The Anderson intelligencer. [volume] (Anderson Court House, S.C.) 1860-1914, 1905-01-11

stratified people given over to a mega
tive subjectivity. Persia's dualism
sought to line UP every man on the
side of light against darkness, ana
therefore develop only moral judg-
ments. for sharp discrimination and
physical strength for war. to the ne
glcct Of all else. The result was q
race of high moral ideals-strong mar
! tial spirit and OF short life.
The caste spirit in ancient Egypt
produced a priest-craft that Wade large
contributions to civilization, but plant
ed seeds of disintegration and decay
al work and wiped her off the face
of the earth. In Sparta the God of
| war ruled supreme, and the making of
soldiers was their chief effort and
achievement. Athens worshipped the
beautiful and set the standard for GER
tain forms Of art for all time, but
went 20 pieces on the moral side. In
Rome, the glory of the state was tine
religion of all. and practical training
for service to the state was their
only national purpose, and national
disaster was therefore inevitable.
| In Mohammedan land the religion
Of the will produces n discipline which
organized Heterogeneous tribes INTO q
powerful people making them the i'm
pcrsonation of force. but whose end
is even now in sight.
Coming to later times. education in
France had SO suffered from effete
! religion, that In 1000 Henry w reor-
ganizcd the University of Paris, and
So first in modern times. brought the
state into the field OF higher educa-
ton. This was the beginning of n
| formal protest against ecclesiasticisrn
which. later. helped on the horrors of
the Revolution, and led the world In
throwing the Bible out of the schools.
The same trend Of things in England,
which promised like results, was
thwarted by the Wesleyan revival.
Had Voltaire been a Wesley there
might have been no French Revolu-
tion-no Napoleon-no Louisiana Pur-
chase, and far different history Of
Europe and America during the last
| century and half.
! During all these ancient and mod
ern revolutions and evolutions there
has been despsed people wandering
over the face of the earth--homeIess,
friendless-holding themselves holy
God. basing all the education Of their
children upons His revelations record
ed. in Holy Book: making religion the
centre Of all their society. What but
this religious training preserves them
alone, of all the nations they touched,
to tell the story, and gives them an
| abiding place among men?
So that the relation OF education and
religion in America is Of tremendous
|
education that is to solve our COM
plex problem, but the right kind of
education With all our boasting, our
only. progress since Pericles has been
culture side, for the masses of today
are even below those Of his day In
intelligence. If we are so upwise as
to shift the emphasis from the relig-
iouss to the intellectual. none can be
so bold as to guess what thousand
years may bring forth. If history
| teaches anything, it establishes the
primacy Of religion-not only in edu-
cation but in social. economic and in
ent reign Of homicide is traceabie to
the religious unrest abroad in the land.
For back of all our homes-back of all
our institutions, laws and customs
back or all our reasoning-back Of all
our strenuous moral endeavors-back
| Of all of our earnest social service
back Of everything that is worth know
ing-of everything that. in the long
run. Is worth doing, Is this universal.
more education, therefore, but more
religious education, and education that
Is more religious, Is the pressing need
of the hour.
Nor is it enough to claim that the
home and the church provide the re-
iigious training, while the mission of
the school Is to the intellect, and, In
measure, to the morals. For the
years Of student life are spent largely
away from these influences in a sepa-
rate community with distinct tradi-
t!oEs and customs, and If reached ct
all. must be reached by the college.
Are we to give religion a place In
our State universities which are the
logical outcome Of our democracy?
answer:
!. The true American spirit presup-
poses It, The American doctrine of
separation of church and state, and Of
fr,nn T.
into a pseudo do-Americanism. The sep
aration OF religion and the state, deny
ing the former a place in our schools.
and seeking to discredit it in our So
ciety. This movement originated not
here, but In France. whose influence
was strong during our formative ne.
riod, and whose revolt against ecclesi-
nstlclsm went to the extent of a re-
volt against religion. Nothing is
piatner than that the foundations of
tutions were laid In religion. This
Fundamental, social force was in
tended and expected to hold the first
place. not only In the colleges, but
Are now preaching our national faith
IN God, and we. by decision of our
highest court, are q Christian nation.
- Q. Inc moInenIous issues involved Inn.
peratively demand It.. The purity of
our institutions and. Of our goVernmenf
as well as our place in universal his
tory. all await anxiously the answer.
3. If half have said Is true the
State has greater reason to teach re-
ligton than anything else. For which
makes you better citizen, to be able
to. think and subscribe to a theory of
ethics or ito do, justly, and to love-
mercy. and to walk humbly with thy
A. While the difficulties are great they
are not tnsurmountable. It can be |
done! Do you ask how IS ~
First: Require that every teacher be |
are, after all, Caught and not
taught. The personal element is the |
most powerful factor in the classroom.
NO man can help giving off the things |