UNIVERSITY OF CALIFORNIA. 
 
 Received 
 Accession No. 
 
 , 189$. 
 
 . Class No. 
 

PAPERS PRESENTED 
 
 AT THE 
 
 EDUCATIONAL CONVENTION 
 
 OF THE 
 
 Congregational Churches 
 
 OF 
 
 SOUTHERN CALIFORNIA 
 
 HELD AT 
 
 Los Angeles, April 13-14, 1892. 
 
The Executive Committee of the Board of Trustees of Pomona 
 College called an Educational Convention of the Congregational 
 Churches of Southern California to meet in Los Angeles, April 13 
 and 14, 1892. Representatives of the Churches were present from 
 Santa Barbara, Ventura, Santa Paula, Saticoy, National City, San 
 Diego, Santa Ana, Orange, Riverside, Redlands, San Bernardino, 
 Mentone, Highlands, Rialto, Ontario, Pomona, Claremont, Mon- 
 rovia, Sierra Madre, Pasadena, South Riverside, Eagle Rock, Long 
 Beach, Vernondale, Oceanside, Escondido, Hyde Park, and the 
 nine Churches of Los Angeles. There were thirty papers upon 
 the program, which opened Wednesday evening, April i3th, at 
 7:30. Four were absent, and their papers were not read. There 
 were sessions during ten hours, and there was no time for 
 discussion. 
 
 The object of the Convention was to confer together thus 
 early in the history of the College, that the best ideas of the con- 
 stituency might reach the ears of the Board of Trustees who were 
 nearly all present at this meeting. Each speaker had been asked 
 what one idea he would like to emphasize before the Convention 
 and from the themes thus chosep, the following program was then 
 constructed by the Committee, and by vote of the Convention the 
 papers have been edited by the Committee and are printed 
 herewith: 
 
 jVu'tr 
 
7. 77/<? Christian College. 
 
 PAGE 
 
 REV. W. C. MERRILL, San Diego The Psychological Neces- 
 sity for the Christian College 7 
 
 REV. J. K. MCLEAN, D. D., Oakland The Building of a 
 
 Christian College 15 
 
 REV. C. G. BALDWIN, President of Pomona College The 
 
 Christian College We are Undertaking to Build 26 
 
 //. The Christian Element in Education. 
 
 REV. II. T. STAATS, Pasadena Why a Distinctively Christian 
 
 Education 30 
 
 REV. E. R. BRAINERD, San Bernardino The Imperative Need 
 
 of Christian Schools 33 
 
 REV. E. D. WEAGE, National City Christian Education and 
 
 Character Building 39 
 
 ///. The Student Constituency of a Christian College. 
 
 PROF. E. C. NORTON, Pomona College, Claremont The 
 
 Student Material for College Building 42 
 
 REV. L. H. FRARY, Pomona Duty of the Church to the Intel- 
 lectual Life of Her Children 46 
 
 REV. C. T. WEITZEL, Santa Barbara The Personal Factor in 
 
 Education 50 
 
 IV. The Bible and Christian Education. 
 
 REV. F. N. MERRIAM, Ventura The Bible in the Curriculum 
 
 of the Christian College. ... 57 
 
 PROF. C. B. SUMNER, Pomona College, Claremont The 
 
 Revival of Bible Study 62 
 
 V. The Financiering of a Christian College. 
 
 REV. A. E. TRACY, Ontario The Necessity of Promoting 
 Christian Education by Private Benevolence Not a Dis- 
 advantage 69 
 
VI. Our Community, Our Churches, and Our College. 
 
 REV. J. H. HARWOOD, D. D., Orange The Relation of 
 Christian Education to the Church (manuscript not 
 furnished). 
 
 REV. T. C. HUNT, Riverside Peculiar Conditions in Southern 
 California which make Special Demands upon Pomona 
 College 73 
 
 VII. Single Thoughts on Christian Education. 
 
 REV. THOMAS HENDRY, Los Angeles, Park Church A Plea 
 
 for Education Practical and Christian 79 
 
 REV. J. H. COLLINS, Los Angeles, Third Church The Curse 
 
 of an Education which is not Practical 83 
 
 REV. O. D. CRAWFORD, Oceanside Our Stewardship of the 
 
 Mind 85 
 
 PROF. F. W. PHELPS, Washburn College, Kansas College 
 
 Extension 88 
 
 REV. GEO. A. RAWSON, Vernondale Importance of a Relig- 
 ious Atmosphere 93 
 
 REV. Henry W. JONES, Escondido The Workman His Own 
 
 Best Tool 96 
 
 REV. STEPHEN BOWERS, Ventura Christian Education 105 
 
 PROF. A. D. BISSELL, formerly Professor of Music in Oahu 
 
 College, H. I. Christian Education and Music. no 
 
 REV. FRANCIS M. PRICE, Los Angeles, Bethlehem The 
 Transforming Power of College Life 114 
 
 VIII. The Open Hour. 
 
 Voluntary Addresses. Opportunity for the widest variety of 
 suggestion, each speaker limited to five minutes. 
 
 IX. Christian Education and the Worlds Work. 
 
 PROF. C. S. NASH, Pacific Theological Seminary, Oakland 
 The Kind of Men Demanded by God from the Christian 
 College 118 
 
 REV. ROBERT G. HUTCHINS, Los Angeles, First Church The 
 Christian College and Our National Perils (manuscript 
 not furnished). 
 
 X. Platform of th Educational Convention. 
 
 A Series of Resolutions, embodying the practical recommen- 
 dations of the Convention, prepared by Rev. J. T. Ford 
 and Rev. C. G. Baldwin ... ,. 126 
 
PAPKRS 
 
 AT THE 
 
 EDUCATIONAL CONVENTION 
 
 OF THE 
 
 CONGREGATIONAL CHURCHES 
 
 OF 
 
 SOUTHERN CALIFORNIA. 
 
 THE PSYCHOLOGICAL NEED OF A CHRIS- 
 TIAN EDUCATION. 
 
 REV. W. C. MERRILL, SAN DIEGO. 
 
 It is a fact worthy of note that ignorance is not the 
 parent of a vast sum of the crime that disgraces our land 
 today. Our criminals, thousands of them, are educated 
 criminals. There is a great want somewhere that 
 has not been met in the making of citizens. Men are not 
 seeking legitimate means to attain their ends. They are 
 trying to make stones into bread, forgetting that it was 
 Satan who first offered the bright suggestion. The hus- 
 bandman who sells small, green, berries by a few fine 
 ones at the top ; the grocer who palms off white dirt for 
 sugar and forgets that grit always tells in the end; the 
 dairyman who thinks his "artesian cow" is a great 
 saving of shorts and alfalfa ; the merchant who imagines 
 that marking American goods French is the best way to 
 
8 EDUCATIONAL CONVENTION, 
 
 solve the tariff problem and diminish the surplus ; the 
 manufacturer who trusts that ground rags and cotton will 
 not tell tales farther on what shall I say of these men ? 
 
 Pessimism aside, this is a very considerable product 
 of the education of today. If education do not produce 
 it, it does not prevent it. It does not seem to have any 
 considerable tendency to prevent it. In opening this 
 convention and with the topic in hand, it seems to me that 
 my words should be general in their bearing. Psycho- 
 logically, all that pertains to the Christian College and 
 Academy is generic to a Christian education, through and 
 through. Education should be a projective force. It 
 becomes the educator then to determine the end to be 
 aimed at. If I grind knives keen as razors and throw 
 them out to a crowd of children, the prospective good of 
 my occupation depends on the use the youngsters make of 
 the knives I sharpen. We have a splendid system of educa- 
 tion in America, and we have been grinding intellects 
 regardless of the use that is made of them, until they are 
 keen as razors. Moreover we are sending them out into 
 the world with the hint that we are not responsible for the 
 use that shall be made of them, and men may keep a 
 bull-dog or a six-shooter, as they choose, for their pro- 
 tection. 
 
 What is the object of public education? Clearly, 
 the making of good citizens. The State does not educate 
 to confer a favor on the father of a family, but to protect 
 itself from the dangers of illiteracy ; not because illiteracy 
 is in itself a menace to the Republic, but because ignor- 
 ance is the parent of vice. The dangers, then, against 
 which our public education is calculated to provide, are 
 
CONGREGATIONAL CHURCHES. 9 
 
 the evils of a vicious proletariat. How far reaching to 
 this end is our public school system ? 
 
 I am not inclined to place undue reliance on statistics 
 in ordinary hands, but Mr. Geo. H. Stetson, in a promi- 
 nent periodical not long ago, made some very significant 
 statements concerning my native State of Massachusetts. 
 No State has carried the public school system to greater 
 perfection, perhaps, but the census of 1850 to 1880 shows 
 a most alarming increase in crime in that cultured State. 
 It very evidently did not result from the influx of the 
 vicious foreign element as we sometimes think. Of the 
 total number of prison population in Massachusetts from 
 1850 to 1880 two-thirds were native born, and the growth 
 of the crime, surprising, as it may seem, was double the 
 growth of population. The report of the Massachusetts 
 prison commission for one year showed 65,000 arrests for 
 crime. That means one arrest for every twenty-nine 
 inhabitants ; and counting five to the family, every six 
 families furnished one criminal. Admitting that a greater 
 portion of the crimes are punished as the years go by, this 
 will hardly leave room for the benefits our system of 
 education is supposed to insure. 
 
 As a system of mere intellectual drill this institution is 
 encouragingly strong ; as a process in the evolution of 
 upright citizens it is alarmingly weak. As a mere system 
 of intellectual drill I have my doubts as to the right of the 
 State to tax me for the education of the children of my 
 neighbor. If it is just that I teach them, at my expense, 
 grammar and logic, it is apparently just that I teach them 
 the piano and guitar. I think that it is admitted that the 
 justice of the scheme is in the argument that education is 
 
IO EDUCATIONAL CONVENTION, 
 
 the safeguard against vice, and assures us citizens of 
 higher moral endowment. So Herbert Spencer, when he 
 says, "To prepare us for complete living is the function 
 which education Ijas to discharge ; and the only rational 
 mode of judging of any educational course is to judge in 
 what degree it discharges such functions." For "com- 
 plete living" we must have character. Indeed anyone 
 who listens to the demand for universal education will 
 have his ears so filled with "the dangers of illiteracy" 
 that the inference will be inevitable that the ultimate end 
 of all education is, very clearly, character. 
 
 If the needs of our Republic demand in our citizen 
 character, the highest education will be that which evolves 
 the highest character. We are slowly approaching the 
 recognition of this fact. Now it is easy, by a simple illus- 
 tration from psychology, to show that the mere sharpening 
 of the intellect only serves to make an already good man 
 more helpful and a native rascal the keener and shrewder 
 villain. 
 
 We live in a time of great scientific activity so far as 
 physics are concerned, but we have been slow to carry the 
 scientific method into educational processes. This may 
 not be without reason. It is only a little more than a 
 hundred years since the human mind was first understood. 
 The greatest philosophers the world has seen lived 
 and died and could never show psychologically why they 
 got up in the morning or went in when it rained. Plato 
 and Aristotle lived and died and never discovered the road 
 traveled by the intellect to reach the will. Aristotle and 
 all the world's philosophers, until a little more than a 
 hundred years ago, divided the human mind into intellect 
 
CONGREGATIONAL CHURCHES. II 
 
 and will cognizing power and willing power. Under will, 
 they placed the feelings, appetences, and they never under- 
 stood how the thought arising in the intellect was conveyed 
 to the will and moved the man to action. And yet with- 
 out that knowledge the intellect is a polar sea, the will an 
 unbridled steed. Others had thought deeply on the theme 
 but Kant was the first to see the gap which the emotions 
 must fill. On one side of the arch he had the intellect 
 the knowing powers ; on the other side he had the will 
 the volitions, the acting powers ; and into the arch between 
 he dropped the key stone, the emotions, the motive power. 
 Ask any tyro in college to-day the fundamental structure 
 of the human mind and he will answer, " Why, of course, 
 the intellect, the emotions and the will." The intellect 
 strikes out the thought, the emotions take it up into the 
 light of experience and move, through desire, the will to 
 act upon it. However brilliant the thought, it is impotent 
 until it has passed through the medium of the emotions 
 and been carried to the will. Yet we educate the intellect 
 and think we are developing human minds. We have de- 
 veloped distortions and intellectual monstrosities too often, 
 instead. One might think forever, but the idea would be 
 barren did not the emotions create pleasure or aversion 
 and carry on the idea to a corresponding issue. If the 
 great object of education be character men then it is 
 the utmost folly to train the intellect alone. I think Sir 
 Wm. Hamilton speaks of the emotions as a bridge over 
 which knowledge marches to volition. They are the me- 
 dium through which knowledge passes. They are, in a 
 figure, a family of Titans and when thought passes into 
 their workshop, it will not go forth until transformed. 
 
13 EDUCATIONAL CONVENTION, 
 
 They are the real educators. They send forth their pupils 
 with the impress of their own powerful nature. They 
 stamp them with the lofty smile of the sage or the hideous 
 grin of the fool and clothe them with the fantastic garb of 
 the jester or robe them in the purple of a king. "Keep 
 thy heart with all diligence," said the wise man, " for 
 out of it are the issues of life." " Let me make the bal- 
 lads of a nation, and I care not who make her laws," said 
 an ancient. He knew that however lofty the knowledge 
 wrapped up in reason and wrought into laws, the proper 
 education of the emotions alone would lead to their 
 execution. 
 
 Is it not a marvel that knowing the human mind as 
 we do we are so unscientific in its development? We 
 speak of the good hearted man ; but we mean a man of 
 warm emotions productive of good motives. All this is a 
 part of the mind. We shall never be scientific in our 
 education until we train the mind with psychological com- 
 pleteness. ^Our fathers u builded better than they knew," 
 we know better than we build.} We profess to train and 
 unfold the human mind. But we know that the home of 
 right motives is the emotions and that the emotions are a 
 fundamental part of the mind. We know they are the 
 only elements of the mind that make our knowledge avail- 
 able or useful. We know that they color all our thought 
 and send it out on errands of love and mercy, or missions 
 of hate and vengeance. We know that all education that 
 educates the intellect alone is one sided and so incomplete 
 as to be shameful. We train intellectual animals and 
 profess nothing more. The result is that every immoral 
 man trained at the expense of the state is thereby made 
 
CONGREGATIONAL CHURCHES. 13 
 
 doubly dangerous as a foe to the state. What other does 
 Emerson mean when he says "Napoleon was trial of in- 
 tellect without conscience?" Lacking moral education 
 his Titanic intellect made him a moral monster. 
 
 The educational world is just beginning to catch the 
 spirit of the age, and in certain quarters we hear talk 
 about psychological ethics. Let us not disparage the 
 idea, for no one can teach ethics so as to fully develope a 
 human mind and send the man out a pure, loving, 
 patriotic, helpful, charitable citizen of a Republic without 
 teaching a good generous part of the Christian religion, 
 " What does the Lord thy God require of thee but to do 
 justly, to love mercy and to walk humbly with thy God?" 
 That is good religion, and "psychological ethics" will 
 not be able to omit it. You cannot teach ethics without 
 teaching justice and mercy, and Kant, stoic though he was, 
 declared that it would be forever impossible to get a 
 ground work for even law and order without a practical 
 faith in God. You- will find Aristotle teaching ethics on 
 the same basis. "Pure religion before God and the 
 father is this, to visit the widow and the fatherless in their 
 affliction and to keep oneself unspotted from the world." 
 Ethics will sit very close to the gospel there ; and Jesus 
 himself summed up the whole divine law in the few 
 words, God the first place, the second you and your neigh- 
 bor. If the German emperor thinks the world is not 
 ready for such ethics let him ride down " Unter den 
 Linden" in the next Demonstration with his motto, "sic 
 volo, sic jubeo," and see what comes of it. I will not 
 say that you cannot teach such "psychological ethics" 
 without teaching first of all love to God ; but Janet's 
 
14 EDUCATIONAL CONVENTION, 
 
 works are standard, and he says that you cannot give 
 " any sufficient motive for the performance of duty without 
 a belief in God." Because the unmoral intellect will 
 say: "If it is possible that God is, an illusion, why should 
 not virtue be an illusion also?" When some one admitted 
 to President Seely, of Amherst, not long since, that we 
 must soon introduce ethics into our school system, he said: 
 " If you take the best will you not have to introduce the 
 gospel of Jesus?" Daniel Webster could see no valid 
 reason why a few great religious truths could not be taught 
 in our public schools. He affirmed, with reason, that a 
 belief in God, immortality and accountability of man to 
 his Creator, the relation of life in the next world to 
 character in this, could be taught without the least danger 
 of sectarian strife. Since the safety of the Republic 
 depends upon the education of its citizens, the State will 
 not refuse to educate because a few Anarchists would 
 oppose it in the support of the total destruction of govern- 
 ment. And if the ultimate end of education is character, 
 virtue and integrity, the evolution of upright citizens, the 
 State should not swerve from its duty, because a few 
 unbelievers are opposed to all religious teachings. The 
 State has sharpened the human intellect until it is as likely 
 to be deadly as a foe as to be potent as an ally. All the 
 scientific skill of the day should be brought to bear upon 
 this problem. When it is, the fact will appear that only 
 a psychological development of the mind will give us the 
 mental poise and balanced character necessary that a 
 government of the people by the people shall not perish 
 from the earth. The growth will be slow. I believe that 
 the next century will see developed the necessity for 
 
CONGREGATIONAL CHURCHES. 15 
 
 persistent public training in the fundamental principles of 
 religious life. Then the minds of the young will be more 
 receptive to the more individual instruction in distinctively 
 Christian truths. Meanwhile, that we may insert as 
 widely as possible the true leaven, the Christian world 
 must pour out money for Christian Academies and 
 Colleges where our young can be trained not merely in 
 intellectual gymnastics, but where the intellect, the emo- 
 tions and the will may have symmetrical enlargement. 
 Wherever there is a felt want, there is either existent or 
 potential, the answer to it throughout all nature. The 
 world has long felt the need of an answer to the great 
 social problems of this century. The Christian Church is 
 our answer. Education psychologically applied, fitting 
 the mind in its fundamental principles for the higher 
 application of positive Christian truth, will alone solve 
 the problem. We are to see this, ere long, more clearly. 
 Then, for the sake of a sentiment, the State will not 
 prefer the ethics of Aristotle to those of Jesus of Nazareth. 
 
 THE BUILDING OF A CHRISTIAN COLLEGE. 
 
 REV. DR. J. K. McLEAN, OAKLAND. 
 
 For the sake of turning our discussion to its most 
 fruitful issue, allow me to place upon the broad subject 
 assigned me such modifying limits as shall entitle it 
 "The Building of the Congregational Christian College 
 Today in California." 
 
l6 EDUCATIONAL CONVENTION, 
 
 /. The Great Incentive to the Undertaking. 
 That is to be found in the close relation which exists 
 between such an enterprise and the coming of Christ's 
 Kingdom. Institutions of Christian education have been, 
 from the earliest days, prime factors in Christian conquest 
 and advancement. Christian institutions of learning have 
 stood to the Christian Church both as armory and arena. 
 Prime agencies for providing material of conquest and 
 supplying the discipline requisite to its handling. 
 Thorough Christian men, thoroughly trained in Christian 
 ways, for thoroughly Christian ends the kingdom of God 
 on earth can never do without them. 
 
 1. The Christian college has existed and must exist, 
 as a standing appeal for such men and as a standing pre- 
 paratory of them. Purely secular institutions of learning, 
 particularly those maintained by the state and held under 
 its control, cannot, in the nature of the case, either incite 
 men to the Christian ministry, qualify them for it, or back 
 them in it. They are disabled from doing so by their very 
 constitution. Experience already shows their tendency to 
 be powerfully in the opposite direction. The Christian 
 institution of education is the reservoir upon the hill-top to 
 which the pulpit is hydrant in the valley. To any effective 
 system for Christian advancement both are essential. The 
 one can be of little avail without the other. 
 
 2. The Christian college is demanded not only as 
 auxiliary to Christian faith and a power for Christian 
 progress, but as well for the conservation of true civiliza- 
 tion. It is to be, for that purpose, even more necessary in 
 the future, if that were possible, than 1 it has been in the 
 past. This is evident in view : 
 
CONGREGATIONAL CHURCHES. 1 7 
 
 () Of the visible tendency in our age, country, and 
 especially in our State, to materialism, secularism and to 
 the inevitable consequences of these depraved moral 
 standards and progressive moral degeneracy. 
 
 (3) Of the demoralizing tendency of unsanctified 
 scholarship already apparent in these last few years of 
 secularized higher education. 
 
 (c) These tendencies have by no means reached 
 their full swing. Left without counteractant from the 
 Christian college and university, they furnish the most 
 serious menace for the future of our country. 
 
 II. The Great Inspiration for the Undertaking. 
 
 In that striking narrative in the life of our Lord, the 
 interview with the woman of Samaria, it is incidentally 
 recorded, "Now Jacob's well was there." Have you ever 
 pondered that most suggestive circumstance? The well 
 was there, though Jacob who dug it was gone and had 
 been for seventeen hundred years. The man had ceased, 
 his work survived. And not in mere monumental form, 
 as only keeping his memory green ; but in vital form, as 
 keeping the earth green. It stood a perennial ministry to 
 daily human life and comfort. Through it, to how many 
 thirsty souls had the dead patriarch ministered cups of 
 cold water. From first to last what a record of benefi- 
 cence. Jacob himself drank of the well, and Rachel, their 
 children, servants and flocks; then Canaanites, Judeans 
 and strangers ; kings of Israel, Saul, David, Solomon ; 
 prophets of Israel, Elijah, Elisha, Isaiah; generals with 
 their armies ; caravans with their companies. Especially 
 as situated on the great high-way between Northern and 
 
1 8 EDUCATIONAL CONVENTION, 
 
 Southern Palestine in the line of the annual pilgrimages 
 forth and back to the Jewish festivals at Jerusalemn, it had 
 been a land-mark, a resting 1 place and welcome fountain 
 of refreshment. Until at last the day came when our 
 blessed Lord himself was fain to rest his weary limbs upon 
 its brink and beg for a draught of its cool waters. To fifty 
 generations of thirst had it ministered relief. 
 
 And, brethren, just outside the walls of Samaria, 
 Jacob's well remains today. Through these ages since 
 Jesus drank of it, does it continue its blessed ministry just 
 as for so long before? Every day of every year for 
 almost four thousand years has one man's thought and 
 one man's deed been a blessing to his fellow-man. 
 
 What more fitting symbol to represent the wide 
 reaching and long enduring influence of the Christian 
 College ! What inspiration in the suggestion ! A well of 
 water, not for man's mere physical need and the world's 
 material want, but for man's religious nature and the 
 world's spiritual want what enterprise more inspiring! 
 What undertaking so sublime ! 
 
 Such an undertaking is not altogether a vision of the 
 possible, it has been already realized in fact. There are 
 educational institutions, for their time Christian, which 
 have existed almost as long as had the well of Samaria at 
 our Lord's time. The University of Bologna was founded 
 A. D. 425, fifteen hundred years ago. The great schools 
 of Palermo were in existence and famous in 1300. The 
 University of Prague was established in 1348. Vienna, 
 Heidelburg and Leipzig came soon after. Oxford and 
 Cambridge have sent forth twenty-one generations of 
 Christian graduates. Scotland has four universities of 
 
CONGREGATIONAL CHURCHES. 19 
 
 four centuries standing; one of these had, not long since, 
 a force of four hundred and twenty-two professors and 
 three thousand four hundred and forty students. What 
 wells ! 
 
