The Sunday Oregonian., January 24, 1909, Section Five, Page 6, Image 44

THE SUNDAY OREGOXIAX, FORTLAXD, JANUARY 24, 1909.
Inaugural Address of Dr. Fletcher Homan, the New
President of Willamette University, Delivered at Salem
METHODISM'S GREAT EDUCATIONAL PROBLEM
IN 103. In a II t r !- humble parsonage
home In England, .there win born
the 15th child Into a family that ul
timately had 1 children. When thli
bah had gro-n to the age of ten years
he was placed In Charterhouse School.
In the City of London, where he spent
seven years. The master of the school
for the last three years was Dr. Kins;,
a man who always carried with htm a
copy of "Imitation of Christ." The
s-hoolmaster was Ir. Thomas Walker,
a man with an "exceedingly accurate,
knowledge of Hebrew. Greek and
I-atin." I'ndoubteJIy such men had a
great influence over this boy in the
formatle period of his life.
From Charterhouse, he went to Ox.
ford University In 1720, where he spent
his years In collegiate Instruction until
1T:s. He was then elected fellow of
Lincoln College, with which college he
was connected in a large measure until
17."5. when he went t Georgia, as a
missionary to the Indians.
This man was John Wesley, founder
of, the great Methodist Episcopal
Church. He had been ordained as a
preacher in 1725. and when his mis
sionary Journey to the Indians In Geor
gia did not prote a success, he re
turned to Kngland. Here he felt his
heart strangely warmed, and began to
rreach the gospel of the witness of tjie
spirit. When the preachers shut him
out of their pulpits he went out on the
green of old England, with the canopy
of heaven for the roof of his church, and
all trie wide world for the floor of his
pulpit. Assembled thousands gathered
to hear thisman some to stone him,
some to beat him. some to drown him;
but ultimately multitudes remained to
pray and to give their hearts to God.
Through the influence of this move
ment this wonderful gospel was carried
Into Kingswood. a mining town, whose
citizens were made up of colliers. This
town was noted throughout all the
length and breadth of tiie land for Its
wickedness and the similarity of Its In
habitants to the beasts of the Held.
It was not long until the gospel mes
MX" preached by the followers of John
Wesley had changed these men. and
Kingswood became a place of prayer
and praise. In this community John
Wesley founded Kingswood School, and
upon Kingswood School he poured out
his heart s affection and his untiring
labors for the remaining years of his
life. At one time he says:
"I talked at large with the masters
of Kingswood School, concerning the
children and the management. They
all agreed that one of ti.e boys studi
ously labored to corrupt the rest. I
wouid not suffer him to stay any longer
under the roof, but sent him home that
very hour."
This reveals that while John Wesley
loved young people, he steadily "main
tained a discipline for the protection
of those who desired to make the most
of !!fe. and for the promotion of right
eousness. He records the results of another
visit as follows: "I endeavored once
more to bring Kingswood School Into
order. Surely the importance of this
design Is apparent, even from the dif
ficulties that attend it. I have spent
more money, and time, and care, on
this, than almost any design I ever
had: and still It exercises all the pa
tience I have. But it is worth all the
labor."
Breadth of His Mind.
Here we see t.ie breadth of this
man's mind. Ksteemlng amidst dis
couragement that such an institution
as Kingswood School was worth all
the pain It cost. At another time he
ss y s :
"From the very heginnlng I met with
all sorts of discouragements. Cavllers
and prophets of evil were on every side.
A hundred objections were made both
to the whole design and every particu
lar branch of it: especially by those
from whom I had reason to expect
better thine. Notwithstanding which,
through God's help. I went on; wrote
an Kngllsh. a l.ai.11. a Greek, a Hebrew
and a r'rench grammar, and printed many
other books for the use of the school;
and God gave a .manifest blessing.
Some of the wildest children were
struck with deep conviction; all ap
peared to have good desires: and two
or three hegHti to taste the love of
God." Such was the satisfaction that
came to him when he found that un
derneath right scholastic Influences the
wildest children could be touched with
trie love of God.
So great was his Interest In this
school that he brought It Into his con
ference discussions and laid It on the
hearts of the preachers. We And him
saying in his Journal:
"The rules of Kingswood School were
read and considered, one by one, and
we were all convinced they were agree
able to Scripture and reason; In conse
quence of which it was agreed:
"First That a short account of the
design and present state of the school
be read by every assistant In every so
ciety; and
Second That a subscription for It he
begun In every place; and. If need be,
a collection be made every year."
