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The Harding College Lectures, Volume THE HARDING COLLEGE LECTURES THE HARDING COLLEGE LECTURES VOLUME ONE General Theme; "Christian Education" Thanksgiving Week, 1947 HARDING COLLEGE PRESS SEARCY, ARKANSAS 1949 CONTENTS About the Lecturers vii Preface ix I. CHRISTIAN EDUCATION ..................................................... ........ 1 II. HISTORY OF CHRISTIAN EDUCATION..................................... 9 III. PRESENT SCOPE OF CHRISTIAN EDUCATION..................... 19 IV. ADVANTAGES OF CHRISTIAN EDUCATION........................... 25 V. FRUITS OF CHRISTIAN EDUCATION........................................ 31 VI. FRUITS OF CHRISTIAN................................................................. 37 VII. MY VIEW OF CHRISTIAN ............................................................ 43 VIII. AN EVALUATION OF THE CHRISTIAN EDUCATION MOVEMENT ................................................... ...... 47 IX. POSSIBILITIES OF CHRISTIAN ................................................. 53 X. HOW TO START NEW SCHOOLS .............................................. 61 XI. THE CHRISTIAN JUNIOR ........................................................... 71 XII. CHRISTIAN TEACHING ON THE MISSION FIELD ................ 77 XIII. TEACHING METHODS IN MISSIONS IN ................................. 81 XIV. RELATIONSHIP OF CHRISTIAN EDUCATION TO THE HOME ..................................................................................... 87 XV. RELATIONSHIP OF CHRISTIAN EDUCATION TO THE CHURCH ................................................................................ 95 XVI. CAN CHURCHES SCRIPTURALLY CONTRIBUTE TO CHRISTIAN SCHOOLS....................................................................109 XVII. DANGERS AND ASSETS IN CHRISTIAN EDUCATION.............................................................................................119 XVIII. THINGS FOR WHICH WE ARE ...............................................129 ABOUT THE LECTURERS Rex Turner is co-president of Montgomery Bible College, Mont- gomery Alabama. (Mr. Turner was unable to attend the Lectureship and his speech was read by Leonard Johnson.) M. Norvel Young is editor of 20th Century Christian and minis- ter of the Broadway Church of Christ, Lubbock, Texas. L.R. Wilson is now president of Central Christian College to open at Bartlesville, Oklahoma, in 1950. Riley Henry lives at Hoxie, Arkansas. He preaches regularly at Walnut Ridge. L. O. Sanderson is minister of Pulaski Heights Church of Christ, Little Rock, Arkansas. D. D. Woody is minister of Central Church of Christ, Little Rock, Arkansas. E. W. Stovall lives at Fulton, Kentucky. He preaches for the church there and does evangelistic work. Batsell Barrett Baxter is head of the speech department at David Lipscomb College, Nashville, Tennessee. Irvin Lee is president of Lauderdale County Bible School, Mars Hill, Florence, Alabama. Will N. Short is at Raroe Mission, Mucheke, Southern Rhodesia, South Africa. J. D. Merritt is now at Kabanga Mission, Kalomo, Northern Rhodesia, South Africa. Hugh Tiner is president of George Pepperdine College, Los Angeles, California. G. C. Brewer is minister of Jackson Avenue Church of Christ, Memphis, Tennessee. Howard White is minister of the Carrolton Avenue Church of Christ, New Orleans, Louisiana. F. W. Mattox is dean of men and director of student personnel at Harding College. VII PREFACE Education all over the nation has been confronted in recent years with accusations of failure. The charges, blanket-wise, do not add up to conclusions that we ought to do away with all idea of education, either public or private. Education is still with us, and with us will remain. The question is: What kind of education and how much of it? There is, today, widespread re-examination of the objectives, methods, and attainments of secular education. Prominent educators, and thousands of teachers who are less in the limelight, are giving thoughtful study to the problems of modern education. One of the common criticisms is that schools of the nation are training students how to make a living, without teaching them how to live. Alert educators, becoming more aware of the distinction between educational theory and educational attainment, are finding upon closer examination that this particular criticism reflects a lot of truth. Already, there are strong trends today in all levels of secular education toward character building and toward creation of moral stamina in young lives. Philosophers of education are today declaring that more attention must be paid to character training, to developing unselfish lives dedicated to the ideal of service, to motivation of real citizenship through emphasis on Christian ethics, to production of real moral fiber that is so necessary for well-disciplined lives. If