 Then there are Harvard, Yale, Dartmouth, Amherst, 
 Williams, in our own country. Of which institutions 
 President Carter has lately written, " The colleges of New 
 England have been the most potent auxiliaries of the 
 Christian faith." What have these institutions already 
 done, and what more are they not yet to do for the Chris- 
 tian civilization of the world ! What incalculable things 
 may not a similar institution accomplish for the nascent 
 civilization of this Pacific Coast ! 
 
 ///. Some Essentials to the Christian College for 
 Tomorrow. 
 
 i. It must be thoroughly a college. Else it cannot 
 so much as get a clientage. Our problem is to build 
 today for tomorrow in California a Christian College, 
 of the Congregational sort. Now, whatever else it may 
 do without, a college must have a constituency. But the 
 problem of college-furnishing has materially changed since 
 the year 1700, when ten Connecticut pastors brought each 
 a half dozen books and laid them down as the foundation 
 of Yale, and Jacob Hemingway, conning those books, 
 constituted for two years its solitary student. That 
 method of college building, the only one possible then, 
 can no longer be successfully pursued. The conditions 
 have changed, particularly in California. The Christian 
 College built here today and built for tomorrow must be 
 prepared to stand strong competition from other institu- 
 
20 EDUCATIONAL CONVENTION, 
 
 tions. To be successful, it must have more to offer than 
 the mere fact that it is Christian. Otherwise even our 
 Christian young men will pass it by. For it is coming to 
 be understood, that among the imperative conditions of 
 success in professional life, thoroughness of equipment 
 stands among the very first. Poorly trained men, handi- 
 capped today, are going to be handicapped more and 
 more tomorrow. At all events, we shall not be able to 
 persuade our young men to the contrary. Where the 
 educational carcass is, there the educational eaglets are 
 going to be gathered together. That we may regard as 
 settled. 
 
 We, as Congregationalists, lack even the questionable 
 advantage in this regard which some other denominations 
 enjoy. We have, for example, lately heard of the man 
 who wants his Baptist College not only equipped with 
 Baptist professors and furnished with Baptist text books, 
 but taught Baptist mathematics and trained in Baptist 
 gymnastics ; if he could get them, he would even want 
 Baptist chalk and blackboards and Baptist soap and 
 towels. Unfortunately or fortunately, as the case may be, 
 we are lacking in such denominational spirit. With us 
 even parents can be slightly influenced by denominational 
 considerations in selecting a college, still less our boys. 
 
 In laying today in California, plans for the Christian 
 College of tomorrow, we cannot wisely disregard two 
 facts: (i) That the great body of candidates for the 
 higher education in our State are to be prepared in secular 
 institutions. (2) That our great State University and the 
 greater institution now planting at Palo Alto are going to 
 offer educational advantages of the very highest type. 
 
CONGREGATIONAL CHURCHES. 21 
 
 One of the facts suggested to us is that the minds of our 
 preparatory students at large are not going to be particu- 
 larly prepossessed toward the Christian College as such ; 
 the other, that if we are going to enter the educational 
 field with any hope at all, we must be prepared, as regards 
 at least the quality of our equipment, to stand comparison 
 with those other institutions. In quantity we cannot, I 
 think need not, compete ; in quality we must or be fore- 
 doomed to fail. 
 
 Or if upon any ground of conscience, or of denomina- 
 tional preference, a poorly equipped institution could 
 obtain a limited attendance from young men in training 
 for ministers and missionaries and from young women in 
 training to be their wives, it could not do for these young 
 people what needs doing and must be done. The train- 
 ing which is to place the pulpit abreast of the require- 
 ments of tomorrow must be thorough and comprehensive. 
 The church is suffering even today for lack of a sufficiency 
 of sufficiently trained men ; the requirement for such is 
 steadily, urgently, increasing. The new aspects of social 
 life, already appearing upon the horizon of the future, the 
 new questions, theoretical and practical, which already 
 oppress society but which are to vex it more and more r 
 demand for the pulpit of tomorrow men of widest 
 information, broadest understanding, alertest perception, 
 profoundest sagacity, and most comprehensive sympathy ; 
 in a word, men completely equipped every way. They 
 must be men of utmost faculty, full peers with those who 
 are to lead in the other departments of life. And just 
 here comes in the responsibility of the college ; as having 
 in training the religious leaders of tomorrow, the Christian 
 
22 EDUCATIONAL CONVENTION, 
 
 College must be prepared to do most thorough work. 
 There is some truth, and much which is not truth, in the 
 remark attributed to President Garfield, that a pine log 
 with Mark Hopkins at one end and an earnest minded 
 young man at the other is for all practical purposes, 
 college enough. That were possibly true if the younger 
 man were such as Garfield and the older such as Hopkins. 
 But Hopkinses are always rare, and Garfields never too 
 common. Moreover, the conditions which gave to Gar- 
 field's utterance its measure of truth are rapidly changing. 
 The vast deal which even President Hopkins could 
 accomplish for the intellectual and moral quickening of 
 young men like Garfield already needs supplementing, 
 and shall need it more and more in the exigent days 
 which are before us. 
 
 The Christian College for tomorrow must be 
 thoroughly a college. No half equipped educational 
 apology has a call to be. It would not be for the further- 
 ance but the hinderance of Christ's kingdom. It could 
 furnish only incompetence, where incompetency were 
 worse than naught. 
 
 2. So too our Christian College for tomorrow must 
 be thoroughly Christian. More Christian than that 
 of yesterday. 
 
 () In order to conserve such Christian life as may 
 be carried to it. No light task today, that task is going to 
 be weightier tomorrow. Out of a Christian home, out of 
 the warm atmosphere of Christian Church, Sabbath School, 
 Christian Endeavor Society, fares forth the immature 
 Christian, boy or girl, into the wider world of college. 
 Not one of us who has passed through the experience, but 
 
CONGREGATIONAL CHURCHES. 23 
 
 knows the peril of it. The new atmosphere, more dense 
 in respect to other things than this youth has ever breathed, 
 must be made and kept more dense also as respects this 
 chief thing. The Christian College which is not prepared 
 to be a Christian conservatory, will have no functions to- 
 morrow in California. 
 
 (6) It must be able, further, to develope that in- 
 cipient Christian life, in a full length way, along the lines 
 of intellectual and spiritual enlightenment. Not mere good 
 scholarship in a Christian does the world need, but good 
 scholarship which is Christian. The two are by no means 
 identical. The various forms of scepticism and unbelief 
 which in these days are settling upon Christian faith, like 
 the white and black scale upon your orange groves, need 
 to be antidoted at their very beginning. The student 
 needs, if ever, a helping hand in the outset of his intellec- 
 tual conflicts. In language lately uttered by Dr. Parker, 
 of London, "We want human words delivered with divine 
 accent and realities spoken of with human sympathy. 
 I believe in scholarship, I believe in the larger scholar- 
 ship that goes beyond mere letters and gerund-grinding 
 and all sorts of finessing the scholarship that knows the 
 thought and spirit as well as the letter; beyond the letter 
 there is an influence or effluence which the mere gram- 
 marian can never understand or appropriate/' Such 
 scholarship must be bred into experience out of experience, 
 absorbed out of an atmosphere suffused with it, 
 
 (c) Our college must be equipped also with reference 
 to making in large and loving ways Christian young men 
 and women of those who come there without Christian 
 faith and Christian life. My remarks so far have gone 
 
24 EDUCATIONAL CONVENTION, 
 
 upon the ground that the Christian College is designed 
 chiefly with reference to the Christian ministry. But the 
 church and world tomorrow, are to need as church and 
 world do today, religiously trained men in all departments 
 of life. There is, and is to be, crying need for Christian 
 lawyers, Christian physicians, Christian teachers, Christian 
 farmers and Christian business men. Inasmuch as our 
 Christian College finds its sole reason for existence in this 
 great fact, it will not answer for it to be Christian to only 
 the ordinary measure of the so-called Christian College of 
 yesterday and today. Its equipments must be more 
 thorough than the mere perf unction of morning prayers, 
 Sunday school, bible class, occasional prayer meeting, with 
 some hasty and apologetic glance at biblical literature. It 
 must have in its boards of instruction great-souled Chris- 
 tian men and women, who, by force of personal character 
 and high spiritual attainment can infuse and enthuse those 
 who come to them for intellectual training with spirit like 
 their own. We are educated by our admirations. We 
 become like those we look up to. I know no provision 
 for a college more essential than Christian instructors who 
 are admirable and are endowed with character and aim 
 intellectually and spiritually inspiring. 
 
 IV. The Denominational Basis of the Christian 
 College for Tomorrow. 
 
 It should be co-operative, not competitive. Inter- 
 denominational, not denominational. It is today the 
 standing scandal of Christianity that, in view of the neces- 
 sity for the existence of the Christian College and in face 
 of the difficulties attending its building and maintenance, 
 
CONGREGATIONAL CHURCHES. 25 
 
 all purely denominational considerations cannot be sub- 
 ordinated to the common end. That scandal of today 
 shall appear all the greater in the light of tomorrow. I, 
 for one, can see no good reason why, denominational lines 
 being retained as now, an interdenominational co- 
 operation could not be had which, in every State of our 
 country, should replace a starveling brood of collegettes 
 with one strong, well-equipped, real college, in which the 
 denominational preference of no student need be attacked 
 or wounded. 
 
 But if such co-operation be as yet unattainable and 
 the persistent experience on the part of us Congrega- 
 tionalists, in vainly trying to secure it seems to indicate 
 that it is unattainable then the next best thing to try for 
 is a college which is Congregational. That is to say, an 
 institution which, while thoroughly Christian in spirit, 
 shall be in its working essentially undenominational. It 
 is to our everlasting credit as institution builders that there 
 exists a noble cordon of colleges, from Bowdoin on the 
 Atlantic to Pomona by the Pacific, in which any student 
 may pass through the whole curriculum without feeling 
 one finger's weight in influence toward changing his 
 denominational predilections. Can as much be said of 
 any other colleges than ours? If not, then ours is the 
 college to build for tomorrow in California today. 
 
26 EDUCATIONAL CONVENTION, 
 
 THE CHRISTIAN COLLEGE WE ARE UN- 
 DERTAKING TO BUILD. 
 
 PRESIDENT C. G. BALDWIN, CLAREMONT. 
 
 Pomona College is, by force of circumstances, a Chris- 
 tian Academy and Christian College combined. It is not 
 intended to cover more than seven years from the begin- 
 ning of Latin. It does not propose to make university 
 provision, through advanced electives, for those who wish 
 to begin in part their graduate courses at the close of the 
 Sophmore year, but to give a full general course of under- 
 graduate study in Literature, Philosophy and Science. It 
 believes that these seven years of general work constitute 
 a worthy preparation for special studies in professional lines 
 at the universities. We propose to conduct the school in 
 such a way that our pupils shall have every advantage in 
 materials, apparatus, and teaching force necessary to 
 make the most thorough preparation possible for more 
 advanced and technical work. We propose to employ 
 such teachers, and have such regulations, and establish 
 such traditions as shall make these years of study, from 
 fourteen to twenty-one, years of thorough establishment of 
 scholarly habits and Christian character; and shall also 
 hope to aid each student to discover within that period the 
 character and natural limits of his native endowment, and 
 to have clearly presented to him the various forms of 
 useful and needed work, so that if possible his choice of 
 work shall be fitting and worthy. We shall also, and 
 always, present to the students the highest ideal of fitness 
 for lifework and cultivate an ambition to take a full 
 course of special graduate study in the best universities ; 
 
CONGREGATIONAL CHURCHES. 27 
 
 and to this end it will be our aim to bring before the 
 students from time to time the highest specialists for the 
 purpose of enlisting the greatest interest, taking care 
 always that these specialists magnify with us the impor- 
 tance of the general preparatory work of the college 
 courses. 
 
 This simple program of Pomona College seems to us 
 to meet the demands of our times in a way to harmonize 
 all important interests. It is a plan which utilizes to the 
 full the magnificent endowments of our great universities, 
 not distinctively Christian, by sending to them the best 
 trained material ready to appreciate and use the men and 
 the equipment of the university. It meets in the best 
 possible way the demand for Christian Education, because 
 it takes the immature years for thorough establishment in 
 Christian principles under most favorable conditions. If 
 we have done our duty we can then, if ever, safely trust 
 the graduate of our College to meet the temptations of the 
 more mixed University life, which might easily have 
 wrecked the undergraduate student. 
 
 There seems to be no other effective way of meeting 
 both these requirements for university life good intel- 
 lectual education and well established character. This is 
 not an ambitious ideal. The college is always in danger 
 of trying to become a university. This must not be. It 
 is folly to attempt such work without large equipment. 
 It defrauds the student because other schools can serve 
 him better in the special technical courses. It is the 
 business of the Christian College to have such an equip- 
 ment and such men as will enable it to say to any young 
 man: "You cannot do essentially better in these under- 
 
28 EDUCATIONAL CONVENTION, 
 
 graduate courses than you can do with us." This we 
 must insist upon. We cannot rob our children. There 
 is great misconception as to how much is required to con- 
 duct such an undergraduate school. This has arisen from 
 the fact that most of our colleges as they have received 
 more means have advanced into special graduate fields of 
 work, and have undertaken thus a vastly wider field than 
 the undergraduate field. A scheme of education is like 
 a circle, you increase the radius but a little and you 
 double the area and the expense. 
 
 Confining ourselves strictly to college work we need 
 in chemistry a working laboratory, which I am informed 
 by high authority in graduate work will require as a max- 
 imum, less than $10,000 in equipment. We need in 
 Physics enough apparatus to set up a dozen first-class 
 experiments which will require, according to a very high 
 authority in graduate work, but $10,000 in apparatus. 
 For the museum for actual work not for display we 
 need place in the hands of the teachers but a few thous- 
 ands of dollars. The teachers of Literature, History and 
 Political Science must have a few thousands of dollars for 
 books. We are not to have the library of the specialist in 
 all, or even in any lines. The student who does the work 
 before him can wisely confine his attention to the books 
 which are properly collateral to his studies. The special- 
 ist and the university courses need the complete library. 
 The professors in college must be teachers, middlemen, 
 men who give up their ambition to become original investi- 
 gators ; men who keep up with the latest but who give 
 themselves unreservedly to their pupils rather than to the 
 private laboratory. This has been done by the greatest 
 
CONGREGATIONAL CHURCHES. 29 
 
 teachers of the world. They have written few books, 
 they have made few original discoveries, but they have 
 given themselves to their pupils ; have multiplied them- 
 selves in a thousand lives, awakened and stimulated by 
 them. We must have a large force of teachers but we 
 can find three noble and true teachers who will give their 
 lives for their pupils for the salary which the rich uni- 
 versities in self-respect must pay for one original investi- 
 gator. Our pay roll must give us one teacher for every 
 ten pupils ; and if we do the best possible work for each 
 pupil we must have more than that. The nearest possible 
 approach to individual attention is highly desirable and 
 here is where money should be used freely. The labor- 
 atory method must be used in all lines and this requires 
 many men. 
 
 The typical product of such a College is a student 
 trained in mind to do good work with an enthusiasm 
 born of high Christian purpose to serve the world 
 where it needs him most; safe as regards temptations 
 and ready to respond most quickly to the enlarged 
 life of the well equipped special and advanced courses of 
 the University. I do not hesitate to say that such a man 
 will get a greater uplift from the change from the College 
 to the University th;in the undergraduate ever gets by 
 partial and incomplete electives which precede his proper 
 graduate work. The system is better as an ideal ; and 
 within a few years it will be found that a defined line 
 between the College and the University must be drawn. 
 Mongrels will not be tolerated. Their methods tend to 
 pull away the brightest men from a thorough general 
 preparation just as the Business Course will "side 
 
3O EDUCATIONAL CONVENTION, 
 
 track " the brightest men of the Academy. The Business 
 Course has no place in the Academy. The University 
 Course has no place in the College. To define our limits 
 is to aid in our work. 
 
 Are our Christian people of California willing to 
 undertake to build such a Christian School as I have out- 
 lined ? Are they convinced that in education this is the 
 best and the most desirable thing to do? That is the 
 first question, "Is it desirable?" and this convention 
 should help to answer that question. If the answer is 
 yea, and there is no uncertain sound as we voice that 
 word, then I say it is feasible. For what ought to be, 
 can be. God will help us as we go forward with courage 
 and it shall be. If this is a right plan commensurate with 
 our possibilities, surely we must put forth the effort to 
 overcome all obstacles which may oppose it. 
 
 WHY A DISTINCTIVELY CHRISTIAN 
 EDUCATION. 
 
 REV. H. A. STAATS, PASADENA. 
 
 The one supreme test of the proper education of man 
 is the realization of the Divine ideal in him. What is that 
 ideal? A perfect manhood. We may infer this from 
 Nature. Everywhere in the lower material realm, im- 
 perfect development points to richest development ; im- 
 maturity foreshadows maturity. The Scriptures clearly 
 set forth this ideal. I read, "And He (Christ) gave some 
 apostles, and some prophets, and some evangelists, and 
 
CONGREGATIONAL CHURCHES. 3! 
 
 some pastors, and teachers, for the perfecting of the 
 Saints, for the work of the ministry, for the edifying of the 
 body of Christ ; till we all come in the unity of the faith 
 and of the knowledge of the Son of God unto a 
 perfect man." That is, all ordinances, all the variety of 
 instruments employed in the Church by its Great Head 
 have this for their grand end a perfect man. What is 
 man in his essential nature and present state, and what is 
 perfect manhood, and how may its royal crown be secured? 
 Man is a compound being. Dissimilar elements combine 
 in his structure. Each has its place and rightly developed 
 bears a designed part in his Divine constitution. There 
 is nothing superfluous in man. Every appetite, every 
 passion, every faculty that belongs to his organic nature is 
 useful ; yea more, is sacred. He is a physical being and 
 as such is fearfully and wonderfully made. The body is 
 good. Not one function of it is common or to be 
 despised. To assert the contrary is a reflection upon the 
 All-wise Creator. Man is also an intellectual being. His 
 mental powers are so varied and grand that his capacity 
 for progress seems boundless. 
 
 He is a social being, with affections which in their 
 kind and degree ally him to the Divine heart ; and crown- 
 ing all he is a religious being, he worships, has a sense 
 of a higher, a Divine, power to which he owes allegiance 
 and before which he reverently bows. This distinguishes 
 him from all forms and kinds of animal life, not simply 
 as higher in degree, but as separate in kind. Such is 
 man as we find him. It is evident that a perfect man- 
 hood is the proper, harmonious, development in him of all 
 these elements. Each has its sphere in the life, each may 
 
32 EDUCATIONAL CONVENTION, 
 
 bring a blessing or a curse. Each needs guidance, 
 control. Even the religious faculty cannot be trusted, for 
 though the highest it is liable to the greatest perversions. 
 Take then man with these elements of his being capable 
 of a development the rich blossom of which may be a 
 perfect manhood, and we ask, where is the power or 
 influence which will secure it? We naturally suppose 
 that an all-wise and loving father would make some 
 provision for it. Where is it found? A distinctively 
 Christian education furnishes the answer. It is the great 
 necessity. Christ was the ideal man ; and the principles 
 He taught and embodied in His life have in them the 
 essence and promise and power of a perfect manhood. 
 They touch the whole man body, mind, heart, spirit. 
 They say all you are is sacred ; regard each element of 
 your being as such and use, develop, regulate in accord- 
 ance with Heaven's royal law of love. A Christian 
 education is the only all-comprehensive education of the 
 whole man, and therefore has the strongest claim upon 
 our sympathy and support. It dignifies human nature as 
 it leaves no part of manhood unrecognized, unprovided 
 for. It says to every man, however imperfect and 
 degraded, you have a royal birthright, you are a son of 
 God ; and while it points him amid his weakness and 
 sinfulness upward to his possible strength and righteous- 
 ness, it brings near God as the all-helpful, all-loving 
 Friend. Who shall say that the inspiration of such a 
 vision is not needed for the development of perfect man- 
 hood ? Who will deny that any education which has not 
 this broad scope is so far defective ! The men whom a 
 Christian education naturally builds up must be the 
 
CONGREGATIONAL CHURCHES. 33 
 
 noblest men, the strongest men, the freest men, the largest 
 men in other words, the most perfect men. For they 
 are the men whose every faculty comes under the inspira- 
 tion and rule of that principle, which is the essence of 
 God Himself, " God is love." The world in its suffering 
 and degradation demands such ; for, if character is useful- 
 ness, they are the most useful ; if character brings 
 happiness, they are the happiest ; and from their hearts as 
 from some rich instrument in perfect tune, sweetest notes 
 sound forth to cheer the weary and sorrowing. A Chris- 
 tian character, the fruit of a Christian education, is thus 
 the world's benediction. 
 
 THE IMPERATIVE DEMAND FOR CHRIS- 
 TIAN SCHOOLS. 
 
 REV. E. R. BRAINERD, MENTONE. 
 
 The topic assigned to me is "The Imperative 
 Demand for Christian Schools." However many things 
 may be said on this important topic, there are but five 
 minutes in which to make four points. So I remark: 
 First. There is an imperative demand for Christian 
 schools, because of the secularizing influences of Califor- 
 nia life. Vast in territory, rich in worldly goods, 
 thorough in school systems and boundless in resources, 
 yet the golden state has but a small minority of Christians. 
 Taken through its whole extent, California is rife in 
 infidelity, reeking in rum, low in morals. Her brilliant 
 
34 EDUCATIONAL CONVENTION, 
 
 future is threatened with inevitable decay. No Sabbath, 
 no sound temperance principles. Greed and Godlessness 
 dominate. The influences on the young are unmistakably 
 harmful. Our otherwise excellent school system is abso- 
 lutely void of moral or religious teaching. Owing to the 
 make-up of our Educational Boards as the representatives 
 of the people, our teachers are not largely individuals of 
 marked Christian devotion, and those who are, are for- 
 bidden, by precedent if not by law, any religious or 
 Christian teaching. No prayer, no Bible ; with ideas of 
 God and Christianity studiously avoided, the result can 
 but be bad and only bad. A recent discussion showed 
 that almost no student from our institutions of learning 
 have entered the ministry in the whole history of the 
 State. In California, religious influences are at a mini- 
 mum ; the demand therefore for Christian schools is at a 
 maximum. No one can doubt that we must have Chris- 
 tian schools in California if we would attain a Christian 
 civilization. 
 
