The Question, Will the Christian Religion be Recognised as the Basis of the System of Public Instruction in Massachusetts?: Discussed in Four Letters to the Rev. Dr. Humphrey, President of Amherst College
Whipple and Damrell, 1839 - 25 sider
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Side 11 - ... to impress on the minds of children and youth committed to their care and instruction the principles of piety, justice, and a sacred regard to truth, love to their country, humanity and universal benevolence, sobriety, industry and frugality, chastity, moderation and temperance, and those other virtues which are the ornament of human society, and the basis upon which a republican constitution is founded...
Side 13 - I inquired of all classes of teachers, and men of every grade of religious faith, instructors in common schools, high schools, and schools of art, of professors in colleges, universities and professional seminaries, in cities and in the country, in places where there was a uniformity, and in places where there was a diversity of creeds, of believers and unbelievers, of rationalists and enthusiasts, of Catholics and Protestants; and I never found...
Side 5 - Board, collect information of the actual condition and efficiency of the Common Schools, and other means of popular education, and diffuse as widely as possible throughout every part of the Commonwealth, information of the most approved and successful methods of arranging the studies, and conducting the education of the young, to the end that all children in this Commonwealth, who depend upon Common Schools for instruction, may have the best education which those schools can be made to impart.
Side 8 - Entirely to discard the inculcation of the great doctrines of morality and of natural theology has a vehement tendency to drive mankind into opposite extremes; to make them devotees on one side or profligates on the other; each about equally regardless of the true constituents of human welfare.
Side 8 - In regard to moral instruction, the condition of our public schools presents a singular, and, to some extent at least, an alarming phenomenon. To prevent the school from being converted into an engine of religious proselytism ; to debar successive teachers in the same school from successively inculcating hostile religious creeds, until the children in their...
Side 10 - Arithmetic, grammar, and the other rudiments, as they are called, comprise but a small part of the teachings in a school. The rudiments of feeling are taught not less than the rudiments of thinking. The sentiments and passions get more lessons than the intellect.
Side 25 - Christianity ought to be the basis of the instruction of the people ; we must not flinch from the open profession of this maxim ; it is no less politic than it is honest.
Side 25 - Popular education ought therefore to be religious, that is to say, Christian ; for, I repeat it, there is no such thing as religion in general ; in Europe, and in our days, religion means Christianity. Let our popular schools then be Christian ; let them be so entirely and earnestly.
Side 13 - What considerate man can enter a school, and not reflect, •with awe, that it is a seminary where immortal minds are training for eternity ? What parent but is, at times, weighed down with the thought, that there must be laid the foundations of a building which will stand, when not merely temple and palace, but the perpetual hills and adamantine rocks on which they rest, have melted away!
Side 8 - Probably, no one would desire a repeal of this law, while the danger impends it was designed to repel. The consequence of the enactment, however, has been, that among the vast libraries of books, expository of the doctrines of revealed religion, none have been found, free from that advocacy of particular "tenets