Chapter III: The Nineteenth Century (3)

Protestants to-day see their children slipping from the fold. Every inducement in the way of entertainments, form, ceremony, and oratory is used to attract the youth to the church, but still the world allures them. Ministers are beginning to search for the reason, and are attributing it to the character of the education now given in our schools; in saying this, they strike at the root of the trouble. Protestantism is dying; the form of godliness, which denies the power thereof, is spreading its dark mantle over the earth. It is in vain that we point to stately edifices or noted divines; if we can not recognize the difficulty, it but proves that we are ourselves under the cloud, and recovery is all but impossible.

We talk of the spread of Christianity; we give of our means for the conversion of the heathen, while our children perish within our very homes. The spirit and power of Elias, which was to accompany the preaching of the kingdom of Christ, was “to turn the hearts of the fathers to the children.” Cries the prophet Joel, “_Gather the children_, and those that suck the breast.... Let the priests, the ministers of the Lord, weep between the porch and the altar, and let them say, Spare Thy people, O Lord, and give not Thine heritage [the children] to reproach, that the heathen should rule over them.”

Ministers, fathers, mothers, look to the welfare of your children, or the cause of Protestantism is lost in America. Take up your first, your all-important duty, and give your children a Christian education, and instead of a decline in church membership as now reported, there will be an increase; instead of formalism, there will be life. This will be the means of bringing the heathen to your door, and to a knowledge of the gospel.

“Lift up thine eyes round about, and behold; all these gather themselves together, and come to thee. As I live, saith the Lord, thou shalt surely clothe thee with them all, as with an ornament, and bind them on thee, as a bride doeth. For thy waste and thy desolate places and the land of thy destruction, shall even now be too narrow by reason of the inhabitants.... _The children which thou shalt have, after thou hast lost the other_, shall say again in thine ears, the place is too strait for me; give place to me that I may dwell. Then shalt thou say in thine heart, Who hath begotten me these, seeing I have lost my children, and am desolate?... Who hath brought up these? Behold, I was left alone; these, where had they been? Thus saith the Lord God, Behold! I will lift up Mine hand to the Gentiles, and set up My standard to the people; and they shall bring thy sons in their arms, and thy daughters shall be carried upon their shoulders. And kings shall be thy nursing fathers, and their queens thy nursing mothers; they shall bow down to thee with their faces toward the earth, and lick up the dust of thy feet.... For I will contend with him that contendeth with thee, AND I WILL SAVE THY CHILDREN.”[190]

How will He save the children?—“ALL THY CHILDREN SHALL BE TAUGHT OF THE LORD.” When will the Gentiles come bringing their children to supply the places of those now lost?—When Protestants can show to the Gentiles that they have a system of education which is free from the errors now so prevalent; when they can teach the Gentiles the TRUTH.

“Sing, O barren, thou that didst not bear; break forth into singing, and cry aloud, thou that didst not travail with child: for more are the children of the desolate than the children of the married wife, saith the Lord. Enlarge the place of thy tent, and let them stretch forth the curtains of thine habitations: spare not, lengthen thy cords, and strengthen thy stakes; for thou shalt break forth on the right hand and on the left; and thy seed shall inherit the Gentiles.”[191]

When shall these things be? The same chapter of Isaiah answers. When “all thy children shall be taught of the Lord.” When Protestants educate according to the principles of true Protestantism, then will the words of the same prophet, recorded in the sixtieth chapter, be fulfilled. “Arise, be enlightened, for thy light cometh.... The Gentiles shall come to thy light and kings to the brightness of thy rising.... Thy sons shall come from far, and thy daughters shall be nursed at thy side.”[192]

Christ came, fulfilling in every particular the prophecies quoted. “As thou hast sent Me into the world, even so have I also sent them into the world,” are the words of Christ to His church. As Christ was a teacher, so that church which does the work which the Christian church _must_ do, will have a system of education, and its members will be educators indeed.

Of Christ as a teacher it is written, “He raised Himself above all others whom millions to-day regard as their grandest teachers. Buddha, Confucius, Mohammed, to say nothing of Greek and Roman sages, are not worthy to be compared with Christ.” Says Paroz: “Jesus Christ, in founding a new religion, has laid the foundation of a new education in the bosom of humanity.”

“In lowliness and humility,” writes Dr. Schaff, “in the form of a servant as to the flesh, yet effulgent with divine glory, the Saviour came forth from a despised corner of the earth; destroyed the power of evil in our nature; realized in His spotless life, and in His sufferings, the highest idea of virtue and piety, lifted the world with His pierced hands out of its distress; reconciled men to God, and gave a new direction to the whole current of history.”

