LC 368 .H34 1919 
 Haithcox, Henry C. 
 
 Schools and the Christian 
 school 
 
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 Hoi 5 
 

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 SCHOOLS AND TH 
 CHRISTIAN SCHOOL 
 
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 BY 
 
 HENRY C. HAITHCOX, D. D. 
 
 Jor. 0- Te .tr\Oi 4 <n; , 
 
 e*) 
 
 BOSTON 
 
 RICHARD G. BADGER 
 
 THE GORHAM PRESS 
 
 UL 15 1919 
 
 ■06ICAL 
 
Copyright, 1919, by Henry C. Haithcox 
 
 All Rights Reserved 
 
 Made in the United States of America 
 
 The Gorham Press, Boston, U. S. A. 
 
FOREWORD 
 
 T HE writings on the following pages are medi¬ 
 tations rather than dissertations or essays. 
 They are visional rather than discursive arguments. 
 They are tellings rather than persuasive entreaties. 
 They are glimmerings and foregleams rather than 
 historical notations. They are revealments of faith 
 working by love rather than affirmations, though to 
 the writer faith and science interblend and color 
 things seen. If the reader be helped to see Him 
 who is the light and love and life of the world 
 and he be moved to tell others about Him, the 
 mission of the author will be well served. To 
 awaken thought, to point toward the source of light, 
 to enkindle love for the supernatural in the natural 
 and help to adjustments to the Eternal in words 
 and works, is the supreme purpose of the author. 
 
CONTENTS 
 
 Chapter Page 
 
 I. The First School. 9 
 
 II. The First School Government. 13 
 
 III. The Means of Government. 15 
 
 IV. The First School—Another Pupil?. 18 
 
 V. The First School—Effects. 21 
 
 VI. The Shadow Christ. 24 
 
 VII. The School of Faith. 27 
 
 VIII. The School of Morality. 30 
 
 IX. The School and Religion. 35 
 
 X. The Parochial School. 43 
 
 XI. The School and Common Sense. ... 46 
 
 XII. The Normal Schools. 5 ° 
 
 XIII. The Christian School. 53 
 
 XIV. Christian Teaching. 59 
 
 XV. Creative Power Localized. 63 
 
 XVI. Causes and Consequences. 68 
 
 XVII. Adjustment. 7 2 
 
 XVIII. Where the Supreme Word of God Is 76 
 
 XIX. How and Why the Word of God is 
 
 There . 80 
 
 XX. The Christian School’s Supreme 
 
 Work . 83 
 
 XXI. The Schools and the Word of Man. 87 
 
 XXII. The School and the Word of God. . 91 
 
 XXIII. Two Visions—The Somatic and the 
 
 Psychic . 96 
 
 XXIV. The Pneumatic Vision. 101 
 
 XXV. Restitutional Education. 106 
 
 An After Word. 112 
 
 5 
 
SCHOOLS AND THE CHRISTIAN 
 
 SCHOOL 
 
Schools and the Christian School 
 
 CHAPTER I 
 
 THE FIRST SCHOOL 
 
 W HENCE comes the school? What is the 
 idea of a school? Does number enter into 
 it ? What has thought to do with it ? Is the school 
 a thought generator? Is it a thought leader? A 
 thought imparter? an action director? a company 
 of moving thinkers with a leader? What is a 
 school ? Whence is a school ? 
 
 The word (school) is hard to find in the litera¬ 
 ture on the mineral kingdom. Dust does not move 
 in schools. Rocks do not form and rest in schools. 
 Waters do not flow in schools. Clouds do not form 
 in schools. Stars do not shine and move in schools. 
 But all these are used by schools. Thoughts are 
 given to them and enkindled by them. The litera¬ 
 ture on the mineral kingdom is extensive. The 
 elements and forces of this kingdom are rich foods 
 for thought, but none of them, nor all of them are 
 a school. Dead things do not form schools. The 
 kingdom of the dead has no school in all its realm. 
 
 Whence is the school? The earth was without 
 form and void. No school there. Darkness was 
 upon the face of the deep. No light flashed there. 
 
 9 
 
IO 
 
 Schools and the Christian School 
 
 But the Spirit of God moved upon the face of the 
 waters and light soon flashed. God spake, and light 
 appeared. God spake again and life appeared. Six 
 times God spake and six times light and life ap¬ 
 peared. But where is the school? Whence come 
 the clouds? Where did first move the Spirit of 
 God? There first appears the school. According 
 to the articulated and lettered word of man, the 
 school appears first in the waters. The living crea¬ 
 tures of the waters move in schools. The school 
 is a thing of life. There the living creature moves 
 in companies, in droves, in herds, in flocks, in multi¬ 
 tudes, and in hosts. A school is more than one. 
 
 Whence comes even that idea of a school? Not 
 from the fish. Not from the ant. Go to the ant, 
 thou sluggard, consider her ways and be wise. Who 
 said that? Not the beast. Not the bird. Not the 
 serpent which so oft deceives man. It was man, 
 the Thinker, who so spake, and who spelled out 
 the word, school, and applied it to the living crea¬ 
 tures of the water, and the company of human 
 beings, for teaching and learning—for thought 
 awakening and thought multiplying, and thought 
 exploiting in the earth and in the starry heavens. 
 Man, man, man, is the thinker, talker, namer of 
 the school. He was first to catalogue the elements 
 of earth and to name the moving creatures and the 
 
The First School 
 
 II 
 
 stars. And Jehovah brought them unto Adam to 
 see what he would call them. And whatsoever 
 Adam called every living creature, that was the 
 name thereof. Man is the naming teacher—the 
 school teacher? He is the teller. Where is the 
 school ? 
 
 Where was the first school? In Eden. At first 
 there was only one pupil. Then there were two. 
 And then three ? Who was the teacher ? He 
 who spake and it was done, who commanded and 
 it stood fast. By the Word of the Lord were 
 the heavens made and all the host of them by the 
 breath of His mouth. He breathed into man the 
 breath of lives, and man became a living soul. 
 Jehovah God was the first teacher of man, the first 
 school organizer. It was a co-educational school. 
 One man and one woman were the pupils. The 
 place was not a cave, not a porch, earth was fruit¬ 
 ful where flowers bloomed, where fruits matured, 
 where birds sang, and where God and man loved 
 and smiled and had glad fellowship—there began 
 the school. It is the prophecy and a promise of 
 what the Christian School will do for man. This 
 beginning is typical of the ending. Here is the 
 Alpha. Some time, the fulness of time, yea, the con¬ 
 summation of all things, where time blossoms into 
 eternity, the Omega of this first school will appear, 
 
Schools and the Christian School 
 
 12 
 
 and the First and the Last will be one in thought, 
 in love, in purpose, in learning, and in glory and 
 honor. 
 
CHAPTER II 
 
 THE FIRST SCHOOL GOVERNMENT 
 
 1. By what laws governed ? 
 
 2 . What were the results? 
 
 E VERYTHING is governed by law. The fine 
 dust of the balance settles by law. The great 
 rock is formed by law. The water flows by law. 
 The wind blows by law. The sun and moon and 
 stars shine by law. The heart beats by law. Law 
 governs thought , feeling, and will. The manifesta¬ 
 tion of the spirit of man is under law. The Spirit 
 of God moves and guides through law. The Son 
 of God was born of woman and made under the 
 law. The Law of Jehovah is perfect. The School 
 of Jehovah is governed by law. What law? 
 
 i. The law of faith. Man is a believer. He be¬ 
 lieves in himself, in the world in which he lives, 
 and in God the adequate cause of the heavens and 
 the earth. He recognizes law, the law of cause and 
 effect, and acts accordingly. When he obeys law 
 he feels safe. When he disobeys he fears. In the 
 first school the law of faith prevailed for a time. 
 The pupils were at peace with their teacher, Je¬ 
 hovah, Lord, Master. And the Teacher said, Very 
 good. 
 
 13 
 
14 
 
 Schools and the Christian School 
 
 2. Then there was the law of love. The Teacher 
 loved his pupils and all his appointments for them. 
 The pupils loved their Teacher and their fellow¬ 
 ship was delightful. Love was in the breathing 
 air, smiled in the blooming flowers, sang among 
 the leaves and birds, and talked softly in the voice 
 of the Teacher. Love pervaded all and reigned over 
 all. 
 
 3. There was also the law of works. Faith 
 worked by love. Obedience was sweet, cheerful, 
 joyous. Heaven smiled and earth was glad. 
 Teacher and pupils were of one accord. His com¬ 
 mands were those of wisdom speaking in love. Their 
 obedience was that of love moving in wisdom. 
 Commandment and obedience were of the spon¬ 
 taneity of light and love. God is love. His law 
 is the law of love. Anchored by faith obeying in 
 love, the pupils were blissfully happy. Every word 
 of God was pure. Every act of pupil was glad¬ 
 some. Environment was inspiring and comforting. 
 The spirit of the school was cooperative, reciprocal, 
 and most edifying. The morning stars sang to¬ 
 gether. Heavens benedictions echoed everywhere. 
 
CHAPTER III 
 
 THE MEANS OF GOVERNMENT 
 
 1. What is language? 
 
 2 . What is word language? 
 
 3. What is the use of language? 
 
 F AITH, love, works, these three. All are neces¬ 
 sary and abiding in the Christian School. 
 * 
 
 They were in the first school. Faith worked by 
 love. Faith works by love yet. What is the means 
 in which faith is marked? and love is guided, and 
 works are commanded ? It is language. 
 
 What kind of language? Sign language? Yes, 
 and more than sign language. Thus men have 
 shown their faith and love and works. The sign, 
 the symbol, has its place yet in man’s education. 
 It may have been used in the first school. The 
 Teacher did not need it, but the pupils did. In 
 the first school the Teacher created and formed the 
 organs of speech, and gave power to express thought 
 by language. He needed not the sign, nor its voic¬ 
 ing, but the pupils needed both. Love moved the 
 Teacher to supply this need. To supply need is the 
 function of true love. Therefore sign language and 
 power to interpret it. Therefore articulate lan- 
 
 15 
 
i6 
 
 Schools and the Christian School 
 
 guage and power to voice it. Therefore word lan¬ 
 guage and power to articulate and spell out by let¬ 
 ters the thought. This word language became the 
 abiding means of fellowship between Teacher and 
 pupils, between man and man, between man and 
 God. By the word, faith and love and works are 
 united. Faith comes by the word. Love is made 
 sure by the word. Works are directed by the word. 
 The word is the rule of faith and of love and of 
 life. So it was in the first school. 
 
 Why is the word so important? Because it ex¬ 
 presses thought, love, and the life purpose. It does 
 more. The works of God in the material kingdoms 
 do this. The rocks, the rose, the bird, express the 
 thought and love and purpose of God. But the 
 word does more. It is the articulate expression of 
 thought and love and purpose. It is yet more than 
 this. It is the lettered expression of thought and 
 love and purpose. Thus the word becomes litera¬ 
 ture. And as human thought and love and life 
 purpose are in the word, literature is human life 
 in letters. As the word language is the means of 
 showing forth human life in letters, literature is 
 such revealment of human life. And the first 
 Teacher, in order to show His thought and love 
 and purpose to His pupils, put them into man’s 
 word spoken by man’s organs of speech and recorded 
 
The Means of Governmeiit 
 
 17 
 
 in letters formed by man’s hand. Thus the Jehovah 
 Teacher kept in fellowship with His pupils. Thus 
 His pupils could know His loving purpose and do 
 H is will. The word became the abiding and sure 
 means of teaching and of learning, of true faith, 
 of pure love, and the guide of right living. The 
 word expressing the thought and love and will of 
 God, is the divine life in letters. Such a word is 
 a sure guide for the human teacher and pupil. Such 
 word is spirit and life, the presence and reign of 
 God in literature. And such was the mission of 
 the word in the first school. Man can see him¬ 
 self in a drop of water. He can see himself in a 
 word, and he may see God in both, if he has the 
 eye to see. 
 
CHAPTER IV 
 
 THE FIRST SCHOOL-ANOTHER PUPIL? 
 
 i. What and who made trouble in the first 
 school? 
 
 I N the first school the teacher was creative. He 
 knew all things. He organized well. He taught 
 wisely. He governed for character forming. The 
 pupils were docile. All were harmonious. It was 
 a divine idea materialized. It was paradise. 
 
