CHAPTER III.

THE SCHOOLS.

Powerful influence of Educational Institutions-Defect in our common Schools-Want of a Christian atmosphere in higher Semina ries-Dr. Maberly's testimony-Dr. Arnold's exertions-Oxford and Cambridge-Countenance given to rationalism and SemiPopery-Secessions to Rome and to the Infidel ranks-Scottish Schools-St. Andrew's at the end of the last century-Continental Europe-Philosophy in France-Subserviency of Education to Romanism Influence of German Schools in propagating Infi delity-Pedagogy-Pantheistic Philosophy at Berlin-Neology at Halle-Dr. Paulus of Heidelberg-Counteractive Influence of Neander, Tholuck, &c.—Infidel teaching in the Universities of Holland-Unitarian Rationalism of the College of Geneva-Noble Influence of the New Academy-A Christianized University.

It is obvious that the educational institutions of a country must exert a powerful influence, for good or evil, on the faith and morals of its inhabitants. They mould, in a great measure, the public mind. From the venerable university down to the humble village school, they are sources of moral power which tell continuously on the national sentiments and character. Dr. Arnold, on hearing of new comers to Rugby, said, "It is a most touching thing to me, to receive a new fellow from his father, when I think what an influence there is in this place for evil, as well as for good." The amount of power wielded by such agen

cies differs, no doubt at different periods, and in different lands. Some universities, whose renown extended far and wide a century or two ago, are now like the shadow of a great name; while others, which have sprung up more recently, have all the vigor and power of manhood. We walk amid the shades of some, just as we tread half-deserted palaces, whose life and gaiety are gone, and for their influence we must look to the records of the past. We stand by others as at a fountain head, whence are ever issuing streams that enrich or desolate the land, and can say― here is an instrumentality of good, or an instrumentality of evil. In some countries, the lesser schools, which are branched out over the land, are exerting the influence that once belonged to the greater seats of learning. In other places, the amount of power wielded by such institutions is much diminished or counteracted, by the operation of other agencies. But, in general, the schools, higher and lower, are felt, in every land where they exist, to be no mean agencies in the dissemination of sentiments, and in the formation of character. Governments, whether civil or ecclesiastical, Protestant or Roman Catholic, are fully aware of this. The debates in the senate, the discussions in church courts, and the conflict often maintained between the civil and ecclesiastical powers about such institutions, show the vast import ance attached to them as agencies in moulding the mind of the people. Men who wish to give the streams a particular tinge or turn, fight for the possession of the fountain. They who would steer the

ship on a certain track, seek the command of the helm. Be it the disciple of Loyola, eager for the universal sway of the church of which he is a devoted son; or the mere politician, careful only to advance his schemes of state policy; be it the zealous Christian reformer, heedless of party ends, but anxious above all things to leaven society with the pure Gos pel; or the no less zealous infidel, who would wish full scope for his schemes of social regeneration; all look to the schools, the educational institutions, as the levers by which they could move and influence the public mind.

It is one of the cheering signs of the times, that the state of our public schools, higher and lower, is occupying so much the thoughts of patriotic and Christian men. The amount of education comes far short of the requirements of the country, and the character of much of what exists is either inferior in itself or surrounded by unhealthy influences. These things have been placed beyond dispute, by the Report of the Government Commission of inquiry. The secular instruction of many of the lower schools is glaringly defective; while, notwithstanding the growing improvement in this respect, there is a great want of healthy, vigorous, attractive, religious teaching. Difficulties indeed beset the subject. But, in the full view of all these difficulties, we hold by the clear tangible principle that the religious element is indispensable to a sound and elevating system of education. The mode in which religious instruction has been imparted, in a large proportion of our schools, has

been far from satisfactory. It has tended to make young people formalists rather than to inspire them with a loving regard for the truth of Scripture. This fact is being recognized in many quarters; and the more excellent way is being followed of rescuing the Bible from the position of a mere task book, and of informing the mind, and impressing the conscience, with its histories, doctrines and precepts. Let religion be shut out from the daily school, and irreligion will grow up and abound, just as weeds overrun a garden which is not properly cropped and cultivated. Or let religion be taught merely as a matter of dull routine, and a habit of formalism may be contracted, which it may take much to loosen. Without expecting too much from improved systems of education, we cannot help thinking that had the religious element in teaching occupied in our schools, generally, the genial and influential place which it ought to occupy, young men, in passing from the school to the factory or workshop, would not have become so often the prey of the infidel.

Many of the higher seminaries of the country are renowned for their scholarship, whence many young persons pertaining to the educated classes are drafted off every year to the universities. Not a few distinguished Christian teachers are to be found in some of these schools. But, as has recently been remarked, "their presence does not suffice to create a Christian atmosphere. Their influence is neutralized by the contrary influence of others." Upwards

'Evangelical Christendom, vol. vi., p. 94.

of five and twenty years ago, the want of anything like a systematic effort to give a thoroughly Christian character to the education of the higher classes, was, in many quarters, keenly felt. It was about this period that Dr. Arnold was elected to Rugby, where he began to practise, what he so energetically advocated, making our public schools places of really Christian education. He endeavored to create (the absence of which seemed to him the great cause of all the evil,) a public opinion among the scholars themselves in favor of decidedly Christian principles, so that each new comer might find himself at once in a healthy moral atmosphere. The testimony of Dr. Maberly, head master at Winchester, at once shows the irreligious influences of many of our public schools at the period referred to, and the beneficial change introduced by the great and good Arnold. "The tone of young men at the university," he remarks, "whether they came from Winchester, Eton, Rugby, Harrow, or wherever else, was universally irreligious. A religious under-graduate was very rare, very much laughed at when he appeared, and I think I may say hardly to be found among public-school men; or, if this be too strongly expressed, hardly to be found except in cases where private and domestic training, or good dispositions, had prevailed over the school habits and tendencies." "Dr. Arnold's pupils," he adds, "were thoughtful, manly-minded, conscious of duty and obligation, when they first came to college." Genuine religion has, of late years, been pro

'Stanley's Life and Correspondence of Arnold, vol. ii.