It is the education which He taught, which was His very life even in the courts of heaven, which Protestants are now entreated to accept. “To-day if ye will hear His voice, harden not your hearts.”

Where are the Protestants who are true to the name? Where are the schools which will teach the things of God? Where are the teachers who forsake secular methods, as did the Reformers, to become teachers for Christ?

Earth with its inhabitants is to the heart of God the most precious part of the creation. As a recreant child draws harder on the parent’s sympathy, so the world, because of the sinfulness of sin, has brought heaven and earth in touch. The universe sees streaming from the throne rays of light and love, pointing to the one spot in all creation where sin abounds. They tell the story of the cross. The perfect harmony which forms the “music of the spheres,” which was marred when man fell, will again pervade all space when the plan of salvation is complete, and our earth again joins in the great chorus of the sons of God.

[Sidenote: Truth revealed in the last days]

For six thousand years creation has groaned, waiting for our redemption. The completion of the plan draws nigh, and for the final struggle everything is now assuming an intensity never before seen. Principles of truth, for centuries hidden, or known only in part, will again shine forth in their original splendor. The wisdom of the ages will be manifest in the closing era of the world’s history. True, this wisdom will often appear but “foolishness” in the eyes of those who oppose truth; but spiritual things are spiritually discerned, and the Spirit of the Holy One will once more brood over the whole earth, taking up its abode in those hearts which beat in unison with the strains of heaven. Christian education binds earth to heaven. The wise in heart will return to the God-given system of education, choosing “the fountains of living waters” instead of hewing “them out cisterns, broken cisterns that can hold no water.”[193]

FOOTNOTES

[1] Job 28.

[2] 1 Cor. 2:6, R. V., mar.

[3] Ps. 33:9.

[4] Eze. 28:12-14.

[5] Eze. 28:14, 17.

[6] Isa. 14:13, 14.

[7] Ps. 33:9.

[8] Gen. 1:2, R. V.

[9] Gen. 1:20, R. V., mar.

[10] Gen. 21:26-28.

[11] Gen. 2:17.

[12] Rev. 2:7.

[13] 2 Peter 3:5-7.

[14] Luke 17:26.

[15] Heb. 11:8-10; Rom. 4:20.

[16] Gen. 15 2:3.

[17] Gal. 4:22, 25.

[18] Deut. 4:5, 6.

[19] “History of Education,” page 29.

[20] “Jesus as a Teacher,” pages 28-30.

[21] “Jesus as a Teacher,” page 31.

[22] “History of Education,” page 28.

[23] “Jesus as a Teacher,” page 30.

[24] “Jesus as a Teacher,” page 31.

[25] “History of Education,” page 29.

[26] “History of Education,” page 27.

[27] Deuteronomy 28.

[28] Proverbs 31.

[29] See 2 Chron. 17:6-13.

[30] Daniel 10.

[31] Deut. 4:20.

[32] Matt. 2:15.

[33] Rom. 1:18-20, Fenton’s translation.

[34] _Idem._ verses 21-25.

[35] 1 Cor. 1:18-26, Fenton’s translation.

[36] “History of Education,” pages 32, 34.

[37] “History of Education,” page 65.

[38] Emerson, “Representative Men.”

[39] 1 Cor. 2:1-5, Fenton’s trans.

[40] Col. 2:8.

[41] Heb. 11:13.

[42] Isa. 11:12.

[43] “History of Education,” page 121.

[44] Heb. 11:3.

[45] 2 Kings 17:15-17; Jer. 19:4, 5.

[46] See John 1:14, R. V., mar.

[47] Prov. 22:6.

[48] John 3.

[49] “Jesus as a Teacher,” pages 48, 49.

[50] John 4.

[51] “Jesus as a Teacher,” page 72.

[52] Rev. 1:10.

[53] “History of Education,” page 84.

[54] John 16:29, 30.

[55] John 17:15-17.

[56] Rev. 2:2, 3.

[57] Rev. 6:2.

[58] “History of Education,” page 90.

[59] Church History, cent. 1, part 2, chap. 3, sec. 7.

[60] 2 Tim. 2:2.

[61] _Idem._

[62] “Decline and Fall of the Roman Empire,” chap. 23, par. 21.

[63] “Church History,” cent. 2, part 2, chap. 1, par. 6.

[64] Rev. 2:4, 5.

[65] 1 Cor. 2:3-5, 13, Fenton’s translation.

[66] “Church History,” cent. 3, part 1, chap. 1, par. 5.

[67] “Church History,” Torrey’s trans., vol. 1, pages 71, 73.

[68] “Church History,” Maclain’s trans., cent. 1, part 2, chap. 3, par. 10.

[69] _Idem._

[70] See Torrey’s trans., vol. 2, page 237.