Here la the beginning of the Method
ist collection for Methodist schools by
order of a Methodist Conference.
Christian Education.
Occastonally Wesley expresses a very
positive conviction upon this matter of
Christian education. We find him record
ing this declaration: "I rode over to
Kingswood: and having told my whole
mind to fhe masters and servants, spoke
to the children In a far stronger manner
than ever I did before. I will kill or cure;
I will have one or the other, a Christian
school, or none at all." Again at another
time he returns to Kingswood and says:
"I spent an hour., much to my satisfac
tion, with the children at Kingswood.
There is reason to hope that the grace
of God la still working among them. Some
are still alive to God: and all behave
In such a manner that I have seen no
other schoolboys like, them." Upon an
orher visit he finds that his burdens have
been Increased by the nurfiber of students
who are 1n the school, saying: "I in
quired Into the state of Kingswood
School. The grievance now Is ihe number
of children. Instead of 3". as I desired,
we have nar 50; whereby our m asters
are burdened. And it Is scarce possible
to keep them In so exact order as we
rmght do a smaller number. However,
this still comes nearer a Christian school
than any I know In the Kingdom." H'S
heart is encouraged by the combination
of education and Christianity In this small
institution of learning. Ai another time
he makes his record as follows:
"I went over to Kingswood. and made
a partlculPT Inquiry Into the manag--nient
of the school. . I found some of the
rules had not ben observed at all: par
tieuinriv that of rislrg In the morning.
8-irelv Satan has a peculiar spite at this
ercvl! W hat trouble has it cost me for
above fries 30 years! I can plan, but
who will execute? I know not: God help
nif!" S- that it would sem that d'spalr
arBios: seized him occasionally about the
continuance and the Miceesa of this, his
child of education. How grat. therefore,
must have bvn his r-job-ing when he r
telved a letter from the master of the
s hcKl. recording thes Messed results of
the ptwer of Godr
'R-v.rerd and iH-ar Sir: On WednesJ
ia". th ::!. G-mI broke ill upon our
h;vs ii a -.irtr y.rti in .1 1: n: r. A serious
ci icem has 1 en obs 1;i some of
tier- fo jK-ur t::n- pisT: on: Ihnt r.'g'.'t.
a , i. le v wt- ! I i" prlvat muri
ne :t. r ;i p nv - o' It .l ca:ne upon t'terit.
vii . :y I 'M i"i wird. n :h-ri
in.,, :U:n try a! i id fur mrc ttst
i night. I nope, will never toe forgotten,
when about 20 were In the utmost dis
tress. But God quickly spoke peace to
two of them. A greater display of his
love I never saw; they lnded -rejoice with
Joy unspeakable. For my own part
have not often felt the like power. We
have no need to exhort them to pray, for
that spirit runs through the whole school
so that this house may well be called, '
house of prayer." "
A Ringing Message.
I cannot forbear giving anotlrer declara
tlon of John Wesley from his Journal that
ought to be" a ringing message to the rich
Methodism of the present day: In the
evening one sat bMiInd me In the pulpit
at Bristol, who was one of our first mas
ters at Kingswood. A little after he left
the school he likewise left the society.
Riches then flowed In upon him; with
whtcn, having no relations. Mr. Spencer
designed to do much good after his
death. 'But God said unto him. Thou
fool!' Two hours after he died Intestate,
and left all his money to be scrambled
for! Reader. If you have not done It al
ready, make your will bsfore you sleep.
It would be well for many men to accept
the wisdom of this message and follow
the sanity of this advice.
Many other times, did he express him
self concerning the conditions of the
school, and many were the visits he made
within Us doors In order that he might
carefully supervise all of its institutions
and learn the spirit In which It was con
ducted by the teachers; but the attitude
of John Wesley In regard to education Is
clearly and definitely st forth in this
one little sentence quoted before: "I will
kill or cure. I will have one or the
other: A Christian school, or none at
all." This, then, was the -spirit of the
founder of Methodism, as he sought to
plant educational Institutions for the In
structlon of children In various parts of
Kngland. Has this been the educational
spirit of Methodism? Were the founders
of Methodism in the colonies of America
actuated by the same spirit? In one
writer we find this declaration concerning
the first conference of American Method-
Ism:
Religion and Morals of Children.