 But another appeared. A strange discontent dis¬ 
 turbed the peaceful calm. A questioning voice was 
 heard. It seemed to be the voice of a siren, but it 
 awakened doubt. Curiosity with Desire crossed 
 the border line. Appetite moved the will. The 
 carnal mind asserted itself. The natural mind be¬ 
 came aspiring, ambitious. The things of the Spirit 
 of God faded out of the minds of the pupils. The 
 words of the Teacher became hazy and were mis¬ 
 quoted and misinterpreted. Their faith was weak¬ 
 ened. Their love was perverted. Their choice 
 was erratic. Fear took hold of them. The presence 
 of the third pupil, at first pleasing and promising, 
 became foreboding. Learning became more difficult, 
 truth and error harder to discern clearly. Some- 
 
 18 
 
The First School—Another Pupil? 
 
 19 
 
 thing deceptive crept over the life. The approach 
 of the Teacher caused a tormenting fear. Paradise 
 became foggy. Clouds hid the sky away. Dark¬ 
 ness crept over all. The voice, once so true and 
 loving, seemed more like muttering thunders calling 
 for judgment. The pupils fear and seek hiding 
 from the presence they once loved. Why this 
 change in them and about them? 
 
 This is the reason why: The third pupil had in¬ 
 sinuated himself into the place of teacher. He had 
 beguiled the pupils. He had cunningly put his 
 thought into their minds. He had wooed their 
 love. He had captured their wills. He had led 
 them from faith in their creative teacher unto faith 
 in him, a creature assuming the role of a true 
 friend. He had succeeded in getting his word into 
 their hearts, and the words of their creative teacher 
 faded away. In time of temptation its growth 
 withered away. The thorns sprang up with it and 
 choked it. The paradise, the school beautiful and 
 fruitful, became paradeath, the school of deception 
 and fear. The deceiver became popular. Cunning 
 and guile were at a premium. Sense ruled soul. 
 Appetite dominated reason. Natural mind clouded 
 spiritual vision. The pupils stumbled and fell. 
 The self-constituted teacher did it. He went out of 
 his place and led the pupils out of their place. 
 
20 
 
 Schools and the Christian School 
 
 He deceived them. They assented to his leadership. 
 He fed the carnal mind to surfeiting. He aroused 
 the natural mind with ambition high as the gods. 
 Ever since home and school, church and state, have 
 been moved by fears, suspicions, jealousies, hatreds, 
 wars, blood shed, and death has reigned over man¬ 
 kind. 
 
 Who is he that hath done all this? The subtile 
 deceiver, the carnal enticer, the nature exalter, the 
 ambitious usurper, the cunning falsifier, the angel 
 that kept not his first estate, called in truth the 
 serpent, the old serpent, the father of lies, diabolus 
 the tempter, the prince and power of the air, the 
 pretending claimant of this world as his bride in 
 her glory, recognized generally as the Devil written 
 large. He is the prince of the darkness of this 
 world. 
 
CHAPTER V 
 
 THE FIRST SCHOOL—EFFECTS 
 
 1. What effects? 
 
 2. Why these effects? 
 
 T HE effect has a cause. The creature has a 
 creator. The school is a creature, and effect. 
 It has a creative cause. Its creative cause is ade¬ 
 quate. Its adequate cause is its teacher. Its teacher 
 is God. In the beginning God created the heavens 
 and the earth. He spake and it was done. He 
 commanded and it stood fast. He taught the first 
 school. His pupils trusted, loved, obeyed Him, and 
 that school was Paradise. Creator and creatures, 
 teacher and pupils, school and environment were 
 harmonious. The true and the beautiful and the 
 good were in ideal blending. The spirit and soul 
 and body of man were an ideal organism. Teacher 
 and pupils, heaven and earth, were harmonious. 
 Peace and glad content were everywhere. All this 
 was the effect of the creative teacher, love giver, 
 Jehovah, whose every law was the law of love in 
 righteousness and peace and joy in the Spirit of 
 God. 
 
 When the intruder came all here was changed. 
 
 21 
 
22 
 
 Schools and the Christian School 
 
 A difference between teacher and pupil appeared. 
 The inner light of the pupil became dim. The soul 
 of the pupil became doubtful, hesitating, confused. 
 Thought appeared contradictory. Affection wavered 
 between two. The will put hand on the forbidden 
 fruit. The appetite moved the hand. The body 
 appeared on the throne. The soul with ambition 
 took the scepter. The carnal mind joined hands 
 with the natural mind and made the spirit a slave. 
 The upright man of the first Teacher was inverted. 
 Flesh ruled, soul beguiled by the serpent chose and 
 wrought. The spirit of man, the candle of Jehovah, 
 flickered, grew dim and doubtful. The Spirit of 
 God, who brooded over all the earth and smiled in 
 light and breathed in the air, was grieved. Con¬ 
 science of pupils was struck with fear, and made 
 cowards of them. The voice of blame arose. Shame 
 covered their faces. The serpent winked, batted 
 his eyes and smiled. The first Teacher, Jehovah, 
 is hid by nature’s shadow clouds, and darkness. 
 Fears and forebodings take the place of faith and 
 love and peace and joy. The serpent beguiled 
 them and they did eat. The fruit became ashes 
 on the tongue, tormenting fear in the heart, jeal¬ 
 ousy in the eye, hatred on the brow, blood on the 
 hand, and death stalked abroad. Whence come war 
 and bloodshed? From the enthronement of the 
 
The First School—Effects 
 
 23 
 
 carnal mind. From the pride and ambition of the 
 natural mind. The carnal mind is enmity against 
 God. The natural minds know not the things of 
 the Spirit of God. Enmity against God, and envy, 
 jealousy, hatred, war and bloodshed among men, 
 are the effects of material and mental enthronement 
 over the Spiritual. 
 
 The normal and divine order in the upright man 
 is for soul, with all its capacities, to work in the 
 light of the spirit, the candle of the Lord, and so 
 work out salvation through the five senses of the 
 body. But the false teacher, the Serpent, reverses 
 all this, inverts man, enthrones the carnal or the 
 natural mind, and in either case, depraves man in 
 all his nature. Thus the effect is total depravity 
 of man. 
 
CHAPTER VI 
 
 THE SHADOW CHRIST 
 
 1. What is meant by The Shadow Christ? 
 
 2. Why the shadow? 
 
 r I ''HROUGH the false teacher, shadowed by 
 “*• nature, and speaking in friendly terms and 
 with positive emphasis, the pupil assented. Dark 
 and misty shadows came over the school of man, 
 the school of human life. Man’s vision of God be¬ 
 came dim. He could hear echoes of God’s voice, 
 vaguely see forms of God’s presence, feel with fear 
 His approach. Everything seemed to veil God from 
 eye, ear, and heart of man. There was the hiding 
 of His power since the word of another came into 
 the heart. 
 
 The reason why is clear. The spirit of man had 
 turned to learn of a creature rather than of the 
 Creator. The creature’s thought, love, purpose, 
 word, came over the thought, love, purpose, and 
 word of Jehovah. Man’s face was veiled. Man’s 
 vision was dimmed. Man’s heart was thus turned 
 to nature. The inner light, the candle of the Lord, 
 the spirit of man was under the world bushel. In 
 the dimness Satan appeared as an angel of light. 
 
 24 
 
The Shadow Christ 
 
 25 
 
 He gave fair, yea, flattering promises. Present 
 good, temporal pleasure, material gratification, be¬ 
 came the first choice. The carnal mind dominated. 
 The natural mind became serpentine and cunning 
 in its devices. Led captive by the accuser of God, 
 man was sold under sin. The school of his life 
 became full of bitter experiences. He could not 
 get away from God, for the Spirit of God strove 
 with him. The candle of the Lord in him was 
 kept flickering. In that dimness he felt after God, 
 but could not find Him. Man lost God in nature 
 and worshiped the creature rather than the Creator. 
 Man’s mental images materialized and he wor¬ 
 shiped idols. And those idols were himself objecti¬ 
 fied. Self-worship became his habit. But he lost God 
 and himself in nature, in hard nature, even in wood 
 and stone. And yet he could not die. The breath 
 of God was in him. The Spirit of God brooded 
 over him. The lighted candle in him would not 
 go out. God would not leave nor vanish away. 
 Man groaned and travailed in pain. He longed 
 for God, felt in the dark for Him. Light was too 
 dim, nature too heavy and hard, soul too feeble 
 with all its psychic power, the spirit, his own, too 
 weak. Sin-sick he was, and quite too sick to live 
 and not sick enough to die. He was in the depths. 
 The false teacher led him there. Out of the depths 
 
26 
 
 Schools and the Christian School 
 
 he cried. Jehovah heard. Jehovah was near, but 
 he knew it not. The Lord came to man’s help. 
 How ? 
 
 Not as first He came. And yet He was the 
 same Lord, true, good, unchanging. But man was 
 not the same. Man was in the shadow and could 
 see the Lord only through shadow. Henceforth 
 man could see God only through cloud, fire, water, 
 material symbol, and hear Him through human 
 voice. Unbelief, knowing to do good and doing it 
 not, transgressing the law, sin, had buried man so 
 deep. His body was a cabin and a crib to his 
 spirit. His soul, psychic powers, was in the floating 
 fogs and mists. Ghosts and goblins and devils made 
 him fear. Even the God of love seemed fantastic 
 and fear-compelling. The pneumatic mind, the 
 spirit of man, enfeebled and weary, could be ap¬ 
 proached only through the medium of all this 
 shadowing of sin. 
 
CHAPTER VII 
 
 THE SCHOOL OF FAITH 
 
 1. What of faith and school? 
 
 2. What is the relation of faith to life? 
 
 N O faith, no school. What gravity is to mat¬ 
 ter faith is to the spirit of man. What 
 chemical affinity is to particles of matter faith is 
 to the children of men. Without faith it is impos¬ 
 sible to please God or man. Without faith that 
 self is, and that another is, and that there is such 
 a thing as time and place, there can be no school. 
 Where two or three meet together there is a school, 
 the school of faith. The first school was composed 
 of God and man in the garden. It was a school 
 of faith. And the school of all schools, the school 
 of life in all its manifoldness, is yet the school of 
 faith. Faith is its law of gravity, its law of affinity, 
 without which it does not appear. 
 
 In this school we believe that we are, and that we 
 are in a material world. And we speak of the 
 material world as rock, earth, water, and air, be¬ 
 cause we believe it to be such. We say the earth 
 is composed of certain mineral elements, the water 
 of oxygen and hydrogen, and the air of oxygen and 
 nitrogen, because we so believe. We say there is a 
 
 27 
 
28 
 
 Schools and the Christian School 
 
 mineral kingdom, a vegetable kingdom, an animal 
 kingdom, and a human kingdom, because we believe 
 there are such kingdoms. We believe and, there¬ 
 fore, we speak and teach and preach. Our senses 
 testify and we accept their testimony. Our intel¬ 
 lect discerns, discriminates, classifies, because we 
 believe things are and are alike or unlike. We 
 group like things together because we believe it to 
 be the proper thing to do. The sense of propriety 
 and of right so testifies and we classify accordingly. 
 In the changes wrought among material things in 
 form and color and size and relation, we discern 
 the law of cause and effect, and say every effect 
 has an adequate cause. All nature is an effect. 
 All nature has therefore an adequate cause. And 
 this adequate cause of all things is God. In the 
 beginning God created the heavens and the earth. 
 He spake and it was done. He commanded and it 
 stood fast. Man cannot change God’s laws of 
 gravity, of chemical affinity, of cohesion, of life. 
 Man can adjust and relate, but only God can 
 create. 
 
