|
 From
Memoirs of A. Campbell, by Robert Richardson (V. 2, p. 465-f),
we give this background for secular schools operated by
brethren. Without agreeing with Campbell's conclusion, we would
like to invite an objective look at his thoughts, in his times
and circumstances.
------------------ --
It
was at the period of the French Revolution, and on the evening
of the day when the destruction of the Bastille had filled the
palace with terror and the Assembly with surprise, that (Prince)
Talleyrand was appointed one of eight members to draft a
constitution. It was at this singular junction in human affairs,
when popular frenzy, ns it were with volcanic power, upturned
the very foundations of society, and amidst frightful
desolations threw up from the depths of human nature many
precious gems of original and unrecognized political and social
truth, that the Constituent Assembly, considering that the best
means of giving stability to its reforms was to cultivate the
understanding of the people, committed to Talleyrand the most
extraordinary task ever undertaken by an individual in charging
him to produce a plan of public instruction which should prepare
the coming generations for the lofty destiny supposed to await
them.
Previously,
education had been entirely in the hands of the clergy, but the
author, breaking away at once from all conventionalities,
established usages and narrow systems, proceeded boldly to
consider the whole subject of education in its origin, its
object, its organization and its methods. The subject was thus
treated for the first time, with an immediate view to national
ends. Education was contemplated
| |
as required not only for all ages, but as
addressed to the understanding, the powers of which were to be
developed; to the soul, whose moral instincts were to be
awakened; and to the body, whose activities and strength were to
be improved.
******************
This
magnificent scheme, which embraced the development of man's
physical, intellectual and moral nature, and which even gave to
moral culture a special prominence with a view to render all
goad and useful citizens, was, nevertheless, strikingly
defective in assigning to moral principle no other origin than
the understanding and no other sanction than more utility.
According to the spirit of the times, morality was based
entirely on temporal motives, and no reference to any religious
sentiment was admitted.
The
system projected by Mr. Campbell, who depended entirely upon the
resources of his own capacious mind and enlarged experience and
observation, presented the same great objects and the same
comprehensive classification, but it differed radically from all
preceding measures in making the Bible the basis of all moral
culture. (Emphasis mine, rft)
----------------------
Quotation
continued next month. We see here the "social gospel"
aspect of the French plan; and as Campbell connected church and
school, we must charge him with the same error. But note his intended
use of the Bible.
[Previous
Article] [Next
Article]
|
