Page:Popular Science Monthly Volume 30.djvu/67

Rh Referring, again, to the spirit in which education should be conducted, Spener asks: "To what does all the striving of the professors tend but to fill out the brain with theological philosophy, or a human skill in holy things, while their hearts are void of all true heavenly influences? The anxiety of the far-seeing Erasmus is but too fully realized, for he testified that his joy over the widely increasing application to study was diminished by the fear that much heathenism would steal in upon the spirit."

With the general endeavor expressed in these words a large proportion of educators from all sects and parties would agree. That education should strive for the radical improvement of the heart, that the purpose of the school as such, i.e., from first to last, is not merely the impartation of certain knowledges, that all teaching must contain an educative tendency—these are propositions which commend themselves to all who have had direct relations with the young in their years of development. It is well known, however, that many are honestly disposed to go much further than this. It is the conviction of a large number of our people that education must never be allowed to become godless; that each institution of learning should make it an essential part of its business to inculcate the fundamentals of religion. It is the reiterated assertion of one of the most powerful church organizations to be found in history, that our schools are without God, and so permit the young of both sexes to grow up uninstructed in the essential truths of a right life. The history of education teaches some plain and weighty lessons respecting this present matter. The pietistic movement originated naturally and justly. It was the full protest of the spiritual nature against formalism. It recognized something better than knowledge, and it sought to furnish this higher truth. Its position was exactly that of many sincere minds to-day who feel dissatisfied with the education of any young man or woman that consists of knowledge alone, being without the informing spirit that leads to nobility of character.

What did pietism accomplish? It brought the schools back to every-day life. Applying catechetical instruction to the children, and regarding all education as designed to nourish a spirit of piety, these protestants against formalism drew education out into general view and common life. The schools were regarded as an organic whole, whose basis was the common school; and, further, the entire school system was placed in most intimate relations with the home—the school-training being required to be supplemented by home-culture. These principles spread over Protestant Germany; schools for the poor and orphan-schools were established in great number. We ask what came from this attempt to conduct education in the religious spirit? Our answer is, a most lamentable extreme—a serious and thorough failure. As if in very mockery, the protestants against formalism became diseased with formality. Pietism became the letter that