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The Presbyterian of the South : [combining the] Southwestern Presbyterian, Central Presbyterian, Southern Presbyterian. [volume] (Atlanta, Ga.) 1909-1931, July 27, 1921, Image 2

Image and text provided by Library of Virginia; Richmond, VA

Persistent link: https://chroniclingamerica.loc.gov/lccn/10021978/1921-07-27/ed-1/seq-2/

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Parents and their sons and daughters all
over the country arc thinking about education,
especially at this time of the year. There arc
two principal questions that are considered by
parents. And the wise parent will usually be
able to make his son or daughter think about
these questions as he does. The first question
in regard to the education of his children
which every parent has to settle is
How Much?
llow much education a boy shall have de
pends upon several things; among them are
the estimate that the father places on the value
of education, his financial ability to give his
son what he wants him to have, the desire of
the boy for education and his ability to re
ceive it.
Every father wants to provide for the fu
ture of his son as best he can. Many a father
labors hard to acquire wealth to leave his son.
This is not always a blessing for him. He
may not use wisely and well the money that
liis father leaves him. It is far better to give
his son an education. This will not be lost
by some slight change of circumstances, as a
fortune might be.
Naturally, the father's financial ability will
have much to do in deciding how much educa
tion he can give his son. If he has sufficient
means to send him to any school or college
that he chooses and for as long as he wants
him to go, the only question that he has to
decide is what school will be the best for him.
If the father is of limited means, the cost
will have to be considered. It shonld be re
membered that the high priced institutions are
not always the best. Oftentimes a school of
moderate cost will give the boy all that he
needs. By a wise choice in this matter a little
money may go a long way.
The boy's willingness and his ability to ac
quire an education ought to be considered
Under some circumstances it may be useless to
try to give a boy a high education, but these
conditions are not common. Under such cir
cumstances, special care should be taken in
selecting the right kind of school for him.
It should be one in which the school atmos
phere will have a tendency to lead him to
Another question in regard to the boy's edu
cation is
What Kind?
Sometimes a serious mistake is made in de
ciding for him or letting the boy decide before
he has made a good start in securing his edu
cation, as to what his life work is to he. Many
failures in life are due to mistakes made just
here. Boyish fancies may lead to a youthful
preference for a certain calling, when it may
turn out later that he is not fitted for it. His
studies have been chosen with that calling in
view. When he finds that a mistake has been
made, he will find that his time has been large
ly lost, because these special studies will be
of little value to him in any otlwr calling.
It should always be borne in mind that edu
cation is not primarily acquiring knowledge.
It is the training of the mind to use knowl
edge when acquired. The mind that has had
a thorough training is far better able to ae
quire knowledge and to use it to advantage
than is the mind which simply starts out to
acquire knowledge of certain facts.
The wise course is to have the boy take a
liberal education, such as is given in the long
tried curricula of a well-established college.
When he has done this it will be easy for him
to turn to any special course of study, more or
less technical, which will fit him for the call
ing which he has selected after he has had
some opportunity to sec what he is capable of
The next question, ami it is a very impor
tant one, is
To what college shall a boy be sent? It
should be remembered that a boy has three
natures or departments of bis nature, each of
which ought to be included and provided for
in his education. It should be seen that condi
tions are such at the college that his physical
nature will at least have a normal develop
J lis proper mental development will largely
depend upon the ability of the faculty. This
can be learned from the general reputation of
the institution and from t lie character of men
who are sent out from the institution. This is
sometimes looked upon as the most important
By far the most important part of the boy
is his spiritual nature, and its education should
be most carefully provided for. Some other
articles iu tins paper, especially that of Mr.
Bryan, show how great are the dangers to
which a boy may be subjected, when he goes
to college. The fine spiritual training a boy
receives iu bis Christian home and church may
easily be destroyed or greatly marred by the
influence of a single professor who holds un
sound views on religious matters.
Experience and observation of those who
have given the matter careful study shows that