[71] “Church History,” vol. 2, pages 224, 225.

[72] _Idem_, page 226.

[73] _Idem_, page 238.

[74] _Idem_, page 242.

[75] See Chambers’s Encyclopedia.

[76] Quoted by Neander, “Church History,” vol. 2, pp. 463, 464.

[77] Rev. 13:1.

[78] “Church History,” Maclain’s trans., cent. 3, chap. 3, par. 1.

[79] _Idem_, Murdock’s trans., cent. 3, part 2, chap. 3, par. 5.

[80] Mosheim, “Church History,” Maclain’s trans., cent. 3, chap. 3, par. 2.

[81] “Intellectual Development of Europe,” vol. 1, pages 432, 434.

[82] “History of the Reformation,” book 1, chap. 1.

[83] “Rise and Constitution of Universities,” page 55.

[84] _Idem_, page 56.

[85] W. T. Harris, U. S. Commissioner of Education.

[86] _Idem._

[87] “Intellectual Development of Europe,” vol. 2, page 191.

[88] “Church History,” cent. 11, part 2, chap. 1, sec. 5.

[89] “History of Education,” page 100.

[90] “Church History,” cent. 11, part 2, chap. 1, sec. 5.

[91] “Intellectual Development of Europe,” vol. 2, page 159.

[92] “Intellectual Development of Europe,” vol. 2, page 121.

[93] _Idem._

[94] _Idem._

[95] _Idem_, page 125.

[96] _Idem_, pages 125, 126.

[97] “Church History,” cent. 12, part 2, chap. 1, par. 4.

[98] “History of Education,” page 114.

[99] _Idem._

[100] Laurie, “Rise and Constitution of Universities,” page 168.

[101] _Idem_, pages 219, 220.

[102] _Idem_, page 169.

[103] _Idem_, page 222.

[104] _Idem_, page 227.

[105] _Idem_, page 220.

[106] Rev. B. Hartman, “Religion or No Religion in Education,” page 43.

[107] “History of Education,” pages 115, 116.

[108] See “Students in Riot,” at the Chicago University, Chicago _Record_, Dec. 2, 1899.

[109] “Rise and Constitution of Universities,” page 288.

[110] “History of Education,” page 119.

[111] _Idem_, page 121.

[112] “History of Education,” pages 125-128.

[113] “History of Education,” page 138.

[114] _Idem_, pages 139, 140.

[115] “History of Education,” pages 142, 143.

[116] “History of the Reformation,” book 10, chap. 9.

[117] _Ibid._

[118] _Ibid._

[119] “History of Education,” page 143.

[120] D’Aubigné, book 10, chap. 9.

[121] Quoted in “History of Education,” page 145.

[122] “History of Education,” page 149.

[123] _Idem_, page 135.

[124] “History of the Reformation,” book 4, chap. 3.

[125] “History of the Reformation,” book 4, chap. 3.

[126] “Life of Melancthon,” page 81.

[127] “History of the Reformation,” book 3, chap. 9.

[128] “History of the Popes,” Kelley’s trans., book 5, pages 132-135.

[129] _Idem_, page 134.

[130] “History of Education,” page 155.

[131] _Idem._

[132] “History of Education,” pages 154, 155.

[133] _Idem._

[134] _Idem_, page 156.

[135] “History of Education,” page 160.

[136] _Idem_, page 162.

[137] _Idem_, page 163.

[138] “Philosophy of Education,” page 267.

[139] “History of Education,” pages 165, 166.

[140] “Philosophy of Education,” page 270.

[141] _Idem_, pages 271, 272.

[142] “History of Education,” pages 171, 172.

[143] _Idem_, pages 172, 173.

[144] “History of the Popes,” book 5, pages 134, 137-139.

[145] _Idem_, page 146.

[146] “Footprints of the Jesuits,” page 133.

[147] “History of the Popes,” book 5, page 152.

[148] _Idem_, page 252.

[149] Fiske, “United States History,” page 54.

[150] “Papacy and Civil Power,” page 685.

[151] _Idem_, page 98.

[152] “Footprints of the Jesuits,” page 419.

[153] _Idem_, page 408.

[154] Boone, “Education in the United States,” page 8.

[155] “Beginnings of New England,” pages 62, 63.

[156] E. E. White, “Proceedings of National Educational Association,” 1882.

[157] _Idem_, page 66.

[158] “Beginnings of New England,” page 146.

[159] “Education in the United States,” page 30.

[160] _Idem_, page 20.

[161] “Education in the United States,” pages 23, 24, 29.

[162] _Idem_, page 25.

[163] “Education in the United States,” pages 76, 77.

[164] “Education in the United States,” page 104.