 But consider secondly, character is grander than 
 education. It is fundamental to the welfare of the in- 
 dividual and the State. Education is the foundation of 
 civilization. Progress and prosperity, science and inven- 
 tion ; the refinements of literature and of art ; commerce 
 and the assimilation of races into our national life are all 
 due to our splendid system cf public education, and along 
 the lines of practical utility our country has produced 
 citizens of remarkable genius. Liberal education has 
 made our people sharp in wits, shrewd in intellectual 
 prowess and of wide spread mental activity. Though 
 young in history, America is prodigious in the results of her 
 
CONGREGATIONAL CHURCHES. 35 
 
 educational facilities, and promises yet mightier attain- 
 ments for the future. But there is one thing that our con- 
 stitutional government has failed to comprehend. It is 
 this: That though learning, education, skill and power 
 to apply are a great boon to our citizens, yet grander than 
 intellectual attainments, grander than mortal genius, is 
 character. That element of citizenship, that alone, can 
 make us dominant, and without this, genius is but a 
 flash in the darkness, quickly extinguished in the gloom of 
 eternal night. Character alone can establish and main- 
 tain manhood and preserve and perpetuate the liberties of 
 the people and the privileges of our free institutions. We 
 are already feeling the strain on this, the weak spot in our 
 body politic. Mere mental greatness and a dazzling 
 civilization must inevitably go down before the destroy- 
 ing power of a neglected and weakened moral life. 
 
 To this, witness the overthrow of the world's great 
 nations. Greece and Rome, in the brilliancy of their 
 attainments, literary, artistic and political, far surpassed 
 our own. Their famous schools trained in intellect, but 
 could not control the will. Their orators kindled to 
 enthusiastic patriotism the listening throng, but could 
 never awaken the divine energies of a dead conscience. 
 The eloquence of a Demosthenes was but the death 
 song of a nation's greatness, and in the height of its glory 
 the nation went down powerless to endure. Its citizens 
 had lost the true nobility of the soul. Their experiment 
 of education without character should be our warning. 
 Already on this continent are heard the distant rumblings 
 of threatened dissolution, and without Christian education 
 and Christian character our nation must utterly perish 
 
36 EDUCATIONAL CONVENTION, 
 
 long before we reach their glory and fame. Our only 
 hope is in Christian education. The salt of the gospel 
 alone can preserve our secular life. Paul's ideas and 
 ideals must be our standards of citizenship ; the mere 
 knowledge of self and secular forces can never sustain 
 man ; the ethics and wisdom of the gospel must conserve. 
 The Greeks reared their glorious temple to Wisdom, and 
 over its wondrous archway was carven in letters of gold, 
 the motto of this philosphy, " Know Thyself!'' Her 
 citizens paid tribute at its many shrines ; but went forth 
 to glorify lust and exalt their own greatness. But Paul, 
 standing on Mars Hill and lifting his voice above the 
 tumultuous acclaims of the Parthenon unrolled the scroll 
 of the Heavens and over the archway of that vast temple, 
 whose dome is the sky, in letters of living light, he 
 inscribed the supreme command, '''Know Thy God" the 
 profoundest learning, the only standard of enduring 
 power. It is plain that there can be no education without 
 character, and for this reason the imparting of character 
 should be the first aim in any system of education. 
 Consider now thirdly, Christian schools alone can give 
 us Christian education, and insure in our students a healthy 
 manhood and a strong Christian character. Why ? From 
 those we receive our education, we receive our character; 
 the stamp of life is impressed by the hand of the teacher. 
 Countless lives and many famous schools testify to this 
 axiom in educational truth. Hence education and charac- 
 ter forming must go hand and hand, they are inseparable. 
 To say that the day school should train the mind and 
 the Sunday school the character is, to say, that we must 
 depend upon the lesser influence to counteract the greater. 
 
CONGREGATIONAL, CHURCHES. 37 
 
 To say that the public school should deal with mental 
 growth, and the home develop the soul is to require us to 
 nullify home training by thirty hours a week of contact 
 with the subtle tendencies of secular education and secular 
 educators which, in rare exceptions, must prove disastrous. 
 Education without character forming is suicidal. The 
 discussion about parochial teaching, the Bible in the 
 schools, the separation of church and state, and the found- 
 ing of Christian institutions of learning may go on till the 
 crack of doom ; but you can never divorce character 
 forming from any system of true education. Character 
 is the imperative demand of the day, in civil, in 
 religious and in political life. Now, if it be true that 
 character is formed and the bent of life imparted by 
 our educators, then it must follow that the imperative 
 demand of the day is for the foundation and maintenance 
 of distinctively Christian schools. 
 
 Now, fourthly, this is just what we have in Pomona 
 College. If you will study the history of our great men, 
 the men who have acheived grand moral victories in 
 statesmanship, in the judiciary, in the pulpit and in the 
 lesser walks of life, you will find that their feet keep step 
 with the tread of that vast army that have come forth 
 from the portals of our Christian Colleges. Follow the 
 march of history through Yale, Amherst, Williams, 
 Middlebury, Dartmouth, Oberlin, nearly all of which, in 
 their geographical situation, could be set down within the 
 limits of our great State and tell me what untold 
 influences have gone forth, and shall perpetually go forth 
 to build for truth and right by a Christian education. 
 These all were founded on the gifts and prayers of those 
 
38 EDUCATIONAL CONVENTION, 
 
 who saw their country's peril and sought the nation's 
 good. Can any one doubt their need and power? 
 
 What would our land, our citizens, be today without 
 the conserving influences of these institutions? What 
 these have been in the East we must build on the shores 
 of the Pacific. For ours is to be a colossal civilization ; 
 colossal in commerce and civil power ; colossal in culture 
 and artistic attainments. A new Greece and a new 
 Athens, a golden age of brilliancy and power. Let us 
 build here a new Antioch and a new Jerusalem, colossal 
 in Godliness and in spiritual grandeur a golden age of 
 true liberty and celestial power. Let us not be afraid 
 that we shall have too many Christian schools and colleges, 
 but establish and maintain them in the conviction that 
 they are necessary to true education and enduring national 
 life. And let us be especially loyal to Pomona College, 
 the child of our prayers and earnest desires and worthy of 
 our fondest hopes. Let us make her the Yale of the 
 West, sending forth her great men to dominate the land. 
 Aye, let her rival the schools of ancient renown, in learn- 
 ing and spiritual power, surpassing the Alexandrian age 
 and the wisdom of Gamaliel, taking for her standard the 
 breadth of culture, the depth of spiritual discernment and 
 loftiness of moral grandeur revealed in the Perfect Man 
 and putting the stamp of character on countless heroic 
 souls that shall go forth like Paul to make our Palestine a 
 Holy Land. 
 
CONGREGATIONAL CHURCHES. 39 
 
 CHRISTIAN EDUCATION AND CHARACTER 
 BUILDING. 
 
 REV. E. D. WE AGE, NATIONAL CITY. 
 
 Every one must be educated. It is not a matter of 
 choice. One might better talk of breathing, digestion or 
 thinking being a matter of choice. There are things we 
 must have whether we will or not. Education is one of 
 them. Education is development of character ; character 
 in its mental r moral and physical sides. Everything 
 educates. We have no control over the process. A man 
 may take food or let it alone. Having taken it the result 
 is beyond his power of choice. In that realm God acts, 
 not man. We put the seed in the soil ; having put it there 
 we have nothing to do with the result. We may water it. 
 Having watered it we have nothing to do with the effect 
 of the water. God and men are partners. God has His 
 work, we have ours. Every act in life educates. Every- 
 thing we come in contact with educates ; just as every 
 thought changes the structure of the brain so does every 
 experience change character. We cannot avoid it ; we 
 cannot alter the fact. Most of our education is uncon- 
 scious. The young man goes to school to get an educa- 
 tion. He gets it. The smallest part of it comes from 
 books. Most of it comes unbidden and unknown through 
 fingers, ears and eyes. A man may listen to good music 
 till he loves it, but he does not realize the process of 
 development. It is not in anything he can see or touch. 
 A man may study pictures till he becomes an artist in 
 soul but he never sees the development in progress. The 
 young man on play-ground, in society, in class-room, 
 
4O EDUCATIONAL CONVENTION, 
 
 forms his character and determines his intellectual success 
 or failure more by what he does not think of than by what 
 he does think of. Physical exercise is good for physical 
 development ; but that development is conditioned not so 
 much on the exercise as on the air and sunlight in which 
 the exercise is taken. Exercise in a foul cellar would be 
 of small profit. A man walking in an African forest may 
 take in malaria enough to kill him and not know of the 
 harm till after it is done. The moral and intellectual 
 atmosphere that surrounds college life is far more power- 
 ful than all the instruction in text books. We should take 
 special pains to see that these unconscious educational in- 
 fluences are right. We can't hinder the working of such 
 influences. We can put ourselves under right ones. A 
 man who, without the best of reasons, puts himself under 
 the influences of some colleges and expects to come away 
 unharmed tempts God. He might as well swing Indian 
 clubs in a small-pox hospital. Don't jump from the 
 pinnacle of the temple and expect God to catch you. He 
 has better work on hands. A man may study and pray 
 and work for God, and yet treat his nerves so that they 
 shall be allies of the Devil. That is poor policy. It is 
 good policy compared with that which, in his most critical 
 period, when he is striving to build a broad and firm intel- 
 lectual character, puts a man under influences which, with 
 all their insidious and terrible power, work for ruin. 
 Give us pure air and clear sunlight. 
 
 But it is not alone on the moral side of character 
 building that the Christian part of an education is 
 well nigh indispensible. Look at the intellectual part 
 of it. A man, who soaks his body with wine or beer, 
 
CONGREGATIONAL CHURCHES. 4! 
 
 cauterizes his nerves with tobacco and enervates his 
 muscles with neglect, isn't good for much in a prize 
 fight. What is he good for in the vastly harder contest 
 of brains? Give a man such influences as shall tend 
 to make him care thoroughly and conscientiously for 
 his body as the Temple of God, and you greatly increase 
 his chance of success in brain work. Here is one place 
 where even our Christian colleges are not up to mark. 
 There ought to be no Christian college where special and 
 detailed instruction on the hygiene of brain and nerves is 
 not given. We would have far less poor work and 
 failures and collapses and suicides. Many a man works 
 on after God has written his coming ruin in letters of 
 languor and restlessness and pain that sets all his nerves 
 athrill, and never a Daniel rises to interpret to him the 
 handwriting of the Almighty. Then comes one of what 
 we call mysterious Providences with nothing mysterious 
 about it, unless it be the indifference of those who ought 
 to have furnished an interpretation to the warning and did 
 not. But, as much behind the times as our Christian 
 colleges are on this point, others are still more so. Not 
 only does the student in a Christian college stand a better 
 chance of building a strong intellectual character, because 
 he is under influences that tend to help him save and use 
 his forces to the best advantage, but because he is likely 
 to get really broader and more thorough instruction. All 
 facts are connected. Things are seen rightly only as they 
 are seen in their relationship. Our fathers saw steam. 
 It did not amount to much. They did not see it in its 
 relation to practical life. They saw lightning. It did not 
 profit them. They did not see it in relation to common 
 
42 EDUCATIONAL CONVENTION, 
 
 affairs. Men see the facts of science and history. These 
 facts are intimately related to the soul and God. What if 
 the teacher is blinded by materialism or agnosticism so 
 that he does not see these relationships ? His perception 
 of the character and meaning of the facts is by so much 
 dull. Given a man whose vision is clear, and his view of 
 the facts will be broader, fairer and more inspiring. You 
 see a man working with a microscope. It is a costly 
 instrument. The object he is examining seems dim. He 
 adjusts the instrument; still dim. Rubs the lenses; still 
 dim. He takes the instrument apart and with a few drop. 
 of alcohol thoroughly cleans the lenses. Ah ! he sees 
 now. The dirt of materialism and the smoke of agnos- 
 ticism make bad work in examining the facts of the worlds 
 Give us an institution where they keep the lenses clean. 
 
 THE STUDENT MATERIAL FOR COLLEGE 
 BUILDING. 
 
 PROFESSOR E. C. NORTON, CLAREMONT. 
 
 You have listened to the President, as he has given 
 for the Trustees and Faculty the main characteristics of 
 the institution, which, in Pomona College, it is proposed 
 to build up; and I think you have all said, " Amen, go 
 ahead, brethren, and when the work proves that it 
 possesses such qualities ws will joyfully own it and give it 
 to the world as our tribute to Christian civilization.*' 
 
 But, however high the ideal which Trustees and 
 Faculty set before themselves in this building of a Chris- 
 
CONGREGATIONAL CHURCHES. 43 
 
 tian College, however wise their plans and true their 
 hearts, they cannot place it on the level they desire either 
 in respect of mental or of moral life. After they have 
 done their best the tone of intellectual and spiritual 
 activity of the institution will be the average tone of 
 the body of students ; and in these days of beginnings, 
 you, pastors, are largely responsible for the students we 
 receive or fail to receive. The real life of the College is 
 in its students ; in greatest degree they hold in their 
 power its good name, its prosperity, its influence. 
 The modern college is neither a monarchy nor an aris- 
 tocracy ; it is a democracy, and the students are the demos 
 in reality the governing body. 
 
 What one of us did not feel and recognize in our 
 student days that indefinable something that may be called 
 the "spirit of the institution" an intangible but real 
 thing that had uplifting and restraining power saying to 
 each successive class, this is the way ; walk ye in it. And 
 so the Freshman, without thought of resistance and 
 almost perforce did certain things and did not do 
 certain things because why, because it's a way we had 
 at old Amherst, or Yale, or Dartmouth, or Oberlin, or 
 wherever else we came under the sway of this ghost of the 
 past. The traditions of institutions long founded are 
 mighty powers, and so far as they make for honorable 
 living and righteousness, mighty powers for good. The 
 Freshman, the Sophmore, the Junior, the Senior, drops 
 into his round of duties, of pleasures, of recreation, yes, 
 even of vices, at what is considered the proper time, 
 because, don't you know, its " the thing" at his college. 
 There can be no change of the internal spirit and life of 
 
44 EDUCATIONAL CONVENTION, 
 
 an institution. It may be developed it can not be revo- 
 lutionized. The quality of our student body is then of the 
 utmost importance during these formative days, when 
 there are no traditions of the elders, no way in which 
 things have always been done, no spirit that walks abroad 
 and lays a restraining hand on every brother that walketh 
 disorderly. 
 
 The old and very sensible receipt for cooking a rabbit 
 was: "First catch your rabbit." For building up a 
 Christian College the first essential is to capture live 
 Christian students not simply Christians but students. 
 There is a grave danger for a young college which carries 
 with it the name of Christian, especially just at that time 
 when it begins to gain some little reputation as a good and 
 safe institution, and more especially where all the influ- 
 ence of the great institutions is given to endow us with 
 such a character in the eyes of the people. Here is a very 
 bright student in some brother's church a boy coming 
 out into earnest Christian life. The pastor perhaps agrees 
 with the parents that it is safe for him to go to some insti- 
 tution carrying a larger name than Christian College. 
 Perhaps neither pastors nor parents always stop to con- 
 sider that if Christian Education is necessary at all there 
 are duties as well as privileges regarding it, and so, un- 
 wittingly, they may help to make Christian Education 
 what not a few would like to see it, a thing of the past. 
 
 But here is a boy who "never did hanker very much 
 after being a Christian " and his moral character is get- 
 ting a little shaky, he has had trouble with his teacher in 
 the High School, and his parents don't quite know what 
 to do with him. The danger is that some friend of the 
 
CONGREGATIONAL CHURCHES. 45 
 
 College suggest that he be sent to Pomona College, where 
 they make so much of religion and the influences are so 
 good. Give us enough such friends and we are undone. 
 
 I know we cannot expect to receive the best students 
 if we cannot do the best work, nor, on the other hand, 
 can we be expected to do the best work if we do not have 
 the best students you can send us. The Christian College 
 is not, and must not be made, a home for the feeble- 
 minded, nor a rival of the institution at Whittier. More 
 than any other institution of learning must it refuse to 
 accept those who cannot bring clean papers and refuse to 
 retain those who do not maintain a clean and helpful 
 character, and this is especially to be emphasized during 
 its critical years when traditions are being established and 
 customs formed not easily broken. " This does not have 
 to be a large school," said Dr. Arnold, " but it must be 
 a school of Christian gentlemen." This should be our 
 ideal not quantity but quality. There is indeed a work 
 we can do and ought to do for the weak, but for the doing 
 of this work we must first have strength and momentum. 
 Green wood is all right if you first have fire enough. But 
 in the present crisis one of your brightest and best is worth 
 to the building up of the college a dozen indifferent stu- 
 dents. The first one to go to Pomona College from your 
 community \\ 7 ill in general be the type of all succeeding 
 pupils, and will fix for your people their estimate of the 
 character of life and attainment at the college. If this is 
 true, are we not justified in asking for your best bright 
 students, sound students and such as sleep o'nights. 
 
46 EDUCATIONAL CONVENTION, 
 
 THE DUTY OF THE CHURCH TO THE 
 
 INTELLECTUAL LIFE OF 
 
 HER CHILDREN. 
 
 REV. LUCIEN H. FRARY, POMONA. 
 
 Matthew Arnold, a few years ago, in his lecture on 
 Numbers, took the ground that the great defect of our 
 Republic is disobedience, want of respect, and exaggera- 
 tion, but that there is power in the large remnant 
 amongst our millions to save the nation. The remedy 
 lies in unceasingly multiplying the numbers and efficiency 
 of the remnant. Precisely this, I understand to be the 
 question before us this A. M. 
 
 How to increase the remnant of liberally educated 
 Christian minds in America is the problem that inspired the 
 calling of this assembly. We stand in the gate-way of the 
 twentieth century. We do business by telegraph and 
 telephone. We travel by steam and electricity. We 
 tunnel mountains and heave ocean beds with dynamite and 
 rock-rend. We light our streets and warm our dwellings 
 with fires kindled by the force of mountain streams. We 
 have ceased to be surprised by the wonders of mechanical 
 invention, since the civilization in the midst of which we 
 daily act, is itself the wonder of the ages. 
 
 At times we are tempted to regard ourselves as only 
 an element of this amazing movement going on before 
 our eyes. Power of every kind is concentrated. Time is 
 wealth. The world does not wait for men leisurely to 
 muse upon its calls to service. Opportunities unaccepted 
 are quickly withdrawn. We listen to men who think 
 straight and see clearly. Definite ideas, strongly held and 
 
CONGREGATIONAL CHURCHES. 47 
 
 concisely spoken, are in demand. The untrained mind 
 labors under disadvantages that grow more irksome every 
 hour. Even obscure communities require for their higher 
 needs, the man of broad views and distinctive convictions ; 
 while in the great centers of thought and action, the 
 poorly equipped workman finds his burden well nigh 
 crushing. There has always been a pressing need for 
 skilled, solid, Christian men. But never was that need so 
 imperative as at this moment, and in our land. The 
 necessity of popular intelligence and public virtue as a 
 safeguard to the nation has become a commonplace upon 
 all our lips. With democracy made sovereign, and the 
 line between liberty and license delicately narrow ; with 
 the growing effrontery of crafty and thieving demagogues ; 
 with the multiplied wants and healthy discontent 'of man- 
 kind, brought about by the social and material advances 
 of the past, there comes a loud and urgent call to 
 vastly increase the company of men and women who, by 
 the exercise of mental discipline and moral integrity in 
 the various callings of life, shall help to make America, 
 not only in name, but in very deed, the enlightener of the 
 ^nations, the pioneer in the vanguard of the hopes of the 
 world. Thoughtless mobs, wreaking their fury upon real 
 or fancied enemies, cannot do this work. Neither is mere 
 goodness equal to the task. The political, social or moral 
 questions of our day will not be solved by selfish schemes 
 or ignorant philanthrophists. The times call for the com- 
 bination of intellectual and moral power, for faithful men 
 able to teach others, also men of trained mind and 
 educated conscience. No others can do the work that 
 waits our hands. The struggle for material gain grows 
 
48 EDUCATIONAL CONVENTION, 
 
 more intense. In their heat, men cast aside moral 
 scruples as a runner throws off his garments in a race. 
 And yet society can stand only upon the solid rock of 
 rectitude. To tamper with the sanctities of God's law, to 
 consent that anything rather than religious integrity shall 
 rule in human affairs, is to tear off the planks from the 
 bottom of the ship in which we sail with all our goods. 
 
 Progress in the conquest over matter bids us learn 
 anew, and continually, the truth that in the world, "there 
 is nothing great but man ; in man there is nothing great 
 but mind/' A man in one aspect may be a mist, a 
 withering flower. In another he is gigantic, immeasurable, 
 immortal ; and he is never so great as when disciplined in 
 all his powers and uplifted by the aspirations of an intel- 
 ligent Christian faith. " Governments, religion, property, 
 books," said Humboldt, "are nothing but the scaffolding 
 to build a man. Earth holds up to her maker no fruit but 
 the finished man." "Mankind," said Kossuth, "has 
 but one single object mankind itself ; and that object 
 has but one single instrument mankind again." "Men," 
 said Pericles, "are a city, and not walls." The prayer 
 of every Christian American should continually be, 
 "O God, give us men." 
 
 Consider, too, this idea of liberty. What need that 
 millions in this land learn the real meaning of that word. 
 Blessed shall be the men who teach the precious lore that 
 liberty is the office of righteousness, that liberty is self- 
 reverence, self-knowledge and self-control. Blessed, too, 
 shall be the men who, by plain living and high thinking, 
 show the community how simple are the real needs of life 
 and pour silent contempt on the regency of gold. " For 
 
CONGREGATIONAL CHURCHES. 49 
 
 departed kings,'* says one, " there are appointed honors, 
 and the wealthy have their gorgeous obsequies ; but it 
 shall be the nobler lot of these to clothe nations in 
 spontaneous mourning, and to go to the grave among the 
 benedictions of the poor." 
 
 Our country needs leaders and commanders of the 
 people. And for these, to the Christian College she must 
 continually resort. But how shall the Christian College 
 honor the draft without perennial supply from the Christian 
 church and the Christian home ? In the Christian church 
 and the Christian home is set the center of hope for the 
 saving of the world. The very atmosphere of the Chris- 
 tian College inspires to the broadest manhood. The value 
 of clean, strong lives, is there constantly and everywhere 
 felt, and young men are fortified with every noble purpose. 
 Thus, as Christian ministers, lawyers, physicians, business 
 men ; as presidents and instructors in colleges ; as scien- 
 tists, statesmen and authors ; as guardians of asylums, 
 reformatories and hospitals ; as missionaries at home and 
 abroad, the alumni of our colleges are doing a work so 
 vast, so beneficent that no man can take the measure of it. 
 Educated men who walk with God and invoke his aid in 
 the issues of the hour are clothed upon with a power that 
 shall bring victory to the truth and safety to the Republic. 
 They go forth under the leadership of one who hath on 
 his vesture and on his thigh a name written King of 
 Kings and Lord of Lords. 
 
 In view of these hints I venture to hope that you will 
 assent to the timeliness of my theme : The Duty of the 
 Church to the Intellectual Life of Her Children. 
 
50 EDUCATIONAL CONVENTION, 
 
 THE PERSONAL FACTOR IN EDUCATION. 
 REV. C. T. WEITZEL, SANTA BARBARA. 
 