 We talk much about life, because we believe it 
 is. We note and classify its forms and call it 
 vegetable, animal, human, or divine, according to 
 its form, condition, or manner. Though we have 
 not seen life as a distinct thing, pure and simple, 
 
The School of Faith 
 
 29 
 
 yet we persistently believe it is. We study its 
 seed forms and compare it in those forms with its 
 forms of growth and wonder at its power. Take 
 the little seed of the rose and the blooming rose, 
 or the grain of corn and its blooming and earing 
 stalk, or the acorn and the oak, or the little egg 
 and the full-fledged, singing bird. Note the con¬ 
 trast. How wonderful the change! And we say 
 life did it. Yes, life under certain conditions did 
 it. But whence that life? Man cannot produce 
 it. He can take material elements and form and 
 shape and color them, but he cannot give them life. 
 Man can change things in form, color, place and 
 relations of things material, but he cannot give 
 them life to grow and bloom and bear fruit or sing 
 songs. The cause adequate for all this is God. 
 He hath given power to the lily life to transmute 
 the clay into a lily cup clothed in white and golden 
 hearted. He hath given the bird life power to 
 transmute the seed life it ate into the beauty of 
 feather and sweetness of song. He gave power to 
 human life to transmute all lower lives into human 
 literature and human song and human life. God 
 breathed into man the breath of lives and man be¬ 
 came a living soul. God is adequate cause for all 
 this and more. He can make man and all things 
 new, after His own pattern and ideal image. So 
 says the School of Faith. 
 
CHAPTER VIII 
 
 THE SCHOOL OF MORALITY 
 
 1. What is morality? What does it include? 
 
 2. What is its source? 
 
 M ORALS, though singular in thought, is plural 
 in form. Morality means plurality. School, 
 though singular in form, is plural in thought. It 
 takes more than one to make a school. Morals and 
 manners are synonymous terms. We speak of the 
 manners of a person, thinking mostly of his external 
 conduct. We speak of the morals of a person, 
 thinking mostly of his purpose or spirit. The morals 
 of a person, of a school, involves the thought and 
 feeling and purpose and manner of the person or 
 school. Persons form the school, and the morals 
 of the school is the moral quality of it, as revealed 
 in the conduct of the school and the persons com¬ 
 posing it. 
 
 i. The morals of each person may be viewed from 
 different standpoints. He may be viewed as a 
 duality of body and soul. If the body, in its ap¬ 
 petites, passions, and ornamentation, rule the soul, 
 he is morally carnal. If the soul rule the body 
 he is morally of higher intrinsic worth, and what 
 in Scripture is called natural minded. 
 
 30 
 
The School of Morality 
 
 31 
 
 Then the person may be viewed again as com¬ 
 posed of body and soul and spirit. Then if the 
 body rule he is carnally minded. If the soul rule 
 he is natural minded. If the spirit rule he is spirit¬ 
 ual minded. In moral character he is and can be 
 only one of the three types of morality. The low¬ 
 est type is the carnal, which is enmity against God. 
 The higher, or psychical type, is morally natural, 
 but knoweth not the things of the Spirit of God. 
 The highest type of morals is spiritual, pneumatic, 
 receiving the help of the Spirit of God. This gives 
 the spiritual character, the spiritual mind. 
 
 Again, the person may be viewed as to his three 
 fold consciousness, of self, of the world, and of 
 God. If, in the spirit and manner of his life, he is 
 self-centered, egoistic, his morals are selfish. If he 
 loves the world and lets it absorb his energies of 
 body and soul, he is worldly. Even though his 
 motive be philanthropic, his morals are worldly 
 egoistically selfish. 
 
 On the other hand if his consciousness of God 
 prevail, his morality becomes religious. Then he 
 dedicates himself to God, worships God, which is 
 the highest morality. This highest type of morality 
 finds its ideal, its supreme goal, in the Man of 
 Galilee, in whom man is reconciled to God and in 
 perfect fellowship with the Father. 
 
32 
 
 Schools and the Christian School 
 
 Then again man may be viewed as to his treat¬ 
 ment of other creatures. To say nothing of non- 
 vital creatures, like the rock, the pearl, or the ground 
 he plows, mention is made of creatures of life. 
 There is something moral in man’s treatment of 
 plant. Some plants are hurtful to more fruitful 
 plants, to animals, or to man. Good morality 
 chooses the best in everything. Good morality 
 chooses the good, cultivates it to make it better, or 
 even the best. To cause two blades of grass to 
 grow where only one grew is good conduct. To 
 cause a rose to become more beautiful is good work. 
 To so care for bird or beast as to increase usefulness 
 and beauty, gentleness and docility, is good manners. 
 And to so use rock and clay and wood as to make a 
 healthful and comfortable and economic and beauti¬ 
 ful home for a good and happy and beautiful life, 
 is very good morality. And the school has much 
 to do in making or marring all this. Bad morals 
 in the school and in the home is bad for all. Good 
 morals in these schools of training make life better 
 and more beautiful and blessed. And lastly, but not 
 least, the school of morals puts emphasis on conduct 
 of person to person. It stresses the duty of teacher 
 to pupil. The condition, circumstances, needs 
 of the pupil are all carefully noted, and ways and 
 means devised to supply the needs. Abuse is for- 
 
The School of Morality 
 
 33 
 
 eign to good morals. The best use is the behest 
 of good morals. To be true and generous, kind 
 and faithful, in looks, manner, words and deeds, is 
 the fruitage of a good heart, a level head, willing 
 hands and feet, and of a noble soul. So come the 
 wisdom of God and the smiles of heaven for earth. 
 He who spake as never man spake was such a 
 teacher. Learn of me, He said. 
 
 Then there are the pupils. And we are all pupils, 
 differing only in growth and age, in conditions 
 and circumstances. In one thing we are all alike. 
 We are imperfect. We all need adjusting, right 
 attitude, right relations, right spirit and temper, so 
 as to be willing to learn and to be rightly adjusted, 
 for a harmonious whole, the result of good morals. 
 And here is the rule for such a goal. All things 
 whatsoever ye would that men should do unto you, 
 do ye even so unto them. This is the ideal rule 
 for the ideal school. Where do you find it ? 
 
 Morality means plurality, whether we look to¬ 
 ward man or toward God. One person alone, un¬ 
 related, and without an equal to respect, dissolves 
 our conception of morality. The moral sense re¬ 
 quires more than one to say, Thou shalt love thy 
 neighbor as thyself. All things whatsoever ye would 
 that men should do unto you, do ye even so unto 
 them. God spake for man and to man. God 
 
34 
 
 Schools and the Christian School 
 
 is moral. God is the source of morality. He is 
 the source of man and of all man s senses. God 
 is moral in His care of man. God is moral in His 
 nature and in His related personalities of Father, 
 Son, and Holy Ghost. He is the tri-une God, the 
 source of religion, of true morality, and of the life 
 worth living. 
 
CHAPTER IX 
 
 THE SCHOOL AND RELIGION 
 
 I. What is religion? What is the place of reli¬ 
 gion in education? 
 
 “The Essential Place of Religion in Educa¬ 
 tion, with an Outline of a Plan for Introducing 
 Religious Teaching into the Public Schools.” 
 
 E note, first, “The Essential Place of Reli- 
 
 ▼ V gion in Education.” Religion is a conscious¬ 
 ness of God and a manner of worshiping Him. 
 Generically speaking all men are conscious of God 
 and worship Him in some manner. The manner 
 
 of worshiping may be very crude, but it evidences 
 
 his consciousness of God. 
 
 Religiously speaking man believes that he may 
 know. The form of his expressed faith and the 
 mode of his worship are modified by his knowledge. 
 But in some form and in some degree of faith man 
 recognizes God and worships Him. If over faith 
 man is superstitiously religious. If under faith man 
 is rationalistically religious. If his faith be central 
 and dominant, God is to him over all, yet in all, 
 working unto the consummation of the ages. In 
 
 35 
 
36 
 
 Schools and the Christian School 
 
 either and in every case man is religious, a creature 
 of faith. Religion is therefore an essential part of 
 man’s nature. Being an essential part of his nature, 
 it has an essential place in his education. What 
 is that place? 
 
 The essential place of religion in the education 
 of man is the first place. “In the beginning God.” 
 This is seen in considering the three fold content 
 of education. 
 
 i. Our consciousness of the world. And this 
 world of which we are conscious is divided into 
 three realms, known as the mineral, vegetable, and 
 animal kingdoms. 
 
 We note, first, the mineral kingdom. Here we 
 have to do with the law of gravity. Whence this 
 law? And whose law is this? Is it the law of 
 nature and nature only? “In the beginning God.” 
 
 Then there is the law of chemical affinity. 
 Whence'this law? Is it the law of nature and 
 nature only? By this law the rock is formed, the 
 water is composed, the air is produced and all the 
 life forces grow their forms. Whence this law of 
 chemical affinity? Is it of nature and nature only? 
 “In the beginning God.” 
 
 Then there is the law of cohesion and adhesion. 
 Is this the law of nature and nature only? “In 
 the beginning God.” 
 
The School and Religion 
 
 37 
 
 Secondly, we note the vegetable kingdom. Here 
 is the law of vegetable life by which the elements 
 of earth, of water, of air and of light are trans¬ 
 muted into vegetable forms. Whose law is this? 
 And here is the law of a given type in the form of 
 a given life whether it be of grass, or shrub, or tree. 
 Whence this law? “In the beginning God.” 
 
 Thirdly, we note the animal kingdom. Here 
 we see the forms of a higher life. Its forms are 
 many. Whence the law that gives type to these 
 forms? Some of these are adjusted to live under 
 the earth, others under the water, others in the air, 
 and some in air and water. By whose law are these 
 adjustments? Is all this by the law of nature and 
 nature only? “In the beginning God.” 
 
 2. We note, secondly, in the realm of our con¬ 
 sciousness the consciousness of self. “Know thy¬ 
 self,” said the wise Greek. 
 
 And first we need to know ourselves physically. 
 Hence in our education stress is now put upon the 
 care of the body. Health is a first consideration. 
 A sound body is necessary to greatest achievement. 
 Healthful food, suitable clothing and shelter, pure 
 air and water, and proper exercise are all related 
 to our education. Whence this law of relations? 
 Who created and related these elements to man’s 
 welfare? “In the beginning God.” 
 
38 
 
 Schools and the Christian School 
 
 Then we need to know ourselves mentally. Man 
 is a thinker. Words and actions are expressive of 
 thoughts. To learn to think and to help others 
 think is a large part of our education. “Much 
 evil is wrought for want of thought.” But to be 
 truly helpful thought must be in harmony with 
 fact and with the law of laws governing facts. 
 There is a law of mind that has to do with thoughts, 
 and words, and deeds. Whence this law? “In 
 the beginning God.” 
 
 Then man needs to know himself morally. Moral 
 worth is of great value in our education. An 
 immoral teacher is not wanted. “A good name is 
 rather to be chosen than great riches.” To save 
 our children, our homes, our country from moral 
 ruin, our education must stress morality. Justice, 
 equity, the square deal, are demanded. Kindly 
 thought, respectful words, honorable deeds need to 
 be cultivated in our education. Respect for law 
 and obedience to authority need to be fostered. 
 Whence comes this thought, this moral sentiment, 
 this conscious need. “In the beginning God.” 
 
 3. In the field of our consciousness, we note 
 thirdly, our consciousness of God. 
 
 In the perspective of the past we note there are 
 altars, tabernacles, temples, churches, and cathedrals, 
 recognized as places of worship. Whence come 
 
The School and Religion 
 
 39 
 
 these? “In the beginning God.” Because of His 
 touch, His inbreathing, of His illuminating, these 
 come into the consciousness of man. The most 
 potent element in man’s nature is divine. It gives 
 him inspiration and illumination. It foreshadows 
 events, gives visions of goals to be attained. The 
 Lord God is a Sun and Shield. Man’s rest and 
 hope are in Him. 
 
 The potency of the pebble in its grip by the law 
 of chemical affinity and of cohesion and of gravity 
 is beyond the power of man to overcome. The life 
 force in seed is beyond the power of man to produce. 
 The life that quivers in the wing of bird and sings 
 in its throat is above the power of man. And 
 the life in man, however mighty in thought and 
 feeling and will, is of God. He is the adequate 
 cause of all things in heaven and earth. The great¬ 
 est thing man can do is to worship Him. The 
 best thing man can do is to adjust to His laws. 
 The wisest thing man can do is to teach faith in 
 Him. And to teach all things religiously is the 
 high goal of our education. 
 
