5 4 THE POPULAR SCIENCE MONTHLY. 



works of unselfish love, to the control of their spirits under slander, 

 to the withholding of themselves from all revenge, to love and pa- 

 tience even in theological matters. Our father with praiseworthy- 

 anxiety, established schools ; they did so that, in these schools, the 

 youth might not simply be built up to manhood, but especially that 

 they might be led by pious training to a living knowledge of their 

 Father ; that the image of God might be more and more perfected in 

 them, that from these schools men should go forth, not simply for the 

 spread of knowledge, but that, equipped with every virtue which leads 

 to true happiness, they might serve the honor of God and the public 

 good in the position to which God had appointed them. As it now is, 

 all industry in the schools is given to Latium, so that little remains 

 for Hellas, for Judea scarcely anything. Our youth go from the 

 schools tolerably well furnished with such knowledge as they shall 

 put to outward use, but without knowing God, all absorbed in love 

 for the world and endeavor to please it, wise for themselves, but so 

 much the less instructed in divine wisdom." 



We must clearly know what pietism, at its best estate, proposed as 

 the end of education. We shall, I think, find this end distinctly set 

 forth in the following utterances : 



" The final purpose of all education is a living recognition of God 

 and an upright Christian deportment. Only the genuinely pious man 

 is a good citizen of society. Without true piety, all knowledge, all 

 skill, all world-culture, are more harmful than useful, and man is never 

 safe from the misuse of knowledge. First, and before all other things, 

 education must strive for the radical improvement of the heart. Every- 

 thing which immediately or mediately works against this supreme and 

 final end must be banished. Instruction is subordinated to training." 

 (Italics the present writer's.) " The purpose of the school is not an 

 impartation of certain knowledges — all teaching must contain an edu- 

 cative tendency. The design of such training is the upbuilding of the 

 kingdom of God in the heart of the child, and, proceeding from this 

 basis, education should be comprehended in all its grades and divis- 

 ions as one system, one culture. Those who give themselves to study 

 should regard the ancient languages as the chief concern. Latin is to 

 be pursued the most, and grammatically, from the beginning. Greek 

 has its basis in the New Testament. A chief advantage to be gained 

 from the ancient languages is a right understanding of the sacred 

 Scriptures, which every student should read in the original. It is well 

 to understand the heathen writers ; still, too much occupation with 

 them easily leads away from a high estimation of the Bible. Next to 

 the languages, no student should remain unacquainted with geogra- 

 phy, mathematics, history, astronomy, and natural philosophy. In the 

 higher classes logic, which leads to orderly thought, and rhetoric, 

 which leads to correct and good expression, should be pursued and 

 made practical by exercises and disputations." 