[165] “Education in the United States,” pages 158, 159.

[166] _Ladies’ Home Journal_, January, 1900.

[167] The _Christian Advocate_, February, 1900.

[168] “Education in the United States,” page 190.

[169] _Idem._

[170] “Education in the United States,” pages 267, 268.

[171] “History of Education,” page 173.

[172] Quoted by Painter, “History of Education,” page 191.

[173] “The Murder of the Modern Innocents,” _Ladies’ Home Journal_, February, 1900.

[174] _North American Review_, April, 1900.

[175] “Encyclopedia Britannica,” Art. Socrates.

[176] _Outlook_, April 21, 1900.

[177] _Literary Digest_, May 26, 1900.

[178] Report for 1896-97, vol. 1, Introduction.

[179] Report of the Commissioner of Education, 1896-97, vol. 1, page 369.

[180] “History of Education,” page 217.

[181] See _Cosmopolitan_, February, 1900.

[182] _Arena_, October, 1894.

[183] Report of Commissioner of Education, 1897-98, vol. 2, pages 1632, 1633.

[184] “History of Education,” page 1.

[185] _Idem_, page 274.

[186] Packard’s “Brief Course,” page 277, published by Henry Holt & Co., of New York.

[187] Marsh.

[188] “Jesus as a Teacher,” page 48.

[189] 1 Corinthians 1.

[190] Isa. 49:18-25.

[191] Isa. 54:1-3.

[192] Isa. 60:1-4, mar.

[193] Jer. 2:13.

AUTHORITIES REFERRED TO OR QUOTED IN THIS BOOK

BUCKLEY, editor of _Christian Advocate_.
BOONE, “Education in the United States.”
BOK, editor of _Ladies’ Home Journal_.
D’AUBIGNÉ, “History of the Reformation.”
DANA, “Geology.”
DRAPER, “Intellectual Development of Europe.”
DABNEY, president of the University of Tennessee.
EMERSON, “Representative Men.”
FISKE, “Beginnings of New England.”
FENTON, “Epistles of Paul.”
GIBBON, “Decline and Fall of the Roman Empire.”
HINSDALE, “Jesus as a Teacher.”
HARRIS, U. S. Commissioner of Education.
HARPER, president of Chicago University.
HARTMAN, “Religion or No Religion in Education.”
KAREL, U. S. Consul-General to Russia.
LAURIE, “Rise and Constitution of Universities.”
MOSHEIM, “Church History.”
MESCHERSKI, of the Department of Agriculture of Russia.
NEANDER, “Church History.”
PAINTER, “History of Education.”
RANKE, “History of the Popes.”
ROSENKRANZ, “Philosophy of Education.”
STUMP, “Life of Melancthon.”
THOMPSON, “Footprints of the Jesuits.”

INDEX OF AUTHORITIES

ABBOTT, LYMAN.
AGRICOLA.
BUCHANAN.
BUSHNELL.
COMENIUS.
DITTES.
DRUMMOND.
FROEBEL.
GRESSINGER.
HOFFMAN, FRANK S.
JEFFERSON.
LUTHER.
LOCKE.
MELANCTHON.
MILTON.
MONTAIGNE.
NEWTON, DR.
PESTALOZZI.
QUICK.
RENCHLIN.
SCHMIDT.
SPENCER.
WALLACE, MRS. LEW.
YOUNG.

INDEX

Abraham, call of, 55;
his faith, 56;
call to teach, 57;
preparation to teach, 57, 59, 63;
failure to believe, 60, 61;
school of, 63, 64, 67.

Agricola, his part in Reformation, 221;
his idea of a teacher, 222;
his idea of education, 223.

America, discovery of, 219;
Jesuits as teachers in, 281, 285;
object of Jesuit schools in, 283;
education in, 293-338.

Angels the first teachers, 16.

Arabs, as educators, 200-202;
their learning suppressed by papacy, 203.

Astronomy taught in Eden, 27;
as taught at present denies the Bible, 387-389.

Athens, education in, 100.

Authorities quoted, 417.

Beast, its formation, 176;
image to, 176.

Bernard, Henry, his work in behalf of public schools, 319.

Bible as a text-book in Jewish schools, 78;
Plato a rival of, 102;
its place in education, 111, 381-383, 387;
the text-book of Christ, 134;
the text-book of early Christians, 142;
its power over youth, 145;
versus logic, 152;
teaching of advised by Reuchlin, 224;
taught in Jesuit schools, 279;
words of Luther concerning, 291;
Harvard founded to teach, 299, 302;
departure from in education, 321;
in school of Comenius, 365;
denied by present science teaching, 387-393.

Bok, Edward, on cramming system, 323-325.

Botany, taught in Eden, 27.