 In our education we begin with the child. In 
 teaching it to walk we begin with God’s law for 
 walking, the law of gravity. For the health of the 
 child we must feed it according to God’s law of 
 chemical affinity. For the comfort and welfare of 
 
40 
 
 Schools and the Christian School 
 
 the child we must clothe it according to God’s law 
 of cohesion and adhesion. To build a school house 
 for the child we must adjust material to God’s law 
 of gravity, of chemical affinity, and cohesion. To 
 make a book or picture for the child we must have 
 respect to God’s law in both mind and matter. For 
 the best development of the child there must be 
 respect for God’s law of adaptation of His means 
 to this end. He is the Alpha and Omega of our 
 education. 
 
 The ethic of our education requires a recognition 
 of all facts and their proper relation. The world, 
 and self and God are facts of our consciousness. 
 The predominant fact in the consciousness deter¬ 
 mines the personal character. If the world-con¬ 
 sciousness predominate, man is worldly. If self- 
 consciousness predominate, man is selfish. If God- 
 consciousness predominate, man is Godly. 
 
 As our population is cosmopolitan the ethic of our 
 education ought to be cosmopolitan. As a world 
 power our education ought to foster a world-wide 
 relation. This can be done by teaching the Father¬ 
 hood of God and the brotherhood of man. It is 
 the duty of every person and for every nation to 
 educate towards the highest recognized ideal. “All 
 things whatsoever ye would that men should do 
 unto you, do ye even so unto them. For this is 
 
The School and Religion 
 
 41 
 
 the Law and the Prophets.” Whence the Law? 
 
 Whence the Prophets? “In the beginning God.” 
 
 The Essential Place of Religion in Our Edu¬ 
 cation being the first place, the following is 
 offered as an Outline of a Plan for Introducing 
 Religious Teaching into the Public Schools, 
 where nothing better obtains. 
 
 1. For city and town schools. 
 
 (1) The first hour of each regular school day 
 for religious instruction. 
 
 (2) This instruction shall be given by duly 
 authorized teacher of the denomination repre¬ 
 sented by the child in the school, who shall 
 report the work done by the child to the proper 
 school authority. 
 
 (3) The place for this instruction shall be de¬ 
 termined by the religious denomination and the 
 school board. 
 
 (4) When the denomination does not provide 
 religious instruction the child shall attend the 
 regular school at that hour for regular school 
 work. 
 
 2. For country schools. 
 
 (1) One half day each week may be allowed for 
 religious instruction. 
 
 (2) The religious teacher shall report grade of 
 work of child to regular teacher in charge. 
 
42 
 
 Schools and the Christian School 
 
 (3) All children not attending half day religious 
 instruction shall be required to be in regular 
 school. 
 
 (4) When the half day religious instruction 
 may be deemed impracticable by the school 
 board it may be omitted. 
 
 3. Rule of Ethics. 
 
 Teachers, patrons, school boards, and religious 
 representatives are advised to practice the Golden 
 Rule in all their educational work. 
 
CHAPTER X 
 
 THE PAROCHIAL SCHOOL 
 
 i. What is its sphere? Why does it stress reli¬ 
 
 gion? 
 
 HIS school gives religion the first place. It 
 
 1 emphasizes the spiritual rather than the ma¬ 
 terial interest of the child. It stresses the eternal 
 rather than the temporal welfare. As God, the 
 Creator, is first, and has first rights, its object is 
 to teach faith in God and obedience to Him. 
 Eternal life means fellowship with the Eternal. 
 And this school is a human effort to serve the 
 eternal interests of the child. 
 
 As the State is limited in its sphere to temporal 
 matters, the Church shows interest. As the State 
 ministers to the earthly life the Church ministers 
 to the heavenly life. The State teaches and legis¬ 
 lates for the body and its overt actions. The Church 
 teaches and counsels the soul as to its inner thoughts. 
 As a man thinketh in his heart so is he. Our State 
 cannot teach religion officially. The distinctive mis¬ 
 sion of the Church is to teach religion and so train 
 up in faith in God. The State guarantees liberty 
 in religion. The Church teaches loyalty to the 
 
 43 
 
44 
 
 Schools and the Christian School 
 
 State. Though officially separate State and Church 
 cooperate for the well being of the child, the State 
 for temporal well being, the Church for temporal 
 and eternal well being. And the Parochial school 
 is the Church’s own way of voluntarily serving the 
 interests of the child. 
 
 The essential thing in the Parochial school is 
 religion, faith in God and the worship of Him. 
 Right knowledge of God will make the right kind 
 of citizens. Right faith in God will make true 
 citizens of earth and heaven. Therefore the Paro¬ 
 chial school stresses religion. Faith in God is funda¬ 
 mental to right living. The faith of the fathers in 
 the language of the children, is the way of the per¬ 
 petuity of the true faith, and is the spirit and pur¬ 
 pose of the Parochial school. This school is not 
 an enemy of the State school. It seeks only to 
 supply what the State school cannot give the child, 
 a true, distinctive, and articulate faith in God, along 
 with its faith in man and loyalty to its country. 
 The fear of God is the beginning of wisdom. To 
 train up the child in the way it should go is the 
 genius of this school. It subordinates language to 
 loyalty to State and to Church. It ministers to 
 body and soul. It trains to earthly and heavenly 
 citizenship. It emphasizes faith and stresses good 
 works. It teaches to seek first the Kingdom of 
 
The Parochial School 
 
 45 
 
 God and his righteousness, with assurance that all 
 these things of earthly State shall be added unto 
 life. A right faith produces a right life toward 
 God and man. 
 
CHAPTER XI 
 
 THE SCHOOL AND COMMON SENSE 
 
 1. How many senses are there? 
 
 2. What is a common sense school? Who is a 
 full orbed man? 
 
 HE personal spirit of man, the candle of the 
 
 JL Lord, works out from his personal center 
 through his five senses. Through these five senses 
 of his body he works out upon nature, subdues the 
 earth and has dominion. Through his moral sense, 
 conscience, man regulates his treatment of his fel¬ 
 lows and his uses of nature. Through his spiritual 
 sense man thinks of God and worships Him. These 
 seven senses are common to man. Man is a sensu¬ 
 ous being. He is consciously alive to the world, 
 to the right, and to the good. He is a moral being. 
 He is religious also. Religiously man works up¬ 
 ward, morally he works outward, and physically he 
 works downward. If the five senses rule him he is 
 carnal minded. If the moral sense rule him he is 
 natural minded. If the spiritual sense rule him he 
 is spiritual minded. If man’s activities blend all the 
 senses into one harmonious life with the pervasive 
 rule of the spiritual mind, he has the lineaments of 
 
 46 
 
The School and Common Sense 
 
 47 
 
 the ideal man. This ideal is found in the Man of 
 Galilee. 
 
 As these seven senses are common to man, that 
 school is preeminently the school of common sense 
 which cultivates all the senses. 
 
 To cultivate only the physical senses is to train 
 for physical achievement and develop the carnal 
 mind, which is enmity against God. Man is more 
 than an animal. To make the physical preeminent 
 in his training is contrary to the law of God in man 
 and for him. To make manners or morals the 
 chief thing in teaching and training man is to fall 
 short of the divine ideal, and leave man in the 
 realm of the natural mind which knows not the 
 things of the Spirit of God. To over emphasize 
 religion, or the spiritual, in ignorement of the value 
 of the moral and the physical, or either of these, is 
 to cultivate and develop the religious zealot who 
 goes about to establish his own righteousness rather 
 than the righteousness of God. In its order the 
 physical is divine. It is of God. He created the 
 five senses. He gave man earthly environment 
 for their use. Rightly used they are faithful and 
 efficient servants for achievements on earth. To 
 abuse them is to fail in his earthly mission. To 
 neglect the moral training is to carnalize, beastial- 
 ize man. To over emphasize the moral by ignoring 
 
48 
 
 Schools and the Christian School 
 
 the religious, is to make man, as St. Paul expresses 
 it, heady, high minded, foolish. Every sense, in 
 its place and rightly related, is of God for a well 
 rounded, full-orbed, zestfully happy man, capable 
 of imparting happiness to others. The intrinsic and 
 divine order for this ideal is religion, morality, 
 physical culture, or, the spiritual, the natural, the 
 carnal; or, the pneumatic, the psychic, the somatic. 
 Each has its place and relation in the divine order, 
 and in that order, is holy. And the school which 
 rightly teaches and trains all in the divine order 
 is truly a school of common sense, in the highest 
 and most comprehensive meaning of the term. 
 
 Each sense needs cultivation. To neglect a 
 sense is to weaken it. To weaken a sense is to 
 weaken its testimony. To ignore a sense is to lose 
 its testimony. To lose or reject the testimony of 
 a God-given sense, is to depart from God’s way. 
 
 The consciousness of man testifies that this 
 material world is. Man’s five senses so testify. It 
 is good common sense to so affirm. Man is con¬ 
 scious of being in a material world, and of reach¬ 
 ing after it with his five senses. It is good com¬ 
 mon sense to realize this. Man is conscious of 
 God. His language, his works in building altars 
 and temples, and his offering of prayers, are evi¬ 
 dences of this. It is good common sense to recog- 
 
The School and Common Sense 
 
 49 
 
 nize this. The common sense of humanity is reli¬ 
 gious as well as selfish and worldly. The common 
 sense of humanity recognizes this. And the school 
 of common sense demands teaching and training 
 of the common senses of Humanity. These seven 
 senses are universal. They have been since man 
 
 began to live on earth. God made man so. 
 
 Through these seven senses God fills man with 
 light and love and life abundant. In Christ He 
 
 came into the realm of all these senses that man 
 
 might have life more abundantly. And that school 
 which cultivates the common senses of humanity 
 works with God for the perfecting of man and 
 his fellowship with God. The measure of real suc¬ 
 cess is in proportion to the measure of our working 
 with God. 
 
CHAPTER XII 
 
 THE NORMAL SCHOOLS 
 
 What is it to be normal? 
 
 What is a normal school? 
 
 T HE weather is normal, we say. His tempera¬ 
 ture is normal, says the doctor of his pa¬ 
 tient. His pulse is normal. There is a recognized 
 standard and that which conforms to this standard 
 is said to be normal. A normal life is one that 
 meets the recognized standard of heart-beat and 
 temperature. 
 
 A normal man is one who has all the factors of 
 
 the recognized standard of manhood. A normal 
 society is one that is well regulated, wisely con¬ 
 ducted and harmonious, and serves its purpose well. 
 
 A normal school is one that occupies its place, 
 sustains right relations to other schools, and does 
 its work well and in harmony with schools of 
 higher and lower grades. That school which con¬ 
 forms to a recognized standard may be called a 
 normal school. 
 
 In the normal man there are these four factors, 
 the physical, the intellectual, the moral, and the 
 religious. According to this recognized standard, 
 
 50 
 
The Normal Schools 
 
 51 
 
 that school which educates, trains man in these 
 four things, is doing the work of a normal school. 
 To neglect any one of these four factors of a 
 normal man is to make him abnormal. A school 
 that does this has no moral right to be called a 
 normal school. A normal school, to be truly 
 normal, must be in its place, sustain right relations, 
 and do normal work. 
 
 The normal man has five senses for cultivation 
 for physical achievement. Each sense has its place, 
 its relations, and its functions. That school that 
 neglects, or abuses, any one of these senses, is ab¬ 
 normal in its work. 
 
 Then there is the moral sense, called conscience, 
 in the normal man. A man without conscience 
 is a monster of frightful mien. The school that 
 neglects the culture of conscience is not entitled to 
 the honorable name of a normal school. 
 
 And the normal man is religious. He worships. 
 By worshiping he becomes like the being he wor¬ 
 ships. In the beginning God, he says. I believe 
 in God the Father Almighty Maker of heaven and 
 earth, the normally taught man says. That school 
 which neglects to so teach neglects the first funda¬ 
 mental element in the normal man, and cannot be 
 credited with doing normal work. The truly and 
 comprehensively normal school cultivates all the 
 
52 
 
 Schools and the Christian School 
 
 factors of the normal man. Cut the cable that 
 anchors man to God, and smother the conscience, 
 and he becomes a piratic fiend. Atrofy his reli¬ 
 gious susceptibility and manhood loses its crown. 
 The normal state of man is peace, of society, har¬ 
 mony. War is abnormal. The normal school 
 works with God for peace and harmony. 
 
