FOOTNOTES

Sense perception often incorrect

The shifting foundation upon which such knowledge rests is well illustrated by the tests which the human being is able to make with the organs of sense. Water of 98° is hot to the hand that has been accustomedto a temperature of 45°, but cool to the hand which is just taken from water of 112°. An orange is sweet to the man who has been eating a stronger acid, but sour to the palate accustomed to sugar. The eye which has been used in a dimly lighted room is dazzled by the noonday glare, and judging of the size of a star by sight we would not conceive it to be a sun. The knowledge gained by the senses is only partially true,—it is not absolute truth; and the scientific theories propounded by minds which have reasoned from these inaccurate data can not fail to fall short of absolute truth. It may beknowledge; it is notwisdom.

Faith is substance, not theory

Christian education approaches nature from the opposite direction. With a mind open to receive truth, it graspsby faiththe statement of a universal principle. The spiritual law is the thing sought, and the corresponding physical law is compared with it. Once found, every fact which is learned, every observation made, but shows more clearly the working of that law in the spiritual world. For such teaching, faith is an indispensable attribute. Experiment is not discouraged, but strongly encouraged; reason is not laid aside, but the mind iscalled upon to reason on subjects grander and nobler than any deductions which can possibly result from the opposite manner of approaching truth.

This is the ideal in Christian education, the point toward which the Christian teacher is leading his pupils. In case of unbelief, or in dealing with the heathen, the mind must first be approached through the avenues of the senses, until the Spirit of God arouses the inner eye of faith. This is merely preliminary, and should not long continue. Children are not given credit for having the faith they really do possess, and are therefore held to the inductive method by educators long after their minds and hearts are capable of grasping truth, and when it would be found that the deductive method would produce a much more rapid growth of mental and spiritual power than is now seen.

The Christian teacher

This suggests the qualifications necessary on the part of a teacher. Remembering that this education is of a spiritual nature, the teacher himself must be connected with truth by an unwavering faith.

When Nicodemus, the representative of higher education in the schools of Jerusalem, interviewedChrist, the new Teacher who had appeared in their midst, and whose teaching was attended by a power unknown to the educators of the day, the learned man said, “Rabbi, we know Thou art a teacher sent of God.” “But how can these things be?” The heavenly Teacher outlined to him the secrets of His educational system, telling Nicodemus that it was not based on sight, but on faith; that the spiritual was first, and, when so made, the rest would follow. Then came the query, “How can it be?” To which Christ replied, “If I told you earthly things, and ye believe not, how shall ye believe if I tell you heavenly things?” “Art thou a master in Israel, and knowest not these things?”

In view of these thoughts, it is not strange that the study of the sciences in a Christian school will differ widely from the course offered in the same department of learning in an institution where the object of education is wholly different.

Physiology the central science

Discarding the evolutionary theory which pervades the teaching of all institutions where education is not wholly based on the Word of God, man, created in the image of God, is recognized as the highest manifestationof creative power. The life of God is the first study; thatlife, as manifested in man, is the next, and physiology takes its place as the center of all science-study. This is a study of life in all its manifestations, beginning with the spiritual, and extending to the mental and physical. Here, as elsewhere, the laws which govern the spiritual nature have their types in the other two natures; and when once the central truth oflife, an abundance of life, is grasped, the study of physiology becomes not the study of dead forms, mere facts, but a soul-study, which includes the home of the inner man and all the machinery which the soul manipulates. Thus considered, from this center (physiology) extend rays, like the spokes of a wheel, each representing another science, until within that broad circle represented by these radii, are included all the physical as well as all the metaphysical sciences.

It will be seen that this mode of correlating the sciences cures at once the mistake of the age,—the cramming system,—which results from a neglect of manual training and from the study of a multiplicity of books, crowded with facts which must be stored in the mind of the student.

Correlation of sciences

By placing physiology as the center of the circle, and correlating therewith all other sciences, another advantage arises, for that circle includes within itself the languages and mathematics. These latter are but helps in the study of the thought-bearing subjects,—the Bible and the sciences,—and instead of being studied as primary subjects, should beused as a means to an end. Reading, writing, spelling, grammar, rhetoric, and literature, and mathematics, from arithmetic to general geometry and calculus, are but means of expressing truths gained in the study of the revealed Word and the book of nature. The simplicity of the system will appeal to the mind of any educator, for it is a plan long sought for. The one thing lacking among those who have experimented with such methods has been the central subject, God’s Word. Having truth as the basis for the correlation, the problem, so far as methods are concerned, is practically solved.

The great and pressing need is for teachers who can execute the plan. No narrow mind will be equal to the task. Again, as a system of true education is approached, is seen the exalted position to which those who teach are called.

The basis of every educational effort

Before passing the subject of physiology it is well to consider the meaning of the expression that this subject “should be the basis of every educational effort.” Text-book study of physiology, it is clear, can not cover this requirement. The fact is thatbook-studyis but a small part of Christian education. True education is life, and he who learns much must live much. The food eaten, the manner of clothing the body, the study, exercise, mental habits, physical habits, manual training, in fact, every phase of life is a part of the study of physiology and hygiene, and these subjects must one and all receive due consideration by the Christian educator.

Manual training and education

Manual training is becoming popular in many of our city schools, but the work offered in a Christian school will differ from that of the worldly school in this,—the latter is training the hand or the eye only, the former is building character by giving a trade that enables the student to be self-supporting and independent. In that the aims are different, the methods must differ, although the matter taught may in many cases be identical.