these objectives are valid, this wave of educational thought actually amounts to a strong testimonial for what we may call "Chris- tian education." In this respect, the viewpoint of those of us on the front lines in the Christian education movement is that the only worthwhile achievement in character building must inevitably come from the influence of Christ. This being true, certainly the ultimate in the education of youth is Christian education. From the beginning, our nation has grown on the strong foun- dations laid by our forefathers. Much of this early pattern was based IX on Christian principles. But today's public education may or may not permit sufficient emphasis on Christ and the Christian pattern. On the whole there is not nearly enough of Christian principle and teaching penetrating the curricula and programs of public schools, at any level from primary to university, to satisfy Christian parents. Nor is the state disposed to consider religion as territory in which it may freely vegetate. Our ideals of freedom and democracy do not allow the state to assume any priority about religion. If we grant that education in America is a function of the state, then it must be remembered that in America the state will delegate this job of education, under certain circumstances. It is thus that we may enjoy the privileges and opportunities of Christian education of the whole man, by which I mean the pursuit of any and all branches of learning in an environment conducive to the best Christian living and under teachers who themselves are Chris- tians and who are motivated by Christian purposes. If we want real Christian education, it is entirely up to us! Searcy, Arkansas George S. Benson November 1, 1949 Christian Education by Rex Turner Hundreds of years ago Caesar Augustus made a decree that all the world should be taxed and Joseph went up from Galilee, out of the city of Nazareth, into Judea and unto Bethlehem to be taxed. Accompanying him was Mary, his wife, who was great with child. While there the days were accomplished that she should be delivered, and she brought forth her first born son and wrapped him in swaddling clothes, and laid him in a manger, because there was no room in the inn. There was no room for Christ in the inn then, and there is no room for Christ, God and the Bible in our public schools, our colleges and our universities today. Dr. John Dewey, the most distinguished American philosopher of our day, and the most influential single force in American education for the last forty years, is a confirmed atheist. He has blasphemously written that "God is the work of human nature, imagination and will." This is a tragedy in the history of American thought. Student teachers in training in the schools of education are methodically introduced to, and in most instances religiously fed upon, the philosophy of atheist John Dewey. When anyone accepts Dewey's philosophy, he thereby rejects God and everything uniquely identified with the Christian religion. What harvest may we expect to reap from the children of the American homes of today when the public school teachers that have been fed upon the atheism and infidelity of men like Dewey, in turn feed this infidelity to the children? The greater number of public school teachers in the various fields of science discredit the Bible, and affirm to all that the Bible contradicts true science. A Godless kind of evolution which denies that nature has a God and that man has a soul is taught by the greater number of professors in the courses of biology, geology, paleontology, embryology, anthropology and psychology, as well as the social sciences. The ultimate end of Godless evolution is that might makes right; that passion-lit, blood-stained conflict is the instrument of progress; that morality, conscience and decency are mere perversions of brute instincts; that kindness, sympathy and love are vicious mis- 1 2 THE HARDING COLLEGE LECTURES takes; but that the exercise of cruelty, cunning deceit and every dastardly device to gain an advantage over one's fellow creature is not only a matter of right but duty. The late Clarence Darrow, an apostle of this Godless philosophy, admitted that the heinous crime committed by Leopold and Loeb of a generation ago is sanctioned by the philosophy taught in American universities today. PERIL OF OUR TIME There is no room for Jesus Christ in the majority of the seminar- ies in these United States. The spirit of modernism has permeated almost all of them. Many of the preachers occupying the pulpits of this country scoff at the idea of the virgin birth, the vicarious death, the atoning blood and the resurrection of Jesus Christ. These Christ- less time-servers do not always reveal to their audiences their true convictions. Many of them look upon
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