CHAPTER XIII 
 
 THE CHRISTIAN SCHOOL 
 
 What determines the character of a school? 
 
 What is a Christian school? 
 
 I N the Grecian school we think of Socrates, Plato, 
 and Aristotle. In the Roman school we think 
 of Seneca and Cicero and Virgil. In the Jewish 
 school we think of Moses, Samuel, and Solomon. 
 In the Christian school we think of Christ. In the 
 other schools we think of men. In the Christian 
 school we think of the Man. The Greek and 
 Roman schools were a development. The Jewish 
 and Christian schools were a revelation and a de¬ 
 velopment. The former two were schools of the 
 carnal and natural minds. The latter two were 
 schools of the pneumatic mind in the realm of the 
 carnal and natural minds. The Greek school said, 
 Know thyself. The Roman school said, Do some¬ 
 thing. The Jewish school said, Become like God, 
 worship Him. The Greek school was philosophic, 
 meditative. The Roman school was legalistic, 
 pragmatic. The Jewish school was of faith and 
 hope. The Christian school is of faith and hope 
 and love, the trinity of the perfect life, the life of 
 
 53 
 
54 
 
 Schools and the Christian School 
 
 God manifest in the flesh. In Him dwelt all the 
 fulness of the Godhead bodily. He spake as never 
 man spake. He taught as never man taught. He 
 is the wisdom of God for man. He of God is made 
 unto us wisdom and righteousness and sanctification 
 and redemption. He is the light of the world. 
 
 1. Christ is the source of authority in the Chris¬ 
 tian school. By Him were all things created that 
 are in heaven and in earth, visible and invisible, 
 whether they be thrones or dominions, principalities 
 or powers, all things were created by Him and for 
 Him. He was before all things, and by Him all 
 things consist. Without Him was not anything 
 made that was made. He knows what is in man. 
 He knows what man needs to make him perfect. 
 Whether the elements be somatic or psychic or 
 pneumatic, He knows them, and how to relate and 
 coordinate them to make man holy and righteous 
 and blessed. Having created all He knows all. All 
 being the creatures of His love He places and 
 relates all for the good of all. 
 
 2. By Him all things consist. Having created 
 and related all things He holds all together. In 
 Him all things stand together. The laws of gravity 
 and chemical affinity and of cohesion stand together 
 for the good of the whole creation. Oxygen and 
 nitrogen of the air and the oxygen and the hydrogen 
 
The Christian School 
 
 55 
 
 of the water stand together for the good of breath¬ 
 ing and drinking creatures. The law of chemical 
 affinity works with the laws of gravity and of 
 cohesion for the building of vital organism. The 
 laws we call physical, mental, moral, and spiritual, 
 all stand together in Christ’s school for the perfect 
 man. By Him all things consist. In Him God and 
 man are together. In Him spirit and soul and 
 body are in harmony. 
 
 3. The purpose of the Christian school is three¬ 
 fold: First, it is the perfecting of the individual, 
 physically, morally, mentally, spiritually. Each 
 faculty, susceptibility, or factor, of man’s personal 
 being, is trained to the maximum of its efficiency. 
 And all these are so harmonized as to be coopera¬ 
 tive for a perfect man, full-orbed and well-rounded. 
 Such an one is truly a man of God. All Scripture 
 given by inspiration of God, is profitable for doc¬ 
 trine, for reproof, for correction, for instruction 
 in righteousness, that the man of God may be per¬ 
 fect, thoroughly furnished unto all good works. 
 
 Secondly, That man may subdue the earth and 
 have dominion. The intent of God in man is 
 dominion over the earth. And it is only the well 
 developed man in all his faculties that can subdue 
 the earth and have dominion over it. The physical 
 weakling cannot. The mentally deficient cannot. 
 
56 
 
 Schools and the Christian School 
 
 The morally blurred will not. The spiritually 
 deficient loses himself in the earth and is conquered 
 by it. Only the upright man, whose spirit is the 
 lighted candle of the Lord, can and will subdue the 
 earth. Such a man is the fruitage of the Christian 
 school. Blessed are the meek, for they shall inherit 
 the earth. 
 
 Thirdly. To reconcile the world unto God is 
 the mission of the Christian school. All this was 
 done in Christ. God was in Christ reconciling the 
 world unto Himself. Christ is the norm of the 
 Christian school. What He did for the world as 
 teacher the Christian school does for its community. 
 To adjust itself to the thought and love and pur¬ 
 poseful life of God is its spirit and purpose. 
 
 To accomplish all this the potentially Christian 
 school uses agencies adequate to this end. These 
 agencies are persons whose faith is positively Chris¬ 
 tian. A doubting Thomas does not receive the 
 breath power of the risen Christ. And by that 
 power man became a living soul to subdue the 
 earth, to forgive sin, and to have reconciled fellow¬ 
 ship with God. The mind of every teacher ought 
 to be the mind of Christ. No other mind will 
 harmonize all the elements composing the individual 
 and bring the world into harmony with God. The 
 teacher not in harmony with God in Christ is out 
 
The Christian School 
 
 57 
 
 of tune with the Infinite. He needs to learn to 
 sing the song of Moses and of the Lamb. The 
 staff of this song may be Mosaic, the keynote may 
 be of Abrahamic faith, but Christ is the dominant 
 chord. Without Him staff and keynote are without 
 the concord of sweet sounds. The Father says: 
 This is my beloved Son, hear ye Him. 
 
 The Spirit of God, who brooded over chaos, came 
 into the darkness, wrought for light and order, in 
 creation, and strove with men, moved and guided 
 prophets and apostles, and made their words the 
 Word of God, glorifies Jesus Christ. In so doing 
 the Spirit guides into all truth and sanctifies in 
 the truth. Christ being the center of Revelation, 
 the One unto whom the Father and the Spirit and 
 the Angels point, the Christian school crowns Him 
 Lord of all. 
 
 That school which sees in Christ the Way, the 
 Truth, and the Life for the world, and so teaches, 
 is the Christian school. In the Christian scheme 
 every element is in its place and in harmony with 
 the whole scheme. Among them there is the 
 eternal fitness of things. Everything and every 
 person in his place is most beautiful and useful. 
 Each, then, serves every other and all together 
 are the temple of the living God. Then the song 
 will be Glory to God in the highest, on earth 
 
58 
 
 Schools and the Christian School 
 
 peace, good will to men. The Prince of Peace shall 
 then reign, and man shall reign with Him. His 
 kingdom is righteousness and peace and joy in the 
 Holy Ghost. Such is the foregleam of the Chris¬ 
 tian school. 
 
CHAPTER XIV 
 
 CHRISTIAN TEACHING 
 
 1. What are the two great sources of Christian 
 teaching? 
 
 2. What is their relation to each other? 
 
 S OME schools teach religion. Some schools 
 teach some things religiously. The Christian 
 school teaches all things religiously. And the clear- 
 visioned, positive Christian school teaches Christ, 
 the center of all things. And this according to the 
 Scriptures. 
 
 Some schools teach Christianity. Some schools 
 teach about Christianity. Some schools teach about 
 Christ. And some teach Christ. Some teach Christ 
 as a moral force and lose Him as a Saviour. Some 
 teach Him as a philosopher and lose Him as a 
 sufficient and adequate cause to save from sin. 
 Some teach Him according to the Scriptures and 
 find Him able to save from sin and to crown with 
 life. Such schools teach Christ to be the efficient, 
 creative cause. Whether He be called Jehovah, 
 Lord, or God, they teach that He created all things 
 that are in heaven, and that are in earth, visible and 
 invisible, whether they be thrones or dominions, or 
 
 59 
 
6o 
 
 Schools and the Christian School 
 
 principalities or powers, all things were created by 
 Him and for Him. Thus Christ is revealed by St. 
 Paul, the learned philosopher, and revealer, and 
 God-breathed man, as the efficient and final cause 
 of all things. Are they things visible and invisible 
 in earth? They are created by Christ. Are they 
 visible or invisible in the heavens? They were 
 created by Christ. Are they forces or powers in 
 heaven or in earth? They were created by Christ. 
 Are they governmental movements of forces and 
 powers in heaven and in earth? Christ is Lord of 
 lords, King of Kings, and Teacher and Master 
 of all men and angels. Never man spake like this 
 man. Never man knew as He knew what was in 
 man and in earth. Never man had the power crea¬ 
 tive and formative that He had. Never was there 
 another man so like God. In Him dwelt the ful¬ 
 ness of the Godhead bodily. In Him wrought the 
 power of God the Almighty. For Him, and to 
 Him, is the divine event, though far off, to which 
 all creative things move. In Him will be the con¬ 
 summation of the ages. He is the light of the 
 world. He is the light that lighteth every man 
 that cometh into the world. God was in Christ 
 reconciling the world unto himself. In the begin¬ 
 ning was the Word, and the Word was with God, 
 and the Word was God. All things were made 
 
Christian Teaching 
 
 61 
 
 by Him, and without Him was not anything made 
 that w T as made. In Him was life, and the life 
 was the light of men. And beholding His glory, 
 the glory as of the only begotten of the Father, full 
 of grace and truth, the Christian school so teaches. 
 
 Many schools teach mostly from what is called 
 the book of nature. For them nature does many 
 and wonderful things. For the positive Christian 
 school, nature is only the veiling or hiding of the 
 power of God. To the school of faith nature’s 
 laws are God’s laws. Nature’s methods are God’s 
 methods of working material results, earthly mani¬ 
 festations of spiritual powers. And Christ, the 
 anointed One, is the center of all powers that are 
 in heaven and in earth. He is all and in all yet 
 over all. They express His thoughts. They show 
 H is related movements. In Him they harmonize. 
 By Him all things consist, whether it be oxygen 
 and nitrogen to form air, oxygen and hydrogen 
 to form water, or oxygen and nitrogen and hydro¬ 
 gen, and light and life to form woody fiber or 
 fleshly tissue. God in Christ is the former of the 
 rock, Creator of the flower of the field, the framer 
 of our bodies, the Father of our spirits. He, 
 Jesus the Christ, is the light, life, and creative and 
 recreative power in the world. By Him and in 
 Him all things are harmonized with God. In Him 
 
62 
 
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 is absolute faith in God and unfailing peace and 
 good will to men. God is love expressed in Christ. 
 God is life abloom in Christ. Christ Jesus is God 
 saving from sin and crowning with life. There 
 is none other name under heaven given among 
 men whereby we can be saved. In Him the Word 
 by whom the heavens were made became flesh, and 
 by Him that flesh was glorified. And by Him all 
 things shall be made new. Is the earth disorga¬ 
 nized? Is the law of chemical affinity violated? 
 Is the law of human thought become illogical and 
 unphilosophical ? Has the human soul become con¬ 
 fused? Have the carnal elements become enemies 
 to God ? H as the natural mind become proud and 
 selfish? Has the spirit of man lost the touch of 
 light from God? In Christ all is readjusted and 
 made right. He is our peace. In Him is plenteous 
 redemption, fulness of salvation, and perfect glorifi¬ 
 cation. So teaches the positive Christian school. 
 
CHAPTER XV 
 
 CREATIVE POWER LOCALIZED 
 
 i. What of localization? In Creation? In Re¬ 
 demption ? 
 
 I N the beginning God. In the beginning God 
 created the heavens and the earth. Among the 
 fifty thousand stars, more or less, God located the 
 earth. And in the earth God located everything 
 He put into the earth. Everything has its place. 
 In its place it is in right relations to every other 
 thing and every other person. And in its own 
 place everything is perfect or in the way of its 
 perfecting according to its own kind, whether it 
 be monad or man, whether it be minim or the 
 Man of Galilee. In all and through all and over 
 all is God the Father Almighty Maker of heaven 
 and earth. He is everywhere present potentially 
 and spiritually. God is spirit. 
 
 This earth, as we know it, has its place in the 
 solar system. As we know the earth it is com¬ 
 posed of mineral, vegetable, animal, and human 
 elements. Each element has its place and consequent 
 relations. And its place is given it by its Creator. 
 And in so locating and relating everything God 
 locates His power for that thing or that person. 
 