Cain, chose reason instead of faith, 43.

Catholic schools in America, 335;
see also “papacy.”

Character developed in worldly school, 44;
of students during Middle Ages, 204, 210;
of students in modern universities, 210;
of students after Reformation, 263;
the object of education, 232, 382;
valued by John Locke, 345-347.

Christian education, a search for wisdom, 14;
relation of to Reformation, 3, 4;
based on faith, 39, 397;
almost wiped out before the flood, 49, 50;
its meaning to early Christians, 140;
feared by the pagans, 147;
God’s three calls to, 168;
failure of Reformers to carry forward, 246;
how lost, 255;
versus papal, 286;
unites with papal ideas, 309;
effect on churches of neglecting, 328;
principles of, etc., 339-415;
never without a representative on earth, 341;
opposed to “cramming system,” 351;
based on faith, 354;
emphasizes practical, 367;
a spiritual education, 381-384;
emphasizes principles, 393-396;
manual training a part of, 402;
a system of, 403-407;
see also “education.”

Christ, birth of, 120;
early education of, 121;
spiritual education of, 122;
recognizes his life work, 123;
with the rabbis, 124;
his attitude toward manual training, 125;
preparation for his work, 126;
as a teacher, 127;
lived what he taught, 128;
educational principles of, 130-132;
his pupils, 132;
teachers in the country, 134;
his text-books, 135;
emphasized the practical, 135;
result of his educational system, 136-138;
commits the work of education to the church, 138-140;
the representative of true education, 170;
author of Christian education, 340;
taught from nature, 373, 374.

Church schools of Jews, 76;
of early Christians, 146;
should follow home school, 405.

Cities, origin of, 45;
effect of life in on children, 46;
Enoch chose not to live in, 46;
Abraham called from, 55;
life in, contrasted with country life, 64, 66, 146, 373, 379;
avoided by Christ, 134.

Classics in education, 109-113, 342, 343;
study of prior to Reformation, 216-218;
in Harvard, 303;
demanded by the universities, 307;
fruit of in America, 313;
John Locke on, 345.

Clement, school of, 163-167;
the first higher critic, 164;
meets opposition, 166;
gives up his faith, 167.

Comenius, 326;
on Latin and practical education, 344;
on nature-study, 352;
on number of studies, 353;
religion in school of, 365.

Congregationalists, education among, 295;
their schools, Harvard and Yale, 297-303.

Correlation, 400-402.

Country life versus city life, 64, 145, 379;
chosen by Jesus, 134, 373.

Courses of study, their origin, 204-209;
in Sturm’s school, 261;
in Harvard, 302;
multiplied, 322.

Cramming system, 259, 323-325;
papal in principle, 347;
Montaigne on, 348;
Mrs. Wallace on, 348-351;
prevented by nature study, 352;
prevented by correlation, 400.

Creation, the, 22-26;
mind its highest form, 24, 25.

Dark Ages, schools of, 180;
origin of, 184;
unfavorable to medical study, 194, 199.

Darwinism in education, 114-116.

Death, a result of sin, 36;
result of false education, 40, 67;
result of eating of the tree of knowledge, 50.

Dana on origin of species, 390-392.

Degrees, their origin, 204-209;
a papal mark, 334.

Diet, its relation to education, 38;
its place in Christian education, 403.

Discipline weakens in universities, 263.

Doubt, effects of, 32;
its place in modern education, 353-360;
its place in theology, 354;
the Socratic method, 356, 357;
not highest means of knowledge, 363.

Early Christians, education among, 139-155;
early training among, 142;
home education among, 143;
divided in opinion, 153;
gradually accept pagan methods, 154.

Eck opposes Reformation in education, 244.

Eden, school in, 22-37;
home in, 26;
subjects taught in school of, 27-29;
methods of education in, 29, 30.

