundered; practically
to u very great extent they can be-
Dogma has its place, bat il Is no TT pro
paedeutic TO training in ethical right
ness
,. Purify and cxalt your idea Of edu-
cation. Stock it with ethical elements
Count it not enough to train the mind
insist that the whole man be cultivated.
3. "Exemplry this idea in yourself
Nicbuhr says the Emperor Hadrian bad
and sinful habits left him when he gaZed
OH Mare Aurelius's face So liye-nay
so be-that IN Officially negative young
person will be slain with remorse and
made alive again with moral aspiration
by your very presence.
i. "Rectify methods, SO far and fast
as possible
; Put large characters in teachers
chairs, learned men and specialists, who
are yet too great morally to be merely
learned men and specialists II we can
not find such. we must grow them.
Place an Arnold Of Rugby an Eliphalet
Mott, Francis Wayland, or Mark
Hopkins in. each teaching position
throughout the land, and how soon should
we not find ourselves upon that high path
of a yirtuous and noble education OF
which Milton in his tractate speaks and
how soon would not education become
what It ought to be, Gods almightiest or
gan and engine in creating above us,
around us and within, that new heaven
and new earth where dwelleth righteous
ness
Concluding, DIR. Andrews said:
sAIany of my hearers are young edu-
Gated men about to begin in earnest the
work of life; and most of these will be
more or less intimately connected with
tho cause Of education. What l have
spoken in your ears to-day, that proclaim
We on the housetops.
"Still thou playest, short vacation
Fate grants each to stand aside.
Now must thou be man and artist
Ills the ttirnng of the tide.
Ihave thus tried to give to the reader
a fairly full outline of very learned
address. 1t was so compact so
"meaty" and so perfect that nothing
short Of the full paper would do the
speaker justice. His consent to TINS
could not be obtained, and the above
summary and extracts are presented III
the hope that they will be as stiInulat-
ing to the reader as, they proved to all
~ beord j. ID.
TWO MOTHERS.