 63 
 
64 
 
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 No creature can do this. Such adequacy belongs 
 unto God. Such knowledge is too wonderful for 
 man or angel. Neither can attain unto it. But man 
 and angel can believe it and so adjust to God as 
 to come into tune with the Infinite God in all His 
 words and works. By the Word of the Lord 
 were the heavens made, and all the host of them 
 by the breath of His mouth. He spake and it was 
 done. He commanded and it stood fast. God’s 
 words and works endure in the places and where 
 He doth put them and hold them. 
 
 There are the mineral elements, governed by the 
 law of gravity, of chemical affinity, of cohesion, 
 and of adhesion. From pole to pole, from center 
 to circumference, from rock to air, from worm to 
 man, these laws obtain and no man can change 
 them. Man stands or falls with them. 
 
 Each mineral element has its place and its rela¬ 
 tions. Each element is a thought of God mineral¬ 
 ized in that place and in those relations. Thus 
 God localizes His power in the mineral kingdom. 
 The power posited there is of God, the Almighty. 
 Adjustment to that power fills with life and beauty 
 and blessing. Antagonism to that power blights, 
 bursts, and blows to atoms. Right adjustment 
 saves. Wrong adjustment destroys. To misplace 
 hurts. To replace heals. 
 
Creative Power Localized 
 
 65 
 
 Then there is the vegetable kingdom. Of the 
 many things in this kingdom every one has its 
 place and relations for its preservation and develop¬ 
 ment. Out of its place and relations it loses power 
 and disappears. In its place there are elements to 
 nourish it and the whole earth becomes a thing 
 of beauty, a garden of fruitfulness, and a perennial 
 joy- 
 
 The seed of life in the earth is a thought of 
 God for good. Thus God localizes His thought 
 and love and purpose in His works. And for every 
 seed in its place God puts elements for nourish¬ 
 ment that it may perpetuate its kind, and be of 
 use to others. Not every plant grows by the same 
 elements. There is appropriate food for each kind 
 of plant. God provides for the rose and the lily, 
 for the corn and the wheat, for the apple and 
 the fig, for the peach and the plum. 
 
 So also in the animal kingdom. The life which 
 we call animal is of God and good in its place 
 and relations. This too is a localization of the 
 thought and love and purpose of God for good. 
 And for this kind of life, however manifold its 
 form of manifestation, God has provided suitable 
 food for it. And the animal in its place and feeding 
 on its proper food, is most perfectly formed and 
 beautiful and most useful. 
 
66 
 
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 And last, but not least, God has placed human 
 life on the earth, yea, rather in the earth, for no 
 other form of life, thus far named has so much 
 to do in, with, and for, the earth as human life. 
 No other life works so great changes on sea and 
 land as doth man. And in man God localizes 
 His man-thought and love and purposeful power. 
 
 But in locating this man-life God spake and 
 breathed into him the breath of lives and man be¬ 
 came a living soul. This man-life could hear Gods 
 voice, could see God, to receive God’s thought and 
 love and will, and tell them to another. Man is 
 a living soul, a spirit like God, located in a body 
 in space, in an earth full of lives of earthly location, 
 to have dominion. In human form God posits 
 His highest and holiest thought and love and 
 purpose for fellowship. God is love. Love seeks 
 fellowship. The love of God is attractive. And 
 it was in man God said, And I, if I be lifted up, 
 I will draw all men unto Me. And in this form 
 of man localized dwelt all the fulness of God¬ 
 head bodily. In Him is the potential presence 
 of God that reconciles the world to its Creator, 
 and makes all things new. 
 
 All this is more than natural. It is both natural 
 and supernatural. Each positing of the power of 
 God wrought effectively in its own place and for 
 
Creative Power Localized 
 
 67 
 
 its God-given mission naturally. Step by step God 
 localized power from dust to breathing man, but 
 each advanced step was a superinduction upon and 
 into a prepared condition for it. God created all 
 things and gave to everything its own nature and 
 place and relations and laws. All these creations 
 center in Man, the Man of Galilee. All God’s 
 words center in and cluster about Him. He, of 
 God, is made unto all wisdom, righteousness, sanc¬ 
 tification, and redemption. Of Him and through 
 Him and to Him are all things. He is the Alpha 
 and Omega, spoken out in the language of man 
 placed on the earth. And this not by nature, but 
 by Him who is the Creator and governor of all 
 nature. 
 
CHAPTER XVI 
 
 CAUSES AND CONSEQUENCES 
 
 What of the law of cause and effect? For evil? 
 For good? 
 
 T HERE is a law of cause and effect. It per¬ 
 vades everything. It operates in and through 
 every creature. It works in the mineral kingdom. 
 It is in evidence in the vegetable kingdom. It is 
 effective in the animal kingdom. Human life ex¬ 
 periences it. It is the continuity of the will of 
 God affecting all persons and things. There is no 
 escape from it. In the beginning God. He is the 
 first cause. He is adequate cause. He works in 
 all, through all, and rules over all for final results. 
 He is final cause as well as primal cause. He is 
 the First and the Last, God over all blessed for 
 evermore. Of Him and through Him and to Him 
 are all Things. To Him be glory forever. Amen. 
 
 To ignore God, in the operation of this law, in 
 any realm of creation, is to lose anchorage and be 
 tossed to and fro by every wind of human teaching, 
 or doctrine. Without such anchorage man is like 
 a ship at sea without anchor or rudder, tossed by 
 the waves and driven by the wind. But if man 
 
 68 
 
Causes and Consequences 
 
 69 
 
 be set deep in God by faith that works by love, 
 the power and wisdom and love of God makes all 
 things work together for good. 
 
 Then there are secondary causes. These causes 
 are in the realm of the creature. Man is more like 
 his Creator than any other creature. He can act 
 more like God than any other creature. He can 
 produce more effects than any other creature. But 
 as working cause he is secondary. All his acts 
 are under the reign of God’s law of cause and 
 effect. There is no escape from this operative law 
 of God. If man, as personal spirit, turn toward 
 God, certain effects will follow. If he turns from 
 God certain effects will follow. The consequences 
 are determined by man’s attitude toward God. 
 Man’s choice of attitude determines results. God’s 
 law of cause and effect works out consequences. In 
 and through this law God is supreme over all. 
 
 The law of cause and effect has to do with more 
 than matter. Material things show us the law of 
 gravity, the law of chemical affinity, and the law 
 of cohesion. To ignore the law of gravity is to 
 suffer physical hurt. The man who steps over a 
 precipice steps to physical death. The man who 
 ignores the law of chemical affinity in the use of 
 foods and medicines works hurtful consequences 
 and painful death. To ignore the law of cohesion 
 
70 
 
 Schools and the Christian School 
 
 is to build poorly and cause wreckage. Why? Be¬ 
 cause of the law of cause and effect, which pervades 
 all and works through all. The body of man with 
 all elements composing it, is subject to the law of 
 cause and effect. 
 
 And so too is the soul of man subject to this 
 law. Man’s thinking is effected by this law. 
 Thoughts have to do with effects. Feelings have 
 to do with effects. Thoughts and feelings move 
 the will. The will chooses a course of action. The 
 law of cause and effect runs through all. Thoughts 
 obey it. The will obeys it. The whole soul works 
 according to this law. 
 
 The personal spirit of man is subject to this law. 
 The spirit of man is the candle of the Lord. The 
 spirit of God lights the spirit of man and God 
 says to man, Let your light so shine before men 
 that they may see your good works, and glorify 
 your Father who is in heaven. Note the words 
 “so shine’ and the motive in the words, “that they 
 may glorify your Father who is in heaven.” Under 
 the causative law of God man is a causative power. 
 God’s law of cause and effect works through man 
 and over man—yea, over all creatures. 
 
 By this law an angel fell from God and became 
 a devil. By this law men may become devils. By 
 this law men may become angels, messengers of 
 
Causes and Consequences 
 
 71 
 
 peace, and good will among men on all the earth. 
 By this law men fall into the depths and ships sink 
 to the bottom of the sea. By this law wars arise 
 and chemical elements destroy. By this law T history 
 of man on the earth is writ in blood. By this law 
 the bottomless pit was formed and the word Hell 
 spelled out to express the most awful consequences. 
 On the other hand by this law of God man may 
 arise out of sin, may walk in the light of the Lord, 
 become like God, and have fellowship with Him 
 in the earth and in the kingdom of Heaven. God 
 is love and adequate cause for all this. 
 
CHAPTER XVII 
 
 ADJUSTMENT 
 
 Why adaptation? Why adjustment? 
 
 DAPTATION is good. Adjustment is better. 
 
 V. Adaptation looks manward and leads child- 
 ward. Adjustment looks to the law of God and 
 leads Godward. He is a wise teacher who adapts 
 his teaching to men and to children of men. He 
 is a wiser teacher who, in his adaptation, adjusts 
 to God. The teacher of adaptation interests the 
 taught, but is in danger of drifting out into the 
 human and materialistic current. The teacher of 
 adjustment not only interests, but benefits the 
 taught, for he leads more surely to God, the source 
 of life and power. To help to adjustment is a 
 most effective and blessed work. It leads to a true 
 knowledge of God and fellowship with Him. And 
 this is life eternal that they might know Thee, the 
 only true God, and Jesus Christ whom Thou hast 
 sent. 
 
 Adjustment to God’s law of gravity saves from 
 wreck and ruin. Adjustment to God’s law of 
 chemical affinity saves from pain and death. Ad¬ 
 justment to God’s word of truth saves from dis- 
 
 72 
 
Adjustment 
 
 73 
 
 appointing error and chaotic confusion. Adjust¬ 
 ment to God’s law of life saves from death, even 
 from death eternal. 
 
 By adjustment to God’s law of gravity, the 
 artisan and the architect build well houses, temples, 
 monuments, that stand for ages. He who adjusts 
 not to this law will labor in vain. If the Lord 
 build not the house they labor in vain that build 
 it. God’s law of gravity will tell the truth. It 
 pays to work with God. 
 
 The agriculturist who adjusts to God’s law of 
 chemical affinity gathers rich harvests. By this law 
 of chemical affinity the different qualities of earth 
 are formed, and every seed is supplied with its own 
 suitable nourishment. Adjust the seed to God’s 
 law of chemical affinity for it and its growth and 
 fruitfulness is assured. Adjustment ought to be the 
 watchword of every farmer and florist, and of all 
 who seek to improve the products of earth. Adjust 
 to God’s laws for the life and He will do the 
 rest. 
 
 And how about the physician and surgeon ? Why 
 are they needed? Because of needed adjustment. 
 What is their mission? Chiefly adjustment. He 
 is the wisest and most successful physician who ad¬ 
 justs the proper chemical elements for the sustaining 
 and nourishing of life. Let there be right adjust- 
 
74 
 
 Schools and the Christian School 
 
 ments of right elements for the life, and God 
 through His law of chemical affinity, vital and non- 
 vital, will do the rest. Let the surgeon make right 
 adjustments to life’s conditions, God’s own power 
 in the life and for the life, will do the rest. The 
 best that man can do is to rightly adjust. God 
 says, I am the Lord that healeth thee. Man may 
 adjust, God healeth. 
 
 The same is true of the soul. Let man adjust 
 his thought to God’s word of truth and he will 
 know the truth and the Truth will make him 
 free. Let man adjust his love to God’s word of 
 love (Christ) and he will become pure-hearted and 
 see God. Let man adjust his will to the Will 
 (Law) of God, and he will know of the doc¬ 
 trine. 
 
 Adjustment to God in nature will enrich the 
 products of nature. And these products will be in 
 proportion to the adjustment. Perfect adjustment 
 means a perfect product. Partial adjustment means 
 partial product. No adjustment means no product. 
 Let us adjust. 
 
 Our life, physical, intellectual, moral, spiritual, 
 temporal, and eternal, depends on our adjustment 
 to God’s laws for these very things. And what 
 is true of the individual man is true of the nation, 
 yea, of the world of humanity. And the schools 
 
Adjustment 
 
 75 
 
 of the world and the school for the world, should 
 not teach adaptation less, but adjustment more. 
 Thereby will come righteousness and peace and joy 
 and gladness in and through the whole world. 
 
CHAPTER XVIII 
 
 WHERE THE SUPREME WORD OF GOD IS 
 
 What is the nature of God’s word? 
 
 When do other words become God’s word? 
 
 HE Word of God being of such supreme effi- 
 
 ciency, where is it? 
 