 My subject is the educational force of the personality 
 and companionship of the teacher. The teacher is some- 
 thing more than a live text book on arithmetic, grammar, 
 history. He certainly ought to be. His personality 
 educates as truly as do the facts, laws, or principles he 
 teaches. Is he a mere hireling, doing his work for so 
 much money? He will not give his life blood to his 
 scholars. What lesson will he teach of service ? This 
 it is a matter of money. He must have the dollars. 
 Therefore he must do the service. Service a hard 
 necessity, nothing higher ; that is the lesson he teaches of 
 service. Is he more than a mere hireling a friend ; a lover 
 of his neighbor? His whole manner shows it. What a 
 new conception of service he gives by the way he throws 
 himself into his work. Still, a necessity it may be. But 
 something vastly better, higher, giving a thought, teaching 
 a law, impressing a truth. There is a joy in it. To serve is 
 a privilege. There is something in true service for which 
 money cannot pay. He truly serves who gives himself 
 that is the lesson he teaches of service. Is the teacher a 
 literalist? Is he bound by the mere letter? Or is he one 
 who habitually catches at the spirit of a fact or principle ? 
 The one teaches history as a collection of dead facts and 
 dates. The other as an illustration of eternal living prin- 
 ciples, a prophecy of what shall be, as well as a record of 
 what has been. Is our teacher scornful or reverent ? His 
 scholars will learn of him the disrespect that lowers the 
 great to our own level, or the humility that exalts us 
 
CONGREGATIONAL CHURCHES. 51 
 
 toward the great. Does our teacher hold fast the tradi- 
 tions of the past, or eagerly welcome the new light ever 
 breaking forth ? His scholars will learn of him the narrow- 
 ness which would have us receive spiritual truth through 
 one window only the Bible; or while recognizing the 
 preeminence of the revelation of the Holy Writ, they will 
 learn to think God's thought after him in the marvelous 
 world of his making, and recognize the voice of God in all 
 human history and in the human reason and the human 
 conscience. Is our teacher's life in thought, aspiration, 
 act bounded by time, or does it reach out into eternal 
 years ? He need say nothing about it. To the impressi- 
 ble minds and hearts influenced by him it is soon made 
 known, and they are either left at the low level of those 
 who live by the day to have a good time, and to whom 
 human standards of success and failure are final, or they 
 are taught to ask, not what is pleasant but what is right ; 
 not how does this serve my life but how does it serve all 
 life? In a word, the teacher cannot ask a question, ex- 
 plain a problem, administer a reproof, correct an error, 
 without revealing and impressing himself on the scholar. 
 
 This factor in education, the personality of the teacher 
 impressed by familiar intercourse with the taught, is not 
 sufficiently recognized in our schools and colleges, though 
 I bear witness that it is to a very large extent recognized 
 in Pomona College. In this respect, on the whole, we 
 have not only made no advance on the methods of the 
 ancients ; we have positively lost ground. The Greek 
 philosophers, Socrates, Plato, Aristotle, impressed their 
 personality indellibly on their disciples, by familiar walks 
 and talks with them, singly, as well as in groups. So did 
 
52 EDUCATIONAL CONVENTION, 
 
 the Hebrew Rabbis on their disciples. It is said of 
 Prof. Tholuck, of the University of Halle, that some of 
 the most illustrious German writers of the century were 
 led into the Christian life by him ; that in the pulpits and 
 professorial chairs of Germany, there are at present hun- 
 dreds who are preaching and teaching a gospel they first 
 received from him. Among his papers were found hun- 
 dreds of letters from students and ministers owning him as 
 their spiritual father. What was the secret of Prof. Tho- 
 luck's great success? This: From the beginning of his 
 work as a University Professor, on through the busiest 
 portion of his world renowned public lecturing, he regu- 
 larly spent four hours a day walking with students, besides 
 having one student at his table for dinner and another for 
 supper. At such times he sought in every way to get at 
 the inner life of his guest or companion. In this familiar 
 intercourse, we are told, " he was full of geniality and 
 overflowed with humor; he tried the students' wits with 
 the oddest questions, and those who enjoyed the privilege 
 of walking with him would retail for weeks afterwards the 
 quips and sallies in which he had indulged. He knew 
 how to draw every man out on the subjects with which he 
 was acquainted. He endeavored to rouse and stimulate 
 the mind from every side, and many owed to him their 
 mental as well as their spiritual awakening." 
 
 What, after all, must have been the part of the train- 
 ing of the twelve disciples of Jesus Christ which was most 
 essential, profound, lasting? Shall we not say that just 
 to be with the Divine teacher was the most important 
 factor in their training? Can we not imagine how virtue 
 must have gone forth continually from Him to them in 
 
CONGREGATIONAL CHURCHES. 53 
 
 those long walks by the lake and over the mountain pass, 
 during those night vigils, in those familiar talks in the 
 house explaining what was so mysterious in his public 
 teachings ? The daily silent influence of that life of perfect 
 piety, sympathy, unselfishness, devotion, heroism, must 
 have worked infinitely in moulding and transforming 
 those fishermen into the leaders of a movement which 
 should fill and conquor the world. We see that the most 
 successful teachers have followed this method of educating 
 by familiar companionship. The best educated nation in 
 the world the German follows this method. Let me 
 add a few of the reasons which make this a factor on which 
 we should lay great stress. 
 
 We learn largely by unconscious imitation. Some 
 time ago it was a notorious fact in regard to one of our 
 Eastern colleges that its students could easily be recognized 
 by a peculiar gesture which they unconsciously copied 
 from their honored President. A child's walk, his speech, 
 the very expression of his face, reproduces the pattern set 
 by the parent or teacher. He will speak, not the grammar 
 which he has been taught by rule, but the grammar which 
 he hears in the speech of his companions. In recent years 
 there has been a marked tendency toward teaching by 
 objects, illustrations. Abstract truths or facts have been 
 given a body. Pictures fill our current literature so 
 that everything, our magazines and even our daily news- 
 papers, are illustrated. Pictures adorn the bare walls of 
 all the school-houses in our land. Even the stories of 
 Scripture are taught in the pulpits of our land by aid of 
 pictures and the magic lantern. Of much that he teaches 
 the teacher himself is, or should be, the truth in its con- 
 
 :s\ 
 fi 1 
 
54 EDUCATIONAL CONVENTION, 
 
 crete. He is the live embodiment of it before the scholar, 
 the picture held up before him. We often hear it said 
 that the class companionships of college life are as valuable 
 a training as the instruction of the class-room. If this is 
 so, is there not in the lack of companionship between 
 teacher and scholar the neglect of a force of great possible 
 value ? 
 
 Another reason for laying stress on the personal factor 
 in education is this : We gain force from contact with a 
 person. A legend tells of a saint of long ago to whom 
 was given power to cure disease, soothe pain, and 
 comfort sorrow without being conscious of doing so. 
 " When the saint went along, his shadow, thrown on the 
 ground on either side or behind him, made arid paths 
 green, caused withered plants to bloom, gave clear water to 
 the dried up brooks, fresh color to the pale children and 
 joy to unhappy mothers." 
 
 There is more real truth than we might think in the 
 legend. A bright face, a ringing voice, a firm step we 
 all know their power to cheer, to rouse. And these are but 
 the outward expression of an inner force, which is ready to 
 communicate itself to us. The enthusiasm of another is 
 infectious. I shall always remember the intense interest 
 in Greek history which was occasioned in our college class 
 by a lecturer who threw himself into the telling of the 
 story. 
 
 A sermon is one thing when read in cold blood in 
 your home. It is a very different thing when it comes hot 
 from the lips of a preacher whose soul is on fire with its 
 truths and who summons all his forces of voice, of eye, of 
 personal magnetism to drive the truth home to the con- 
 
CONGREGATIONAL CHURCHES. 55 
 
 science. After all, what the world needs most of all is 
 power. Mere knowledge is not power. We want to give 
 force to the thought, the affections, the choice of our 
 youth. It is the teacher's personality more than what he 
 teaches that will inspire. Let the teacher be intellectual, 
 warm-hearted, strong willed, and you cannot give the 
 scholar too much of personal contact with him. Keep the 
 scholar and teacher at arms length the one on his plat- 
 form, the other at his school desk and you sacrifice the 
 greater part of the teacher's power to inspire. 
 
 Still another reason for laying stress on the personal 
 contact of the teacher and scholar is one suggested by an 
 admirable paper by President Hyde on "Our Ethical 
 Resources." Speaking of personal influence as one of 
 the resources, he says: " There is a time in the develop- 
 ment of every boy when the mind is as sensitive and true 
 to what is best to do and be as the magnetic needle to the 
 pole. Secure his confidence then ; find out what form of 
 life's problem he is wrestling with then; show what steps 
 he must take to win the ideal of manhood that is then 
 struggling for recognition ; put his feet on the right track 
 then, and he will go right ever afterward and acknowl- 
 edge his lasting obligation to your friendship and advice." 
 
 This time of ripeness and mellowness in a child is 
 often as brief as the same stage in a pear. Approach 
 him too early with moral counsel, and his heart is as hard 
 as a stone. Approach him after the period of mellow 
 ripeness is passed, and you find not hardness and indif- 
 ference any more, but what is worse, the rot of conceit, and 
 the affectation of hypocrisy. The tact and discernment to 
 see just when the child is ripe for a particular line of 
 
56 EDUCATIONAL CONVENTION, 
 
 moral impression is the fine art of moral education and 
 influence. 
 
 Now is it not clear that to discern the critical time of 
 peculiar ripeness for an impulse in the ways of wisdom 
 and life the teacher must be near to the boy, must know 
 him outside of the recitation room, must be in familiar 
 contact with him ? Surely at such a time the personality 
 of a teacher and the degree to which he brings it to bear 
 on a child makes all the difference in the world as to what 
 the after life of that child will be. The highest ideal of the 
 teacher's work is not reached without this personal contact. 
 I think we shall all agree with the assertion that no 
 teacher comprehends his work ; no educator rises to the 
 height of his mission who does not perceive, who does not 
 feel, that his first and most sacred duty is to promote good 
 character. Into this undertaking he is to throw his very 
 life. He is to make it impossible for any soul to go out 
 from his charge, without knowing that goodness is truest 
 greatness. Not only to know truth, but to be true, to be 
 genuine, to be of use in the world that is, the high 
 ultimate object of all education. 
 
 The teacher, who would inspire his scholars, must be 
 able to say in some measure what only He has been able 
 to say in its fulness: "I am the truth." If, as Mrs. 
 Browning says, " it takes a soul to move a body," it must 
 surely take a soul to move a soul, and the two souls must 
 touch. 
 
CONGREGATIONAL CHURCHES. 57 
 
 THE BIBLE IN THE CURRICULUM OF THE 
 CHRISTIAN COLLEGE. 
 
 REV. F. N. MERRIAM, VENTURA. 
 
 In the ten minutes allowed me to emphasize this 
 topic, I shall make two propositions. First, the Christian 
 College demands the Bible ; and second, the Bible 
 demands the College. 
 
 The first cannot mean that the institutions known as 
 Christian Colleges are calling for the Book to be placed 
 in their course of study, for such is not the case ; but, 
 that the Christian College by virtue of its title, ought to 
 demand the Bible as a text book that its name does 
 demand it. When we speak of institutions like Yale and 
 Williams as ''Christian," we mean a great deal. Such 
 Colleges are Christian because founded and conducted 
 under Christian auspices, and because possessing, to a 
 large degree, a religious atmosphere and Christian charac- 
 ter. But in the courses of study prescribed by these 
 institutions with much admirable equipment for work in 
 language and literature, history and philosophy, mathe- 
 matics and the various sciences, there has not been equip- 
 ment sufficiently admirable for distinctively Christian 
 Education. 
 
 The name "Christian" when applied to a college 
 should characterize its class-room. The instruction of a 
 Christian College is bound to differ in some way from 
 that of a purely secular institution. We are met here now 
 to compose a convention of Christian Education. In order 
 to be true to the name of Christ, we are bound to take a 
 Christian point of view in education. If chemists and 
 
58 EDUCATIONAL CONVENTION, 
 
 physicists and mathematicians, we believe that God has 
 weighed the hills and measured the waters ; if geologists 
 and astronomers, we believe that God created the heavens 
 and the earth and wrought out the host of stars by number 
 and set them in array ; if historians, we believe in the 
 great providence of God and the periods of history 
 designated as " Before Christ" and "In the year of our 
 Lord " are colored throughout by the thought of the great 
 historic figure of Jesus Christ. If we are philosophers, we 
 must be clothed with an intellectual humility because of 
 human limitations and liability to error. In a purely 
 intellectual, as well as moral sense, God's thoughts are 
 higher than our thoughts, as heaven is higher than earth. 
 The earth is God's foot-stool, and all the schools and 
 school men of the world should study at the feet of God. 
 Now if we be Christians in education, it should need no 
 argument to show that we must give prominence to the 
 Bible. When we are reminded of the vital relation 
 between this book and Christianity, we ought to blush for 
 the College man's ignorance of the word of God. Every 
 graduate of a Christian College and man of liberal Chris- 
 tian education, ought to know the general contents of the 
 Bible, and be filled with a profound respect for it. The 
 great Bible idea ought to seem vast in his eyes according 
 to its true proportions. In the name of young men and 
 young women, I appeal for the Bible's place in the 
 curriculum of a Christian College. The church must 
 answer, for the secular institution gives no response. I 
 appeal to Christian schoolmen, not even asking advice of 
 the special scientists, religiously skeptical, however 
 efficient. The unspiritual mathematician, the material- 
 
CONGREGATIONAL CHURCHES. 59 
 
 istic chemist, the rationalistic philosopher, however capa- 
 ble, cannot advise us, and however influential must not 
 influence us. They shall not voice our decision. Chris- 
 tians, Christian scholars, must answer and without fear of 
 opposing majorities and shame for minorities, tell us if a 
 College to be thoroughly Christian shall not give high 
 recognition to the Bible in its course of study. 
 
 My second proposition is that the Bible demands 
 the College. It is a book so rich and varied in its con- 
 tents, so large in its scope, so dignified in its nature and 
 so closely allied to the wellfare of men as to demand the 
 scholarly treatment which the College can give it. 
 
 Sunday schools, Bible training classes, correspond- 
 ence and Summer Institutes, all such movements, are 
 excellent, but they express a prevalent need which our 
 College should recognize and endeavor to supply. In the 
 terrific revulsion from Book worship there has been the 
 awful tendency of closing the Book forever, and the 
 church today is wrestling with these two extremes. This 
 wrestling is made on College ground. To give the Bible 
 prominent scholarly treatment in the curriculum, will 
 prove a skillful move on the part of the Christian College 
 in its contest with either foe. On the one hand it would 
 command the intellectual respect ot the students for the 
 Bible, and on the other remove the false idea of mere 
 devotion, pietistic charm, and cant that is apt to be asso- 
 ciated with the morocco-covered, silk-sewed, sacred Book. 
 It would remove this false idea and at the same time make 
 them reverence and love the Word of God. 
 
 This move should be made. The college should give 
 the Bible the time and attention that is due. The time 
 
60 EDUCATIONAL CONVENTION, 
 
 will necessarily be limited because of the claim of the 
 various branches of other work by no means to be 
 neglected. But as much time as possible should be 
 allowed for the purpose of teaching the general contents of 
 the Bible that the students may possess as many Biblical 
 facts as possible. The study would be varied according 
 as Scriptural contents vary, and the time allotted would 
 therefore be distributed through the course. Here portions 
 of the Book should be studied as history ; there as litera- 
 ture ; here again in the department of linguistics, and 
 there again for Ethics and Religion. 
 
 Herbert Spencer ("Education") has ridiculed the 
 false notion of education that is shown in taking up studies 
 without a view to their utility. He never dreamed of 
 being quoted in support of placing the Bible in the 
 curriculum of a Christian College, but his idea does 
 argue for what this paper has to say. There is a practical 
 use to be made of one's knowledge of the Bible and the 
 more complete that knowledge, the greater its utility. A 
 moment ago I suggested that the Book should be studied 
 in five ways in the regular course, side by side with other 
 subjects. The rich literature of the Old and New Testa- 
 ments will repay careful study. No lover of literature 
 should miss such songs as the Hebrew sang, or such a 
 classic as that sent in a letter to Corinth upon the high 
 theme called by Paul then and Drummond now, " The 
 Greatest Thing in the World." 
 
 Considerable is made in College of Linguistics and 
 rightly so. In this department more could be profitably 
 made of the Hebrew and New Testament Greek than at 
 present. Beyond the philological value, there inheres the 
 
CONGREGATIONAL CHURCHES. 6 1 
 
 additional value of their being the chosen tongues that 
 have spoken to the world the oracles of God. Hebrew 
 should be more than "optional," designed for men 
 headed for theological training. It can afford discipline of 
 mind just as well as other languages and in a Christian's 
 view of linguistics, Hebrew is the important language 
 because the speech of Moses and Samuel and Isaiah. 
 Here I might raise the question of a loved and honored 
 teacher, " Why should not college boys read Christian 
 authors, Greek and Latin, as well as pagan ones. Not to 
 the exclusion of the latter, but to a balance between the 
 two?" Is there any good answer? There would result 
 indirect Christian influences from the reading of Christian 
 authors that are not to be disregarded. While assisting 
 the librarian in Hartford Seminary, carrying old volumes 
 from one place to another, I was led to look into one book, 
 because it was so torn and old. The examination was 
 over in a moment, and the little volume was on the shelf 
 again, but in that moment I had caught the opening of a 
 Latin prayer: "O Domine Jesu quamvis indignus." 
 Through all the week that followed and to this day I seem 
 to see that page and to hear a voice from the ages past, 
 praying to my Lord and confessing the same unworthiness 
 that I feel today. The incident does not argue much, but 
 I know that it did me more good than all the "O Jupiters" 
 and addresses to pagan divinities that I have read in 
 classic Latin. It does seem that our Christian Colleges 
 could utilize Christian authors as well as pagan ones. 
 
 But think of Bible history. From the Christian point 
 of view, or from any point of view, what phase of the 
 world's history is more important than the grand move- 
 
62 EDUCATIONAL CONVENTION, 
 
 ment of the Jewish people from Sinai to Calvary? What 
 more suggestive than a familiar knowledge of Jewish 
 history? Here, under the power of Egypt, a thousand 
 years later under the power of Babylon, and at the begin- 
 ing of our era, under the Roman dominion, the Jewish 
 people under the hand of God were ever touching the 
 nations of the orient so that the student of Biblical history 
 has a rich field ever widening for research. 
 
 And there are the great subjects of Religion and 
 Ethics. I have not time to more than mention them now ; 
 but if our education is to deal with the heart and conduct 
 of men, as well as the head, the Ethics of the Bible should 
 be taught. Biblical Ethics apply to all men. And if 
 the Christian College is to be loyal to truth and consist- 
 ent to its name, the religion of the Bible should be taught. 
 It is the true religion for all men. 
 
 In conclusion this is my thought, that we must always 
 and everywhere be religious and spiritual ; spiritual in 
 living, spiritual in thinking, spiritual in teaching. It is 
 this spiritual motive that will give large place to the 
 Bible in the curriculum of the Christian College. 
 
 THE REVIVAL OF BIBLE STUDY. 
 PROF. C. B. SUMNER, CLAREMONT. 
 
 Why introduce the Bible as a text-book into the day 
 school ? Why turn the college into a Sunday school ? Not 
 many years ago these questions would instantly have 
 flashed upon our minds, on seeing the subject of Bible 
 study on the program of an educational convention. The 
 movement in this direction in educational centers, how- 
 
CONGREGATIONAL CHURCHES. 63 
 
 ever apparent twenty years since, has been gathering 
 momentum, until it begins to be felt to the extremeties of 
 the body politic. Unwonted as has been the quicken- 
 ing of thought in all scientific lines, without a doubt, this 
 quickening has been out of all proportion, in the number 
 of trained minds, and the high order of talent that has 
 been engaged, in the science of textual criticism and in- 
 terpretation, in the history of the Jews and nations in con- 
 tact with them, in the study of the Semitic languages, in 
 the interpretation of hieroglyphics, cuneiform inscriptions, 
 and other monuments of the past, in the study of ancient 
 geography, and the exploration of very early cities and 
 temples, all centering in the Bible. The results of these 
 labors have been little short of the marvelous, attracting 
 and fixing the attention of the reading world. So many 
 commanding minds busied with such high and kindred 
 themes, so prolific in revelations, and publishing so abund- 
 antly, and in so interesting and fascinating a manner, 
 could not fail to awaken deep interest on the part of 
 students. This interest has become intelligent enough to 
 discover a new meaning in Bible study. It is found that 
 even for the best effect devotionally, the study must be 
 carried on, not in fragmentary portions, primarily for 
 spiritual lessons, but as an intellectual exercise, thor- 
 oughly, linguistically, historically, scientifically, with all 
 the side-lights, and last, but not least, as the one wonderful 
 blessed revelation of God. 
 
 Under this flood of light from so many directions, 
 and such severe tests of knowledge, we are pushed to the 
 study of the Bible by the almost irresistible momentum of 
 the times. One of the facts disclosed, pressing us to 
 
64 EDUCATIONAL CONVENTION, 
 
 provide for this study in our colleges, is the ignorance 
 of the Bible among educated people. It is a recog- 
 nized fact, that the average graduate is profundly 
 ignorant of the Bible, its books, their authors, their 
 setting in history, the light which modern discovery 
 is throwing upon it, its geography, its remarkable litera- 
 ture, its record of human progress, and of a progressive 
 revelation. They have studied it, if at all, only piece- 
 meal, for spiritual profit, and have no conception of its 
 many intellectual lessons, and its inspiration and uplift, 
 when taken by sections and books, and periods, and by its 
 whole, so varied and multiform in its authorship, so diver- 
 gent in the immediate purposes served, covering so vast a 
 period of time, and yet so single and so mighty in its im- 
 pression. This anomaly is not easily explained, unless 
 the responsibility rests on our educational institutions, 
 that the Book of books, more widely circulated and read, 
 honored and felt by all classes of society, of more value 
 as a source of history, literature, political, social and 
 moral science, and philosophy, than any other book in the 
 world, as well as the record of God's revelation, and his 
 salvation, is less intelligently and thoroughly understood 
 by educated men and women than the prominent literary 
 works in either the living or the dead languages. Profes- 
 sor Burroughs, of Amherst, does not hesitate to say, speak- 
 ing of the graduate who has been thus educated in other 
 literature but not in the Bible, " Indeed it is often quite 
 true that his Bible would be worth more to him if he were 
 not educated." This recalls Luther's declaration, "I 
 fear that the universities will prove a great gateway to hell 
 unless the professors therein labor faithfully in the word 
 
CONGREGATIONAL CHURCHES. 65 
 
 of God." President Wm. R. Harper, than whom no 
 man knows more of student life, says, " The ignorance of 
 the Bible among intelligent young men would be amusing 
 were it not most shameful." 
 
