562 History of Methodism 



guardianship and discipline with which it should he furnished. Wi 

 hold that religious instruction forms the proper basis of education, 

 and should he interwoven with whatever is afforded for the improve 

 ment of youth. Education is for use — for its effect in fitting the ed 

 ucated to fulfill the duties of life. Rightly considered, and could i\ 

 be fully carried out, it should imply the training and preparing the 

 rising generation to act each his part to the best of his capacity in 

 mature life. But how shall this be attained without the full force 

 of moral principle? And whither shall we look for this indispen- 

 sable qualification but to the Bible? The Bible, then, as the text- 

 book of duty both toward God and man, and for its awful sanctions 

 and inspiring motives, Ave regard to be of paramount importance in 

 any wise system of scholastic education. But is it not painfully 

 notorious that in most of the schools of our country this Book of 

 books is almost wholly overlooked, and in some designedly set 

 aside ? What consequences to our children may we not apprehend 

 from having them thus educated? 



We rejoice to know that this vital interest has not escaped the 

 observation of considerate men generally. We are exceeding- 

 glad of the pains beginning to be taken by different denominations 

 to bring education back to sound Christian principles. We may 

 not, we cannot, linger behind all others. Many thousands, espe- 

 cially in the South, have strong claims on us, especially as a 

 Church. Our itinerant ministry has carried the gospel far and near 

 through the land. The poor, especially, have received it. Re- 

 ligion has increased their store of temporal good, improved their 

 taste, and quickened their desires after knowledge and learning; 

 and now they cry to the Church to furnish their children with the 

 elements of a sound moral and intellectual education. We echo it 

 back to you. We cry not for ourselves, not for peculiar benefits to 

 the children of preachers, but for all, and all alike. We cannot 

 but feel our obligation in this matter. If it is important to have 

 Christian principles blended with literary instruction in schools, we 

 owe it to our common Christianity to institute and patronize such 

 schools. If the wants of the Methodist people challenge our re- 

 gard (as they imperatively do), we owe it to them as Methodists to 

 see to the education of their children, and not leave them to be 

 turned over into other hands. We may not be excused for imagi- 

 nary difficulties ; nor may even such as are real hinder us from an 

 attempt. 



Urged by such considerations as the foregoing, and believing we 