 1. It is in the breath of God. By the Word of 
 the Lord were the heavens made and all the host of 
 them by the breath of His mouth. And when God 
 created man He breathed into man the breath of 
 lives and man became a living soul. God’s Word 
 is a creative Word, a breathing Word, a life-giving 
 Word. It is spirit and life. It is of God who 
 is spirit and comes upon man and into man by the 
 breath of God. Through it man hath breathing life. 
 By it man becomes a living soul, not a dying soul, 
 to live forever in fellowship with God. 
 
 2. It is in the air. Man hears it as God and 
 man speak it. It is in the voice of God and man. 
 The ear of man can receive it.* Through the ear 
 of man the soul of man can receive it. Through 
 the air the intellect can receive the thought-Word 
 of God, the heart can receive the heart Word of 
 God, and the will the purposeful Word of God. 
 
 76 
 
Where the Supreme Word of God Is 77 
 
 By His Word God created the air and formed it 
 of oxygen and nitrogen, and formed the ear to 
 receive His Word through the air. The Word of 
 God is the means of creating the air and ear and 
 the soul and so relating them as to give life to man 
 in a blessed affinity. 
 
 3 . The Word of God is in the spirit of man. 
 God is spirit. Man is essentially spirit. Between 
 the spirit of God and the spirit of man there is 
 an affinity. The spirit of man is not at rest with¬ 
 out fellowship with God. The Word of God is 
 the means of this blessed fellowship. God gives 
 H is Word to man and man his word to God, and 
 this is a holy communion. And for man a most 
 blessed communion. The breathing spirit and soul 
 of man is of the breathing Word of God and 
 reciprocal love is sealed by the word of both. The 
 spirit of man rests in faith in God’s Word, and 
 is in peace divinely serene and blessed. Through 
 the Word of God man’s spirit and soul and word 
 are filled with the thought and love and will of 
 God, and there is the kingdom of heaven which 
 is righteousness and peace and joy in the Holy 
 Ghost. 
 
 4 . The Word of God is in the word of man, first, 
 creatively. By the Word of God every element 
 composing man was created and organically related. 
 
78 
 
 Schools and the Christian School 
 
 Every organ of man, in spirit and soul and body, 
 was formed and adapted and adjusted, by the Word 
 of God. Every element of the big world outside 
 of man was created and related and adjusted and 
 adapted by the Word of God. And when man lets 
 God’s Word guide him, he becomes so adjusted to 
 God in spirit and heart purpose as to be filled with 
 the spirit of God. Then the spirit of God fills 
 and dominates the word of man so that it ex¬ 
 presses the truthful thought and love and purpose 
 of God. Such a man is a prophet of God. He 
 speaks for God. He is moved and guided by the 
 Spirit of God. If he writes, his words are God- 
 breathed. Such are the words of Holy Scripture, 
 the Bible. All Scripture, given by inspiration of 
 God, is profitable for doctrine, for reproof, for 
 correction, for instruction in righteousness, that the 
 man of God may be perfect, thoroughly furnished 
 unto all good works. 
 
 Thus the Word of God comes to us in The Book. 
 And that Book is the result of the presence and 
 power of the Spirit of God over the spirit of man, 
 over the soul of man, over the body of man, and 
 over material elements, through the creative and 
 governing Word of God. 
 
 Thus, too, the language of man becomes a re¬ 
 demptive and saving power. And it is not pre- 
 
Where the Supreme Word of God Is 79 
 
 sumption, but almighty truth to say that thus the 
 words of any creature, from holy angel to devil, may 
 become a means for the triumph of truth, for the 
 salvation of men, and for the glory of God. And 
 so it is in the Bible, the Word of God. 
 
 5. In incarnate Word. In the beginning was 
 the Word, and the Word was with God, and the 
 Word was God, and became flesh. This is the 
 climactic Word of God. In this Word center all 
 created elements, material, and spiritual. In Him 
 dwelt the fulness of the God-head bodily. In Him 
 is the light of the world. In Him is the life of 
 all lives. Out of Him God is a consuming fire. In 
 Him is propitiation for the sins of the whole world. 
 Adjusted by faith in this Word, all the words 
 of all men, though the languages be thousands, may 
 become the Word of God. All things were made 
 by this Word, and without Him was nothing made 
 that was made. No other name is given under 
 heaven among men whereby we can be saved. He 
 is the eternal, infallible, absolute, Almighty Word, 
 true God and true man, in whom infinite harmony 
 and everlasting peace can be realized. Such is the 
 Word for the world. And such is the Word for 
 the school for the kingdom that shall have no end. 
 
CHAPTER XIX 
 
 HOW AND WHY THE WORD OF GOD IS THERE 
 
 Who is the supreme Word of God? Why is He 
 the supreme Word? 
 
 H OW came the Word of God where it is? 
 
 Why is it there? These questions have been 
 answered in part. A further answer follows. 
 
 God, as creator and father, and preserver, and 
 redeemer and Savior, is the adequate cause. Every 
 effect has an adequate cause. Every law has an 
 administrator. Unchangeable laws have an un¬ 
 changeable creator and administrator. The cosmos 
 with all its creatures and laws, has an adequate 
 cause. Man is not that cause. Angel is not that 
 cause. The devil is not such a cause. God who 
 is light and love and spirit, is adequate cause. He 
 is the creator and governor of heaven and earth. 
 All creatures are conditioned and related by Him. 
 His laws dominate all creatures, whether we call 
 them mineral, vegetable, animal, human, angelic, or 
 diabolic. And those laws are no respecter of things 
 or persons. No creature can change them. Adjust 
 to them and the weal of the creature is conserved. 
 Transgress them and the woe of the creature is 
 Is it the law of gravity? Of chemical 
 
 8o 
 
 sure. 
 
How and Why the Word of God is There 81 
 
 affinity? Of cohesion? The law of life? the law 
 of mind? the law of love? the law of will? the law 
 of personality? the law of spirit? every creature is 
 in and under law adapted to its nature and relations. 
 And the creator and governor of that creature by 
 law is God, the Father Almighty, Maker of heaven 
 and earth. 
 
 God breathed and spoke and the cosmos was. 
 His spirit moved upon the face of the waters. He 
 spake and there was light. He spake again and 
 again and again and again the creature was. Seven 
 times He spake and seven times the creature was, 
 and law prevailed. All was very good. The 
 morning stars sang together. There was peace on 
 earth, good will to men. 
 
 That breath and Word of God breathed and 
 spoke in man. God breathed into him the breath 
 of lives and man became a living soul. Man could 
 talk with God in a breathing and articulate lan¬ 
 guage. He could echo God’s voice. God created 
 in him organs for articulate speech and breathed 
 into them the breath of lives. Now man, the living 
 soul, thinks God’s thoughts after Him, reciprocates 
 God’s love, receives God’s law, speaks forth words 
 like the very Word of God. Fleshly and material 
 organs, God’s own creation in man, vibrate with 
 breathing life and words articulate come forth. 
 
82 
 
 Schools arid the Christian School 
 
 God-created and God-breathed man talks like God. 
 He is God’s own image. He is capable of acting like 
 God. In him the world elements and world lives 
 are elementally epitomised. Man is the glory of all. 
 
 In him and through him all are cosmos. In 
 man all creatures have their goal. If man goes 
 wrong all creatures are affected. If man goes right 
 all creatures are helped for the right. And the 
 man who is in harmony with God and fulfills all 
 righteousness, is the one who is preeminently the 
 Word of God. Only the man in perfect harmony 
 with God in all things and in all time can express 
 the true and perfect Word of God. He who was 
 in the beginning with God, and by whom all things 
 were made, and who fulfilled all righteousness from 
 God even unto the ultimates of human life in earth 
 and on earth, can be and express the pure and true 
 Word of God, the creator and governor of heaven 
 and earth. Such a one is qualified to be the Teacher 
 of all teachers and learners. And such an one 
 was the Man of Galilee, the Carpenter of Nazareth, 
 who did no sin, neither was guile found in His 
 mouth. He spake as never man spake. He is God’s 
 own ideal for all men. In Him God came into 
 human life in all His fullness for the whole world. 
 He is the Way, the Truth, the Life. He is God 
 manifest in the flesh. In Him man becomes truly 
 God like. He is the supreme Word of God. 
 
CHAPTER XX 
 
 THE CHRISTIAN SCHOOL’S SUPREME WORK 
 
 What is language? What is word language? 
 What is the greatest word language? 
 
 HRIST is the center of gravity for the spirit 
 
 of man. And I, if I be lifted up, will draw 
 all men unto me. Christ lifts up. The true un¬ 
 
 folding of life is upward. Christ is the Life of 
 
 lives. He is the ante-type of all lives. He is the 
 life of the world. To be rooted and grounded in 
 Him is to grow outward and upward. He is more 
 
 than the pearl of great price. He is the lily of the 
 
 valley. He is the lamb of God. He is the Mighty 
 Man. He is king of kings. He is the Mighty 
 God. To be drawn to Him is to move to the 
 divine center of the whole world, to come into one’s 
 own place, into right relations to every other, and 
 to become like God. 
 
 Christ is the adjusting, harmonizing power of all 
 things. By Him were all things made that were 
 made. By Him all things consist, stand together. 
 By Him the law of gravity and chemical affinity 
 and of cohesion are harmonized for the manifesta¬ 
 tion of life in material forms and relations, whether 
 
 83 
 
8 4 
 
 Schools and the Christian School 
 
 it be vegetable, animal, or human forms and rela¬ 
 tions. Yea, more than this. By Him angels and 
 men, heaven and earth, God and humanity are 
 harmonized. He is the key that unlocks the many 
 mansions of our Father’s house. He is the radiat¬ 
 ing light of all those mansions. He is in the 
 breathing ozone of all. He is the way, the truth, 
 the life of all. In Him all those mansions are 
 eternal homes for all who breathe the life eternal. 
 By Him all things consist on earth and in heaven. 
 All things were created by Him that are in heaven 
 and that are in earth, whether they be thrones or 
 dominions or principalities or powers, and by Him 
 all things consist. In Him and by Him and through 
 Him the kingdoms of this world, mineral and vege¬ 
 table, and animal and human, become the kingdom 
 of heaven. Seek first the kingdom of heaven, He 
 saith to His school. 
 
 And what are the means through which Christ 
 gives power for so great a consummation? It is 
 His own word. He spake and it was done. He 
 commanded and it stood fast. He said, Let there 
 be light, and there was light. At His word the 
 waters were gathered together, the dry land ap¬ 
 peared, the seeds of lives grew, the moving creatures 
 moved in the seas and on land, and man breathed and 
 looked up to his Maker in loving communion. Every 
 
The Christian School's Supreme Work 85 
 
 thing was very good. Such was the result of the 
 creative Word that had the breathing and life- 
 giving power of the Almighty in it. By the Word 
 of the Lord were the heavens made and all the 
 host of them by the breath of His mouth. 
 
 He who created, placed, and related all things 
 by His Word can govern all things by His Word. 
 His Word, like himself, is the same in thought and 
 love and power eternally. His Word endureth for¬ 
 ever. 
 
 What is His Word? It is His own expression of 
 himself in thought and love and purpose. It is 
 more than this. The mineral kingdom, with all 
 its elements in earth and water and air, is this. 
 The vegetable kingdom, with all its seeds and 
 flowers and fruits, is this. The animal kingdom, 
 with all its moving creatures in sea, on land, and 
 in air, is this. What more? It is more than a 
 voice. It is more than voice power. It articulates 
 voice power. And yet more than this. It is let¬ 
 tered voice power articulated. It is God power 
 voiced and articulated and lettered. Its power is 
 creative, governmental, regulative, reformatory, re¬ 
 generative, sanctifying, glorifying, God in language. 
 
 Then how about the word of man? What is its 
 power? Its power is human. As the heavens are 
 higher than the earth and God’s ways higher than 
 
86 
 
 Schools and the Christian School 
 
 man’s ways, so is God’s Word higher and mightier 
 than man’s word. Man may talk like God, for 
 God made man to talk to Him, but man’s word 
 is man’s articulated and lettered expression of him¬ 
 self, while God’s Word is the articulated and let¬ 
 tered expression of Himself. Man is finite. God 
 is infinite. Man is dim in vision, God sees all 
 things. Man knows few things, God knows all 
 things. Man is weak in power, God is Almighty. 
 Man has the limitations of a creature, God is the 
 Creator of all things and gives to every thing its 
 place and relations. He is spirit and is potentially 
 present every where beholding the evil and the good, 
 working out the destiny of all according to His 
 creative and governing Word. He is God over 
 all, blessed forevermore. Heaven and earth may 
 pass away, but His Word shall not pass away. And 
 to give this word to all nations is the supreme work 
 of the School. 
 