 The study of the Bible presses upon us also, because 
 the average student, ignorant of it as he is, must study it, 
 if at all, in college. Amazing as it seems, this is an 
 accepted truth, even with Christian students, by those who 
 have given the matter their attention. When, think you, 
 will he study it? How often does one, in the rush and 
 worry of professional or business life, with all the claims 
 of church, society, general literature and politics, take up 
 any intellectual study to which he has before given no 
 study? It goes for the saying, that to this same average 
 student, Christian though he be, the Bible is to be, as 
 Professor Burroughs has put it, " throughout his future a 
 sealed book intellectually, and very largely a sealed book 
 devotionally." Can a college afford to send men and 
 women out into the world with such a future ? The study 
 of the Bible is further pressed upon us because it is not 
 only fitting that the Bible be used as a text-book, but it is 
 unreasonable and anomalous that it is not so used. u The 
 study of the Bible," writes Ex-President Seeley, " is the 
 most interesting of all studies, and the most important. 
 Whatever we may think of its origin, or its contents, no 
 other book has had such wide relations to the history of 
 mankind, and, judging from its effects alone, no other 
 book has such power to stimulate thought, and to dis- 
 cipline thought." We wisely study Heroditus, the father 
 of history, and Tacitus and Livy ; have we not as much 
 reason to study the books of the Bible, the fountain heads 
 
66 EDUCATIONAL CONVENTION, 
 
 of history? Where, too, is the philosophy of history so 
 admirably drawn out as in the Old Testament prophets, 
 the gospels and epistles of the New Testament? Every 
 good lawyer studies English common law and old Roman 
 law; will he pass by God's law as handed down through 
 Moses, whence the most valuable principles of English 
 common law and Roman law were derived? Daniel 
 Webster said, " I have read the Bible through many 
 times. It is the book of all others for lawyers." Every 
 scholar becomes familiar with Caesar's Commentaries. Is 
 there nothing of interest and inspiration in Joshua ? Shall 
 we read Homer, Virgil, Milton, and not read Job, David, 
 Isaiah?" "There are no songs," said Milton, "compara- 
 ble to the songs of Zion, no orations equal to those of the 
 prophets." " Simply for its literature," wrote Henry M. 
 Field, " apart from its moral teachings it (the Bible) is 
 immeasurably superior to any other book antiquity has 
 left us." "As a classic," wrote another able editor, 
 " the Bible is wholly unapproachable by another." * * * 
 "I hold it to be impossible for a writer or speaker to 
 attain his best, or even any considerable eminence without 
 it." We insist on our students pondering over the history 
 of modern and ancient nations in the interest of political 
 science. Is there nothing to be learned from the Hebrew 
 theocracy? Dr. Abbott says, "It seems to me an absurd 
 anomaly that a man should come out of college, sup- 
 posed to have a liberal education, and know about Greek 
 and Latin history, whose relations to American life and 
 institutions is measurably remote, and know nothing about 
 Hebrew history, whose relation to American life and 
 thought is very direct." Will any one question whence 
 
CONGREGATIONAL CHURCHES. 67 
 
 Savonarola, Luther, Calvin, William Prince of Orange, 
 John Knox, John Robinson, Abraham Lincoln, drew their 
 wisdom, their inspiration! 
 
 Sociological questions command increasing attention. 
 Are we not forced to the Bible for the data on which to 
 study this science for the first four thousand years of the 
 world's progress? But apart from the sources of informa- 
 tion, where can we find such perfect idyls, such expressive 
 bits of family life, such revelations of the individual soul, 
 by which we may study the springs of human society, with 
 reference to prosperity and adversity, happiness and 
 misery, as well as the great principles of right and wrong ? 
 Is not President Carter correct? "The people from whose 
 moral and religious reservoir all the world has drawn the 
 tonic of daily social life, is worthy in its origin and history, 
 in its ritual and its literature, of study in the college 
 course.'' 
 
 It is essential that the student should be acquainted 
 with the teachings of Plato, Aristole, Cicero, Sir Wm. 
 Hamilton, John Stuart Mill. Is there not philosophy 
 equally profound in Solomon, Isaiah, Micah, John, Paul, 
 and most of all in Jesus, the Christ? "We count the 
 Scriptures of God," declared Newton, "to be the most 
 sublime philosophy." On listening to the reading of the 
 fourth chapter of the first Epistle of John, Ex-President 
 Mark Hopkins exclaimed, " There is more in that chapter 
 than in all the philosophy of the ancient world." 
 
 The grand distinguishing character of the Bible, as 
 the record of God's revelation, redemption from sin, and 
 restoration to the favor and fellowship of himself, urging 
 us to Bible study, is yet untouched. Will an unprejudiced 
 
68 EDUCATIONAL CONVENTION, 
 
 man hesitate to give a large place to its claim in this 
 respect ? Surely in this land where one-third of the voters 
 are church members, and enough of the others, according 
 to Joseph Cook, sympathize with them to insure their vote 
 on great moral questions, the Bible does not count for less 
 than Confucius to the Chinese, the Zendavesta to the 
 Parsee, the Vedas to the Hindoo, and the Koran to the 
 Mohammedan. 
 
 These and like reasons have pressed so strongly that 
 at length we recognize a widespread demand, which is fast 
 becoming irresistible, to make the Bible a text-book with 
 its allotment of time and hard work in our colleges. What 
 means this body of students, numbering into the thousands 
 drawn from nearly every college in our land, with many 
 more from the oldest institutions in other lands, voluntarily 
 associated for Bible study? The character, as well as the 
 number of these students gives strength to the movement. 
 Through its influence, the request has come from the 
 students themselves that thorough study of the Bible be 
 provided for in the curriculum. The Amherst Literary 
 Magazine says, editorily, " We believe we voice the senti- 
 ment of the student body in directing attention to this 
 need. We claim that every well educated man should be 
 acquainted with the facts and proofs of Christianity." 
 Truly the students and our leading educators are at one. 
 Hear President Bartlett, "It is a book too centrally and 
 vitally related to history, literature and civilization to be 
 omitted from a course of liberal education." And Presi- 
 dent Knox, " Surely in this day, when as never before, 
 the public mind is concerned with the history and contents 
 of the Bible, no one can be considered educated who has 
 
CONGREGATIONAL CHURCHES. 69 
 
 not a somewhat full knowledge of the subjects directly 
 and indirectly suggested by the sacred volume.'* Some 
 of our foremost Eastern colleges have yielded to the 
 demand and provided for this study in their curriculum, 
 and in their libraries. Pomona College has felt the 
 demand and has begun systematic work in the line of Bible 
 study with all its pupils and is already placing valuable 
 books of reference in this department upon its library 
 shelves. Far more work must be done in the near future, 
 if we make Pomona College a worthy tribute to Christian 
 civilization upon the Pacific Coast. 
 
 THE NECESSITY OF PROMOTING CHRIS- 
 TIAN EDUCATION BY PRIVATE BE- 
 NEVOLENCE NOT A DISADVANTAGE. 
 
 REV. A. E. TRACY, ONTARIO. 
 
 It is conceded by all that the State cannot give us a 
 Christian education. Why it cannot, we need not now 
 consider. We are met with the fact. If then we are to 
 have Christian education, it must be by means of schools 
 established and sustained by private benevolence. The 
 subject, as worded on our program, indicates that there 
 are disadvantages, or at least seeming disadvantages, in 
 this fact. I am to attempt to show that this seeming is not 
 real. I have time to name and reply to only four of these 
 apparent disadvantages. 
 
70 EDUCATIONAL CONVENTION, 
 
 i st. " There are so many and so loud demands ior 
 the money of Christian people that it is a pity to have so 
 much of it turned into these educational channels. If the 
 millions of dollars expended in Christian education could 
 be put into evangelistic and missionary work, the Kingdom 
 of God could be hastened more rapidly." It would at 
 first seem a real gain if the State would give us what now 
 is had by the generosity of individuals, thus releasing great 
 sums of money for gospel work. But there is a com- 
 pensation. Gifts to our colleges, especially small gifts, 
 mean sympathy, prayer, interest in their success. An 
 atmosphere of Christian devotion, sacrifice and service, is 
 created in which the noblest, truest manhood is likely to 
 develop. The difference in the influence of a school 
 cared for by a legislature, or even a single great donor, 
 and one held in loving remembrance by a multitude of 
 true, praying ones can scarcely be less than that on a child 
 cared for by a hired nurse, and one to whom a devoted, 
 wise mother gives the fullness of her love, wisdom and 
 prayers. Note the atmosphere of Amherst, Williams, 
 Beloit and Grinnell, and superlatively Oberlin. It can 
 largely be accounted for by the lives built into these 
 colleges, lives of donors, as well as teachers. 
 
 2nd. " As a rule, colleges dependent on private 
 benevolence, lack complete equipment, cannot have the 
 fine buildings, apparatus, and all things needful to the 
 best work and broadest culture.'* We are in danger of 
 setting too high an estimate on externals as essential to a 
 full education. The tendency is to try to draw students 
 by the appliances helpful in education, rather than by the 
 personality and educating power of the teachers. I think 
 
CONGREGATIONAL CHURCHES. 71 
 
 an unbiased investigation would show that Christian 
 Colleges have had a larger proportion of teachers who 
 were fitted to mold characters, who counted it a large part 
 of their work to do this, than State Institutions. These 
 Colleges have been really better equipped for work than 
 some great institutions with large sums of money to ex- 
 pend for apparatus. There is a reason for this superiority 
 in the personnel of the faculty in a Christian college. They 
 have accepted positions in them because of the opportu- 
 nity for doing an important work ; the pay, the chance for 
 original work, has not attracted them, but the possibilities 
 of usefulness. Such characters mold others to a like 
 spirit of devotion to high ends. 
 
 3rd. " To depend on charity fosters a pauper spirit. 
 The student is continually reminded that he is receiving 
 something for which he does not pay ; his education is 
 made possible by the gift of those upon whom he has no 
 claim/' 
 
 A sufficient reply to this objection is an appeal to 
 facts. Where can you find men of more manly, independ- 
 ent spirit, than among the graduates of Christian Colleges ? 
 The spirit of self-help and reliance on their own powers is 
 marked. Because they have received something so prec- 
 ious that many have gladly sacrificed to give it them, they 
 feel the obligation to make their education of greatest use 
 to the world. Personal honor is appealed to more strongly 
 than where the State has educated. 
 
 4th. " A college dependent on private benevolence 
 must keep its president or financial agent in the field, and 
 so the college is viewed in the light of a beggar." 
 
 This may be a disadvantage to the man, but not to 
 
72 EDUCATIONAL CONVENTION, 
 
 the public. We must get above the thought that it is a 
 necessity to be regretted that the needs of the world must 
 be kept continually before the people. A good college 
 agent or president is an educational force. He gives the 
 people a better understanding of the possibilities open to 
 the church through her educated youth. I do not believe 
 there is a church in Southern California where the Presi- 
 dent of our College has spoken, that has not been bene- 
 fitted by it. The minds of the people are drawn toward 
 the college, and they begin to talk of the possibility of 
 sending their sons and daughters. Thus the influence and 
 good of the college endures. As well count it a disadvan- 
 tage that our Missionary Societies keep representatives 
 from the field among the churches to inform and inspire 
 them as to the work doing, and to be done. The more 
 closely the homes, the churches and the college are 
 .linked together the better. The college must be taken 
 into our closets, remembered at our family altars, in the 
 public worship. The churches are to be its feeders, both 
 with students and money; in return it will lift the standard 
 of true manhood before the youth in our congregations, 
 and become an inspiration to the intellectual and spiritual 
 life of all our communities. 
 
CONGREGATIONAL CHURCHES. 73 
 
 PECULIAR CONDITIONS IN SOUTHERN 
 
 CALIFORNIA WHICH MAKE SPECIAL 
 
 DEMANDS UPON POMONA COLLEGE. 
 
 REV. T. C. HUNT, RIVERSIDE. 
 
 The time was when, if a man desired to come to 
 California, the thing to do was to get a good team of oxen 
 or mules, a strong wagon, load it with provisions and join 
 a caravan, creeping over plains and mountain fastnesses 
 till the welcome breakers of the proud Pacific should 
 greet his weary eyes. 
 
 You and I did not come in that way ; and considering 
 the time when we did come, and our purpose in coming, 
 we should not have been counted wise if we had. If I 
 know the^ difference between success and failure in indivi- 
 dual life, or in that of any corporate body, it depends on 
 hardly more than two principles ; adaptation and applica- 
 tion. Adaptation comes first ; for, figuratively speaking, 
 men often show a deal of energy in butting their heads 
 against a wall, but their effort is never attended with any 
 worthy success. We are striving to build a college, what 
 are the peculiar conditions to which we must adapt our- 
 selves, if we would have our effort issue in worthy success ? 
 
 i st. We live in a region where population is to be 
 grouped in dense settlements ; holdings for those engaged 
 in agriculture are to be small ; all the people are to enjoy 
 most of the privileges usually enjoyed only by those in 
 cities or large towns in the East. Our system of water 
 supply and kinds of produce we raise, render this state- 
 ment self-evident. 
 
74 EDUCATIONAL CONVENTION, 
 
 2d. We live in an age when no father can render a 
 just account for his charge, who does not provide for each 
 of his children, at least so much education as may be 
 gotten in a good high school. Great misfortune or 
 extreme sickness alone can excuse a father for allowing a 
 child to enter any calling of life without so much of 
 opportunity ; he cannot render his account as a good 
 citizen of this Republic, nor can he command the respect 
 of his children, in this day and age of the world, if he 
 does not provide them with so much of opportunity. If 
 children are reared with this thought held constantly before 
 them, that till they have so much of study they can hardly 
 tell what they are good for ; if this expectation on the part 
 of the parent is impressed from early life ; it will be 
 hardly more difficult to keep the great body of children at 
 school so long, than to keep them there till they have 
 learned the rule of " Three." 
 
 It follows then that every settlement in Southern Cali- 
 fornia must have its good high school ; it follows then that 
 every good and worthy citizen will support that school and 
 do all he can to make it what it should be. What educa- 
 tion we count necessary for all, we must do all we can to 
 place within the easy reach of all. 
 
 To my mind there are four distinct reasons why our 
 college must, in no sense, conflict with, or even compete 
 with the high school system in this part of the country. 
 
 i st. If we take our children from these high schools 
 and place them where we imagine they will do better and 
 are safer, we do about all it is in our power to do to 
 weaken the schools and discourage those who have not too 
 much encouragement at home. Let a class graduating 
 
CONGREGATIONAL CHURCHES. 75 
 
 from the grammar school find many of its members going 
 off, and those who cannot go will be sorely tempted to 
 drop out. Let the class try to go on bodily, and parents 
 and pupils will make great sacrifices to keep the class 
 together, and make it the best the school has ever sent out. 
 Many, having completed the high school course, will then 
 have found the educational instinct and ambition, and 
 cannot be prevented from going farther. Every man who 
 has ever taught will feel that the weight of this argument 
 in favor of supporting the high school cannot be 
 exaggerated. 
 
 2d. If we take our children from these schools we 
 lose all the influence we might have to mould the schools. 
 There is no more forceful argument with a teacher or with 
 a school board than "my child is here, and nothing but 
 the most refined morals and most profound respect for 
 religion can be tolerated." But take your child out, and 
 your influence is largely gone, and rightly so. This loss 
 the ministers and laymen of our churches cannot afford, 
 unless some great and manifest advantage can be found, 
 to more than counterbalance. Here is most certainly an 
 obligation to Christian civilization, which it will require 
 the largest personal advantage to overbalance. 
 
 3rd. If a college is to fill the place it ought to fill, 
 the teachers of our public schools must be its friends. 
 They have it in their power to do us immense good or 
 harm. I had almost said that they have our success or 
 defeat in their hands, and in a sense, even this is true. 
 We cannot expect them to be our friends if our influence 
 is to weaken and deplete their schools. It is not to be 
 supposed that any one will work in a school that he does 
 
76 EDUCATIONAL CONVENTION, 
 
 not believe in ; not anyone who regards his life of worth. 
 Such an one will not favor an institution whose influence is 
 to harm a system of schools, trying to reach the great 
 body of the children of our Commonwealth with some 
 measure of higher education. 
 
 4th. If the High School can do this work, we will not 
 say as well, but with a fair degree of efficiency, and reach 
 a far larger number than could be reached by "academies, 
 or fitting schools, our plain duty is to the High School ; if 
 for no other reason to save benevolent money, for distinc- 
 tive Christian work which the State can never do. We, 
 who are a part of the State, supporting it and deeply in- 
 terested in it, should not only allow the State to do all it 
 can, but should encourge the State in every way to do 
 this. 
 
 You have seen the words of Prof. Northrop to this 
 effect. He was asked how we are to keep up the supply 
 of an efficient and educated ministry, and in substance he 
 replied : We must not run in and do the work that the 
 State can do equally well, but reserve our means and 
 energies for that work which is our peculiar charge. I 
 firmly believe that it is high time that this word was passed 
 along through the length and breadth of our land. Be- 
 cause academies were once the thing when communities 
 were poorer, and the population more scattered, it does 
 not follow that they are now the thing. But I must pause, 
 I am speaking particularly of Southern California. A few 
 objections to the position I have taken are worthy of note. 
 
 i st. " The moral tone of these schools is likely to be 
 so low that we cannot afford to risk our children." Suppose 
 the moral tone is not the best, the high school has come to 
 
CONGREGATIONAL CHURCHES. 77 
 
 stay ; shall we give it over to those who care little for morals, 
 and such as are obliged to patronize them, if any higher 
 school ? A little study would show that this would be a 
 very short sighted policy, and finally put the Protestant 
 church about where the Roman church now stands, in 
 relation to High schools, at least. I need not pause to 
 show how short sighted this policy would be, endangering 
 the morals of the community at large, and finally reacting 
 on us. We are in the world, it is wise to stay with it 
 with all our forces, doing what we may to mould it. But 
 is the danger so great after all? Our children still under 
 our roofs and in the shadows of our churches? Who has 
 not met the body of our public school teachers, and felt 
 that a nobler body of men and women could not be found 
 in any calling or profession. Bad ones there are, no doubt 
 bad, but who has never heard of a bad minister, who, in 
 someway held his ground. How careful these teachers 
 commonly are how little chance for evil communication, 
 if parents are equally careful. The greatest danger comes 
 before the children reach the High school rather than after. 
 Most of us are hardly willing to allow our children away 
 from home till they are old enough to be through the 
 High school. We deserve so much of their lives, and 
 when they go away to school, the rule is that the home 
 life is at an end. 
 
 2nd. The standard of scholarship is too low, we can 
 not build the college we would, and have it begin where 
 the High school ends. That may be. I would have a 
 fitting school at the college as a supplement to these High 
 schools, at least for the present. But I would so arrange 
 the course of study that it would fit on to the best High 
 
78 EDUCATIONAL CONVENTION, 
 
 schools. Some may say, such would not be the best 
 college course ; but we are not working for that, as a first 
 requisite. Solon, after ten years of search for laws for the 
 Commonwealth he loved, is said to have returned to present 
 them for adoption. When asked in surprise, if these 
 were the best laws he could produce, he replied: " No T 
 but these are the best laws the people can receive/' So I 
 take it that we are not building the best college that can 
 be built, but that one which at this stage, will be of great- 
 est service to the civilization which it is supposed to serve. 
 Thus, and thus only, can we prepare for the college we 
 would build, if the people are not now prepared for it. I 
 would make the curriculum of both the preparatory 
 department and of the college, with an eye to the best 
 High schools of our part of the State. 
 
 Perhaps you know that the building of a Christian 
 college in Southern California is no less a grave under- 
 taking than it has been in the past. Two universities we 
 have, with practically unlimited resources, men from each 
 of them, several times a year looking over our High 
 schools. They are able to present inducements to students 
 to go with them, and they are not slow to do it. They are 
 men too, of practical standing and ability ; they understand 
 perfectly the importance of making the step easy from the 
 High school to the University. They are anxious to raise 
 the standard, but careful not to sever the connection. The 
 teachers of our public schools are their friends, and under- 
 stand the advantages they present. Who of our pastors in 
 Southern California has not seen students go to those 
 Universities this last year who, they felt, would have been 
 better off at Pomona College. We may educate the 
 
CONGREGATIONAL CHURCHES. 79 
 
 children of a few of our ministers and the most pious of 
 our deacons, we may educate them away from the world, 
 so that when they begin life they will find it impossible to 
 make the connection, and benefit themselves or the world, 
 but if we compete with these other schools and make 
 toward the mark we have set for ourselves, just now we 
 must understand it, and act up to our knowledge. We 
 must have the wisdom of the serpent, with the harmless- 
 ness of the dove. Without adaptation there is but one 
 end, with it there is but one: They are the antipodes of 
 each other: Failure! Success! 
 
 EDUCATION PRACTICAL AND CHRISTIAN. 
 
 REV. THOMAS HENDRY, PARK CHURCH, Los ANGELES. 
 
 "What we are fixes the limit of what we do." 
 Grant this and how important is education ! To do some- 
 thing in this world of needs and possibilities is the aim of 
 every true man or woman ; yet what we do is limited by 
 what we are, and this again by heredity and education. 
 
 The plea that is made for education is that it extends 
 the limit of possibility. As the fishing limit from our 
 shores is three miles, and beyond that, as a nation, we 
 have no jurisdiction and all may catch in deep waters, so 
 there is a natural limit to our powers as strong as this 
 national law ; but education comes to the youth as the 
 craft which shall carry him or her beyond the three-mile 
 limit and open the treasures of a great deep. 
 
 "No life is unmusical," it is said. "It is supplied 
 
80 EDUCATIONAL CONVENTION, 
 
 with strings and reeds, but there is no hand to touch the 
 vibrating strings, there is no breath to move upon the 
 reeds." 
 
 How many lives unmusical, unresponsive, have been 
 stirred from the lethargy, which is the common heritage of 
 all by the voice of the "Alma Mater!" How we look 
 back on the halls where we first broke the silence of our 
 own lives and awakened to the fact that there were strings 
 in our nature, capable of wonderful harmony, which had 
 never been touched as yet that there were reeds in the 
 God-given organ that as yet had never known of this 
 breath from above! You remember the story of Mozart's 
 first experience with the organ, in the monastery of a little 
 town on the Danube, at six years of age ; how he left his 
 home in Salzburg and with his father started on a course 
 of travel. All day long they had been sailing down the 
 majestic river, past crumbling ruins, frowning castles, 
 cloisters hidden away among the crags, towering cliffs, 
 quiet villages beyond the trees. The little company of 
 monks were at supper in the refectory of the cloister, the 
 father and Wolfgang went into the little chapel to see the 
 organ. The boy gazed with awe upon the great instru- 
 ment looming up in the shadows of the empty church, his 
 face lit up with satisfaction ; with wondering reverence he 
 moved about it. "Father, explain to me the pedals at 
 the organ's feet," said the lad, and the father did so. 
 Then pushing aside the stool he stood upon the pedals and 
 awoke the solemn gloom behind him. He heard nothing, 
 he saw nothing, his face lighted up with impassioned joy. 
 Louder and fuller rose the harmonies streaming forth till 
 at last they seemed to reach the sunny shore on which they 
 
CONGREGATIONAL CHURCHES. 8 1 
 
 broke, then a riple of faintest melody lingered in the air 
 and all was still. What the organ was to young Mozart 
 the College and University has been to many a youth. 
 But alas! the idol is found to be of clay, " the once fine 
 gold has become dim." Education will not save. An 
 intellectual people may be an unrighteous people. Greece 
 was first in arts and letters. College and University may 
 but fit a man to be a greater villain, to be a more eloquent 
 seducer, may increase his power to destroy. We need 
 more than education ; we need Christian education ; we 
 need such a college as Pomona College that the youth of 
 our churches may be under wholesome Christian influence 
 while they are laying the foundations for a business train- 
 ing ; we need a full stream of youthful life, vigorous in 
 Christian thought and action, believing in God, strong in 
 their loyalty to Jesus Christ and the Bible, to flow out 
 into the Godless life of California. We need young men 
 in our colleges who can impress their fellows with the idea 
 that active Christianity, ardent love for Christ and the 
 souls of men, is not incompatible with high scholarship; we 
 must save our youth from the leprous touch of infidelity 
 and skepticism by contact with those glowing with a Chris- 
 tian experience, their own, yet able to compete with those 
 whom they would influence. Such men must come from 
 our Christian Colleges. 
 
