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About Hesperian student / (Lincoln [Neb.]) 1872-1885 | View Entire Issue (Jan. 1, 1877)
SS&- , i ran w Conskuvatism. 11 to lure. It may well make us shudder when we think how many mote of tho same kind, perhaps, are now in training through u similar coutso of education, or that sys tem, which, not content witli neglecting, openly proscribes all religion, and all morals grounded on religion, as wholly alien to the earlier culture of the human soul." !Ul. " So it appears that from our slate institutions is, or is soon to he excluded that theological instruction which is at hest hut an intellectual inatier." I Tail to see how "theological instruction" is an "intel lectual matter," when he has previously said "That intellectual training tends to moral culture." Th-U theological instruc tion docs not amount to much in the gen tleman's estimation is plainly to he seen. He should he more careful to stale just what intellectual training will reach the desired end, moral culture, lor surely in. struction in theology is just as much train ing the intellect as Philosophy, Latin, Greek, the sciences and mathematics. Hut to the more direct point at issue. If he means by "theological instruction" the instruction in the tenets, dogmas or creeds of some particular church, he is crying against an evil that does not exist in our state institution. If he means, hy "theological instruction," instruction from a Christian standpoint, then I claim that the slate, above all others, is bound to fur nish such. Why? Is not the aim of all education for the hest? Is there a grand er, truer, nobler conception of character than the Christian ? No. Then, as Chris t i all character is the noblest for which to strive, the loftiest at which to aim, bo he teacher in our public schools or Professor in our Universities, he is morally bound to mould the students under him after such a standard. He violates a most sa cred obligation who fails to impart such instruction. I care not how faithful he may bo in other respects. Chancellor Fairfield must surely know what ho is talking about when ho says, " Clod's moral government, as well as nat ural, is a fitting thing to be taught through out tho whole course of American educa tion. Etliics, Christian ethics, belong cm inently to the American University." Again, I question very much whether that "true nobility of character," of which the gentleman speaks, would ever come from a "purely secular course of iiistnic tion." Is not education thiee-fold in it.s nature physical or natural, social and in tellectual. Has not a man a body, a mind, and a soul or spirit ? Develope his ood' to the utmost, to the Grecian standard of manhood, train the mind to the fullest ca pacity conceivable, does that give us a perfect man? Hy far, no when "we leave the noblest and mightiest element out." 'rNot hy the power ol oelfish purpose can the soul of man rise to the sublime fiiltlllincnt of its destiny. Not by the. knowledge horn of its own reason, 01 gained by its own insight, can it light its way through to the heavens of truth. Not hy the warmth of stlf-inspired and self seeking affections will it ever burst forth into the glory and iruitfulnessof a benefi cent and heroic life. Celestial motives must move it, -heavenly wisdom must illu minate it, and a divine love must warm it." M CONSERVATISM. Conservatism naturally continues to the old; sometimes not caring whether it lie good or bad. But we do not believe in the rejection of a theory because it is new and untried. Some people steadfastly hold to their old opinions, prefering to protect and preserve from decay existing institu tions, though aware of their many defects, rather than surmount the many difficul ties, which they believe to be in tho way of a change. Thus it was in the south with the slavery question. ' What can be done,' these people would say. " Slavery may not be exactly right, but, then, what some would bring about may bo for the worse instead of for the hotter. Our fathers up umivBim'JwmitiimttmMmAWtimwimfm
