Cedarville College Bulletin, October 1922

advance learning and perpetuate it to posterity, dreading to leave an illiterate ministry to the churches when our present ministers shall be in the dust."-From First Fruits of New England. "Nine-tenths of the calamities which have befallen the human race had no other origin than the union of high intelligence with lbw desires. "-Macauley. "Character is higher than intellect. A great soul will be strong to live, as well as to think."-Emerson. "Religion more than anything else makes a whole out of life, relates it to the universe as a whole and directs it to the ultimate ends. "-Eucken. "Exclude religion from education and you have no foundation upon which to build moral character."-EZiot. ''The right instruction of youth is a matter in which Christ and all the world is concerned."-Luther. "Christianity has been the mother of all modern education." -James McCosh. "Secular education is only half an education with the most important half left out."-Sir Robert Pell. "To educate the reason without educating the desire is like placing a repeating rifle in the hands of a savage."-Herbert Spencer. "The boy's purely mental part, if we could separate it, is not what most needs education. The central task of education is the training of the will."-President Faunce of Brown University. "To receive no religious impression at all is exactly equivalent to receiving an impression that religion is unimportant."-George A. Coe. "The view which draws a sharp line of distinction between the spiritual life of a youth and all the rest of his life is fundamentally erroneous. It ignores the unity of education and the unity of the youth to be educated. The whole process of developing a child, and that is what education is, must necessarily be one process, just because the child himself is a unit. We cannot separate him into parts however much we may desire to do so. He is not a body plus a mind plus a heart plus a will; he is just a human being in the making, and whatever influences are brought to bear upon him are brought to bear upon the whole of him. Whether the school aims to do so or not, whether it knows what it is doing, it is not merely instructing an intellect-it is actually making a man-some kind of a man. "-James E. Clarke. "The question to be asked at the end of an educational slep is not 'What has the ·child learned?' but 'What has the child become?' "-J. P. Monroe. -5-