Healthful diet and dress

Healthful living is receiving attention in many schools. The Christian school, while teaching the same subject, will have as its object a preparation for eternal life. The subject, taught without faith, will bring only increased physical and mental activity. The spiritual nature can be reached alone by that education which is based on faith.

Need of books

Simply a casual investigation of the subject of Christian education reveals the need of books for the guidance of teachers who undertake to direct the growth of the child. With proper study-books, based upon the eternal principles of truth revealed in the Scriptures, the work which is now in its infancy would make much more rapid and substantial progress.

The home school

Parents who sense the responsibility resting upon them in the rearing of children for the kingdom of heaven are anxious to know when and where the principles of Christian education can be carried out. The beauty of the system is nowhere more vividly portrayed than in the recognition which it gives to thehomeand theduty of parentstoward their children in the matter of education.

In spite of the fact that much is said relative to the importance of educating for the state, the words of Herbert Spencer give a clear idea of the home as the center of the true system. He says: “As the family comes before the state in order of time—as the bringing up of children is possible before the state exists, or when it has ceased to be, whereas the state is rendered possible only by the bringing up of children, it follows that the duties of the parent demand closer attention than those of the citizen.” The plan of Christian education goes a little farther, and recognizing the earthly family as a type of the heavenly, places the parents in God’s place to the young children; hence the home should be the only school and “the parents should be the only teachers of their children until they have reached eight or ten years of age.”

Lessons for the home school

“The mother should find time to cultivate in herself and in her children a love for the beautiful buds and opening flowers.... The only schoolroom for children from eight to ten years of age should be in the open air, amid the opening flowers and nature’s beautiful scenery. And their only text-book should be the treasures of nature.”

The church school

With such a training, the first ten years the child should develop a strong body and a strong mind. He should then be able to spend the next five or six years under the instruction of a consecrated Christian teacher in an elementary school, where teacher and parents may co-operate. The threefold nature must be developed so that when the age of manhood or womanhood is reached, strength of character has also been gained.

The industrial school

The youth should then continue his mental culture in some industrial school, located in the country, where there is freedom from the evils of city life, and where the rapidly developing physical nature can be correctly guided into lines of practical duties which will fit him for real life. In the meantime, mental culture and spiritual training are continued, for character is being formed for eternity.

Training school for Christian workers

The young man or woman of twenty or twenty-two should be prepared to select a life-work, and the special training needed can be received in a training school, which in Christian education will be for Christian workers. Such a school will be necessary;for the education thus outlined, extending from infancy over twenty years, can not fail to develop a character which choosesChristian workas the life occupation. A short training in a higher institution, which in character isa school of the prophets, should so round out the nature already forming that the young person goes out an ambassador for Christ, willing to be used in any capacity by the Commander of the heavenly host, whether it be on the farm, at the carpenter’s bench, or in the pulpit; for his soul is knit to the King of heaven, as was David’s to Jonathan’s. Such a student is prepared for active service, either on earth or in the kingdom of our God; for he is one with the Father and his Son.

“Comenius divided the first twenty-four years of life into four periods, to each of which he would assign a special school, thus:—

“1. For infancy, the school should be the mother’s knee.

“2. For childhood the school should be the vernacular school.

“3. For boyhood, the Latin school or gymnasium.

“4. For youth, the university and travel.

“A mother should exist in every house, a vernacular school in every hamlet and village, a gymnasium in every city, and a university in every kingdom or in every province.... The mother and the vernacular school embrace all the young of both sexes. The Latin school gives a more thorough education to those who aspire higher than the workshop; while the university trains up the teachers and the learned men of the future, that our churches, schools, and states may never lack suitable leaders.”

In the system known as Christian education the division is about the same, the years of student life extending perhaps to thirty instead of twenty-four, with this division: the first ten years are spent in the home school; from ten to fifteen in the church school; from fifteen to twenty in the industrial school, and the years from twenty to twenty-five or even thirty are devoted to study and active work in the training school for workers.

Should Protestants educate?

The time now is when those who are true Protestantswilldemand Christian education, and when no sacrifice will be considered too great for the accomplishment of that object. The prophecy of Zechariah,recorded in the ninth chapter, gives the words of God concerning the contest to take place near the close of time between the sons of Greece and the sons of Zion. “Turn you to the stronghold, ye prisoners of hope; even to-day do I declare that I will render double unto thee; when I have bent Judah for Me, filled the bow with Ephraim,and raised up thy sons, O Zion,against thy sons, O Greece.”

Greece is recognized in the Scriptures as emblematic of worldly wisdom,[189]but by that wisdom the world knew not God; in fact, by that wisdom the world was led away from God. God will, then, raise up the sons of Zion, the representatives of His wisdom—the divine philosophy—against the sons of Greece, or the students of the wisdom of the world; and in the final conflict, when truth wins, it will be evident that those who are numbered with the victors have forsaken the wisdom of Greece for the wisdom of God. It is not theory, but the most solemn fact, that the preparation for a life with God demands that we and our children receive a far different education than has been offered in the past. If we wish the highest culture, if we long for soul development,our education must be spiritual in nature; we must leave the low, turbid waters of the valley for the snow waters of Lebanon. This is Christian education.

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 thetruth.

“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. AsChrist was a teacher, so that church which does the work which the Christian churchmustdo, 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-dayif 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.

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, ChicagoRecord, 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]TheChristian 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]SeeCosmopolitan, 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.

[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, ChicagoRecord, 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]TheChristian 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]SeeCosmopolitan, 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.

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