"Education was one of the subjects
which engaged the attention of the Christ
mas conference. A proposition to estary
lish a college at Abingdon. Md., was
favorably considered. Before the confer
ence assembled the project was canvassed
toy Coke and Asbury. who were con
vinced of Its Importance. They said that
to Insure the rapid and permanent prog
ress of religion. It must be allied with In
telligence. Religion, without culture, is
liable to fall into the embrace of super.
stitlon. while culture acquired In schools
that are wholly secular is likely to be
come the foe of Christianity. Therefore.
means were promptly adopted to found a
school in which the youth or Methodism
could be educated under the eye and hand
of the church."
We find also that Asbury expressed
himself In this manner: "Above all. spe
cial care shall be taken that due atten
tion be paid to the religion and morals
of the children: and to the exclusion of
all such as continue of an ungovernable
temper."
And here, likewise. Is a declaration of
the objects for which Cokesbury College
was founded.
"Three objects of considerable magni
tude we have In view In the erection of
this college. The first is a provision for
the sons of our married ministers and
preachers. The second object we have in
view is the education and support of poor
orphans, and surely we need not enumer
ate the many happy consequences arising
from such a Coarity. Innumerable bless
ings center in it. Not only the Immediate
relief of the objects of our charity, but
the ability given them, under the pro
vidence of God. to provide for themselves
through the remainder of their lives. The
last, though perhaps, not the least, ob
ject In view is the establishment of a
seminary for the children of our com
petent friends, where learning and re
ligion may go hand In hand: where every
advantage may he obtained which may
promote the prosperity of the present life,
without endangering the morals and re
ligion of the children through those
temptations to which they are too much
exposed in most of the public schools.
This Is an object of Importance, Indeed.
and here all the tenderest feelings of the
parent's heart range on our side."
(od Among the Students.
When Bishop asbury visited Cokes-
bury College, In May, 17S9. he recorded
that "God was working among the stu
dents." . This has ever been one of the
results of Christian education. Again he
records one of the painful duties that has
come to every educator, when he says:
We were obliged to undertake the pain
ful task. In the presence of the trustees.
masters and students, of solemnly expell
ing a young lad of 15 years of age. to
whose learning we had no objection, but
whose trifling. Irreligious conduct and
open ridicule among the students of ex
perimental religion we could not pass
over, as we are determined to have a col
lege In which religion and learning shall
go hand in hand together, or to have none
at all. The protection of those who
are studious and striving for the highest
Ideals of Christian education has ever
demanded action like the above. At an
other time he forcibly expresses himself
as follows:
"We mean to incorporate and breathe.
and take some better plan. If we cannot
have a Christian school, that is.' a school
under Christian discipline and pious
teachers, we will have none."
Blessed results came to the church-at-large
through the medium of Cokesbury
College. One writer declares: "There
were, however, compensations for all the
labor and sacrifice, as a record In the
Journal of Asbury shows: I lodge with
Abel Bliss, whose son was educated, and
not spoiled, at Cokesbury.' The Influence
of the institution was felt by the denom
ination. It demonstrated the fact that
American Methodism was not only in
sympathy with education, but ready also
to undergo labors and sacrifices to pro
mote it. The Methodist Episcopal Church
is forever richer from the intellectual Im
pulse it received from Cokesbury Col
lege. Its very ruins are monumental of
the far-sighted wisdom of the fathers of
the church In Joining the work of edu
cation with their absorbing evangelical
labors." But such results were only
brought about by the herculean labors of
Bishop Asbury and his preachers. In
January. 17M. Asbury wrote to Morrell:
"Our family is very large at college: if
you can lift a few dollar subscriptions it
will be acceptable." In the same year
he says that in Baltimore he "went from
house .to house through the snow and
cold, begging money for '..ie support of
the poor orphans at Cokesbury."
Then, after all the toil and pain and
sacrifice of those pjoneers of Metnodist
education In America. Cokesbury College
was burnedx to the ground. That tiie
hurden of these years was almost heart
breaking ia revealed In a letter of Bishop
Asbury. when he says: ".ould any man
give me JH'.fofi per year to do and suffer
again what I have done for that house,
I would not do it." Subsequently he
said: "As to the cooege. It was all pain
and no profit to me. but some expense
and great labor."
