The Richmond Virginian. (Richmond, Va.) 1910-1920, 1914-08-02
THE CONTRIBUTIONS


should be correct ard not distorted
The college that fails in this respect
has failed beyond redemption, not
that II is to be sectartan, not that,
but that il is unworthy OF confidence
and undeserving OF support II 1t does
not do its best TO make plain the
place of God In human life and So
ctety and the individual mans duty
10 love and serve him. 1t is said
that there are colleges IN this Chris
ttan land from which man can
graduate with no mere conception Of
the true God than If he had been
educated in a pagan country This
Is deplarahle condition and one that
strikes at the heart of education. 1t
must be remedied and 1t Will be, be-
cause the American people Will see
II II that Ss4ch abuse of education
Is not tolerated We Hive i'm times
when free thought infidelity and
ekeptic!sm are tolerated. bat when
Christianity cannot be. II is a peri
lous condition. but the day Of re-
demptien ia az hand The cry In rss-
Ing up frcm every quarter, and the
popular voice shall he heard and
needed Church and State are not IN
unite again. hat our S,Essonai sys-
Tern shall not De ~9vet Of It's
hearts hlooa ~ Q "a Eating there
from the great rrntra; fact of human
history and r5rEfeas-AAee God that
makes IL ress L. We have learned
that "knt 81, eBEe paffeth UP
strange thaf Te had not already
known It, W. are learning that
there is NJ of education except
education he sdaezs. and that there
can be no right training except BE-
he training IN Righteousness. and that
q lss nd s-afFNar good r al
righteousness is possible The folly
of allowing children 20 rea3 in their
school books the moral maSl5us OF
Marcus AuFelius and Ep.ststus and
Confucl0s and M0ha mined, aU8 at
excluding fb"Tefrru PaaIs psean 10
love ana thu a@rwe1 ON the mount
The folly - e. MAJ God graciously
pardon us and m7H Ha help US a.
understand that knowledge ia power
hat that u r. power fer harm rather
.han fer good unless Ills spirit shall
control II to good and righteous ends
Students Also Contribute.
Sc far We have considered what the
college should 80 FOR its students
Our investigation has made clear the
Tremendous import If college eduea-
t1on and Indicated hew those who
happily possess themselves Of II are
qualified FOR posts ~ leadership ia
the world But our inquiry shall not
Re complete antH we have inverted
Il and asked what the college men
can DO for the curriculum and for
the college that is 70 make the eurrI-
culum effective In their own and In
other lives. f'or be II refnem bered
that the college course is nc. Sim
ply a matter Of books and courses
% study: 1t is this. but IL Is all the
more product OF life. OF the inter-
action Of life on life of spirit on
spirit There IL no college but has
It's spirit and that spirit Is as power
full a force in moulding character.
determining ideals. eauiping fer life
as the mastery Of the curriculum. 1t
is composite product and every per-
SON In the college community CON
tributes toward its making There
In no student but has his part In 1t.
he II Of upllft or downpull There is
no method Of preventing his contribu~
ton IA II save that of eliminating
hma painful necessity In some
cases. but the door Of opportunity. 70
those left beflind-~--the opportunity of
living in an unvttiated atmosphere
and - adding to It's exhlirating
Qualities dav by day The graduates
u a college are remembered most
gratefully not because of their
scholarship attachments. their loren
sc ronquesis, their athletic victories