Can we refuse the demand?
When great governments, ecclesiastical authorities, wealthy noblemen, and fierce warriors from the mountain fastnesses all clamor for what the missionary schools can do for their children, have we a right to refuse their request? Can we claim freedom from responsibility?
Rather let us glory in the unparalleled opportunity for giving to the needy children of non-Christian lands that which has proven to be the only true source of mental preparation for life-work,—a Christian education. Hear the testimony of Dr. F. W. Foerster, author and special lecturer in Ethics and Psychology in the University of Zurich, a man who began his educational work with sympathies strongly socialistic and entirely aloof from all forms of religion. In the author’s preface to his book, “Marriage and the Sex Problem,” he speaks with no uncertain sound of his own experience and conviction.
Dr. Foerster on Education and Christianity.
The author of this book comes from the ranks of those who dispense with all religion. But as the result of long experience, theoretical and practical, in the difficult work of character-training, he has been led to realize for himself the deep meaning and the profound pedagogical wisdom of the Christian method of caring for souls, and to appreciate, through his own experience, the value of the old truths.... He has absolutely no doubt that modern education, in discovering the extraordinary practical difficulties of character-training, will be increasingly cured of its optimistic illusions and led back to an understanding and appreciation of Christianity.
How about the children themselves? Do they enjoy and appreciate school privileges offered them by the missionaries, and does the work show results that are worth while?
Kindergarten work in Japan.
If, as Miss Lamson claims, “the hope of the nations lies in the training of little children,” there is hope for Japan in the ninety-eight mission kindergartens that are maintained by fourteen Protestant Boards and have an enrollment of four thousand and sixty-eight children. The report of the Kindergarten Union of Japan is a most fascinating volume, with its presentation of opportunity, need, method, and the result of teaching the tiny children who are to be the future parents, teachers, and leaders of thought and action in that Empire. A few extracts will give a little idea of what is being done for the children and through them for their homes and friends.
A Japanese teacher on Christian kindergartens.
The kindergarten in our country today is at its most critical stage, and therefore needs the best and most profound thinkers who can put their ideals into practice most tactfully. This must be accomplished by native Christian kindergartners. Education without religious foundations is like an egg without the germ of life in it. Most of our public and government kindergartens, which have the purely so-called educational views of today, are leaving the very springs of child life untouched, and therefore are not fulfilling the real meaning of education. They are not disciples of Froebel, because he based his philosophy on the Christian faith. (Fuji Takamori of Holy Love Kindergarten, Methodist.)