The Saint Paul globe. (St. Paul, Minn.) 1896-1905, 1898-11-20

theses, and while I desire that it shall so
apply II was in fact my purpose, at the
time, to make it apply only to the doctrine
OF child condition, as my language clearly in
dicates; nor was the statement made else
where in my remarks, nor was it intends d
for any other theory doctrine. And in or
der that my views may be correctly known
| desire to say that / cannot bring myself tc
accept as a safe basis fer the education OF the
child any theory that not only Ignores, but
ABSOLUTELY DISPENSES WITH
the Christ life and Christ mission in the
world and with an oEeprping, guiding di-
recting Power. ''One everlasting Creator and
Ruler of whom it IS infallibly said: IN
the beginning. God created the heavens aud
the earth, theory which IN eminent evolu-
uon.-t has declared to be d mixtum com
postum Of science. philosophy and theology
an ella podrida compounded OF the most siar-
ing errors and absurdltieS of atheism MA
tertalsn and PanJh5issn, dnCieAL and mod
eTn, in which God is but useless hyCothe-
SIS: and with which an ialmorta. soul is IN
Beyond this I do not wish 20 discuss be-
fore you any theory or sy stem of philosophy.
nor would be understood as declaring that
an speculative thought or philosophy LEADS
70 such conc uSlonS IS are louad in the re
jected theory to which Reference has been
made. 1t Is sufficient for me- TO object %
any such doctrines in our school. work VITA
out inQuiring from whence ,hey came or as
sorting that they ara an. essential parf o.
any theory or system Of philosophy But
fer yet fuller ard coTpcter view Of this
SUBJECT let me call your attention to the fol-
lowing remarks of Prof Tynd4il and com
mend them to your thoughtful study: The
scientific mind can find no Tepose in the
mere registration or sequences in Nature.
The further question intrudes itself with re-
sistless m!ght-WhenCe comes sequence?
What is it that binds the consequent with
the antecedSnt in Nature? The truly scan-
tific mind can never rest until il reaches TIE
forces by which the observed succession is
produced Touching this statement l trust
| may add, with confidence that this admis-
SION of so eminent a scholar that science has
net yet accomplished anything in this d.rer-
ton, leads to the conclusion that admitting
the statement. we may venture to INQUIRE Il
It is within the range of science to conduct
US TO a final answer. A law Of nature is
nothing out formula for expressing the Sc
quence, which it has no power 10 originate.
THE WILL OF GOD.
What IS the first cause which set all this
array OF force in motion and which guides
# through the complicated counterplay OF
nature? What Interior agent pois d The stars
and fixed the equilibrium OF the universe am
adjusted and stu controls the COMPLEXITIES
OF lis inteT5alanced forces? What rover de-
signed that a hundred roses should be de-
veleped from one, and that many pigeons OF
many cOors shOu d futter around the home
ROOF? From whence the w0nd 5rful power e
adaptation imposed on the Few known ele-
mentS by which they are made TO appear
under SO many fOrTnS2 To this far more en-
crossing question science leads the way. hut
can it supply tLe answer? Is there not need
Of a tTansceIcent second something. without
which II mus leave the m st r. Unso we'd and
insoluble and has the word not found that
this second something is the win of COO d?
Really. We can almost appreciate what Mrs
Browning must have felt when she wrote
The Pagan, kissing for a step of Pan
The wild gcit's hoof print on the loamy
down
The strata. granite, limestone, coal and
clay
Concluding coldly with:
Here's law, Where's God?"
beg that you win pardon this DEPRESSION.
The subject has its destinations and we
have wandered away from the dryer and
more practical questions that we srould con-
slider. Do not attach too much IMPORTANCE
10 the thoughts that | have placed before you,
and if they are a cause of DeTDleXity or an
noyance. dismiss them altogether:
For the explicit and Affirmative answer
then. 10 the nature of the child, l re-
peat again my hearty acceptance OF FroebePs
theory. The child is the product of God
and there is nothing better
DIVINE ELEMENT.
The human being is nearest his Creator in
infancy. We say Of the infant taking its
food that It is lite animal it were far
better to say Of it. as distinguished &c
cleSiastic hes said. it is BOT a little animal.
but little soul unscofehsd by the fever of
life aud unsecured by the sc0ria OF the storms
and passions of humanity And, considering
what view is best suited TO our work as
teachers. let US further consider Froebeps
teaeningS Whe, her they are to be accepted
OF not they are worthy of study. lie says:
All education not founded on religion IS
unProductive. All has come forth from God
and is through God alone conditioned To
this IL is that all things owe their existence.
The divine element that works in each thing
is the true idea of the thing The destiny
and calling OF all things is TO develop their
true idea, aRd in so doing reveal God In out
ward and passing FORMS
These are his utterances and they lie at
the foundation Of his system, the purpose be-
ing in part that the divine IN the hum n
shall recognize the divine plan and purpose
in nabure. He was not hOnored in his day.
Neglected, denounced. his schools forbidden.
sometimes hungry, he died in 1852 without
a thought of the great work that was 70 flow
on through the ages as a result OF his In
fuence.
Taking the child in this state or condition
at the age OF or years. the responsibility
Of the teacher is imposed. What is it? 4
mother once said to me. with much feeling,
referring 10 little boy that sat near her:
Tomorrow I shall send him to school. He
has been my constant companion up TO this
hour. There is no evil thought yet moving
in his being. He Is all gentleness and af-
lection. without faisehood or selfishness, yet
developed in his nature. Tell me, as a teach
er. when his school days are over, how VIII
he return TO me?" = d
WORLD ENTERS HIS LIFE.
I replied: He should return with a prac-
teal and reasonably thorough knowledge OF
subjects essential TO useful and honorabls
career in the community In which he Is 70
live; he should have strong, robust, honest
character permeated BY the moral qualities
such as he now possesses-truthfulness hon.
esty, gentleness and justice. From this time
he viii no more be exclusively the tender.
beautiful child q his mother, but into his