Other Colleges.
Cokesbury College burned In 179S. yet
rrch.wns the Interest in Christian educa
tion that another cid'eg? was founded hi
Rairniore in 179. which was likewise
1 timed in 17!". oti;er schools were found
ed in Gv-;a. Vira'nia. Nrtn t'nrollna.
S ii.:;i f'aroilriH. I'l urd--:- Hint tiie chill-c;i
nt'ltiit lceive the l.riiefts of car-fiil
1
'i
Fletcher Homao, President
Willamette t Diversity.
Christian education. The educational
spirit in these pioneer days of the church
In the colonies Is well summed up
these words of Bishop Asbury: "If we
cannot have a Christian school, that is
a school under Christian discipline and
pious teachers, we will have none.'
This ringing declaration has been sound
ed forth again and again In the reso
lutions of annual conferences and gen
eral conferences of Methodism. This
profound conviction was clearly set
forth in the declarations of the general
conference educational committee in
18fi5 when It said.:
"The chief object presented to the
church, for connectlonal contributions,
is the foundation of a permanent fund,
to be called 'the centenary educational
fund.' the Interest only of which is to
be employed in aiding our Institutions
of learning, and in helping poor young
men to prepare themselves for the mln
istry at home, or for the missionary
work abroad. A more practical or more
sublime design Is hardly possible to
the denomination. Our more thought
ful and far-seeing contributors will,
doubtless, give to this object more
largely than to any of the ' others
named. It Is the one object to which
every member of the church, it is
hoped, will contribute something, in
asmuch as it is. of an me ODjects
named, the most thoroughly connec
tlonal and the most clearly monument
al. A permanent fund of $1,000,000. or
more, will be a- monumeuiai iubuiu-
tlon. more lasting than brass, to carry
down to posterity the gratitude of the
Methodists of 1866. as testified by the
centenary gifts. It will form, at the
same time, our most beneficent legacy
of the centenary year to the century
that is to follow.
Specific Objects Commended.
The Methodist centennial year ' book
also states that the committee or ioto
specifically named six distinct educa
tional objects to he commended to the
liberality of Methodism. These were:
1. The Garrett Biblical Institute at
Evanston.
?. The Methodist General Biblical In
stitute at Concord to be removed to the
vicinity of Boston.
A Biblical Institute in the eastern
Middle states.
4. A Biblical institute in Cincinnati or
vicinity.
5. A Biblical Institute on tne racinc
Coast.
. The Biblical school In Germany.
You will notice that one of these was
Biblical institute on the Pacific Coast.
Forty years ago some one was looking
for Lr. and Mrs. Kimball.
The magnillcent programme adopted
was fully siitncient to ennsi wono-nrao
Methodism in the great cause of Chris
tian education. The Intellectual ambi
tion, of John Wesley flashed out of this
crest programme, and the spiritual ar
dor of the founder of the great Methodist
Church burned with unfading luster 1n
the very center of Methodist educational
enterprises. For , lZo years, or mwe,
he spirit of John esley wnen no
founded and maintained Kincswond and
other schools In Kr.gland had steadily
maintained Itself ia the educational in
terest of Methodism. The results of
such a movement, and of such a spirit,
cannot he measured. Only will eternity
reveal what the educational spirit of
Methodism, combining intellectuality and
piety, has done for the human race. It
has given not only to our own church,
but to other churches as well, trained mis
sionaries, trained preachers'. trained
workers of every kind, to develop the
Kingdom of God.
The' Webleyan Movement.
The influence of the educational move
ment of Methodiem was not confined
within the denominational lines of the
Methodist Episcopal Church. Dodd de
clares that "the Wesleyan movement gave
the first impulse to popular education.'
So says the great English historian, so
says Stopford Brooke in his valuable lit
tle work on English Literature." It is
unquestionably true that the educational
spirit of the churches of Jesus Christ
has been the great inspiration to pub
lic education. To the denominations the
public school and the state school owe
their existence. But since. 16 educa
tion has made great strides throughout
the land and throughout the world. To
day great universities adorn the green
award of more than one beautiful campus
where a few years ago were insignificant
buildings, or none at all. Methodttjt col
leges are located In almost every state
In the Union. Thousands of young men
and young women are within the doors
of 54 Methodist universities and colleges
In the United States at the present time,'
Hundreds more are found In our theo
logical schools, academic and mission
schools. Great have been the results
from some of these institutions of learn
ing. "The Wesleyan University, of Mid-
dletown. Conn., was organized in 1831
with a faculty of five members. 48
students. !"to volumes In the library
and a small but unestlmated amount
of property and resources. In 1881.