Education, birth of rival systems, 20, 21;
the two systems of, 37, 38, 40, 43;
should be based on faith, 39;
life result of true, 40;
death result of false, 40;
first murder a result of wrong methods in, 44;
affects government, 44;
before the flood, 45, 46;
wrong methods in cause of flood, 49;
false one the cause of removal of God’s Spirit, 50, 51;
starts anew after flood, 52;
decline in, 54, 55;
in Israel, 68-91;
system of for Israel, 72;
its threefold nature, 82;
spiritual made prominent in Jewish schools, 82;
at same time spiritual and practical, 88;
reforms in among the Jews, 90;
among the Spartans, 100;
in Athens, 100;
influence of Plato in, 101-111;
offered by Jesus, 130-132;
among early Christians, 139-155;
in homes of early Christians, 143;
division of opinion concerning, 153;
becomes papal, 158-183;
its three representatives, 170;
controlled by monks, 179;
propagated by Arabs, 200-202;
reform in needed, 212;
the secret of papal power, 214;
Reformation and, 221;
favored by Protestantism, 225;
Luther’s plans for, 231;
Melancthon’s influence in, 235-247;
in Wittemberg, 239;
Melancthon on, 240;
effect of Protestantism on, 252;
its part in the Reformation, 255;
return to papal methods in, 258;
cramming system in, 259, 323-325, 347;
Sturm’s influence on modern, 262;
controlled by the Jesuits, 264-287;
papal or Christian? 286;
among Puritans, 294;
among Congregationalists, 295;
in the United States, 293-338;
effect on republicanism, 297;
at Harvard, 297-302;
at Yale, 303;
during colonial days, 305;
during Revolutionary period, 306;
given over to the state by all the churches, 312-315;
effects of modern, 327;
elective system in, 329;
means character development, 332;
union of with state, 335;
Catholic in America, 335;
doubt in modern, 353-360;
place of farm in, 375;
defined by Pestalozzi, 380;
should be threefold, 385;
since the time of Christ, 385-387;
neglect of principles in, 393;
see also “Christian Education.”

Egyptian education, 83, 85, 96, 101;
a symbol of darkness, 92;
its licentiousness, 95;
its so-called wisdom, 99.

Elective system, 329;
affords freedom, 330-332.

England, Jesuit schools in, 280;
she loses her golden opportunity, 290.

Enoch, 43;
chooses not to live in cities, 46.

Episcopalians and education, 290;
their college in America, 304.

Erasmus, a forerunner of the Reformation, 225.

Evolution, its origin, 45;
attempts to account for effects of flood, 48;
the basis of Platonism, 105;
in education, 113;
in education of America, 322;
taught in astronomy, 387-389;
in zoology, 389.

Faith supplanted by reason, 18, 41, 48, 97, 168, 171, 174, 182, 385;
a lesson in, 31;
immortal life its result, 36;
education based on, 39, 397;
in education after the flood, 52;
of Abraham, 56;
strengthened by trial, 58;
how taught, 59;
few learn to live by, 70;
learned by Israel, 86;
education by, lost, 255;
highest means of education, 363.

Farm, the, as an educating factor, 375.

Finance in Jesuit schools, 279.

Flood, schools before, 45, 46;
warning of, rejected by reason, 47;
cause of, 49-51.

France, Jesuit schools in, 278.

Froebel, 326;
on complete education, 384.

Gardens, value of in schools, 376-378.

Government affected by education, 44, 45, 297;
influenced by students, 211.

Greece, education in, 101;
a symbol of worldly wisdom, 408.

Germany establishes Protestant schools, 223;
Jesuit schools in, 273, 278.

Geography as taught in papal schools, 190, 191.

Harvard, founding of, 297-299;
object, 299-301;
raising of fund for, 301;
early course of study in, 302;
assumes name of university, 310;
science in, 322.

Healing, true, 194.

Health, reform in accompanies reform in education, 90;
attention should be given to, 403.

Heidelberg, Jesuit schools in, 275.

Higher criticism, introduced by Clement, 164;
Origen’s part in, 172;
is Platonism, 173;
modern, 360.

Home, in Eden, 26;
its place in education of early Christians, 143;
its place in Christian education, 403.

Industrial schools; see “preparatory schools.”

Isaac, 62.

Israel, education in, 68-91;
a peculiar people, 68;
chosen to teach, 71;
church schools among, 76;
studies in schools of, 77-80;
effect of their educational system, 81;
spiritual education in schools of, 82;
deliverance from worldly education, 86, 87;
reforms in their educational system, 90;
education among, prior to Christ, 118.

Jesus, see Christ.

Jesuits, influence in education, 264-287;
their course of instruction, 266;
effect of their educational system, 267;
their object, 271;
methods in education, 270, 342;
value of their methods, 272;
spread of their schools, 273, 276;
in Germany, 273;
in Vienna, 274;
at Heidelberg, 275;
preparatory schools of, 276;
reputation of their schools, 277;
in France, 278;
in England, 280;
in America, 281;
in South America, 282;
in the United States, 282, 285;
their schools kill Protestantism, 290, 337.

John the Baptist, his coming, 119;
education of, 120.

Knowledge gained by experiment, 35;
comes through the senses, 39, 397.

Latin, in papal schools, 186;
its value to the papacy, 188;
Ratich on, 343;
Comenius on, 344.

Life, the result of faith, 36;
comes through true education, 40, 67;
true science of, 40, 41.

Locke, John, on classics, 345;
on choice of a teacher, 346.

Logic versus Scriptures, 152;
in papal schools, 189, 200.

