OUTLINES FROM THE HISTORY OF EDUCATION. 55 



Referring, again, to the spirit in which education should be con- 

 ducted, 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 appli- 

 cation 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 pro- 

 portion 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 them- 

 selves to all who have had direct relations with the young in their 

 years of development. It is well known, however, that many are hon- 

 estly 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 organ- 

 izations 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 pie- 

 tistic movement originated naturally and justly. It was the full pro- 

 test of the spiritual nature against formalism. It recognized some- 

 thing 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 form- 

 alism became diseased with formality. Pietism became the letter that 



