The sun. [volume] (New York [N.Y.]) 1833-1916, 1914-03-01
rHEl address delivered by Charles
Alexander Richmond. president Of
Union College, at dinner given
> t.,s ~. xsnh


me Princeton Club on February 20. wa
voted by its hearers to be one OF the mos,
lnprt .siye heard at the associations
meetings this season. In response to d
s,nefa demand THIS SUNS school, coller,
and camp bureau takes pleasure In print
| ms the address,, which reads as foiicws:
"Of themselves. the elements of vis,b,
<ts are dull and dead; The color and sctlo
ye see IN them are the effect OF the,
spr.tual backgrounds. We make on
daily journey among the moving shadow
| We call life. We say here Ia ST. ength an,
here sweetness here hero SIN, here tn,
beauty Of holiness. and here wisdom; re
.dections. these, OF the one eternal spirit---
the same unseen presence which causet.
me outgoings of the morning and the eve
| rlng to rejoice has been with us In on
Walk. revealing himself In the qualities "
h.ve seen. Here we must begin, 10
here only can We md Arm footing. A
| NE Is movement-a flowing river. Presen
| existence is but n hgure OF speech Their
| Ia no pernanence save In the one sell
EXISTING sp rit who pours forth the III
stream and gathers. IL again into HI
sosom. The permanent In education /,
n. permanent In all life, for here also tn
| thlrss that are seen are temporal, but tn
,hings that are unseen are eternal Tn
ultimate background Of education 10 TIN
.,,rnal spirit, and IL our systems are T.
n b. scaled to any sise we must conceiv
hem In this mode and direct then
], snder the sway OF this consciousness.
"The need OF teaching In uttered IN tn,
sr.t cry Of the new born child. He hold,
on, his hands to us beseechingly. He can
no, teach himself. he cannot even com
| 70 self-expression--that primal passion o.
human lie. without help And 80 out o.
our experience. that is. our failures. W,
construct schemes OF education crud
things AT best. and yet set in the mali
toward the right end.
"But before we begin teaching even on
A q, c we must have found our way Int
| he inner sanctuary and borne back will
Us the sacred fire.
Taking 1t largely. the whole process,
4 o. education has behind II and over II
rhllosophy--a spirit which dominates tn
process and really determines the results
TIE thing We need to know about ma
or a system the question OF questions. Is
VIA; Is his philosophy? AS MAJ
fn.eth In his heart. so is he a man T.
,he projection OF his philosophy. true ais,
| o, any system.
| = More narrowly. we ask ourselves. wha,
n our philosophy Of education? wha
d. We call educating boy? Huxie>
called education LEARNING the rules o
,he mighty game which man has to pla'
arars, nature-nee dful knowledge, this
nu. have we here the whole story? Su-el
/ aducation ia more than the training o.
ne mind 10 observe accurately and t.
.hnk with Iogi"al precision. More tina
knowledge Of the facts and laws Of ma
.ue more than de''cate appreciation o
beauty and sentiment. we must hav
longer views ami higher aims. Educatln
! boy is raSinr him Godlke. Sc'enc
might. p radverture. make q righteou
man. but II could never make q good
| man Michael Angelo. whose divine phi
.csophy wrought itself into all his work
used TO say: Art Is the imitation o.
God Science. In the highest sense, Is
| The knowledge Of God-not OF his laws
only. but OF himself II will have for
NJ basis n firm grasp on spiritual life
,,d It viii have for It's end the bringins
out into ever clearer view the image OF
God m the spirit Of man.
We ask. What ~ the matter with our
srucagJu9 We answer shorl ", that II
u wants background A committee organ
1vfed FOR the purpose roams over wide fields.
n many countrlss. seeking lisht upon this
matter and. threshing out their harvest
they bring us this pregnant statement
This question of moral education Ia the
heart Of the modern educational problem.
Not more method. but more manhood les'
psqsgogy and more piety. The heart II
education Is morality and the heart 81
morality Is religion. No adequate scheme
! q education can be devised without
morals. and no adequate scheme of morals
ear be devised without religion.
I'VE sometimes commit our children.
and In them the fortunes Of the state
10 the hands OF men Indifferent. making
PEDAGOGY the fetish of the hour. the
tombstone OF efficiency, limiting our
vision 10 nose length We call them
Food teachers because forsooth they can
eve you In the wink OF an eye all the the
wles OF Froebel and OF Pestalozxi. and
tell on blthely on the fingers the ten
Commandments OF pedagogy. But all this
the Hhell---what OF the kernel? Let
~ look into his eyes and see something
o. the soul OF the man. No man can
% good teacher unless he Is In deer
shd real sense n religious man and We
% gr.evous wrong to ourselves and II
our children to enrrust them to any other
ecared by the talk of narrow minded re-
Ronis,s and bewlldered by half baked
theory " state policy, which persists In
confusing ssctarinn.sm and religion, We
have even shut the doors Of our schools
against all religion, and the good teacher
. MS leave his religton-that IL. the hes
part OF HMM the coat room with MI
yooshes and his outer garments The
English Bible, chief Jewel In the crown
OF our literature and precious birth.
rght OF every English speaking child
eNcluded-shal we say religious'y'-
from our schools. The water OF life ma,
now but IL must be taken outside schoo
hours and in sanitary drinking cups
strange Christianity. strange Judaism. u
you please. and stranger educatlona
policy, not the least either OF our ma
uonal dangers. for Ia this not also SOW
lny 70 the flesh and shall we not OF ths
resh reap corruption? Ground for thii
t+lie' Is not wanting We are gathering
our harvest In "A generation that hal
grown up without spiritual backgrounds
10 whom these religious sanctions. which
are " the handspring OF duty. make M
srH'ul. Certainly the training or TN
f2ral and religious NE IL the very roo
o. the matter without II there 10 neithei
th'''noy in popular educati nor -
curt m popular government The back
ground ~ teaching must always be tn
tea Lai.ou Of the presence OF God waitini
o. lhr door ~ every mind. The soIdarir'
ana the permanencs OF all knowledge
f,sa pfCk upon the eternity and unit!
:. 'o'l spirit in whom are hid all tn'
measures % wisdom and knowledge.
Know edge Is a Landscape pleasantly
va q brook, field and forest. grasses
"'s"rpws, clusters OF blossoms. jewellet
'oss'H lakes. hill slopes sweeping up
"'''s hohind them all. the mountains
tmhol7 OF exchanging truth--but becl
~ All the sky. the encompars'ng spiri
" ih' Eternal, Nothing has value moth
.'' can have value without IT, The sk'
y only the infinite depths Of the ali
through which the light comes hiterin'