04 Bible Schools

Bible Schools

BIBLE SCHOOLS

G. H. P. Showalter—Schools exist for the systematic training of the young. Bible schools are a growing necessity. This is apparent from the specific purpose in the training of children in school. The training in every school is intended to qualify for efficiency or usefulness in some particular line of human activity. The schools of Greece and Sparta and Borne were designed to prepare the youth of those countries for a creditable discharge of the labors and pursuits in which these nations excelled. Greece trained the mind and Sparta the body, and both neglected the demands of true religion and moral science. Borne schooled her youth for the duties of civil government. Christians in apostolic times dared not have their children educated in the public schools of the pagans, but trained them up in the nurture and admonition of the Lord. They regarded the training for the heavenly citizenship as far more important than that preparation required for the transcient affairs of State. The public schools of our country are designed by the government to qualify the youth for the affairs of State. The New Testament nowhere urges this upon Christians as a duty, but requires that the training of our children be for usefulness in the church of the living God. The Bible is the only sound basis for true, moral science. No system of education, then, can possibly be an adequate one which is not based upon a careful, systematic and thorough study of the Bible. Laws in most of the States forbid the teaching of the Bible in the public schools. When this is done the child is deprived of the most important part of his training. Not only has the Bible been barred from the public schools, but nearly all of the great private schools and colleges either treat the Bible with a woeful indifference and neglect or stand in open hostility to it as a revelation of God to man. Its sacred precepts are ignored and its divine authorship is called in question. On the other hand, infidels are exceedingly active. They are waging a constant aggressive war on the Bible. Their boldness may be a sunrise to many. They are seeking to diver! the minds of the youth of our country by scatt ering their anti-Bible literature in the schools. One infidel association in Kansas is now sufficiently organized to keep a supply of their pernicious literature distributed freely each month in four hundred and fifty- two of the great colleges and universities in our country. Besides, they have the audacity to petition the Kansas legislature for an appropriation of more than thirty-five thousand dollars to support them in their nefarious work, under the claim of its being a valuable contribution to science. The Kansas legislature will doubtless disregard so unreasonable a petition, but this serves to show how bold infidelity is becoming where it is not sufficiently exposed. The education that is required for the State is not such as is required to become true and faithful children of God. The requirements for the two, though alike in a few elementary features, differ widely in most of the leading principles. A horse- and a man require many of the same elements in their food, but it will not do to say that a man will live on the same food on which a horse will flourish. The man would die who would attempt it. Now, while in training for both church and State, the alphabet is taught, reading, writing also, and certain other elementary branches, the demands for each differ widely as we advance. Brute courage, valor, honor, the principle of reciprocity, riches, patriotism—all these are held out before the youth of our country as worthy, and intellectual training is regarded as the highest conception as an end in preparation for the State. These make up character, and the demands of Christianity along these lines differ from the demands of the State, as light from darkness.

We need schools in which the sublime principles of Christianity are taught.

Religion is the origin of education. Patriarchs, priests and prophets were the only teachers for a period of three thousand years. The only schools during that time were religious schools. The philosophers of Greece and Borne came later. God taught Abraham, and required him to teach his household. God gave the law to the Jews, and required them to teach their children. Christ gave us the New Covenant, and requires that we teach others.

I do not believe in “secular” education, save as it is connected with religious training and obligation. Beligious training includes all else that is worthy.

What should be taught? As much as can be used for God’s glory. Here is the limitation. The names of schools should be considered. I am not particularly favorable to calling any school a Christian college or Bible school. The Bible and Christ should be the central idea in all we do—it matters not what. Formerly schools were simply designated by the persons who taught them (or who were the principal teachers), or the place where they were taught. Gamaliel’s school and the school of Tyrannus are New Testament examples.

School work is purely an individual matter. Each person must consult his own judgment as to how he can best use his time for God’s honor and glory. All are not qualified for the same line of work. Our gifts differ. A Christian well qualified for training children should teach. It is a great work. If others desire to assist him in his efforts, either with money or by participation in the work of the school itself, it is a good and worthy act, and in accord with the divine requirements to assist each other in that which is right.

J. C. White—Does not the name Bible school suggest church school? Will others patronize our schools? If we want Bible schools, whom do we want to teach them? I do not Want to send my children to school where a Baptist teaches them the Bible. Hence, not best to teach Bible in public schools.

U. G. Wilkinson—Can’t reduce the church to a business concern. The church as such cannot own and operate schools. Don’t believe in teaching theories about the Bible.

C. R. Nichol—Has the church as a church the right to contribute to schools? He presented an analogy between schools and societies, and asked for some one to answer.

R. L. ’Whiteside—-Much said about church schools. This school is not a church school. It is an incorporated institution, thus having individuality in the eyes of the law. It owns its own property, and is controlled by a board of trustees. It is not owned by a church, and not controlled by a church—how, then, can it be a church school?

G. H. P. Showalter—There may be some points of similarity between a school and a society. A man and a horse are alike in some respects. Many things are alike in many particulars, very unlike in others. This does not establish identity. If it can be shown that schools and societies are identical, the point is well taken. Can’t condemn them as the same, unless it can be shown that they are alike in all essential particulars, identical.