Lot, chooses a worldly school, 65, 66;
result to him of wrong education, 67.

Loyola, his influence in education, 264.

Lucifer in the heavenly school, 16-21.
See Satan also.

Luther, his part in reformation of education, 227-247;
as a teacher, 227;
his plea for schools, 228;
his educational plans, 231;
his ideas of teachers, 232;
recognized the value of nature-study, 234;
one with Melancthon, 237;
his students, 240;
his words concerning the Bible, 291.

Mann, Horace, father of the public school, 317-319.

Manual training, Christ’s attitude toward, 125;
correlated with mathematics, 369-373;
its value in education, 375, 402;
in farm and garden, 375-378.

Mathematics made practical, 369-373.

Melancthon in education, 235-247;
one with Luther, 237;
his students, 240;
views of education, 240;
prepares text-books, 241.

Medical study, effect of Dark Ages upon, 194-196;
corrupted during Dark Ages, 199.

Memory work, prominent in papal schools, 186, 187, 342;
after Reformation, 259.

Meteorology, 27, 28.

Mind, the highest form of creation, 24, 25;
effect of disobedience on, 34;
of man before the flood, 42.

Mineralogy, 27, 28.

Ministers, trained at Harvard, 299-301.

Missionaries, children rightly trained will become, 143.

Modern reformers, 326;
oppose too much language study, 343.

Monks, their system of education, 178;
control education, 179.

Montaigne on cramming system, 348.

Murder, a result of education by reason, 44.

Music, in schools of Israel, 80.

Mysticism, 177.

Nature, result of studying if God is not taken into account, 52, 53;
the first study of Christ, 121;
taught from by Christ, 134, 314;
Luther on study of, 234;
study of in modern schools, 327;
study of prevents “cramming,” 352;
its study based on doubt, 354;
study of not to supersede the Bible, 387.

Noah a teacher of righteousness, 46, 47.

Origen, his birth and education, 169;
his reasons for studying philosophy, 169, 170;
represents mixture of pagan and Christian ideas, 170;
his system of education, 170-175;
a higher critic, 172.

Pagans, education of, 92-116;
education of was self-worship, 93;
classics in education of, 109-112;
their attitude toward Christian education, 147.

Papacy, human origin of, 36, 44, 154-162;
produced by mixture of educational systems, 72, 73;
as seen in school of Clement, 163-167;
to be overthrown only by Christian education, 183;
its tyranny over thought, 184;
primary schools of, 185;
emphasized memory work, 186, 187;
taught Latin, 186;
text-books of, 188;
studies in schools of, 188;
geography as taught in schools of, 190;
manner of meeting opposition, 199;
medicine as taught by, 199;
suppresses Arabian schools, 203;
grants degrees, 208;
why it wishes to control education, 211, 212;
secret of its power, 214;
relation to Arabian learning, 219;
dropped in education, 238;
a return to, 258, 269;
aided in United States by Jesuit schools, 285;
its influence as seen in Harvard, 303, 310;
principles of in William and Mary College, 301;
tendency to revert to, 308;
union of with Christian principles, 309;
degrees a mark of, 334;
consists in union of church and state, 335;
mechanical teaching a mark of, 344;
“cramming” one of its methods, 347;
doubt a characteristic of, 355.

Pelagianism, its origin, 181.

Penance, its origin, 181.

Pestalozzi, 326;
defines education, 380.

Philosophy, origin of false, 45;
false, 98, 104;
personified by Plato, 110.

Physics, 27, 28.

Physicians, treatment during Dark Ages, 195-197.

Physical degeneracy the result of sin, 38, 39.

Physical plane as opposed to spiritual, 43, 44, 69, 83-85, 385.

Physiology, in Jewish schools, 79;
during Dark Ages, 198;
the central science, 399, 402.

Plato, his work as an educator, 101-111;
result of adopting his philosophy in a Christian school, 150-152;
Origen studied, 170;
personifies heathen philosophy, 170.

Platonism the source of higher criticism, 173.

Poetry in Jewish schools, 80.

Preface, 1.

Prenatal influence, instructions concerning, 76.

Preparatory schools, those of Melancthon, 242;
of Jesuits, 276;
during Revolutionary period, 306;
standard for set by colleges, 320;
should follow church school, 405.

Protestantism favorable to education, 225;
effect on education, 251;
fails to see importance of education, 255;
result of her failure to educate, 264;
intrusts her children to Jesuits, 277;
Jesuits seek to destroy, 283;
papal or Christian education for? 286;
born of Reformation, 288;
killed by Jesuit schools, 290-337;
in American schools, 292;
weakens with coming of false education, 308;
must educate her children, 407-415.

Public schools of Julian, 148-150;
in the United States, 317-319.