50 years later. It had a faculty of 20
members. 1M students. 31.000 volumes
In the Horary. $ii.ri0.430 In property and
resources, and an Income for the year
of J47.0:t0. At a later period its grad
uates numbered 1291. of whom 6.13 had
be;n ministers. 48 college presidents.
671 professors and teachers. 24!) law
yers. 73 phvslcians. 71 editors and 164
authors, besides many engaged in sec- j
ule.r pursui's. The Institution also
numbered MS non-graduate alumni,
who were distributed In about the
same proportions as to engagements
In life. The slatiiticlans of the uni
versity estimated that the 633 minis
ters among the graduates had spent
8540 years preaching."
A Mlghly Force.
Si.cli a lnifclity force of God's labor
ing men has certainly led thousands of
souls into fellow. dilp with Christ.' Yet
thefc stutiMlr-- arc i'5 years old. That
v Itc-h lif t In .vi li ce of Wesleyan L'nl-versi-
hr- hNcv isc been true In lesser
degr-'e f,f p. jMii, ally every college cr
university in Methodism. From out of
these Institutions have gone ministers
and missionaries and Christian work
ers to inspire the world by their lead
ership in all those lines of religious
life, intellectual activity and industrial
Integrity which they have entered. A
number of the states of .this Union
have most assuredly had their history
largely . molded by the graduates of
our schools.
For the last 150 years or more the
Ideals of John Wesley concerning a
Methodist school have remained the
same. The position has always been
that character was an absolute neces
sity in order that Intellect might accom
plish its greatest work in the world; and
likewise the position has been that in
tellect must be trained in scholarly lines
under devout as well as able teachers
in order to reach Its highest sphere of
usefulness. We have never believed as
a church simply in drill exercises, that
the mind might master certain methodi
cal lines of Instruction in order that the
mind, working with the hand and the
arm, might produce gold. We have
never believed, likewise, that mental
drill, that simply had as Its goal indus
trial success or commercial supremacy,
was the right ideal for a college. We
have never believed that It was suffi
cient to turn a man out of school as a
ftnls-hed product when all he had ac
quired in college was a profession, the
power of which was to be used to make
money. We have believed that no man
was fully educated until he was edu
cated from the character standpoint as
well as the mental standpoint; until his
moral nature responded to the highest
Ideals, while his Intellectual powers were
properly trained. The result has been
that in all of our schools we have be
lieved it to be one of our supreme alms
to get the souls of men into communion
with the Infinite God.
Great Men of the "World.
It has been the experience of the
Church that the men who received
glimpses of an eternal world with
eternal possibilities and eternal rewards
became really the great men of the
world. One John Wesley, with his
mighty soul, has been worth to the world
a. hundred tiear-tninKing philosophers
who lived an impure and unholy life.
One Bishop Simpson with his purified in
tellect, his exalted speech, his boundless
faith, his sterling integrity, has been
worth . to the human race a thousand
well-educated politicians who have gone
down In history with name and fame
besmirched by Impurity and dishonest
methods. Because of these things Meth
odism has believed that religion and edu
cation go hand In hand. To that end.
even in our colleges and universities,
we have been accustomed to hold spe
cial meetings and to make special, pleas
and personal appeals to young men and
to young women to get their spirits Into
touch with the great spirit of the uni
verse. The presidents of the Methodist
colleges and universities of this land
have so felt the need of this soul con
tact of the individual with God that
they have longed and labored that not
one student might graduate from the col-
ege courses of our schools without giv
ing his heart to God: likewise down un
derncath all outward appearances there
exists In the hearts of the faculties of
our institutions the supreme motive to
ead everv student into fellowship with
Jesus Christ; and the rank and file of
Methodism are in sympathy with this
lofty ideal. The motive Is not to make
them Methodists; the motive Is to make
them Christians. The method is not to
compel them; the method is to win them.