as good mental education can be secured in
the schools which are controlled by some
church as can be had in any others, and that a
boy is far more likely to get the spiritual edu
cation he needs or to preserve what he has in
such schools than anywhere else.
No better schools and colleges can be found
in this country than those which belong to the
Southern Presbyterian Church. Their facul
ties show learning and ability to teach equal
to that of any others. In moral and Christian
character they are unsurpassed. The moral
and spiritual atmosphere which they have de
veloped and in which the students live is far
ahead of what is usually found in non-Church
Ib' who sends his boy to one of these schools
or colleges will not likely have any cause to
regret it.
What has been said here of boys applies
with as much or greater force to girls.
Patronize the schools of your own Church.
Christ has no hands hut our hands
To do his work to-day;
He has no "feet but our feet
To l^ad men in his way;
lie has no tongues but our tongues
To tell men how he died;
He hns no help but our help
To bring them to his side.
We are thf only Bible
The careless world will read;
We r<ie the sinner's gospel;
We are the scoffer's creed;
We are the Lord's last message,
Given in deed and word:
What if the type is crooked?
What if the print is blurred?
What If our hands are busy
With other work than his?
What If our feet are walking
Where sin's allurement is?
What If our tongues are speaking
Of things his lips would spurn?
How can we hope to help him
And hasten his return?
? Annie Johnson Flint, in Watchman-Examiner.
By Rev. \V. W. Moore, D. D.
It was the aim of the fathers of our republic
to separate Church and State. They forbade
the establishment by law of any form of reli
gion. Have we succeeded in carrying out their
intentions, or have we failed? We still speak
of religious liberty as one of the fundamental
principles of our government, and we; still
disclaim in terms the establishment and sup
port of any religion by the State.* But it is
boldly asserted by some that, as a matter of
fact, we have an established religion for the
support of which the people are heavily taxed.
Thus a writer in the New York Sun says. "Our
richly endowed established religion (so to eall
it) is that of agnosticism ? running down into
atheism." The reference, of course, is to our
public school system supported by general tax
ation, and to the exclusion of the Bible from
the schools in which the great majority of our
American children are taught.
To us it seems certain that the public schools
have come to stay. The private and Church
schools that we have, in which the Bible is
freely and fully taught, should be maintained
and the number of them should be increased,
l.nt it is obviously impracticable to establish,
equip and maintain by the voluntary system a
sufficient number of such schools to compete
successfully on the scale required with the free
schools supported by general taxation. The
great majority of the children in this country
will continue to be educated in the public
schools. The practical question is, whether
these schools can be saved front becoming nur
series of agnosticism and atheism, and whether
the Christian people of this land can secure
the teaching of religion in them without vio
la! ing our principle of the separation of Church
and State. We believe they can, but it will
require the united effort of all evangelical de
nominations. The combined Christian senti
ment of our communities can yet control the
situation. If the members of all denomina
tions will join together and demand the teach
ing of the Bible to their children and the ap
pointment of such teachers only as are of high
moral and religious character, they can yet
save the day. Of course, no children whose
parents object should be compelled to attend
such religious teaching. Unless something of
this kind is done, we do not see how the pub
lic schools with their present tendency can be
prevented from turning this once predominant
ly Christian nation into a nation of agnostics.
The question is not so urgent in the South as
in some other parts of the country, because
our people are more homogeneous and the
Christian sentiment of many of our communi
ties, even though yet unorganized, is still
powerful enough to require the teaching of re
ligion in our day schools, lint these condi
tions will not continue indefinitely of them
selves. Already changes are taking place in
many of our communities which should put our
Christian people on their guard. The late Dr.
A. A. ifodge, in an article on "Religion in th<*
Public Schools," said that "under these prob
lems there lurks the most tremendous and most
imminent danger to which the interests of our
people will ever be exposed."
So much for the peril of secularization i'1
the common schools. What about our institu
tions of higher learning under State control'
Some say boldly that there ought not to ho
any institutions of higher learning supported

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