INTENSITY is taking hold of all enterprises. The age is one of rapid development, with a correspondingly rapid decay. We are hastening into a different existence at a rate greater than that at which the earth speeds its ceaseless track around the sun. Men feel the pressure, and with startled feelings ask, Whither are we tending? A future life must be one of progress. The thought of an eternity of rest, as conceived and sung years ago, fails to meet with approbation from those who in this life have found pleasure in the pursuit of knowledge.
Our God is a God of infinite truth, and His nature offers opportunity for endless ages of development. We shall grow up into that full stature not suddenly, but in all probability in some gradual way, as we develop here, except that traces of sin and all drawbacks to perfect maturity will then be removed.
If our mental culture shall be carried on in the future life, and the scattered threads shall then be gathered to begin where progress ceases here, it offers to us a grand incentive to begin aright a course of training on earth which will continue throughout eternity. Should you consider the idea visionary, remember only that it was for such a reason that the Master Artist placed in man's hand that key to divine work—His Word—and so profusely illustrated all His doings in the great picture presented in nature. Coming to these two sources, the divine Word and divine works,—the Bible and nature—we have the means of unlocking heaven's storehouse of wisdom.
From time immemorial man's attention has been called to these same two sources for his knowledge of those things which elevate and uplift. One of three things has always been the result: Either man, taking nature alone, has fallen into pantheism, and, holding the created so near his eye, has been blinded to the Creator; or, casting aside nature and the Word, has drifted, like the bark on the wide ocean without compass, whither he knew not, darkness unutterable being the result; or, as has been done for a short time at widely-separated periods of earth's history, the Bible and nature, with God's Word as the interpreter, have been placed in proper settings, raising men from degradation to life everlasting.
It is toward this latter course that minds are now turning. I would not say that all who now feel the need of improved methods realize where the irrepressible strivings of the heart would lead them, but efforts are now on foot, which, if rightly directed, will surely lead to a reconstruction of the entire system of education.
Christ is spoken of by the prophet Haggai as the 'Desire of all nations.' Men long for relief, and could they but know it, that longing is a call to the Saviour's side. Pride keeps them from Him, for say they, 'Is not this Jesus of whom they speak, the son of Joseph, the carpenter, whom we all know?'
So in educational circles a pressure is being brought to bear which, yielded to, will place man on a road which leads to methods of education as eternal as the throne of God. Take heed lest they be treated as the Christ. Presumption, do you think? There is often but a line between faith and presumption; while warned against the one, we are exhorted to exercise the other.
The history of education shows that when faith has been the guiding star, national progress and intellectual growth have been the result. We beat like restless waves against difficulties which can be easily overcome by using proper methods.
Of late there has been a strong movement toward correlation of various branches in order to so bring subjects before the minds of children that their utility may be seen. Thus, Jackman is the author of an excellent work on nature study, adapting his object lessons to the seasons, developing his mathematics from the contemplation of natural phenomena, and leading the children to put into use known facts. Institutes are held to promote such methods, and much has been and is being done, but is it satisfactory? Has the secret been solved, or is there a hidden mystery yet to be revealed, which, when seen, will put life and power into that which is now but form?
Adam, when formed of clay, a perfect physique, lay before the Master Artist; the face, the limbs, every organ, ready for use; but gazing on it, Heaven saw no life. 'Twas but a useless thing, a piece of crumbling earth. God breathed into its nostrils. O wondrous change! a pulse-beat, an active brain, a being capable of following the dictates of his Maker! Angelic hosts forgot the form in admiration of the power.
But breathe the same Spirit into education, and the results will be no less wonderful. Those dead forms burst into life and breathe the spirit of divinity. Is the ideal too high? It is none other than that offered man, and which must be followed to reach perfection.
What a sense of disappointment one feels in turning to the situation as it is to-day. The wealthy boast of the genteel culture which their daughters receive; their sons are leading men in some university baseball team or yachting crew. They come from school with a large amount of theoretical Greek, Latin, and higher mathematics, and prove to their indulgent fathers that, although they may be incapable of amassing wealth, they are without doubt capable of using to no purpose what someone else has hoarded. There are the poor who send their children to the public schools just long enough to satisfy the city ordinances, and then crowd them into the shops and factories. With them the anxiety seems to be to evade, if possible, compulsory education.
