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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
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