 The Young Men's Christian Association recognizes 
 this when they have in their gymnasium class a few 
 earnest, Godly, thorough going young men, who jump 
 high, and box well, to give the young men who have an idea 
 that Christianity is rather effeminate and connected with 
 dim cathedral light a new idea, viz : that Christianity is now 
 
82 EDUCATIONAL CONVENTION, 
 
 thing of every day life, that he must be alert, or this Chris- 
 tian young man, who will not swear and prays in meetings, 
 will out-jump him ; that this man who will not visit the 
 billiard halls or dance houses because of his religious con- 
 victions will, unless he is on " his taps," give him a sound 
 trouncing with the boxing gloves. He learns to respect 
 those who can beat him at his games, and with respect for 
 the man goes unconsciously a respect for the Christianity 
 which has made the man. 
 
 But there is one other rock on which we may founder. 
 There is danger that our education shall withdraw us from 
 " touch" with our fellow-men. Nicodemus said of 
 Christ, "Thou art a teacher come from God." He 
 taught men, especially twelve men; and how thoroughly 
 they were equipped for their life work ! Yet he was no 
 "recluse," a man among men was he. "John came, 
 neither eating nor drinking," " but Jesus was one who sat 
 at meat with them," "a friend of the publicans and 
 sinners." 
 
 The education which leaves us high and dry on the 
 bank is a failure ; we must be in the stream with men, we 
 need our " horse sense " after we have gotten through the 
 College and University, and the education which takes this 
 from any is a "mis-nomer." 
 
 Our prayer is that this educational institution in whose 
 interests we are met today may be an educational institu- 
 tion of high order, fitting young men and women for 
 university life, business life, mechanical life, yet withal a 
 Christian institution in the truest sense and a practical 
 school. 
 
CONGREGATIONAL CHURCHES. 83 
 
 THE CURSE OF AN EDUCATION WHICH 
 IS NOT PRACTICAL. 
 
 REV. J. H. COLLINS, THIRD CHURCH, Los ANGELES. 
 
 I would be the last one to attempt to discourage a 
 boy or girl from acquiring an education. Indeed I would 
 be sorry if any one word or act of mine here today, or else- 
 where at any time, should leave the impression that I would 
 place a low value upon education. I regard an education 
 as capital on hand or stock in trade, and if not properly 
 used becomes a curse. 
 
 An education that tends to take a man away from the 
 world and the work of helping humanity, is certainly a 
 curse, and should be discouraged. There is no doubt in 
 my mind that it would have been a blessing to the world 
 had all the principals in both sides in the now famous 
 Andover controversy been left uneducated. I have 
 often thought what a pity that their opportunities for 
 acquiring an education had not been given to persons 
 of more practical common sense ; and I say this, though 
 one of the foremost men in the affair has proven a 
 very dear friend to me. But when an education comes to 
 the nicety of neglecting the world and its need of work to 
 indulge in hair splitting controversies of non-essentials, it 
 may safely be labeled a curse. 
 
 Next I think an education which is all one-sided, 
 however thorough, is a curse. I take it for granted that 
 the great use of an education is to enable us to teach. We 
 may not do so in the pulpit or schoolroom, for there are 
 various other channels through which we may teach. 
 
84 EDUCATIONAL CONVENTION, 
 
 Now suppose that we become very familiar with the thing 
 we wish to teach, and in doing so we have alienated our- 
 selves from the people whom we wish to teach, we do not 
 know their ways, and we are not familiar with the mould 
 of their minds, we can teach them but little, if any, 
 although we may know a great deal which we would like 
 to teach. 
 
 That men and women have been rendered useless, 
 yea, worse than useless, by the overdosing and cramming 
 of purely book-knowledge is a fact, and a lamentable fact, 
 to which there is altogether too much evidence all about 
 us. We may be in touch with great men through study 
 of their works, but the current of knowledge gained 
 thereby cannot be transmitted to humanity, unless we are 
 also in touch with humanity, and the best education possi- 
 ble will not make a man useful if he is not thus in touch. 
 
 I am glad that I know enough of the workings of 
 Pomona College to be able to assure you that it does not 
 propose to educate young men and women after such a 
 fashion. From personal acquaintance and contact with its 
 teachers I am sure they are helping boys and girls to 
 acquire a practical education. It has been my privilege to 
 send to the College a young man and a youn?r woman, 
 and no one but teachers fully in touch with poor, needy 
 humanity, could do for a boy or girl what the teachers of 
 Pomona College have done for them, and had I the money 
 to give, I would send a score or more of my young people 
 there to be educated after a fashion, which would not 
 prove a curse, but a blessing to the world and its work. 
 
CONGREGATIONAL, CHURCHES. 85 
 
 OUR STEWARDSHIP OF THE MIND. 
 REV. O. D. CRAWFORD, MONROVIA. 
 
 A certain man in Connecticut dreamed a dream in 
 which he passed through a trial for murder. Many wit- 
 nesses were examined, and eloquent pleas, hours long, 
 were delivered. At the end of three weeks, he was con- 
 victed and sentenced. While on the scaffold, protesting 
 his innocence to the last, the trap was sprung. The rope 
 broke, and he ran away. He was pursued by the people 
 and the police, but eluded them until nightfall. Then he 
 ventured to his home ; found a gang of ruffians in posses- 
 sion ; killed one of them and drove the rest away. Then 
 he awoke and found that he had passed through these 
 protracted sufferings, and the three weeks' trial while 
 sleeping three minutes. 
 
 This dream affords us a glance at the superiority of 
 the mind to time, space and matter. By so much is the 
 mind entitled to leadership in all activities, and precedence 
 among all objects of culture. The intellectual faculty 
 pioneers our movements. The moral judgments keep 
 even wing with the flight of thought. 
 
 The immediate objects in view in the process of sym- 
 metrical training are the increase of the power of clear 
 thinking ; the accumulation of stores of knowledge ; and 
 the utmost facility in the use of our powers and posses- 
 sions. The ultimate aim is either self-glorification, or the 
 pleasure of the King. 
 
 Stewardship of the mind recognizes the ownership 
 and prerogatives of the Creator. Emerson says that no- 
 
86 EDUCATIONAL CONVENTION, 
 
 one but Jesus Christ has ever appreciated the value of a 
 man. That value consists in moral and intellectual 
 worthiness. Mind-work on the field of matter has at last 
 secured, in the present century, a recognized place among 
 the industrial and producing forces. It enhances the value 
 of manual toil, and creates a market for its products in the 
 refinements of civilized society. Its work on the field of 
 ideas ranges the depths and heights of science, art and 
 poetry ; of music and sentiment, in which man finds the 
 choicest experiences of life, the glory of his being. The 
 voices of nature and Scripture credit these powers to the 
 Supreme Intelligence. To give up the false claim to the 
 ownership of one's mind, is to yield one's self to the 
 ruling purpose of a sustained act of perfect loyalty to 
 God, which says "whose I am and whom I serve." 
 
 Stewardship disclaims the right of even a renter. One 
 who rents a piece of land or a house, can use it for him- 
 self, but a steward is managing the business for another. 
 A renter keeps to himself a share of his earnings, but the 
 steward turns over all gains to his employer. The ideal 
 education trains every faculty as the property of God and 
 adds all the increase to the original stock. 
 
 The faithful steward is governed by the wishes of his 
 employer. He asks for instructions and receives them 
 cheerfully ; he enters upon no plans of his own without 
 approval ; he executes orders exactly ; he transmits help to 
 others who are dependent upon his master. Here stands 
 Pomona College in the midst of the churches, asking for 
 instructions. Her title to our support lies in her spirit 
 and practice of inciting our youth to enquire after God's 
 wishes, and to will His will ; in her efforts to make the 
 
CONGREGATIONAL CHURCHES. 87 
 
 mind the master of the body and of nature, according to 
 the law of the Kingdom. 
 
 Stewardship lays emphasis on responsibility. The 
 superior man freely moves toward the post of Judgment 
 Day with every mental sail filled with the steady gale of 
 love. The average man needs to feel the pull of duty's 
 cord whose other end is the windlass of the Judgment 
 ordeal. If we can get the mind of the youth saturated 
 with the conviction that they are to give account to God 
 for their use of themselves, we shall have reason to expect 
 a smaller generation of ne'er-do-wells and bummers ; 
 that fewer business men will be boomers and stock 
 gamblers, and that more professional men will be incarna- 
 tions of conscience. 
 
 Therefore stewardship also signifies carefulness. 
 Painstaking, so annoying to the flesh, and fatal to the love 
 of ease, is the track of progress. The careful steward 
 looks to each interest and overlooks none. In State 
 Schools the moral law may be impressed by prudential 
 motives ; but its claims are never adequately presented, 
 and never met, except where its roots are shown to be 
 imbedded in the will of God, and watered from the foun- 
 tain of his open word, and fruited in the life and words of 
 the ineffable Christ. 
 
 The faithful steward also studies for the honor of his 
 master. Not content with carrying himself as a servitor, 
 he sounds the praises of fcis Lord. He has escaped the 
 snares of the flesh and ambition with a joyous heart and a 
 clear mind. A ready witness in an Irish court was 
 " unwilling" on the cross-examination. His excuse was 
 that the counsellor's questions put him in a doldrum. The 
 
 !!-< 
 
00 EDUCATIONAL CONVENTION, 
 
 Judge repeated the word "a doldrum. What is that?" 
 " I can tell your lordship,'' said the witty counsellor, " a 
 doldrum is a confusion of the head arising from a cor- 
 ruption of the heart." The doldrum disappears as fast as 
 men give up all their faculties, as trusts, and to the service 
 of God, saying with the poet Bailey: " We live in deeds, 
 not years ; in thoughts, not breaths ; in feelings, not in 
 figures on a dial. We should count time by heart 
 throbs." Thus can we love God with all the mind. 
 
 COLLEGE EXTENSION. 
 
 PROF. FREDERICK WILLIAM PHELPS, EAGLE ROCK. 
 
 Whether it be viewed from the standpoint of the 
 College and University, or from that of the general public, 
 the modern improvement, commonly known as University 
 or College extension, is equally to be admired. The only 
 wonder is that it did not long ago become a power. It is 
 impossible at this time to sketch historically the growth of 
 the extension movement. I can only attempt to describe 
 its leading features and to show its adaptability to our 
 College and people, here in Southern California and noiu 
 in this year of grace 1892. 
 
 The Church believes in education, mental training, 
 stimulation to lofty thinking, cultivation of a passion for 
 knowing the truth about things as an essential weapon in 
 the armament of aggressive Christianity ; and the tokens 
 of this faith are found in our Christian Colleges and 
 Academies. We urge the higher education not only upon 
 those preparing for the ministry but upon all alike. In the 
 
CONGREGATIONAL CHURCHES. 89 
 
 case of the vast majority, circumstances render College 
 residence a thing impracticable. What is to be done? 
 Shall the College be content with reaching the few ? Or 
 is it impossible in some way to utilize the resources and 
 equipment of the College for the immediate benefit of a 
 much larger constituency? Experience answers. If the 
 mountain cannot come to Mahomet, it is both advisable 
 and feasible for Mahomet to go to the mountain. 
 
 It is unlikely that any will deny the existence of a 
 widespread desire for intellectual food, for mental acquisi- 
 tion and progress. The Chautauqua movement is evidence 
 enough of this if evidence be called for. Nor can we 
 doubt that many whose cravings for recreative occupation 
 are now satisfied by the lightest of frivolities and the most 
 unsubstantial of literary pabulum, may, by the right kind 
 of effort, be stimulated to a higher intellectual life. These 
 conditions are found widespread. Do they not exist 
 among us today? The people then need leaders those 
 who shall tell them how to attain what they seek. Where 
 shall they more fittingly look for such leaders than among 
 the faculties of our Colleges and Universities ? 
 
 The leading feature of the extension movement is the 
 Extension Lecture Course. In any community where 
 there is a sufficient number of persons desiring to take up 
 the study of any subject, a suitable organization is formed 
 to perfect and carry out the necessary arrangements. A 
 capable instructor is secured. Tickets are sold at the 
 lowest possible rate, for it is the aim to bring the oppor- 
 tunities of the course within the reach of the largest num- 
 ber. The lectures will occur at such intervals and be of 
 such number as may suit each particular case. Among 
 
90 EDUCATIONAL CONVENTION, 
 
 the ticket holders will be some who are content with 
 simply listening to the lecturers, doing little or no supple- 
 mentary studying. Others will wish to do somewhat 
 thorough work upon the subject taken up. For the 
 especial help of this latter class, a printed syllabus of the 
 course is prepared and put into the hands of each person. 
 This syllabus, besides giving an outline of the lectures, 
 contains a list of books desirable for reference, and minute 
 directions for study. Either before or after each lecture, 
 the instructor meets those who wish to be considered as 
 students, for an hour of recitation and discussion upon the 
 lecture of the preceding week. At each such meeting, 
 special work is assigned to individuals, to be written out 
 and submitted to the instructor for criticism. Finally, 
 after the completion of the course, an examination is 
 offered to all who choose to take it, and certificates are 
 given to those who reach a designated standard. 
 
 The general plan thus is very simple. Details will 
 be modified to suit the circumstances of the lecturer or 
 community. Extension Libraries of reference books may 
 be provided and rendered accessible to students under 
 proper regulations, with little individual expense. The 
 syllabus, the private class, the special work submitted to 
 lecturer for criticism, and the examination at the close of 
 the course, are essential features of the extension lecture 
 system. These are adapted to secure definite and perma- 
 nent results, such as the mere listening to lectures cannot 
 produce. 
 
 The beneficial effects of all this upon any community 
 are seen at once. The Chautauqua Circles are doing 
 much in the same line. But University Extension reaches 
 
CONGREGATIONAL CHURCHES. 9! 
 
 | 
 
 out to a far larger number and brings with it the immense 
 stimulus of personal contact with one who should be him- 
 self full of zeal and enthusiasm for that which he repre- 
 sents. From the standpoint of the College the advantage 
 is equal. The personal mingling of the individual mem- 
 bers of the faculty with the larger constituency of the insti- 
 tution, secures among the public a better and more general 
 acquaintance with the institution; and if they be men 
 worthy of respect and confidence, their influence will be 
 very great. The institution will gain also in the number 
 of those who come within its walls, through the awakening 
 of dormant faculties which will call for larger oppor- 
 tunities. The instructor himself will be stimulated by the 
 necessity of approving himself to the popular audience, 
 and will in almost every case gain in clearness of thought, 
 in ability to present his theme and to rouse absorbing 
 interest in it. There is a danger to be guarded against 
 the temptation to make this popular work superficial and 
 " catchy " rather than to rely on the intrinsic merits of the 
 subject thoroughly treated, yet this danger being foreseen 
 may be avoided. 
 
 A few practical suggestions : The value to a College 
 of having its instructors appear before the public upon the 
 lecture platform, take part in associations and conventions, 
 has been pretty generally recognized. Such engagements 
 however, as a rule, have been in addition to the regular 
 and full work of the class-room, and have been merely 
 private arrangements on the part of the instructors. Let 
 this be changed. Let the Extension Department become 
 an integral part of the college. Let the fees for the 
 various courses conducted be paid into the college treas- 
 
92 EDUCATIONAL CONVENTION, 
 
 ury. Let the class-room work required of the instructor 
 be so diminished in amount, that he will be able, without 
 additional expenditure of effort, to carry the Extension 
 work. This change will make necessary an increase of 
 college faculty, and in connection with this increase will 
 naturally follow the advantage of increased specialization 
 of work by the individual members of the faculty. The 
 additional fees received will furnish at least a large part of 
 the funds for carrying out the plan. Should they fail to 
 suffice, I imagine that there are few departments* oif college 
 work for which an adequate endowment will be more 
 readily obtained. 
 
 No college can inaugurate such an undertaking with- 
 out the very best of thoughtful and systematic effort. The 
 co-operation of leading men in different localities must be 
 secured. Especially must the pastors be brought to 
 realize the value to their own work of the proposed plans. 
 The beginnings will probably be small. There will un- 
 doubtedly be many disappointments and discouragements. 
 But if energy and wisdom be used, what reasons are there 
 why great results may not be reached? And perhaps 
 sooner and more easily than anticipated. And why should 
 not the College Extension Department become a bureau 
 of information and assistance for all the college's con- 
 stituency, aiding in arrangements for lectures other than 
 those of regular Extension Courses, and for various enter- 
 tainments of a character associated with the College work ; 
 advising Chautauqua Circles, Young People's Societies, 
 and Literary Clubs in matters where such advice may be 
 a help, and rinding in the course of time many unforeseen 
 methods of useful activity? Why may not the College 
 
CONGREGATIONAL CHURCHES. 93 
 
 often times prove a valuable helper to academies and 
 schools with which it is intimately connected by allowing 
 them the temporary service of its instructors in branches 
 which especially demand to be taught by specialists ? 
 Why may not the College be the center of various clubs 
 of cultured men and women, students in Biblical Litera- 
 ture, Science, Sociology and other lines of thought? 
 Why, in a word, may not the College go out far more 
 than it has done heretofore, among the people of the com- 
 munity, to stimulate them and help them amid the routine 
 of daily tasks and duties, into a higher intellectual and 
 spiritual life ? Is not this possible ? 
 
 THE IMPORTANCE OF A RELIGIOUS AT- 
 MOSPHERE IN OUR INSTITU- 
 TIONS OF LEARNING. 
 
 REV. GEO. A. RAWSON, VERNONDALE. 
 
 In order to fulfill their true mission, our Educational 
 Institutions should seek to reach, develop and direct the 
 whole circle of powers found in those who come under 
 their influence and training. 
 
 The end aimed at should be a well-rounded manhood. 
 They have to deal, very largely, with the raw material of 
 human character. They take our young people at the 
 formative, and so the most critical, period in their develop- 
 ment ; the period when they are the most open and the 
 most sensitive to surrounding influences ; and when they 
 are eagerly and anxiously looking to their teachers and 
 
94 EDUCATIONAL CONVENTION 
 
 leaders to give them the key note, and to furnish them the 
 pattern after which they shall fashion their own thought, 
 and purpose and life. 
 
 If the only object of an education was to fit a man or 
 woman for business proficiency, or for material advantage 
 and success, then the moral and religious considerations 
 might be left for others to look after, and our Institutions 
 be given up wholly to the intellectual and secular training 
 of our young people. This neglect, however, would be 
 fatal to the highest good, and the noblest interests of those 
 who are seeking to equip themselves for life's work. 
 In a world where the forces of evil are so manifold 
 and so great, it is essential to the safety and true success 
 of those who are preparing themselves to meet these 
 powers, and to accomplish the highest service, that they 
 be securely anchored by an intelligent faith in Almighty 
 God, and carry within them a pervading sense of their 
 responsibility to Him. 
 
 An Institution is defective in its most vital point, 
 and neglectful of its highest duty to God, to its students, 
 and to society in general, when it ignores the moral and 
 spiritual training of those who are to go out from its walls 
 to become leaders of men in the various professions and 
 walks of life. A collegiate course of training, un- 
 doubtedly, adds to a man's powers ; he becomes more 
 efficient as a worker for good, or as a worker for evil. 
 The religious atmosphere of an Institution has more 
 influence upon the development of character, than we, at 
 first thought, may suppose. There are churches and com- 
 munities where the atmosphere is so charged with spiritual 
 influences as to be consciously and quickly felt by those 
 
CONGREGATIONAL CHURCHES. 95 
 
 who come within their circle. The same is true of 
 certain* Institutions of learning may this become pre- 
 eminently true of our Pomona College. In these Institu- 
 tions it seems almost impossible for a young man or woman 
 to remain very long without becoming deeply impressed, 
 and being drawn into the current of its religious life. 
 
 We know how powerfully the intangible thing called 
 air, or atmosphere affects us ; how it may carry upon its 
 invisible wings, depression, weakness, disease and death ; 
 or it may become a minister of life, imparting health, 
 vigor and tonic to all our vital forces. There is such a 
 thing as an intangible religious, or spiritual atmosphere 
 an atmosphere that penetrates the innermost life of the 
 man, bringing wonderful quickening, health, vigor, to the 
 moral and spiritual forces within. It is the breath of God ; 
 it comes to us from the pure mountain tops, where rests 
 the sunlight of heaven. How is it to be brought down 
 into this lower sphere, brought down and made to pervade 
 the halls of our Institutions, where our young people are 
 congregated, and where they are awakening to a con- 
 sciousness of life, and the vital powers within them are 
 being stirred into unwonted activity. Not by the mere 
 perfunctory teaching of religious truth, nor the mere 
 mechanical grinding out of religious exercises. The 
 atmosphere of such cold, religious formalism, is charged 
 with double skepticism and spiritual death. 
 
 These young people are full of life ; a religion to have 
 influence with them must have life in it. That life is 
 born of a vital faith in God, of a reverent regard for His 
 word, and of a pervading love for the souls of the young, 
 on the part of those who fill the chairs, and are the 
 
96 EDUCATIONAL CONVENTION, 
 
 appointed leaders in these Institutions. Men thus 
 embraced with the love of God and the spirit of Christ, 
 will create an atmosphere around them, saturated with 
 moral and religious life. 
 
 Let these Colleges and Schools be enthroned in the 
 prayers of the churches, and in the prayers of the homes 
 from which the young are gathered, and we shall see a 
 stalwart, manly procession of young men coming forth 
 from them to do a grand work for God and humanity. 
 
 THE WORKMAN HIS OWN BEST TOOL. 
 REV. HENRY W. JONES, PASADENA. 
 
 I am to show up an error which it is the mission of 
 the Christian College to correct, an error which has 
 invaded our American civilization, must we not confess 
 temporarily mastered it? It is respecting the true place 
 and power of money. 
 
 A turning away from other modes of securing ones 
 ends to the use of money in attaining them. 
 
 The end in view is power, that ability to do anything 
 and everything which money is supposed to possess. I 
 will not deny that it has a large degree of the efficiency 
 that is attributed to it. In the present state of society the 
 general estimate is at least somewhere near the truth. 
 But let us know what this error is doing for us in certain 
 directions. 
 
 Trace its effects in trades, manufacture and even 
 professions. It says whatever adaptabilities I may have 
 for this business I will disregard, except as they indicate 
 
CONGREGATIONAL CHURCHES. 97 
 
 somewhat how I can get rich the fastest. The particular 
 calling I follow will be for the sake of the money I can 
 make in it. With that I am to make my impression on 
 the world. Thus one's calling becomes incidental, transi- 
 tional, to be abandoned for anything else that pays better. 
 Will he now be likely to chose it as carefully or learn it as 
 thoroughly? Take the medical profession. Certainly 
 here the mischief of the commercial spirit is evident. 
 They, to whom we so intrust our lives as to physicians, 
 ought to be as thoroughly prepared for the great responsi- 
 bility as study and entire devotion to their calling can 
 make them. But there are many who enter it merely to 
 make money, to leave it for something else, if it should 
 disappoint this expectation. What incentive is there to 
 thoroughness in preparation for a career so uncertain? 
 " For men who take the first rank, or even the second, in 
 the professions," as another truly says, "there may and 
 ought to be large pecuniary rewards. But these emolu- 
 ments are never legitimately more than incidents of the 
 calling. If money is set up as the highest ideal and aim, 
 the chances are that the individual will become a mere 
 grubber, or one of hopeless professional mediocrity." 
 
