Education And Religion, As Developing Forces And As Consummation -- By: Charles Franklin Thwing
BSac 86:344 (Oct 1929) p. 392
Education And Religion, As Developing Forces And As Consummation
We now come to the fourth, and last, lecture in our course. Having considered education and religion as experience, as having a certain form and content, and as making an appeal to the reason and other faculties of man, I now venture to ask you to think of these two great powers, or conditions, both as forces, and also as representing consummation.
For, education and religion may be interpreted as forces. They are dynamic. Primarily, these forces are human and personal. They may use, but they are not, the powers of nature, organic or inorganic. To the human personality they appeal, and from the human personality they are projected. As I have already intimated, they are forces taking on forms intellectual, ethical, emotional, of the will, of the sense of beauty, of the conscience. Education and religion constitute, and are constituted by, forces. They are not statical. They are gifted with movement. As matter seems to be dynamic, so are they. Expressing themselves in institutions,—the church, the college, the family,—they still are quick with and for life. As forces, they occupy angles of vision, of the universe and of eternity. They intimate that man is a citizen of a universe of infinite distances and destinies, of infinite relations in time, as well as in space. Education and religion are alike in their sights and insights, in their reach, in their grasp, in their opportunities, in their hopes, in their loyalties, and in their infinite visions. As the earth and all its celestial companions are moving through space apparently endless, so education and religion are likewise going forth in an infinite universe through God’s eternal time.
Such forcefulness on the part of education and religion is made the more necessary by reason of the powers of darkness of the present age. I would not be a Cassandra. But it is clear that the five institutions of society,—the
BSac 86:344 (Oct 1929) p. 393
government, the church, the school, the family, and property,—are beset by the powers of evil. Government tends to become either a monarchy, dictatorship, or a loosely organized or ineffectively administered democracy. The institution of property, the result of a long and hard historic struggle, suffers the disintegration of the communist. The family, through excessive individualism, and the changes of industrial organization, tends toward disintegration. Therefore, to the forces of education and of religion should be added, in the greatest possible degree, inspiration, unity, compactness, directness. Education should become more religious without becoming less educative. Religion should be made more educative wi...
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