Catoctin clarion. [volume] (Mechanicstown, Md.) 1871-1940, 1908-11-19
THE PULPIT.
AN ELOQUENT SUNDAY SERMON BY
THE REV. II. MARTIN, PHI. D.
Subject: The Abundant Life.

Brooklyn, N. Y.-Sunday morning,
In the First Church Of Christ (Disci-
, ples), the pastor. the Rev. Herbert
Martin, Phi. D., preached on Religion
and Life" The text was from John
1O:10:"I came that they may have
life, and may have 1t abundantly. !"
DR.. Martin said:
Christ came not to teach q theol-
ogy primarily, II at all. but to give
life, more life. He came to give life
to others rather than live q self-cen-
tered life. came that they may have
/ life. He came to give life here and
now, His emphasis was upon the
present life. He that hath the Son
hath life, Life In the future Is a
. corallary to present life. To have life
| here and now Is the only guarantee
, the only possibility OF future life.
The value and need OF religion. Tor
the present life are being emphasized
to-day as at no time since the early
| Christian era. This identification OF
religion and life tends to make re-
ligion a normal phenomenon IN hu-
man experience. Religion has long
suffered because of its almost ex-
elusive other-world emphasis. Its re-
moval to the future as the proper
sphere of its activity, its other-world
! advantages caused men to regard 1t
as an abstract, vague and unreal, and
to treat It as having little practical
benefit for the present. Under such
conditions religion would be disre-
garded, or, If accepted. 1t would be IN
an almost altogether objective way as
q precautionary measure, and thus
never become a vital element in the
program Of daily life. The normal
man Is intensely interested IN the
present, and in the sweet by-and-by
only as 1t is related to his present
interest. If religion Is to cut any
real figure in this life 1t can do so only
as it links itself to and Identifies itself
with his present interests. And this
religion is capable of doing, and Is
doing. The Master identified Himself
with the life of the people; In fact,
He came that He might give life to
the people.
The same hopeful sign Is discovera-
BILE in the educational world. Com.
pare the curricula Of the schools and
colleges of other days with those OF
to-day and how evident Is the differ.
ence. Education as preparation for
living In the far future, even OF the
present life, does not and never did
appeal to the normal mind unless the
appeal was effected through liberal
application Of physical force. Since
the days of Rousseau education as
mere preparation has gradually and
beautifully fallen into disrepute. Ed.
It1oNr1rnI hn II.
ly complete absorption of the child In
the present. They have discovered
furthermore, that even the young
child must live while being educated,
and that as such 1t must enjoy certain
rights. AS a result of these discov'
cries education Is no longer q mere
formal process whose goal Is utterly
remote from the present life inter
ests. Education aims to equip the
student for present living since he
must live while he is in process OF
being educated. You cannot take q
boy Of fifteen years and educate him
for some position at thirty and eX'
pect him to fill that position satisfac'
torily If you wholly disregard the fact
that he lives and must live from
fifteen to thirty. Modern education
takes note of this and seeks, while
looking toward the future, to qualify
the student in the largest way to live
the fullest life in the present days anc
by SO living will he be able to realize
those future expectations. In add
tion to form, education gives content
or better, to-day minds are formed
and fashioned by giving them con
tent. Education and religion seek tt
vitalize the present and out Of 1t tt
make possible the future. Their ain
is one, inspired by the Master. to give
more life.
Jesus came with life for the peo
pie and brought 1t to the people. HI
sought the people. He went out af
ter them instead of waiting for The
people to come to Him. His life wal
one of faith in God and service t
and among men. He came to min
lister, and did minister. He came t
give life and He gave it every day
The life of men was being enriched
and ennobled as He gave Himself
His life to them each day. The CIV
ing of His life on the cross was. from
this point Of view, the final act OF
that life which was, par excellence
the life-giving life. Organized re-
lgion is beginning to go out after
and to the people. Churches have
long since ceased to be built whose
entrances are guarded by iron gates
and padlocks. strangers welcome
that condescending phrase, does not
appear so frequently on our church
signs. Religion has girded herself
for service. She is working in the
Young Mems and Young Women's
Christian Associations, and Is found
In settlement and slum work. Her
voice Is heard in the factory MONDAY
meetings, on the street corners, In
the theatres and In all the busy
haunts of men. Organized religion is
hearing the Masters voice, Is catch.
ing His inspiration who said. II came
that they may have life." So of edu.
cation. 1t is being given to the PEG.
pie. 1t is no longer the peculiar
privilege of the few. The people are
being sought out and compelled to be
educated. Education Is for the PEG.
pie and is being given to the people.
Education aims to give more life
to the individual, and more life for
more individuals. 1t Is true that
knowledge enlarges ones world and
contributes to his survival. His hori.
zon is widened, his ideas and ideals
are enlarged, he discovers deeper
meaning in things, life takes on other
and better aspects; in short, he pos
Eesses larger life. This larger life.
more life, is becoming possible for
more individuals. While this is true,
there remains yet much to be desired
in our public schools, high schools
and colleges. Let us remember that
in our system the higher the grade
the fewer the pupils; that out of one
hundred pupils who enter public
schools only twenty-five stay long
enough to read and write; that only
twenty out of one hundred stay longer
than the fifth grade; that less than
one out of one hundred who enter