The Anaconda standard. [volume] (Anaconda, Mont.) 1889-1970, 1899-01-27
CONCLUDED ITS SESSION
Continued from Page Eighth

schools than in others. and in determ-
lining where we should send our chill
dren to be educated this question
should be of prime Importance No
greater mistake can be made by par
ent when sending the boy or girl, fresh
from the public school, out from the
parental roof, than to send them where
the atmosphere is tainted by the liberal
worldly, not to say skeptical spirit, so
prevalent to-day, simply because that
college stands high in it's endowments
and is patronzed by the wealthy reo-
pie of the land. The thoughtful parents
Of our country are studying this vital
question to-day and are looking with
alarm upon the perils to Christian char
acter to which a student is subjected
in many of our most prominent institu-
lions of learning.
1T is not my purpose to magnify the
perils that exist, or excite needless
alarm or to mnify the good that has
been done by those old, noble institu-
lions of learning, started by the faith
ers of the revolutionary period, and
even before then, which in other DAYS
nave educated so many men and helped
them to prominence, and in these latter
days have become so famous for their
football teams and rowing matches
There are many good and noble Chris
tan characters in those colleges, ard
young man. who leaves home whare
the Bible is the standard of the rule and
practice, and the father and mother
hold him up continually at the throne
of grace, may keep himself pure, amid
the corrupting influences, but I rear
the rule is they come from the college
with advanced ideas that Jesus was
great teacher, and a pure man, hut
they scout the idea of His divinity and
look upon the church as being more like
moral, social club, simply for the ele-
walton of the intellect and morals of
the people than a divine institution
where we are made pure in heart by
the blood of a Divine Crucifed Christ
Il think | speak advisedly when I
say that the moral influences which
are dominant in the schools of cur
church, at least land I would include
the schools of the sister evangelical
churches) are, as a rule. of the highest
character and safe place for our chill
dren to receive an education.
rs it not wise, then, to have denomi-
national schools when there are such
risks to be run, and not be deferred
from holding them up by the foolish
prattle of the worldly, so-called liberal.
wise man, who points his little finger at
Us and cries narrow Sectaranism? The
religious influences that predominant
in our schools are of the highest value
as aids to truest culture and genuine
character One of our highest educators
has truly said: The highest end of a
true. symmetrical educa ton is never
reached without the potent aid of relig-
ion. No one is really educated whose
higher and spiritual nature is left I'M
touched. whose conscience is undevelop-
ed. Such one may be a Mephis-
topheles, but he cannot be a truly edu-
Gated man. All the nObler powers of his
Being remain an uncultivated moral
waste. To call such person educated
because he has studied mathematics and
languages and science is an abuse of
terms. AS well call the prizetighter edu-
Gated because his muscles are trained
Only moral and religious forces IAN
be effective in the complete education of
a man, for he has been created with the
faculties of a moral and religious Ee-
ing.
1.-THE faulty folly and failure of the
much Wanted secular education of to-
day in many of our schools of high pre-
tensions is imperiling and impoyerish-
ing our American youths. The church
must educate her children in her own
schools. Herbert Spencer has said: by
no political alchemy can you get golden
conduct from leaden instincts This is
-
'leaden instincts to golden? BY no
alchemy known to science. If changed
it must be by a new BIRTH a spiritual
birth, which, / fear, the average pro-
lessor of our secular colleges knows as
little about as did Nicodemus, who uues-
toned Christ on the slope of Olivet 1850
years ago. The importance of denomina-
tional schools from this standpoint can
not be oVerestimated.
But again: The denomination school
affords, as rule, equal scholastic adj
to those of other schools. 1t
is not true that all church schools are
of high scholastic grade, but there are
enough of them, so it is not difficult
to have access to those that are, The |
same thing is equally true of other |
schools. Many Of the church schools |
are not as large as other institutions. |
out great numbers are not necessary to |
make first-class institution of learn |
nS; in fact, the best institutions Of |
earning, where more care is bestowed |
upon the student, are often found |
among those that do not boast of their
thousands. The essential features are
teachers and equipments of the highest
order when the student is brought in
closer and more constant contact with
the superior members of the faculty,
and this is often the case in schools not
having excessive numbers. AT less eX-
pense, too, in every respect as highly
trained and competent instructors and
With more care given to each student,
can we send our children to denomina-
tiOnal schools than we can to other in
situations of learning
Having noticed briefly the import
ance of UNCONVENTIONAL schools, | will
my paper with an application.
THE Methodist Episcopal church af-
fords an illustration and a practical
application of the Importance of denom-
national schools. Noting the denomi-
national school from the Catholic
standpoint make my application
from the standpoint of our Methodist
schools. our great Bishop Foster has
tersely said: Methodism was college
born, but not college bound We have