What of Future Ideals?
In order to accomplish these ideals we
have steadily maintained and believed
that our especial field as a church -was
along the lines of academic education.
To this line of education we have faith
fully adhered. We have persistently re
fused to be drawn away from the mak
ing of leaders, from the developing of
souls, from the inspiring of human
hearts, from the transmission of great
ideals, from the work of lifting men up
to God. and bringing God down to men.
The result has been that we have turned
out bishops by the score, missionaries
by the hundreds, preachers by the thou
sands and strong Christian workers a
multitude.
What now shall be the ideals of the
future? Shall we steadfastly continue In
the same methods and with the same
motives as in the past decades? Or shall
we turn aside from the beaten paths of
academic education and take up other
ines?
Great are the demands In these days.
for this is the age of commercialism, the
age of , industrialism. Never was there
greater ambition on the part of men
to secure that kind of an education that
would ' bring money into their pockets.
Never was there an age, perhaps, that
was so commercially inspired and Indus
trially dominated as the age in which
we live. Sometimes it seems as though
some of the" educational policies of tho
times were mere fads, but more and
more does it become manifest that com
mercialism and imiustrialism' are the
ends sought in the education of multi
tudes of tiie American people. In every
comniunlty there are those who want
to sludy domestic science, music, medi
cine, law; those who desire the establish
ing of trade schools, civil and mechanical
engineering, forestry and many other in
dustrial pursuits. Because of the mar-
BltlTISH SOCIETY LION SOON
TO VISIT AMERICA.
f -
V
r
MarqulM of Aufflesey.
NEW YORK. Jan. 23. (Spe
cial.! The Marquis of Anglesey
Is to be seen In America soon.
He and his cousin. Bertie Paget,
are due here about January 27.
They will have a good time in
New York society, with which
both of tiicm are well acquaint
ed through Its representatives in
London. Auyie.'-ey js tiio man
who n:is f ported madly In love
with Krlnce "1'at" of Connaught.
She wanted lo marry him. but
rfi-S'iir of st'U" forbade, tint Is
if rumor Is credible.
4
velous resources of the country and the
remarkable possibilities of -wealth-getting,
these lines have been pushed be
fore the notice of tho American people.
To this call for these special drill lines
of education many people are respond
ing; their sons and daughters are becom
ing fascinated with the money-making
prospects connected with these special
lines of work.
Jn view of these facts, what, then, shall
be the course of Methodism? Shall she
continue to maintain her old ideals, and
steadfastly pursue her endeavor to edu
cate leaders? Shall she made It her busi
ness to develop great Ideals of character
and great ideals of scholarship? Shall
she confine her efforts in the way that
she has been- confining them in her pre
vious history in large measure? Or shall
she take up all of these lines of educa
tion that are fostered by some of our
great universities, and attempted by some
of our smaller Institutions of learning?
Shall slie cease to have as her supreme
purpose the development of brains and
character, of intellectual and moral force,
and at the same time and side by side
with these seek to develop industrial and
commercial pursuits?
Some of our educators are saying today
that this broad policy of incorporating
the industrial and commercial pursuits
Into our educational institutions is the
proper policy. Some are saying that it is
not the proper policy.
Methodism's Problem.
We are Inclined to believe that the so
lution of this whole problem is a question
of results. Will the old scholastic ideals
produce the best resuts? Will the train
ing of leaders, of thinkers, or scholars, of
executives, of statesmen, along the lines
of brain and character development pro
duce greater results for the world? Or
while doing this work will the training
of workers In Industrial lines and com
mercial lines for all kinds of pursuits
yield a richer harvest for the church and
the world in coming years? And. again.
Is Methodism rich enough at the present
time to care for all lines of education?
Has she the millions to put into indus
trializing and commercializing the race
In addition to the millions that she needs
to Christianize the race through her
Christian institutions? And if she has
the millions. Is ehe justified, as a great
church militant, to pour those millions
Into the development of commercial and
industrial education, while she still fails
to, set aside sufficient millions for aca
demic education? If Methodism has the
millions that would enable her to depart
into these forms of industrial education,
and if by so doing she could thoroughly
Christianize the students In these de
partments of education, and thus prove of
Inestimable value and everlasting good to
the tolling millions of the world, then,
perhaps, it might be well. If she could
assist In adding to the Integrity of the
great commercial interests of the race. If
by engaging in these forms of education
she could develop the Golden Rule and the
"second- commandment," perhaps it might
be well. In short. If she could serve the
race as well by methods of industrial and
commercial education as she can by the
methods of academic education, it might
be worth while to engage in all the lines
of education, provided the millions were
forthcoming for all these purposes.