Puritans, their attitude toward education, 294;
leave England, 292;
in New England, 296.

Ratich on Latin, 343.

Reason supplants faith, 18, 33, 41, 97, 168, 171, 174, 182, 385;
accepted by Cain, 43;
rejected warning of the flood, 47;
result of exalting, 362-364.

Reformation, its relation to education, 3, 4;
an educational reform, 214-247;
classics in, 216-218;
Agricola a forerunner of, 220;
science during, 220;
education and, 221-247;
part of Erasmus in, 224;
its meaning in education, 234;
Reuchlin, a forerunner of, 224;
opposed in education, 243;
part of in education, 254;
results of, 248-251;
reaction after, 268.

Republicanism, its origin, 288;
affected by education, 297;
weakened by wrong education, 308.

Reuchlin, a forerunner of Reformation, 224.

Rome, English college at, 281.

Russia, school gardens of, 376-378.

Satan, his teaching in Eden, 30-36.
See Lucifer.

Saxony school plan, 244.

Senses, education of not to be trusted, 34, 48, 396;
the source of _knowledge_ not _wisdom_, 39;
cultivation of among pagans, 97.

School, in heaven, 15-21;
in Eden, 22-37;
character developed in worldly, 44;
before flood, 45, 46;
of Abraham, 63, 64;
location for, 66;
Sturm’s 260-263.

Schools of prophets, 77;
of early Christians, 146, 147;
gradually become pagan, 156-183;
of the Dark Ages, 180;
cling to papal methods, 192;
reform needed from these methods, 193, 212;
Arabian, 200-203;
Luther’s plea for, 228;
strength to church, 230;
established in Germany, 233;
of Melancthon, 242;
Protestant, 253;
Sturm’s influence on modern, 263;
of Jesuits, 266-287;
methods in Jesuit, 270;
ask state support, 311, 332-334;
of Catholics in America, 335;
of Comenius, 365;
gardens in connection with, 376-378.

Scholasticism kills education, 256;
in American schools, 309, 312.

Science, rejects warning of flood, 47;
taught in Harvard, 322;
without Bible produces infidels, 327;
modern study of, 353, 387-393;
physiology the central, 399;
correlation of, 401.

Sin, physical death its result, 36;
results in physical degeneracy, 38, 39.

Spirit of God the source of wisdom, 39;
withdrawn because of wrong education, 50, 51;
the true teacher, 340.

Spiritual plane of living opposed to physical, 43, 44, 52, 69, 385;
reached by faith, 70;
Israel to live on, 71;
chosen by Christ, 123, 126.

Spartans, their educational system, 100;
Socratic method, 356;
accepted by ministers, 360.

Solomon, his wisdom, 87.

State schools ask support of, 311;
assumes responsibility of education, 313-315;
should it support schools? 332-334;
unites with education, 335;
can not teach religion, 383.

Students, their influence on government and society, 211;
character of Luther’s, 240;
character of after Reformation, 263.

Sturm, his school, 260-263;
influence on modern schools, 262.

Teacher, Christ the true, 18, 19, 127;
Noah as, 46;
Abraham as, 57;
Luther as, 227;
Holy Spirit the true, 340;
qualifications of Christian, 398.

Teachers, the first ones angels, 16;
a choice made of, 19, 20;
Israel chosen as, 71;
Luther’s idea of, 232;
how Locke would choose, 346.

Teaching, divine method of, 29;
depends upon life, 128.

Temptation, the first, 30-35;
of Christ, 127.

Text-books, Bible as chief one, 78, 381-383;
Christ used Bible as first one, 134;
Bible the chief one used by early Christians, 142;
used by papacy, 188;
a reform needed in, 193;
prepared by Melancthon, 241;
Luther opposes too many, 245;
too close adherence to, 376;
need of, 403.

Theology, modern method of study in, 354.

Trade, learned by all Jewish youths, 82.

Training-schools among early Christians, 146;
need of at present time, 405.

Tree of life, a symbol of true education, 40, 50.

Tree of knowledge, a symbol of false education, 40;
brought death, 50.

United States, Jesuit schools in, 282;
education in, 293-315.

Vienna, Jesuit schools in, 274.

William and Mary College, papal principles in, 304.

Wisdom, its source, 9-14;
comes through God’s Spirit, 39;
Solomon’s, 87;
of the Egyptians, 99;
differs from knowledge, 397.

Wittemberg, Melancthon in, 236, 238;
education at, 239.

Worldly schools, character developed in, 44;
chosen by Lot, 64;
death the result of education in, 67;
in Egypt, 83-85.

Yale College, 303.

Zoology, taught in Eden, 27;
false teaching of, 389.

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