 This commercial spirit appears in our politics. It is 
 not an accident that the Uuited States Senate is gradually 
 becoming a body of millionaires. Is it true that to secure 
 a fortune is the way to obtain the highest offices in state 
 and nation? Is it true on the other hand that to secure 
 office is the shortest way to a- fortune? What does the 
 fact prophesy for the future of our Republic that year by 
 year a larger number of votes are purchasable, and that 
 business men prefer to contribute money for political pur- 
 
98 EDUCATIONAL CONVENTION, 
 
 poses rather than to give personal attention to political 
 duties even so much as to vote? A leading business man 
 of New York confessed for himself and his class, "We 
 have thought this thing over, and we find that it pays 
 better to neglect our city affairs than to attend to them ; 
 that we can make more money in the time required for the 
 full discharge of our political duties than the politicians 
 can steal from us on account of our not discharging them." 
 It is needless to ask what sort of government will result 
 from that style of citizenship. 
 
 See what this spirit is doing in the sphere of jour- 
 nalism. The function of the newspaper is to give the 
 news, reports of actual occurrences from day to day, with 
 due regard to their intrinsic importance, to the public 
 morality and to personal rights. Whether the actual 
 newspaper fulfills this ideal I need not ask. If not, com- 
 plaint is silenced, and that satisfactorily to most minds, 
 when it is said for the publisher that he runs his press to 
 make money. What else does he do it for? In the 
 editorial columns, the editor is supposed to be giving his 
 own opinions, and to be contending for his own principles. 
 Is he doing this today ? Hear what he is reported to have 
 said in a speech at a press dinner in New York lately : 
 "I am paid $150 per week for keeping honest opinions 
 out of the paper I am connected with. Others of you 
 are paid similar salaries for doing similar things. If I 
 should allow honest opinions to be printed in one issue of 
 my paper, like Othello, my occupation would be gone. 
 The business of a leading journalist is to distort the truth, 
 to vilify, to fawn at the feet of Mammon, and to sell his 
 country and his race for daily bread, or for what is about 
 
CONGREGATIONAL CHURCHES. 99 
 
 the same, his salary. You know this, and I know it, and 
 what foolery to be toasting an independent press. We 
 are the tools and vassals of rich men behind the scenes. 
 We are jumping jacks. They pull the string and we 
 dance. Our time, our talent, our possibilities are all the 
 property of other men. We are intellectual prostitutes." 
 Let us call this an exaggeration ; there is truth enough in 
 it to show that this profession has not escaped the con- 
 tagion of the commercial spirit. 
 
 Again. This error would revolutionize our system of 
 education. The true object of what we call education is 
 not to fit one out with trade or profession. When it has 
 done its work it has made a man or woman, not a joiner, 
 or a doctor, or a merchant, or a school teacher. At a 
 particular time he will begin to learn his trade or profes- 
 sion, but that is not in any true sense his education. One 
 might almost say that his education leaves off at the point 
 where his trade training or profession training begins. 
 Now this false idea respecting money makes the chief 
 question in education. "What studies will pay best?" 
 And it goes on to ask, "Latin? Who ever saw a bank 
 check written in Latin? Greek? The idea that a man 
 can't secure a lucrative practice as a physician unless he 
 can read Thucydides. Do a tailor's suits bring any higher 
 prices, or does he get any more to make for his familiarity 
 with Aristotle or Dugald Stuart?" Yet how many 
 parents make a fatal mistake here! Said President Gates, 
 of Amherst College, lately, " What right has any father 
 whose circumstances are such as to make it possible to 
 give his son a liberal education what right has any such 
 father to shut his son forever out from those broad horizons 
 
IOO EDUCATIONAL CONVENTION, 
 
 of life which belong to the liberally educated man? 
 When the son, who is to you as the apple of your eye, 
 stands before you in his early teens, let the arch enemy of 
 all goodness offer you any prize he will on condition that 
 you will bind forever to his side that son's right arm. 
 Suppose that by thus maiming and disfiguring God's like- 
 ness in his body you could start him in life with more 
 money at thirty years than he could hope to attain in any 
 other way. Would the prospect for a moment tempt you ? 
 And is it a less serious matter to dwarf the soul and 
 cripple the divine energies of the mind and heart? You 
 would reject with indignant scorn the offer of a fortune 
 won by allowing him to be physically maimed; and can 
 we who are able to send our sons on into the larger life 
 which only prolonged education can procure for them, for 
 a moment tamper with the question whether some added 
 keenness in money getting, and the somewhat earlier 
 attainment of the means of self-support, should be held a 
 good and sufficient reason for the eternal dwarfing of the 
 mind and soul of the sons whom God has intrusted to our 
 care?" 
 
 This error turns aside many a young man fitted for 
 a high position in the ranks of usefulness, where he is 
 greatly needed. " There are more ways than one of doing 
 good," he says. What is so powerful an influence as 
 money? Once I get fairly at work with my talents, and I 
 can support half a dozen missionaries." But the half a 
 dozen embryo missionaries that he would be willing to 
 support hear his reasoning about money, follow his 
 example, and each of them sets about raising money 
 enough to support half a dozen missionaries. Many a 
 
CONGREGATIONAL CHURCHES. IOI 
 
 man of those best fitted for personal work in the spheres 
 of religion and benevolence excuses himself. "I can't 
 spare time and thought for such things," he says. A man 
 to succeed in business must devote his whole energies to it. 
 Accordingly this one thing I do. I will earn and others 
 will do the personal work. Let the ministers do it. Hire 
 some one from the Young Men's Christian Association. 
 It is not in my line. Every man to his trade." And 
 unless his principles are wrong he is right. A gentleman, 
 trained to business, said to another, who was in need of 
 a partner, " I have been long intimate with the business 
 men of this city; can I not meet your want?" "You'll 
 excuse me, but you have the reputation of being interested 
 in matters outside of business." " Yes, and I trust I shall 
 always deserve that reputation." " Oh, but you know 
 that business, as it is now conducted, is a bit of rope with 
 a man at each end, toe to toe, and if either slacks up, ever 
 so little, the other jerks it away." "Yes, I know it; it is 
 a true picture drawn to life." " You see? You'll excuse 
 me." And he bowed him out. I need not ask whether 
 these promises of financial aid to philanthropical enter- 
 prises are generally fulfilled, which men make to their bet- 
 ter nature when they thus substitute their earnings for their 
 personal service. If they are, then the treasuries of 
 churches, colleges, benevolent societies, hospitals, etc., 
 are full. "Yet," as another says, "the truest and best 
 help anyone can give to others is not in material things, 
 but in ways that can make them stronger and better. 
 Money is good alms when money is really needed ; but in 
 the divine gift of hope, friendship, courage, sympathy, 
 and love, it is paltry and poor. Usually the help people 
 
IO2 EDUCATIONAL CONVENTION, 
 
 need is not so much the lightening of their burdens as 
 fresh strength to enable them to bear their burden and 
 stand up under it. The best thing we can do for another, 
 some one has said, is not to make some things easy for 
 him, but to make something of him." 
 
 How unfavorable to personal culture is this com- 
 mercial atmosphere. How many drop music, standard 
 literature, art study and practice, elocution, debate, one 
 thing or another in which they might have excelled, to the 
 delighting and instructing of the circle of near friends and 
 often of a wider public. It blights the shoots of originality 
 and tends to reduce society to monotony, as well as 
 mediocrity. 
 
 Under this regime the comfort of life languishes. 
 These whom we are contemplating are Mammon's mar- 
 tyrs. Talk of the privations of missionaries. Here are 
 multitudes of people enduring worse privations in the 
 sight of plenty, with no consciousness of nobleness to 
 sustain them, no outlook on ripening fields of usefulness 
 around them which their own hands have sown, no smile 
 beaming on them of admiring angels, watching them with 
 the earnest sympathy of colaborers. And they never will 
 enjoy life, these martyrs who have turned their crowns into 
 money. To extract pleasure from money is an art, 
 requires study, practice, like any art. When their set time 
 comes to turn their money into pleasure they will have no 
 idea how to do it, any more than the boy who spent his 
 first $5 for honey and sat down before it for the best good 
 time he ever had in his life. 
 
 Have you heard of the discovery of the philosophers' 
 stone ? If not, what is it then that is turning everything 
 
CONGREGATIONAL CHURCHES. 103 
 
 into gold ? The toilful search for it, of which we have 
 read, was always with the pleasantest anticipations of 
 what was to be done with the gold into which everything 
 would be turned. Was there then no anxious inquiry 
 what was to be done without the things which were to be 
 thus transmuted. Alas, there is none. It is easy, in 
 picturing what things money can do, to forget what good 
 things it can undo. It is an enemy not to be surrendered 
 to without debasement. 
 
 Thou shalt lower to his level day by day, 
 
 What is fine within thee growing coarse to sympathize with clay. 
 ****** Thou art mated to a clown, 
 And the grossness of his nature will have weight to drag thee 
 down." 
 
 Money is not that one tool of our earthly calling, to 
 buy which we can afford to sell all our other faculties and 
 endowments. The Christian College stands as a living 
 protest against this error, teaching that our one great 
 implement is ourselves ; our one great work, usefulness. 
 As the united testimony of its various departments, to its 
 students, and through them in the world it says : 
 
 Life should mean, first, self-development. We ought 
 to find our greatest self-satisfaction in seeing our own 
 faculties grow and expand. The skill that can make an 
 invisible joint in a piece of furniture, or a smoothly work- 
 ing piece of delicate machinery in brass or iron ; the 
 ability to draw a graceful outline, to lay forms and colors 
 together so as to rival nature's landscapes, to write or 
 execute music that can make the very soul march or halt ; 
 these are the possibilities which God has planted in us. 
 Shall they be suffered to die out? Shall the hills and 
 
IO4 EDUCATIONAL CONVENTION, 
 
 valleys of our varying individualities be graded off by this 
 money-making propensity and society reduced to a dead 
 level that has no outlook beyond dollars and cents ? Of 
 two things which a man can do well he ought to choose 
 for his calling the nobler. If we can bless the world 
 directly with voice, pen or skillful hand-labor as much as 
 by turning our labor into money, the former is the nobler 
 life, the life for us. 
 
 For, life should mean, secondly, usefulness. Our- 
 selves, our sympathy, our voices, the deeds of our hands, 
 work that has personality in it, are immeasurably more 
 potent for good than the money into which we are too 
 glad to transmute these. To make something and sell it, 
 and with the proceeds hire some one to go and visit a sick 
 family, is a very roundabout way of relieving their wants. 
 For some unfortunate people, to be sure, it is the only 
 method available. Alas, that any should prefer that way. 
 Always our study should be, how can myself be most 
 useful ? By no proper use of terms can I call my money 
 myself! When an opportunity is offered to serve man- 
 kind directly with my hands, my feet, my voice, my loving 
 sympathy, my prayers, I make a sad bargain, if I sell 
 myself and hand over the price. 
 
 ** Not what we give but what we share, 
 Foir the gift without the giver is bare ; 
 Wjho gives himself with his alms, feeds three, 
 Himself, his hungering neighbor, and Me." 
 
CONGREGATIONAL CHURCHES. 105 
 
 CHRISTIAN EDUCATION. 
 STEPHEN BOWERS, A. M., PH. D. 
 
 Herbert Spencer says that the function that education 
 has to discharge is to prepare us for complete living. 
 Under this beautiful mask, however, is hidden the most 
 complete agnosticism. Mr. Spencer nowhere, in defining 
 education, gives us the remotest hint that man has a 
 religious nature to be educated. Follow him through his 
 definitions and the thirsty soul will find no place of refuge, 
 no resting place. Someone has said: " His complete 
 living appears in the light of all history exceedingly in- 
 complete." The fact is, his theories of education have 
 the qualities of but half truths. They do not reach Chris- 
 tian consciousness. The Christian theory of education is 
 implied in the Christian conception of human life, and 
 we must learn from Christ what complete living is. 
 
 I cannot do better in this connection than to quote a 
 brief paragraph from a recent writer: " Education, says 
 he, should be in the largest sense liberal. It should make 
 the man self-supporting, acquainting him with practical 
 measures for comfortable and beautiful living. It should 
 prepare him for citizenship. It should make him, it may 
 be, a man of letters, or a scientist, or an artist. But it 
 should go further. It should strengthen and broaden his 
 faith in God. It should sharpen his appreciation for 
 spiritual realities. It should furnish him with a just con- 
 ception of human life ; its needs, possibilities and obliga- 
 tions. It should deepen in his mind the distinction 
 between right and wrong. It should strengthen his con- 
 
106 EDUCATIONAL CONVENTION, 
 
 vitcion of those truths which surround right with Its most 
 impressive sanctions." 
 
 Now I submit that any system of education that does 
 not accomplish this is a failure. It will leave the student 
 but half educated. If he is in some sense fitted for living 
 here, he is not for the great hereafter. The theory that 
 banishes all religious instruction from the public school is 
 narrow and incomplete. It is a concession to skepticism, 
 and is as irrational as to concede the demands of the 
 drunkard-maker who would banish all books on the evils 
 of intemperance. 
 
 Christianity is the great underlying principle upon 
 which this government is founded. It is the corner stone, 
 the foundation rock, upon which the national fabric is con- 
 structed. Remove this and the building will fall into 
 decay. In order to instill patriotism into the heart of the 
 child, the State displays the national banner over the 
 school house and recommends text-books that tell of the 
 heroic deec^s of our fathers. This should also apply to 
 Christian principle if we expect our children to become 
 Christians, patriots, and law abiding citizens. 
 
 A dozen years ago the public schools in my town 
 were closed on the occasion of horse races, that teachers 
 and children might witness the elevating pastime. 
 
 One might as well look for the healthy growth of a 
 tree after its roots have decayed, as to expect vigorous 
 moral growth from schools where moral precepts and 
 principles are ignored. And what will the end be? I 
 will let Jules Simon, in an article on public education in 
 France in the Contemporary Review, answer the question. 
 He says: " In the olden time we used to have in the 
 
CONGREGATIONAL CHURCHES. IC>7 
 
 school those little books of sacred history which opened 
 with the words : 'In the beginning God created the 
 heaven and the earth.' We have done away with these 
 little books now. The children will hear no more talk of 
 creation or of God, or even of a beginning. In one word, 
 the school they will have to learn in will be strictly 
 neutral. This is what they tell us by way of consolation. 
 They forget that it is not God we are afraid of, it is 
 Nihilism." 
 
 It would be well for us in America to take the hint. 
 This unrest and tendency to Nihilism is cause for alarm. 
 Left to themselves, men tend to anarchism, nihilism and 
 other baneful isms. Christian education is the antidote. 
 Let us be less afraid of the great and loving God, and 
 more afraid of violating his divine laws. 
 
 When a generation is raised up in this country with- 
 out faith and without respect for Christianity, our 
 decadence as a nation begins. Let not the era predicted 
 by Carlyle come to this land, "when he that is least 
 educated will chiefly have it to say, he is least perverted." 
 
 Our most enlightened people see the necessity of 
 Christian education and the thorough Christianizing of our 
 secular colleges and universities. 
 
 I contend that one of the chief requisites of college 
 education is thorough and systematic Christian education. 
 I do not wish to be understood as desiring our Colleges 
 and Universities to be turned into Theological schools. Far 
 from it. But were I a teacher, instead of an editor, I think 
 I would make a specialty of the history of Christianity, 
 and endeavor to show what impression it has made upon 
 the opinions of mankind ; how it has affected civilization, 
 
IO8 EDUCATIONAL CONVENTION, 
 
 and the countries of the world. This, with its phenome- 
 nal extension makes up one of the most interesting, and at 
 the same time the most important chapter in the world's 
 history. I would endeavor to show that : 
 
 " In all our way through life it sheds 
 Its bright and healing beams 
 
 O'er all our woes. 
 And when our days are done 
 It lights the path to brighter 
 
 Happier scenes. 
 And it will live and shine when 
 All beside has perished 
 
 In the wreck of earthly things." 
 
 I would endeavor to remove doubts from the minds 
 of the people. The struggle with doubt often begins in 
 college days. There seems to come a time in the life of 
 every boy when, in his imagination, he has advanced 
 beyond the knowledge of parent and teacher. That is the 
 hour frought with greatest danger, and one that appeals to 
 the wise teacher for assistance. 
 
 Let the science of Christianity be taught ; its rules, its 
 principles, its ethics. This in a sense implies that inner 
 experience, so essential on the part of the minister and 
 teacher personal contact and communion with God 
 through his Son. The student must be taught to realize 
 that the highest Christian knowledge is not attainable in 
 the study of books, but by Christian living ; and that the 
 best ritualism is in doing the just and the generous, the 
 merciful and the Christ-like. 
 
 Now, brethren, the practical question for us to con- 
 sider is the importance of planning liberal things for the 
 
CONGREGATIONAL CHURCHES. I Op 
 
 endowment of the schools in our midst, and especially that 
 one known as Pomona College. 
 
 While other speakers will doubtless have suggestions 
 to make concerning this matter, I may be allowed to say 
 that in my humble opinion its success lies within the reach 
 of the pastors of Southern California. I base this upon 
 experience in other places, and observation as to other 
 churches. In a letter from the President I was impressed 
 with the words: " We must aim high and determine that 
 no student shall suffer intellectually by taking his course 
 of study in a Christian College-" I do not wish to lay on 
 ministers of Christ additional burdens, or emphasize those 
 already upon them, but in their hands rest possibilities 
 for its endowment that will lift this noble young institu- 
 tion above want. What class OL men is so well prepared 
 to grapple with a problem like this ? They themselves 
 are educators and moulders of public sentiment. 
 
 This may be done by educational sermons in which 
 the wants of the school, its aims, its purposes, its possi- 
 bilities for good for the upbuilding of young men and 
 young women, and shaping their course into lives of use- 
 fulness may be made prominent. It may also be done by 
 seeking bequests, donations and subscriptions from men 
 and women whom God has blest with wealth. Let every 
 pastor study its needs, and the grand and far-reaching 
 possibilities in Christian propagandism and soul saving 
 until his heart is thrilled and set on fire, and he will be 
 prepared to present them to others. This cannot be done 
 in a perfunctory or half-hearted way. It must be done 
 with an earnestness begotten of love to God and love to 
 man. This generation is laying the foundation for still 
 
 iH.3 
 
 
 tt 
 
HO EDUCATIONAL CONVENTION, 
 
 greater things in the next. If the wheels of Christianity 
 and civilization continue to move forward, education a 
 century hence will be far in advance of what it is now. 
 Then let the foundation be laid wide and deep, and let us 
 build for all time. 
 
 I would have our Colleges and Universities manned 
 with Christian teachers teachers who fear God and work 
 righteousness ; for I can think of few more responsible 
 places in which one can be placed than that ot instructor 
 of youth. To shape the destiny of minds that are to live 
 when this world's entire history will be but a leaf in the 
 book of eternity. 
 
 " We should be wary, then, who go before 
 A myriad yet to be; and we should take 
 Our bearings carefully, where breakers roar, 
 And fearful tempests gather, for one mistake 
 May wreck unnumbered barks that follow in our wake." 
 
 CHRISTIAN EDUCATION AND MUSIC. 
 PROFESSOR A. D. BISSELL, SATICOY. 
 
 The place accorded to music in Christian education 
 will depend on the place we allow it in Christian life. I 
 feel under obligations to the first speaker before this Con- 
 vention for the admirable analysis of mental activity he 
 presented, making it easy to show what place music may 
 have in Christian life. In the arch of mental activity, the 
 emotions, said the speaker, constitute the keystone. The 
 case may be more strongly stated by saying with Lotze 
 that the emotions are the root out of which grow the twin 
 
CONGREGATIONAL CHURCHES. Ill 
 
 trunks of knowledge and will. There are deep recesses 
 of the soul into which the scalpel of consciousness cannot 
 penetrate for dissection. But, though closed to analysis, 
 inmost souls have wide avenues of approach for the recep- 
 tion of impressions from various sources ; and here chiefly 
 is the sphere of art as a power in life, whether literary, 
 plastic or musical. There are these three forms of art, 
 and the greatest of these is music. That is, music is 
 capable of influencing a larger number more forcibly than 
 either of the others. The province of music in Christian 
 life is then : 
 
 Firstly, to beget and strengthen Christian emotion, 
 and out of Christian emotion and impulse grows Christian 
 action and character. Men who have no special interest 
 in Christian ideas and worship will attend public service 
 and even sing in choirs out of love for music, and many are 
 the cases of men who got their first vital contact with 
 Christian ideas through the service of song. 
 
 Secondly, to serve as a vehicle or medium for the 
 expression of Christian emotion, and more especially the 
 emotions that pass like electric shocks from man to man in 
 an audience. We are undemonstrative and often feel the 
 need of a vent for overfull hearts. To refer to my own 
 experience ; I listened not long ago to a sermon that 
 moved me deeply, but how deeply I did not realize until 
 in singing the closing hymn, "Bethany," the feelings that 
 had been stirred within me came to a head and burst forth 
 in song, while I longed as never before in my life to be 
 brought nearer to God even by my woes. And no sermon 
 ever gave me such a might of conviction, fortified by 
 emotion, as that wonderful chorus in Handel's immortal 
 
112 EDUCATIONAL CONVENTION, 
 
 Oratorio of the Messiah, where orchestra, organ and chorus 
 join in crashing chords, "His name shall be called 
 Wonderful ! Counselor ! The Mighty God ! The Ever- 
 lasting Father! The Prince of Peace! " 
 
 My plea is for more attention to the cultivation of the 
 voice in singing. The tendency is now toward instru- 
 mental music, and development of technical dexterity is 
 far more in demand than soulful expression of deep feel- 
 ing. There is a great neglect of singing ; witness the 
 congregational singing in our churches. On all sides I 
 hear the complaint, " We have a large number of nice 
 young people, but they don't know how to sing." But 
 neglect of singing means decline of music as a fine art. 
 For the inward appreciation and love of music is the 
 essence of the art, and nothing gives such an appreciation 
 and sense of the power and beauty of music as the ability 
 to share in producing it. A man may arrive at an intel- 
 lectual understanding of a Bethoven Symphomy by a care- 
 ful study of the score ; but give the same man a violin or 
 other instrument and put him in the orchestra, and the 
 same composition has a new meaning and beauty. The 
 mere pleasurable admiration of mechanical dexterity or en- 
 joyment of sweet sensations of sound have little or no value 
 for the inner life, and are of use only as a lever to lift the 
 student to a higher plane. But the ability to sing, to feel 
 oneself borne up in common with others on pinions of 
 song, can be a mighty instrument for good in Christian 
 and church life. Can we secure good singing? 
 