Division of Educational Work.
But It Is a question as to whether Meth
odism is rich enough to do these things,
and' as to whether she could Christian
ize as well se educate the students in
these special lines. It is very certain that
she cannot Christianize unleBs she has
the opportunity to Christianize; that she
cannot Christianize her students unless
they are underneath the Influence of
Christian teachers and Christian leaders:
that she cannot develop them morally
and spiritually, as well as Industrially,
unless there is thrown about them a
moral and spiritual atmosphere. If all
the conditions necessary to moral and
spiritual welfare were thrown about all
of the students who come under her care,
then It might be possible for her to ren
der great good by the, use of all the va
ried means of education; but until this
can be done, until the millions are forth
coming whereby such schools can be prop
erly supported, until tho leaders are in
stalled whereby Christian influences can
be maintained, it will still be a question
In the minds of many of the host and
greatest people engaged in denominational
education as to whether 1t Is advisable
to engage In all forms of educational ac
tivity. We hope the day will come when col
legiate education will be given over to
denominational colleges, and when the
great state Institutions shall devote their
energies to industrial and commercial ed
ucation and post-graduate work along all
lines. We believe the statesmanship of
this country will one day recognize the
need Qf such action.
What Oregon Sliould Have Done.
If the original law of Oregon had been
maintained, the state of Oregon might
have had one of the finest and greatest
educational systems of the civilized world.
Here in Salem would have been centered
a great State University and a great Ag
ricultural College and a great Normal
School. One set of buildings, ono great
faculty, one board of reents, and a unit
ed state would have combined to develop
an educational policy that would have
attracted world-wide attention. No dupli
cation of courses, or of taxes, or of
boards of regents, or of buildings, would
have vexed the people or tormented the
lawmakers. Selfishness would have been
reduced to a minimum, and the rights of
a heavily taxed people protected. .
Then the denominations could have cen
tered here around the state educational
institutions. They could have done the
collegiate work, and the state could have
done the rest. I do not say this would
have been, hut I do say that this is what
the greatest educational philanthropists
1n this country believe ought to be. And
I predict than 100 years hence more than
one state in this Union will long for re
lease from the complicated, separated,
duplicated, much-berated educational sys
tems that we are now promoting.
Today in one great state of the Union
the battle is on about a duplication of
taxes for the support of engineering
plants in both the State University and
the Agricultural College. And when a
denominational college adds Industrial
and commercial education, it asain taxes
its own church people for the support
of such schools.
Advanced Education Here to Stay.
A centered, concentrated, united educa
tional policy Is therefore of great Impor
tance to all the p?ople, and would make
famous in history the state that would
adopt It. Advanced education is here to
stay. The High School has almost taken
the place of the college of 5) years ago.
When the High School student leaves the
home for college. let him enter the atmos
phere of the denominational college in
the still formative period of ills life. And
when he has readied maturity, let him
pursue his professional post -graduate
course in the great state post-graduate
schools.
You will sec that I am not antagonistic
to state education, but that I d;sire that
It shall reach its highest sph?ro of use
fulness. I am saying (1i?s? things, not as
the president of Willamette University,
but as a lover of tlv.' mcA of men. If
such a plan ha.! b?en adopt d, Willamette
University might not liaw b'rn aiiy
greater than it is at pveaent. and miRMt
n?vfr b? any ?r tr :han it now Is. Hut
fh unnuTni?r?d millions of Oregon thai
ar yet to be would reap the r waru.
With such an educational sysfm. stnt's-
ni n niillUiuuiv s would pour thir trens-
crrB of gold irvo Itc
dnca;
io'ia' mo
would s
mvnts of the rtai?. Th
tat
hundreds of thousands of dollars. The
name of Oregon and the fame of her ed
ucational system would be known
throughout the civilized world. Students
from all nations would gather here In
the salubrious climate of this great land.
And the world would see the power of a
great state centered In the development
of men.
