The Topeka state journal. [volume] (Topeka, Kansas) 1892-1980, 1901-10-28
PLEA FOR BIBLE.
DR.. COuntermine breaches ON
Its Use in Schools.
Too Much Ignored by the Eng
lish People.
WHEN THE BIBLE CAME
Then Greek and Roman Civil
izatiOn Was Attained.
Other Nations Have Taken the
Lead in Use of Bible.

Countermine, discussed the question,
Shall the Bible be placed in our public
schools?'' Taking as his text, THE en-
trance of thy words giveth light" Rev.
MIR. Countermine said in part.
Is that so? Is it literally true? If it
be true, if the entrance of Gods word
gives light, then let US hove Gods word.
Let us have it in it's purity and excel
lence. Let US have it in the home, the
study, the church. the school room, the
counting room, everywhere, for it is
pure, unauthorized light that we all
need What am I? An infant crying
in the night, an infant crying for the
light That is true of every human
soul It is born in ignorance and
shrouded in gloom What it needs,
therefore, more than anything else is
light. Light upon its own origin, its
own nature, duties, dangers, possibili-
ties, and destiny. Sometimes the con-
seriousness of this deep spiritual need
becomes SO oppressive that the poor soul
signs and cries for light Shall we do
what we can to answer that cry? Shall
we honestly endeavor to do all we can
to meet the deep need of our souls and
the souls of others? If it be true that
the entrance of Gods word gives light,
shall we out of prejudice, or bigotry, or
narrow sectarian zeal. or wicked indif-
ference withhold that light from the
souls of our boys and girls? The proof,
that man is a m oral being, is as strong
ing.
Man gives no signs of reason at his
birth, or of his social affections. So is
it of his moral nature. 1t is dormant,
like all of his other faculties. 1t needs
to be aroused, encOurag ed, cultivated.
Shall we do this? Shall we educate the
whole man? 1t has been said and 1t
cannot be too often repeated that no
man is or can be educated, whose moral
faculties have not been adequately
ina he 7fe-+o 1,crI3f
he has been enslaved, not educated; de-
graded, not enlightened. The tendency
in our day, perhaps for commercial rea-
sons, is to narrow the object of ed
ucation. If for example per
son desires to be a first class
farmer, he is sent to an agricultural
college; if a business man. to a bust
ness college; if a physician, to med
zeal school; if a lawyer, to law school;
if a preacher, to a theological semi
nary.
1--WE do not claim that this is alto
gether wrong, but simply that it does
not embrace the highest conception of
education. Here is where our public
school system is weak. We have splen-
did school buildings, a grand graded
system of textbooks, and most ex-
cellent corps of thoroughly trained,
perfectly disciplined and richly fur
nished teachers, but our curriculum is
too narrow 1t does not recognize the
whole man. 1t practically makes no
faculties 1t does not touch the soul.
1t was not always so. 1t was not so in
the public schools where many of us
received our education. Our forefath-
ers believed that the entrance of Gods
Word gives light, and hence they gave
it a conspicuous place in the public
school. Was this mistake? A false
view? An error of judgment?
Glance over the map of the world
Where do we find the highest civiliza-
ton Where does learning flourish?
Where are the principles of morality,
and the dictates of humanity best un-
derStood? Where do men enjoy the
greatest security of life. property and
liberty? Where are women treated
with due respect and exalted to their
proper place in society? Where are the
brightest examples of benevolence?
Where are the poor and afflicted most
relieved? Where is the education of the
young most assiduously pursued? Our
forefatherS were once rude barbarianS.
Greek and Roman civilization brought
them philosophy and literature, poetry
and art, but it was not until the Bible
came that they were delivered from the
horrid dominion of superstition, idolatry
moral change ever passed over
nation says Green, the historian,
than passed over England during
the years which parted the mid
die of the reign of Elizabeth
from the meeting of the long parliament.
philosophy, or science. or literature? Let
history answer England became the peo-
pie of a book and that book was the BIZ
duced today by the religious newspaper,
the tract, the essay, the lecture. the mis-
sionary report, the sermon, was then pro-
duced by the Bible alone, and its effect.
however dispassionately we may examine
such is The verdict 81 history Has
not the word of God. but it is the en-
trance of Gods word that gives light The
the days of Elizabeth, but it had never
really entered the minds and hearts and
souls of the English people. 1t is not
enough that we have the Bible in our
public schools lying upon the desk. We
pupil if we would have it produce the de-
sired effect.
command of God and the deep need of the
human soul, but also by the present con-
dition of the country. Well has it been
as by ministers and historians, that
without the Bible this republic would
equally true, SO well expressed by
Daniel Webster, if we abide by the prin-
ciples taught in the Bible country |
will go on prospecting and to prosper; but
If we and our posterity neglect it's in
structfons and authority no man can tell |
whelm us and bury all the glory in pro-
found obscurity.'
Ing the Bible and excluding it from. our |
schools, other nations like Greece, have
making 1t the great text book of their |
private and national life. Because of this |
and some other things the Bible is the |
iished Shall We or shall we not place |
this most popular book in our public |
contents?"
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