Then there are the great masses of the population whose children attend school, pass through the grammar grades, and in ever-decreasing numbers the high schools. Such pushing, crowding, and cramming of small brains and straining of feeble nerves is throwing upon the world a mass of suffering humanity. Professing wisdom, how little they know of the simple principles of daily life and health.
Again we find the class who pose as educators. These see the defects of the present system, and anxiously strive to modify or animate existing methods. For all there is but one remedy, one satisfying balm.
People boast that the nineteenth century is progressive, and so it is. Hence to this age is6offered the opportunity of a return to Edenic principles of life and education. It is a century when history is being rapidly made; when principles of government once held sacred, and for which men fought and died, are being relinquished with scarcely a struggle. The very foundation upon which Protestantism was based has gradually crumbled, until to-day boasted liberty of conscience is a thing of the past. The decline has been a gradual one, but was not the natural result of the weakness introduced in the early days of our national history? The exceeding close relationship existing between the school system and the governmental status is clearly perceptible when a few years ago the principles of Protestantism so sacredly cherished by the fathers of the nation were repudiated and we took our stand as an avowed Christian nation contrary to the spirit of the Constitution. At that very time the prominent educational question was whether or no the Bible should be used in the public schools and the advisability of employing Catholic instructors; also the appropriation of public money for parochial schools. The question was waived, not settled; but the matter does not end here.
A few years later and as a nation we repudiate the very principles of republicanism, and to-day lay ourselves open to all sorts of taunts regarding imperialism. Positions assumed during the late wars make it impossible to deny the charge, and the United States now vies with England and Germany as one of the 'kings of the East.'
The change in public sentiment was perhaps first registered in the public schools. Before the notes of war were sounded, the children were marshaled to the beat of the drum. Military drills were taught, flag salutes insisted upon. Parents smiled at the enthusiasm and patriotism awakened in the heart of the small boy. These things deserved serious rebuke, as they denoted most decided changes in the spirit and life of the public-school system. Protestantism and republicanism are twin sisters, brought forth with great travail of soul, and so delicately constructed, so sensitive to change, that the life is apt to depart while admirers are gazing at the form. Our system of education is so closely connected with these, that should this fountain cease to send forth living principles, the governmental stream is necessarily turbid. As waters can not rise above the level of their source, so we find national history held in check by that spring of life in the mountains of pure thought which takes form in the system of instruction held by men.
There have been times when this fountain-head was suddenly swollen as by a cloud-burst, and immediately the effect was felt throughout the length of the land. Those periods of national prosperity to which we point with pride, would, if critically examined, reveal the development of some dormant principle of educational truth which, springing into life, gave its followers power to work national reform.
The sudden bursting of all nature into life after a season of bleak winds, snow-clad hills and barren boughs, is no more refreshing than would be a rush of new life into our nation. Occasionally, startling revelations of national decay cause us to start back, holding up our hands in horror, and cry to be taken from the scene; but concealment now is not a sign of cure.
We remember with sorrow the stealthy tread of iniquity as it crept into the early church. Many awoke to find themselves in the clutches of the Papacy. They stretched every nerve to renew the life, and ofttimes dreaming of freedom, made extraordinary strides toward progress. Nevertheless, the chain was around them; each struggle but tightened its hold.
To-day the world feels the need of better methods; more practical instruction for the masses; more of nature for the children. These and a thousand other needs urge our educators forward. And it is true we need these; that is, we need the life and truth toward which these are reaching, but the mere effort will prove as futile, as far as results are concerned, as applying stimulants to the human body when life is gone. The things in themselves are all right, but they can not impart life. These are props, as it were, which for a time support the broken branches of a tree; they can not cause new growth, and but a wind is necessary to show the actual condition.
In the face of it all, what shall be done for the children? The question is imperative, especially to every Christian. An eternity ahead, and but a brief space in which to prepare for that endless progress. Characters must be formed. A separation will take place, and those who reflect the image of God will stand opposed by those who cling to earth and earthly methods. There is but one safe guide, the eternal Word. So closely are national prosperity, individual spiritual growth, and the principles of education connected, that life imparted to the latter causes activity all along the line. 'Consider what I say, and the Lord give thee understanding in all things.'