Remember. I do not say it would be
so today. But 50 or 100 years hence
it would be so. Educational systems
are built for a thousand years, and
statesmen ought to plan with that In
view.
God speed the day when the educa
tional forces of church, state and Na
tion will all be joined in one grand,
irresistible educational movement for
the Christianizatlon and civilization of
the race. With such a policy In force,
well might the denominational colleges
continue to bring forth fruit as here
tofore. Wonderful Fruits.
The fruits of denominational educa
tion along the old lines are simply
wonderful men In all pursuits of life.
Seven of the Supreme Court Justices of
the United States of America were edu
cated In our denominational colleges.
Seventeen of the college-bred Presi
dents, out of 19. in the history of the
United States of America are out of the
denominational colleges of this coun
try. Governors who are leading in the
forefront of the battle against wrong,
whether in public or private lite, in
this country, are many of them out of
our denominational colleges. Thou
sands of the famous people entitled to
recognition as among the great men
and women of the United States, are
the product of these same influential
schools. On the basis of percentage,
the denominational school has much
more than Its share of glory In the
history of this country. The manifest
reason for this Is that while these men
were developing great brain power,
great mental aDiniy 10 jjiappic m
problems and difficulties and situa
tions of paramount Importance, they
were at the same time developing a high
moral consciousness that purified their
motives and kept them from moral
blindness.
In the development of such men Wil
lamette University has her share of
glory. In the days gone by she gath
ered in the boys and girls from the
valleys, the mountains, the log cabins,
the villages and the farms; and out of
raw material she sent forth a finished
and creditable product.
If we have been correctly informed,
the former students and graduates
from Willamette University have suc
cessfully filled important positions as
preachers, missionaries, teachers, pro
fessors, congressmen. Judges of County
Courts, of S-jperior Courts, of Circuit
Courts, of Supreme Courts, of United
States District Courts, editors, authors,
explorers, municipal officers, physi
cians. United States Senators. Gover
nors. United States Attorneys, Consuls,
Secretaries of State, United States Sur-
'ill IIS
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Senate and Speakers of the House of
Representatives.
Mighty tollers have graced the Presi
dency of- this Institution, while conse
crated men and women have filled tha
ranks of the faculty. Preachers and
laymen have put their life's blood lnta
maintaining old Willamette. Great
souls were these all living souls, lov
ing souls, with an unquenchable pas
sion and a tireless Industry that would
not brook defeat. Back to them flow
the heart's love of hundreds of former
students. Their names may not be
cut In marble, but they are enshrined
in a host of human hearts.
Willamette University is now passing
through her sixty-fifth year, her year
of diamond jubilee. and friends in
crease -with her increasing years.
Great hearts have poured their wealth
of gold into the buildings on her cam
pus and into her maintenance funds.
No princely philanthropist of the East
has yet touched her campus' with a
wand of gold-giving power, but let us
hope that soon they may. Still let
us be glad that in Oregon's climate. In
spired by her majestic mountains and
fertile valleys, there lives a man who
has immortalized himself and crowned
the glorious history of "Old Willam
ette" by building Eaton Hall. And oth
ers are seeing the same kind of visions
and dreaming the same kind of dreams.
Is It too much to hope that this
fine student body shall be greatly
multiplied year by year? May we not
expect that, to support a first-class
course of study, such as we now have,
and a high-grade faculty such as now
graces the "halls of Willamette Uni
versity, multiplied thousands may flow
Into her treasury?
The Irresistible eloquence of the great
cause of education pleads for the splen
did fulfillment of these earnest hopes.
With a full realization of the greatness
of the task. Inspired by the results,
and spurred on by the needs, let us
joyfully accept the cross and gloriously
win the crown.
Radium as Heat Supply.
Harper's.
It is probable.that the presence of heat
producing radium in the earth will pro
long that cooling process from which
scientists predict the ultimate death of
our planet. There are 20.000 tons of ra
dium dissolved in the waters of the seas
and more than 1.000.000 tons of radium
contained In the sediments which are de
posited over the floor of the ocean. Sci
entists calculate that the earth is already
about 100,000,000 years old. and with thl
amount of radium still in existence it
would not seem necessary to apprehend!
a near fulfilment of Mother Shipton'a
famous prophecy.
Sound or Poor Opinions.
Exchange.
So many poor opinions are expresses
In a loud and confident voice!
III
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