The sun. [volume] (New York [N.Y.]) 1833-1916, 1915-08-29

THE Christian philosophy of life fur
nishes to all teachers the high
est ideals in educational en-
deavor. According to its principles.
which clearly define the eternal destiny
Of mar. there can be no exclusion Of
that knowledge and training necessary
for the complete fulhlment Of this sub
lime purpose. The Christian teacher
has an exact and clear concert of the
pupil before him. Never losing sight Of
the dignity Of his charge, he labors to
develop n exercise the brilliant fac
ulties Of the soul that the mind may
grow keen and the will strong in the
service Of God. by whose divine provi-
dence they enjoy existence and to whose
service they are to be entirely dedicated.
In childhood the seeds of eternal truth
are carefully sown. The simple facts Of
religion are taught to the slowly de-
veloping mind with method n man
ner adjusted to the child's capacity. The
atmosphere in which the child studies
and learns Is ar atmosphere of faith
and love Of God, for from earliest
NN nv . Noubht W hiaho
religious principles and motives the life
and spirit Of every task. Religious
training in the elementary school serves
q very efni and important purpose.
1t leads the tender sentiments of young
and innocent hearts to an acceptance
and love OF the ideals OF Christ.
With increasing years the growing
mind very rapidly begins to assert it,
self. to reflect. deliberate and form judg-
ments. however feeble. of the relative
value Of things. 1t feels a thrill Of
native power. and with confidence Unborn
eagerly questions each new idea pre-
sented by the ever increasing and ever
widening experience of life.
In the years of adolescence, more
over, the human passions manifest them
selves which may Decome the controlling
factors in after lie, blotting out and
destroying early ideals partly formed,
giving impetus to Illicit likes and dis
likes, fostering unlawful ambitions. de-
grading human nature by a purely ma
terialistic concept of life and thus form
ing an individual who will prove a
menace to society rather than its prop
and mainstay.
The Importance. then. OF religious
training in secondary schools and coll
lcges cannot be overestimated. These
schools accept the responsibility OF edu
eating the youth during the formative
period OF his career. The budding plant
must be nurtured, trained and pruned.
within their walls the mlnd is to be en-
riched with all the treasures of learning
and culture, the will to be strengthened
and made ready to face the grave
temptations and difficulties of life. This
dual purpose OF education is never to be
lost sight OF, for capacity of mind is too
often the characteristic of the expert
criminal; physical strength offers but
the means TO selfishness and brutality.
Tn mind and heart are now in the
plastic years when the habits of virtue
or waywardness are in the making.
How then shall this, training proceed?
The problem of what shall be taught
In college and university may be en-
braced in one brief question: Are all
the activities of the college and the
energies of its teaching staff to ne
directed to the presentation and ex-
PLANTATION Of only that knowledge which
comes within the grasp of the senses?
Is the young mind now to be impressed
with the fact that truth has 10 ex-
istence apart from the world OF matter?
The years of early training have been
happily spent in a religious atmosphere
under the inspiration Of religious
teachers, To transplant the youth at
this critical time of life from the home
OF faith and religion to an atmosphere
OF pure materialism is to defeat the
purpose and intent Of all religious
training.
The college which in very fact or in
its spirit ignores God and the teachings
of revealed religion exposes the inn
questionable youth to the gradual loss
OF his love for religious truth. lie is
no longer inspired with high regard