EDUCATION AND RELIGION 321 



and the solace by which he is enabled to bear its burdens and 

 defeats. Hence anything which encourages this sense, which 

 arouses the moral nature and conduces to heroic effort in the 

 student, ought to be encouraged and fostered. 



It is precisely in this most important point that the sched- 

 ules provided by the State are deficient. But where the State 

 does not so provide, you and I, in view of the fact that we are 

 a part of the State, may do so. And the State ought to wel- 

 come us in the effort to produce men not only learned accord- 

 ing to the schedules it provides, but proficient also in the 

 power and graces of soul and conscience. It all makes for 

 better, nobler and more conscientious citizenship. It thus 

 constitutes a thorough, all-around education, and preserves 

 the integrity of human nature. 



It is axiomatic that bodies move along the plane of least 

 resistance. The same is true of men and women. An artist 

 will gladly study art ; a musician, music, and thus through 

 the gamut of human interests — we ought to encourage them 

 to do so. 



This, then, is the basis for the school which teaches reli- 

 gion as a part of its course, and not merely incidentally as a 

 side elective for Sundays, perhaps. It wishes to produce good 

 citizens and it wishes to develop their whole nature. It will 

 not do merely to listen to music to become a musician, not- 

 withstanding the inclination ; one must practice it. The 

 painter is not made so by visiting many art galleries, although 

 he be enraptured thereby; he must work on many canvases 

 to produce results. And so it is in the practice of religious, 

 civic and moral virtues ; steady practice, like the rewriting 

 of Latin themes and restating mathematical problems, can 

 alone achieve success. 



When, therefore, an institution like this one, in addition to 

 its prescribed secular teaching, uses the strongest incentive 

 ever brought to bear upon the human heart and mind and 

 conscience — the exercise of religion — to make the student 

 keep his mind and heart pure and steadfast, the State ought 

 to bid it godspeed. 



Now, in what does even secular education consist? It 

 ought to mean the full development of the student and his 

 appreciation of things as they exist around him. He ought 

 to be made aware of his duties as well as his rights. The 