 Some teachers go so far as to say that any one who can 
 talk can be taught to sing. I would prefer to put it this 
 way ; any one who has ear enough to distinguish between 
 
CONGREGATIONAL CHURCHES. 113 
 
 the falling inflection of a positive assertion and the rising 
 inflection of a question has ear enough to learn to sing. 
 If you don't believe it, come and try me. I might find 
 considerable difficulty with some hard cases, but if children 
 are taken sufficiently early the hard cases would be 
 reduced to a minimum. 
 
 How many ministers find their work hampered, them- 
 selves fettered, because they cannot lead their congrega- 
 tions in giving vent to their feelings in a song of penitence, 
 of confession, gratitude, praise, communion with Christ, 
 and consecration to his service ! But when a man goes 
 into a Christian College he may be already so fixed in the 
 habit of not singing that he cannot be trained, except at 
 disproportionate expense and trouble. The time and 
 place to begin cultivating the voice and musical taste is in 
 childhood and in the home or graded school. Then as 
 students come to the College the finishing touches can be 
 added, independence acquired, and each student equipped 
 with a powerful instrument. Training to high technical 
 development, to intelligent appreciation of the highest 
 forms of art, is not a necessary part of Christian education, 
 much as I would like to see such work more widely spread 
 than it now is. But training to participate with others in 
 the various possible functions of music in Christian life, to 
 distinguish between good music and trash, this can be 
 well-nigh universal, and ought to have a large place in 
 any scheme of education that claims to be liberal and 
 Christian. 
 
114 EDUCATIONAL CONVENTION, 
 
 THE TRANSFORMING POWER OF 
 COLLEGE LIFE. 
 
 REV. FRANCIS M. PRICE, BETHLEHEM, Los ANGELES. 
 
 In the City of Tai-ku, China, standing amid the many 
 haunts of idolatry, is a grand old Confucian temple, 
 which, with its various out-buildings, covers an area of 
 about five acres ; and although having suffered much from 
 the dilapidations of time it is still the admiration and pride 
 of the city. It is a temple devoted to learning. Over the 
 great gateway, through which all who enter its hallowed 
 precincts must pass, is a motto in four, large, gilded 
 Chinese characters, with this sentiment: "Doctrine 
 Crowns the Ages," the meaning of which is that the teach- 
 ing of the great Confucius is the glory of the past and 
 present. For China, no words could be truer. They 
 express the sentiment ot every Chinaman. His system is 
 best studied in his " Great Learning," which is a brief 
 essay of 205 words, claims to be the " gateway of virtue," 
 and has no less an object than the u pacification of the 
 whole world. " 
 
 In this he says: "The ancients" and with the 
 Chinese all good things come from the ancients "wishing 
 to make virtue illustrious, first governed well their own 
 kingdoms ; wishing to govern their own kingdoms well, 
 they first ruled well their own families ; wishing to rule 
 well their own families, they first regulated their own 
 bodies ; wishing to regulate their own bodies, they first 
 rectified their hearts ; wishing to rectify their own hearts, 
 they first purified their motives ; wishing to purify their 
 
CONGREGATIONAL CHURCHES. 115 
 
 motives they first perfected their knowledge and the per- 
 fection of knowledge is found in a' study of the nature of 
 things." 
 
 Thus by adjusting individual lives according to the 
 nature of things, he hoped to reach the grand object of 
 pacifying the whole world. No heathen ethical system 
 approaches it in grandeur and simplicity, and yet, noble 
 and comprehensive as it is, it fails to take in the true 
 nature and destiny of men ; and however elaborately the 
 details of his system may be worked out, it can never be 
 complete ; it offends at a crucial point. 
 
 His was the great arch with every stone highly 
 polished and fitted in with great exactness, but it lacked 
 the key-stone. Later in the development of this system a 
 wise commentator saw this defect and expressed the 
 belief that a great teacher would come from the West to 
 "complete the system." We, of the West, believe that 
 we have found the keystone to this arch, and we express 
 our convictions by prefixing to our educational systems the 
 noble word "Christian." A Christian education, a 
 Christian College, is the crowning glory of the present 
 age, the fairest flower that grows in the soil of the church, 
 promising the richest fruit. The object of the Confucian 
 system was exhaustively to cultivate ; the object of the 
 Christian system is to cultivate and transform not simply 
 scholarship, but scholarship controlled and glorified by 
 Christian character. 
 
 But wherein lies the power to secure this crowning 
 excellence? In what part of the curriculum or college 
 life shall we find it? I answer, it lies largely in the esprit 
 de corps of the institution, and this must lie first of all in 
 
Il6 EDUCATIONAL CONVENTION, 
 
 the College faculty. The motto of the teacher soon 
 becomes the motto of the pupil. Let us have no heathen 
 or worldly-wise mottoes written over our college gateways 
 such as: "Learning crowns the ages/' " Know thyself," 
 " Knowledge is power," " Success crowns the diligent," 
 or " There is room at the top." But let us write in letters 
 of gold over our gateways, in our halls and recitation 
 rooms, the motto of the " Great-heart of our Congrega- 
 tional Churches" the sainted Dr. Goodell who lived as 
 truly as he said: "There is nothing worth living for 
 save the glory of Christ." It is not simply the principles 
 of morality and good character that we want but 
 enthusiasm for our glorious and glorified Master. 
 Nothing less than this will suffice ; nothing less than 
 this is worthy of our Christian College. It is not 
 minds well trained, but minds set on fire with enthusiasm 
 for our Redeemer's cause. Enthusiasm in an untrained 
 mind often runs into fanaticism ; but true enthusiasm, born 
 of the Spirit of God, held in control by a trained head and 
 heart, is the greatest power in this world. 
 
 Count von Zinzendorf , the founder of the sect of the 
 Moravian Brethren, a people whose devotion to the Master 
 is known in every part of the world, imparted such enthu- 
 siasm to the brethren of that sect as to make them well- 
 nigh invincible in every undertaking. The secret of his 
 success lay in the motto of his life " Ich habe eine pas- 
 sion, est ist er nur er;" I have one passion, it is He only 
 He." 
 
 The Christian Church began in a white heat of enthus- 
 iasm for the Master an impulse from the mighty Spirit of 
 God. Then men rejoiced that they were counted worthy to 
 
CONGREGATIONAL CHURCHES. 117 
 
 suffer for His name and sold their farms and gave the 
 money to the church ; now many who confess Christ count 
 it a great cross to suffer for his sake and rob the church of 
 its dues to buy a farm. Our church life must be rilled and 
 thrilled with enthusiasm for our Master before it can hope 
 to conquer this money-seeking, pleasure-loving world. 
 We must look to our Colleges and Seminaries to give the 
 church leaders, whose enthusiasm will be contagious, last 
 from January ist to December 3ist, from taking up of the 
 cross, until the time when they shall receive their crown. 
 
 There is one scene of my college life that I shall never 
 forget. It was near the close of the senior year, and the 
 class had gathered for a special meeting before graduation. 
 The president, some of the professors, and the pastors of 
 the two churches were present. Brief, incisive, and im- 
 pressive addresses were made in which the Master's claims 
 were set forth with great simplicity, and the quiet though 
 powerful spiritual influence was well nigh irresistible. It 
 was the culmination of the spiritual influences that had 
 been thrown around that class for four years. At last it 
 was proposed that President Fairchild close with prayer 
 for all who desired to be especially remembered. One 
 after another presented brief requests and among others 
 a man who had resisted every influence through his 
 course of study, and was going out from the College an 
 infidel, arose and requested prayers. A wave of deep 
 emotion passed over the assembly. Every head was 
 bowed and almost every eye was filled with tears, for I 
 believe he was the only unconverted man in his class. 
 
 Oh, it is a great thing to bring young men and 
 women face to face with God and duty when they are 
 
Il8 EDUCATIONAL CONVENTION, 
 
 deciding the question of a life work, for only thus can the 
 right decision be made. 
 
 Young men and women carry with them through life 
 the spirit of the institution in which they receive their 
 higher education. It is something that they cannot escape 
 even if they will, and ordinarily the brighter the student 
 the more thoroughly he is possessed of this spirit. The 
 subtle, potent esprit de corps of the College life speaks 
 persuasively to the young people under its influence, and 
 with cumulative power as the years pass. "Be ye trans- 
 formed into my image/' and if Christ be the sum and 
 substance of this College enthusiasm, then the image into 
 which they are transformed is the image of Christ. 
 
 THE KIND OF MEN DEMANDED OF THE 
 CHRISTIAN COLLEGE. 
 
 PROF. C. S. NASH, PACIFIC THEOLOGICAL SEMINARY, 
 OAKLAND. 
 
 The Christian College is responsible to Him whose 
 na,me it bears. Subordinately and practically it must 
 answer to His representatives on earth. The Christian 
 Church, or any true portion of it, not only may but must 
 hold the Christian College to account for its stewardship. 
 If that stewardship has been faultily discharged, it maybe 
 partly because they who represent the Lord have not made 
 His claims authoritative and irresistible. This paper 
 would, therefore, be glad to engage attention both within 
 and without College walls, hoping to serve humbly the 
 discussion of our common dutv. 
 
CONGREGATIONAL CHURCHES. 119 
 
 i. In the first place, then, men of the best education 
 are demanded of the Christian College. There must be 
 excellence of result here. Failure cannot be excused. 
 The Christian College must give its students as good a 
 College training as they could find anywhere. It must 
 send them out able to keep abreast of other College 
 graduates. Or, better still, it must be able to give each 
 man his utmost development. To this the College is held 
 by various forces. 
 
 Competition is one of them. As for the Colleges 
 which appear to be beyond the reach of this, the fact that 
 they have the fields to themselves and the students in their 
 power should make them even more solicitous to furnish 
 the very best wares in the market. A Christian school is 
 expected to avoid the unrighteousness of a railroad 
 monopoly. Yet competition is at work even in such 
 isolated regions. The world is small and open. The 
 young man who discovers that the article offered at his 
 door is second-rate will swing off tomorrow in search of 
 the best until he find it. This compulsion is felt by a 
 College through various channels. It comes through the 
 students often. No institution can shake itself free from 
 the intelligent judgment of its pupils. Whether appear- 
 ing in criticism or in attempted revolution or in departure, 
 that judgment is worthy of heed as the mouthpiece of 
 maturer voices caught from a distance by alert ears. 
 Again, parents and friends and the wider public wield the 
 force of College competition. The practical and selfish 
 world cares little to apply the righteous principle, "To 
 each one according to his needs." It prefers the other 
 righteous principle, which has a business look, " To him 
 
120 EDUCATIONAL CONVENTION, 
 
 that hath shall be given." The ducats and the pupils go- 
 mainly to the Colleges that have the most of both. 
 
 In a higher way also the same call sounds in the ears 
 of every institution. Above the din and strife of competi- 
 tion our schools meet as friends and helpers, imparting to 
 one another, stimulating one another. Every high quality 
 anywhere visible is a ringing challenge to the whole sister- 
 hood. Each one that is alive feels the pull of this 
 influence, just as a true man in the presence of another 
 true man is kindled toward higher manhood. Again, there 
 are Christian souls at large who, without a business threat, 
 announce the divine desire to the College, cheering it on 
 with courageous words, with gifts, with prayer. Its 
 leaders also know how to draw near and catch the 
 heavenly voice for themselves, as Elijah did at Sinai. 
 
 In the precise point, then, of its graduates, for which 
 alone the College exists, we find the demand of God to be 
 that they be made men of the best education. If they fall 
 below this, God will use them according to their ability; 
 but the missing portions of their development will He 
 require at the hands of the College. 
 
 2. Again, men of Christian faith and character are 
 demanded of the Christian College. 
 
 The whole attention of the College should not be 
 absorbed in the educational line. Its name and assumed 
 character bring forward the spiritual side of life. We 
 believe it right to press the appeal that it send out Chris- 
 tian men. It is not enough that the College authorities 
 rejoice, if by unusual and occasional methods God secure 
 the conversion of students independently of their effort. 
 Let the College that calls itself Christian legislate this 
 
CONGREGATIONAL CHURCHES. 121 
 
 element into its corporate life and its yearly plans. Then 
 let the working force of the College carry out this design 
 as zealously and faithfully as the curriculum of study. 
 Let it no more strive to send out men of knowledge, of 
 thinking habits, of speaking power, than it strives to send 
 out men of Christian faith, hope, love, prayer and spiritual 
 activity. 
 
 This demand is emphasized by important considera- 
 tions. In the first place, College students are impressible. 
 They are like clay in the hands of the potter. Few are 
 quite mature and fixed. The great majority are present 
 for the express purpose of being moulded and stamped. 
 The character of many is determined forever in College. 
 That of many others might be settled, probably that of 
 nearly all. Our educators have the determination of 
 immortal characters in the crisis of life, and too many of 
 them forget the grandeur and gravity of their responsi- 
 bility. College men can be won to Christ. There is no 
 need of receiving so many back from the hands of the 
 College spiritually unformed and deformed. College 
 revivals have proven how grandly God can claim His own 
 among these purposeful young lives. Again, conversions 
 among College students are of the very best quality. Let 
 no man say that the College course is no place for such 
 matters. Results prove it to be the place of places. 
 Prof. Henry Drummond declares, regarding Christians, 
 that what is wanted is " not more of us, but a better brand 
 of us." Now in the Colleges can the best brands be 
 made. Conversions there are usually free from unbalanced 
 emotion. The deep significance of the matter is appre- 
 ciated, the elements of it are weighed, action is clear- 
 
122 EDUCATIONAL CONVENTION, 
 
 sighted, deliberate, thorough. Christian character of the 
 highest type and Christian activity of the noblest efficiency 
 result from such conversions. Once more, Christian faith 
 and character are the critical things of Christian education. 
 Presumably there are many even Christian educators in 
 our land who would claim that religion lies outside the 
 schools. We are here today, however, to stand with those 
 who maintain that the object of College training is nothing 
 less than character. We do not want graduates with 
 bodies and brains simply. We want purified hearts and 
 renewed wills. We want all the pure, strong things of 
 character, above all, the incomparable things found no- 
 where apart from personal experience of the power of 
 Christ. Let our schools prepare us these. Let the Chris- 
 tian College at least acknowledge the demand and answer 
 it according to its name. A College must bring forth men. 
 A Christian College must bring forth Christian men. 
 
 3. In the third place, the demand on the Christian 
 College is that the men and women of the best education 
 and those of Christian faith and character be the same 
 men and women. We cannot be satisfied that some should 
 be trained intellectually and others spiritually. In that 
 case we should be no whit in advance of the present condi- 
 tions. The institutions that claim the greatest educational 
 power often excuse themselves from spiritual responsi- 
 bility. And they are apt to have poor respect for the 
 sister schools which include the religious elements. We 
 would challenge the implication that the highest scholar- 
 ship and the best spirituality cannot thrive in the same 
 College halls. They can live together even in one profes- 
 sorial chair, and can be built into young life synchronously 
 
CONGREGATIONAL CHURCHES. 123 
 
 to their mutual advantage. We dare to say that a C hris- 
 tian civilization should build up an educational system, in 
 which each separate school should bear the double 
 character and do the double work ; whose declared aim 
 should be to graduate each pupil thoroughly educated and 
 personally Christianized. If this be called intolerable 
 coercion on the spiritual side, let it also be called so on 
 the intellectual side, where it is being enforced stringently 
 every day. 
 
 Now, to indicate practically for what such men and 
 women are wanted, the following is offered. First, there 
 is need of Christian scholars for the leading places in the 
 educational world. The word Christian is here empha- 
 sized. Christian specialists are called for in every line of 
 research, publication and instruction. Should the progress 
 of a Christian civilization be led by ungodly men? Should 
 the church act only when driven to it by foes, or when 
 frightened into it by the direction of irreligious leaders ? 
 Should the advanced work of the age in language, in 
 philosophy, in archaeology, in natural science, in art, in 
 political science, in sociology, in ethics even, be left to 
 men whose enthusiasm and aim are purely of the earth? 
 The church is under Divine commission to lead mankind, 
 to do the foremost work, to uncover every item of hidden 
 knowledge, to make it accessible to all men, to administer 
 it for the present and eternal good of the race and for the 
 glory of God. But in this matter the competitive law of 
 life cannot be defied. The mighty men shall be they who 
 are mighty. The field will belong to the unchristian just 
 so far as the church fails to possess it by the sheer power 
 of masterful ability. I conceive, then, that the Christian 
 
124 EDUCATIONAL CONVENTION, 
 
 Colleges are set to the momentous task of raising up 
 Christian specialists of all sorts for the advanced posts of 
 the world's activity and progress. They should be on the 
 lookout constantly for most capable and promising youth, 
 whom they can guide into a scholar's life ; youth whose 
 qualifications for such a life include a glowing personal 
 Christianity. 
 
 Once more, there is need of educated Christians for 
 all the walks of life. Here the word educated is empha- 
 sized. All through the social, business and professional 
 world there is a lack of Christian men and women who 
 were trained according to the best educational standards of 
 the age, who can therefore hold their own and more along- 
 side educated non-Christians. The practice of personal 
 Christianity must be carried into the highest places. 
 Christian scholarship and Christian effort must show that 
 in Christ and His Gospel lies the only solution of the 
 burning questions of human weal. Everywhere will 
 superior men wield the power ; therefore let superior men 
 be made Christians and Christian men be made superior, 
 which is the very genius and proposal of Christianity. 
 
 Particularly in the ministry are men of education 
 sorely needed just now. It was shown recently that of the 
 580 students in our seven Congregational Theological 
 Seminaries last year (^o-'pi) over 220 had never been 
 to College at all, while over fifty had pursued only a par- 
 tial course. What are the professedly Christian Colleges 
 doing? They can provide men for the ministry and God 
 will hold them to account for it. There must be an 
 educated ministry in our home churches, if educated lay 
 Christians are to be led and educated non-Christians are 
 
CONGREGATIONAL CHURCHES. 125 
 
 to be won. And it has been demonstrated to our heart's 
 content that the Christian kingdom cannot prevail in 
 heathen lands in the hands of any but the mightiest men 
 of war in Christendom. May God soon rouse the Chris- 
 tian Colleges to the duty of furnishing the full tale of 
 educated clergymen and Christian specialists, and of send- 
 ing forth the rest of its pupils as Christians, and as trained 
 Christians, into the world's thought and action. What 
 higher mission has God entrusted to any of the sons of 
 men? 
 
 In closing let me state briefly two or three suggested 
 points, deserving fuller treatment. 
 
 (a). The importance of the College pastor problem. 
 The ministrations which are theorized into the office of 
 College pastor should certainly be provided for in some 
 way. 
 
 (3). The need of Christian scholars in the professor- 
 ships of Christian Colleges. Such workers are indispens- 
 able to such work as above described. 
 
 (c). The necessity of the most generous financial 
 equipment for the Christian College. Dr. McLean 
 remarked the other day: "You can't make 90 cent men 
 in a 10 cent Institution.'' Friends of the churches, this 
 whole matter tumbles back upon you considerably. You 
 call in vain for the best work from the Christian Colleges, 
 because you do not make them the best appointed institu- 
 tions. Too often, as compared with the policy of the 
 world, the church expects its servants to make "bricks 
 without straw." The Christian College will become all 
 that its constituents enable it to become. When these say 
 so, it can have the first scholars of the age in its chairs. 
 
126 EDUCATIONAL CONVENTION, 
 
 When the church declares that the educators of the young 
 must be Christian men and women, such will presently be 
 furnished, superlatively equipped ; and then the Christian 
 Colleges will neither venture nor desire to ask non-Chris- 
 tians to their faculties. When the church insists that its 
 sons and daughters with all their getting shall get Chris- 
 tian faith and character, as the prime elements of Christian 
 education, the Christian Colleges will put forth graduates 
 who answer the demand. The power of God is with the 
 Christian church. When she, having listened heaven- 
 ward, speaks out on this subject of education, the schools 
 will hear, the State will also hear; for " Vox populi Dei, 
 vox Dei," " The voice of God's people is the voice of 
 God." 
 
 PLATFORM OF THE EDUCATIONAL 
 CONVENTION. 
 
 Adopted Thursday Evening, April ij-th, 1892. 
 
 RESOLUTIONS. 
 
 Resolved, That we recognize in the constitution of 
 the human mind the necessity of distinctively Christian 
 education, and believe it our duty to build a Christian 
 College in California as our tribute to Christian civiliza- 
 tion. 
 
 Resolved, That we would for the present devote our 
 efforts to the development of a College, properly so called, 
 rather than a University ; that we would provide instruc- 
 
CONGREGATIONAL CHURCHES. 127 
 
 tors, material, equipment and courses of study for such 
 grades oi work, as good as can be offered anywhere ; that 
 we would insure a pervasive Christian influence through 
 a moral and spiritual atmosphere created by Christian 
 teachers and Christian pupils and that we therefore com- 
 mend the policy which prefers quality to numbers, and 
 excludes unworthy pupils. 
 
 Resolved, That as representatives of the Congrega- 
 tional churches of Southern California we approve the 
 faith of the Board of Trustees of Pomona College in going 
 forward in the face of financial depression to carry out the 
 plan of a College of the highest grade, because we believe 
 that every right plan is feasible, and that God himself will 
 be with those who go forward in strong confidence in 
 Him. 
 
 Resolved, That we heartily approve the sentiment 
 that the personal character of the teacher is of the highest 
 importance in education, and that we need for the Chris- 
 tian College men who will give their lives to their pupils, 
 rather than to the private laboratory or to the dative case. 
 
 Resolved, That we approve of the demand for large 
 room for the study of the Scriptures of the Old and New 
 Testaments, and would hail with special pleasure an 
 endowment which would give the whole time of one man 
 to the Department of Biblical Literature. 
 
 Resolved, That our hearts unite in the prayer that 
 out of Pomona College may come men whose work shall 
 be as powerful as that of the College men who led the 
 Reformation men who will ally themselves with the 
 righteous cause, however unpopular, and with the indomi- 
 table courage which knows no failure. 
 
128 EDUCATIONAL CONVENTION, 
 
 Resolved, That the Preparatory School of Pomona 
 College should be made to be the best of its kind, but 
 that no movement should be made to withdraw the 
 children of Christian parents from the State High Schools, 
 unless the influence of the teachers is known to be person- 
 ally harmful. 
 
 Resolved, That the College Extension as presented 
 to this Convention suggests to benefactors a most promis- 
 ing field for the use of funds, and we heartily commend it 
 to the attention of Christian men and women of means as 
 the best way to bring to all the churches the best influences 
 of the College. 
 
 Resolved, That we heartily appreciate the offered aid 
 of the American College and Education Society to pay 
 toward the current expenses $4 to each $7 received upon 
 the home field up to the sum of $4,000, and we respond 
 to it by the recommendation that the Committee on Educa- 
 tion appointed by our General Association prepare suitable 
 blanks for a widespread subscription with the hope that 
 the number of donors in sums ranging from 25 cents to 
 $100 each may amount to 2,000, and that the average 
 gift shall be $3.50, thus making up the grand total of 
 $7,000, to which the College and Education Society will 
 add $4,000. And that our children be invited to add 
 their names thus to the roll of the builders of Pomona 
 College. 
 
 Resolved, That the papers of this Convention be 
 edited for early publication, and that a sufficient number of 
 copies be placed for circulation in the hands of every 
 pastor, to enable him to communicate to every family 
 under his charge the force of their uplifting influence. 
 
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