With this agrees Milton’s definition of education. “The end, then, of learning,” he says, “is to repair the ruins of our first parents by regaining to know God aright, and out of that knowledge to love Him, to imitate Him, to be like Him, as we may the nearest by possessing our souls of true virtue, which being united to the heavenly grace of faith, makes up the highest perfection.” This is similar to the definition given by the author of “Christian Education,” that “the true object of education is to restore the image of God in the soul.”
Christian education, then, is a spiritual education. In this sense the words of Pestalozzi, at the burial of his wife, are pathetic but weighty with significance. Turning to the coffin, he said tenderly: “We were shunned and despised by all; sickness and poverty bowed us down; and we ate dry bread with tears. What was it in those days of severe trial gave you and me strength to persevere and not lose hope?” Laying a copy of God’s Word on her breast, he continued: “From this source you and I drew courage and strength and peace.”[185]
Advocates of Christian education may to-day encounter the same sort of rebuff from the world; but God’s Word stands as guide, expressing the principles to be followed by the educator.
The Bible as an educator
Charles W. Dabney, Jr., president of the University of Tennessee, in an address gave utterance to these words. “The Bible is the best text-book of education, as of many other sciences. In it we read where Paul tells Timothy, his ‘dearly beloved son in the faith,’ that ‘all scripture is given by inspiration of God, and is profitable for doctrine, for reproof, for correction, for instruction in righteousness that the man of God may be perfect, thoroughly furnished unto all good works.’ Nowhere in literature or philosophy is there a better or clearer expression of the true purpose of education than this. The object of education is not pleasure, or comfort, or gain, though all these may and should result from it. The one true purpose in education is to prepare the man for ‘good works.’ It is a noble thing to develop a perfect soul, to thoroughly furnish a body, mind, and heart.... Character building, conscience forming, then, is the main object of education. The teacher dare not neglect character, nor the college to provide for its development. We must always and everywhere, in every course and scheme of study, provide those methods and agencies which shall develop the character of the pupil along with his other powers. How, then, shall we develop character in our pupils? What are the methods and the agencies for doing this? This is the crucial question of this age, as of every age. To this question all the ages give but one answer, and that is Christianity. The world has had many teachers of science, art, and philosophy, but only one teacher of righteousness, and He was Jesus Christ, the Son of God.”
The many teachers of science, art, and philosophy, have, by their systems of education, led men away from the knowledge of God, the wisdom which is eternal life. If the education of Christ is to be accepted, as suggested by Professor Dabney, His word, the Bible, must be recognized as the Book of books, the guide in all investigation, the interpreter of all phenomena.
Christian schools needed
Much is said concerning the moral education which every child should receive. Parents realize that the boy or girl who grows to maturity with only a physical or intellectual education is either a pugilist or a fit subject for the penitentiary, and hence they insist that the spiritual nature should receive some attention. But where is this spiritual education to be obtained? State schools have no right to give such training; indeed, they can not do it. True, they have attempted it, but it is a miserable failure. Protestants should no longer make the demand. The time has come for them to see that they should establish schools, whose object it is to develop character. These schools should receive support independent of the state; they should be free to follow methods entirely different from the formalism of the papal system; their course of instruction should meet the individual needs of the pupils, and be of a character which will develop Christians. To accomplish such results, the Word of God must be taken from the dust, and placed in the curriculum, not as a mere reference book of Jewish antiquities, but, as it is in deed and in truth, the light whose rays encircle the world. “The Holy Scriptures must be the Alpha and Omega of Christian schools,” wrote Comenius. Christ must be the teacher.
The men thus far quoted have followed the light which shone upon their pathway. To-day we may gather the scattered gems of truth left by them; but, better far, we may go direct to the Word itself, and the Spirit of truth will guide into the paths of Christian education. As taught by Froebel, “The spiritual and physical development do not go on separately in childhood, but the two are closely bound up with each other.”