CHAPTER XXI 
 
 THE SCHOOLS AND THE WORD OF MAN 
 
 Why so many languages? Whose words are 
 they? Why does man’s word stress nature? 
 
 I T has been estimated that there are twenty-four 
 hundred varieties of the word of man, that is, 
 articulated voicings and lettered and dotted records 
 of the thought and feelings and purpose of man. 
 Of all the creatures of God he only has such a 
 history. He talks, writes, engraves, scores, chisels, 
 his thought and ideas, so making and recording his¬ 
 tory. Only he of all creatures makes literature. 
 He puts his life into letters. His vocal organs 
 articulate. His hand records. His eye scans and 
 notes, discriminates. His spirit is the candle of 
 the Lord. God is light and shines upon his spirit. 
 The Spirit of God breathes upon his spirit. The 
 power of the Highest is focalized upon him. All 
 creature elements are concentered in man. All 
 speak in and through him. God is the adequate 
 cause of such speech and such records of soul, 
 powers and capacities. Ultimately, all man’s 
 powers, organs, faculties, are God’s for fellowship 
 with His creatures. The efficient cause in all this 
 is God. Man is God’s agent, his organs are God’s 
 
 87 
 
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 Schools and the Christian School 
 
 instruments for voicings and recordings of thought 
 and feeling, and will and words and deeds. 
 
 The spirit of man is like unto a prism refracting 
 the light of God, the thought and the love and the 
 will of God. Those refractions are many times 
 seven fold as the pure thought of God passes 
 through the prism of the spirit of man. Twenty- 
 four hundred languages and dialects, and more than 
 seventy times seven thousand colorings of thought 
 result. And these results are of God, but graciously 
 credited to man. The creative thought power, the 
 light, is God’s, but as it passes through the personal 
 spirit of man, God says, Let your light so shine 
 before men that they may see your good works 
 and glorify your Father who is in heaven. 
 
 In the midst of these refractions of truth and 
 of their blendings and inter-blendings so varied in 
 language and shadings of thought, some men become 
 confused, vague, uncertain, doubtful, and in course 
 of time, and from habit of thought, become self- 
 centered, agnostic, atheistic. He loses divine 
 anchorage, floats out to sea, heavy fogs envelop, then 
 high waves roll, and he is tossed high and let down 
 low, seeing and feeling only the waves. Neither 
 sun nor moon nor stars give him light. Looking 
 at things which appear to the five senses, noting 
 changes of thought and feeling and plans and words 
 
The Schools and the Word of Man 89 
 
 and deeds, he may conclude that soul is an effect of 
 material conditions and relations. Or if there are 
 forces behind the material phenomena, he may con¬ 
 clude that there are gods many, and he spells out 
 polytheism. For it is a fact of history and of con¬ 
 sciousness that man cannot get away from God and 
 be at rest. The breath of God is in him, the Spirit 
 of God strives with him, the eye of God is upon 
 him, the finger of God touches him, and his best 
 and worst thought cries out for God in filial love 
 or in mad hate most profanely. 
 
 Looking at the language of man, in the schools 
 it is the wonder of the world, for its manifestations 
 and variations. It describes, classifies, and relates 
 earth, sea, air, and the stars of heaven. It tells of 
 mineral, vegetable, animal, and human kingdoms. 
 It tells the chemical analysis of nearly every element 
 in every one of the kingdoms. The rock, the drop 
 of water, the air, are analyzed and every element 
 named. The plant is dissected, each part analyzed, 
 classified, and named. The animal is caught, dis¬ 
 sected, chemically analyzed, classified, and all and 
 every part and every element named. And man 
 tells about himself in anthropology, physiology, 
 anatomy, hemorology, neurology, and psychology. 
 The proper study of mankind is himself and the 
 world in which he lives. And his word tells in 
 
90 
 
 Schools and the Christian School 
 
 books without number what he has thought and 
 felt and wrought in the wonderful world in which 
 he lives, makes exploits, subdues, and has dominion. 
 
 Another wonder is that man’s word in the schools 
 attributes all the forces and their processes and re¬ 
 sults, in all the kingdoms of this wonderful world 
 in which man lives, to Nature. Nature does this 
 and that, thus and so, in the books of mans word. 
 Is it a study of the mineral kingdom? Nature 
 forms the angles of the crystal and globes the drop 
 of water and combines elements. Is it a study of 
 the vegetable kingdom? Nature is instinct with 
 life and forms leaf and flower and fruit. Is it a 
 study of the animal kingdom? Nature makes the 
 animal do this and that and go here and there and 
 move in such a manner. Is it a study of man? 
 His body is analyzed, his instincts are noted, his 
 mental habits stressed, and all are attributed to 
 Nature. What is this wonderful thing called 
 Nature? Write it with a capital. In the schools 
 of man’s word it has power, determines all proc¬ 
 esses, regulates movements, makes adjustments, re¬ 
 lates forms and forces, determines destinies. Is 
 Nature the god of the schools of man’s word? Is 
 Nature adequate cause for the school, for its 
 teacher and his word ? Is an impersonal thing ade¬ 
 quate cause for personality ? Then why so teach ? 
 
CHAPTER XXII 
 
 THE SCHOOL AND THE WORD OF GOD 
 
 What is the goal of the school? How attain 
 that goal? 
 
 W HEN man utters his own thought and feeling 
 and purpose in words, that utterance is the 
 word of man. When man utters the thought and 
 feeling and purpose of God that utterance is the 
 Word of God. In form and phrase it may be 
 human, angelic, or even Satanic, but in intent and 
 content it is divine. The purpose of God in con¬ 
 tent and organ for utterance makes the utterance 
 the Word of God. The intent of God by His 
 Spirit, dominating all the contents of the Bible, 
 makes the Bible the Word of God. And Jesus 
 the Christ, being the concentering of all those con¬ 
 tents, He is the Word of the Word of God. As 
 all other persons, be they angels, men, or devils, 
 are subject to Christ, so the word of all these is 
 subject to the Word of God. God in Christ is 
 God over all blessed forevermore. 
 
 In the beginning God. In the beginning God 
 created the heavens and the earth. By the Word 
 of the Lord were the heavens made and all the host 
 of them by the breath of His mouth. He spake 
 
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 Schools and the Christian School 
 
 and it was done. He commanded and it stood fast. 
 Suns and planets keep their places. The laws of 
 gravity, of chemical affinity, of cohesion, of inor¬ 
 ganic and of organic bodies, of light and life, 
 are the same from the beginning. Like God him¬ 
 self they change not. Yea, He spake and it was 
 done. He commanded and it stood fast. And it 
 stands forever. 
 
 In the beginning was the Word, and the Word 
 was with God, and the Word was God. All 
 things were made by Him, and without Him was 
 nothing made. In Him was life, and the life was 
 the light of men, saith St. John in the first chapter 
 of his Gospel word. 
 
 In whom we have redemption through His blood, 
 even the forgiveness of sin, who is the image of 
 the invisible God, the first-born of every creature, 
 for by Him were all things created, that are in 
 heaven, and that are in earth, visible and invisible, 
 whether they be thrones, or dominions, or princi¬ 
 palities, or powers, all things were created by Him 
 and for Him. And He is before all things, and 
 by Him all things consist. And He is the head 
 of the body, the Church, who is the beginning, the 
 first-born from the dead, that in all things He might 
 have the preeminence, saith St. Paul in the first 
 chapter of his letter to the Colossians. 
 
The School and the Word of God 
 
 93 
 
 In the Word of God Christ is supreme. The 
 law of the subordination of the lower to the higher 
 has its culmination and crown in Christ. The 
 mineral kingdom is subordinate to the vegetable, 
 these are subordinate to the animal kingdom, and 
 these three are subordinate to man and to Christ. 
 He is Lord of lords and King of kings, that in all 
 things and over all creation He might have the 
 preeminence. 
 
 According to the Word of God Christ is the 
 center of all for humanity. Moses and the Prophets 
 spake and wrote of Him. Apostles and Evangelists 
 spake and wrote of Him. The Holy Spirit so 
 moved and guided them to speak and write of Him. 
 Holy men of God spake as they were moved by the 
 Holy Ghost. All Scripture given by inspiration of 
 God (God-breathed) is profitable for doctrine, for 
 reproof, for correction, for instruction in righteous¬ 
 ness, that the man of God may be perfect, thor¬ 
 oughly furnished unto all good works. And this 
 perfection and equipment center in Christ as their 
 goal. He is the Way, the Truth, the Life. In 
 Him dwelt all the fulness of the Godhead bodily. 
 No other name is given under heaven among men 
 whereby we can be saved from sin. He is the 
 righteous One. He is the image of the invisible 
 God. He is God manifest in the flesh. The burden 
 
94 
 
 Schools and the Christian School 
 
 of the Word of God centering in Christ is, Look 
 unto Me and be saved, all ye ends of the earth. 
 
 And Christ is the center of Creation. By or 
 through Him were all things made, and without 
 Him was nothing made that was made. Every¬ 
 thing in the mineral kingdom, as to its nature, form 
 and laws governing it, is an expression of His 
 thought and love and purpose. He is the Pearl 
 of great price. He is the Water of life. He is the 
 Star of hope. He is the Sun of righteousness. 
 
 Everything in the vegetable kingdom receives its 
 life and law, its form and beauty from Him. He 
 is the seed of the kingdom of heaven. He is the 
 Rose of Sharon and the Lily of the Valley. He is 
 the Balm of Gilead. 
 
 The animal kingdom has its living forms, its 
 blood and organisms, its real and typical mission 
 through Him. He is the Lamb of God slain from 
 the foundation of the world. The dove of peace 
 hovers over Him. Under His reign the lion and 
 the lamb lie down together, and the bear and the 
 fatling feed together. The little child shall receive 
 no hurt from the serpent. 
 
 In the human kingdom His voice is heard, His 
 Word is life, His law is love. In Him God shows 
 His milder face. In Him God becomes flesh, and 
 speaks as never man spake. In Him breathes the 
 
The School and the Word of God 
 
 95 
 
 life and love of God. In Him righteousness and 
 peace kiss each other. In Him the law of creative 
 love is exemplified. In Him God and man are one 
 in spirit, love, life. Under His reign men learn 
 war no more. Nations beat their swords into 
 plowshares and their spears into pruning hooks and 
 dwell in peace and good will. For unto us a child 
 is born, unto us a son is given, and his name shall 
 be called Wonderful, Counselor, the Mighty God, 
 the Everlasting Father, the Prince of peace, and 
 of his government and peace there shall be no end 
 upon the throne of David and upon his kingdom, 
 to order it and to establish it with judgment and 
 with justice from hence forth even forever. The 
 zeal of the Lord of hosts will perform this. 
 
CHAPTER XXIII 
 
 TWO VISIONS-THE SOMATIC AND THE PSYCHIC 
 
 What is the somatic vision ? What is the psychic 
 vision? Are they sufficient? 
 
 T HERE are three view points in human life. 
 
 The first view point is that of the body, and 
 it is called the somatic view point. It might be 
 called the view point of the five senses, but as more 
 than eighty percent of our knowledge is acquired 
 through the eye, we name this the somatic view 
 point, or the somatic vision. 
 
 In this vision we see all material phenomena. 
 Here we survey the whole mineral kingdom, all 
 the vegetable kingdom, all the animal kingdom, 
 and all the human kingdom in the earthly body. 
 All natural phenomena of material form come into 
 view here. Here our learning begins and our vision 
 enlarges as we progress in learning. Here is the 
 field of all our material sciences, from geology to 
 astronomy. Here we discover the laws of gravity, 
 of chemical affinity, of cohesion, the law of cause 
 and effect, the forces centripetal and centrifugal. 
 Here the mathematical sciences are formulated and 
 mathematical numbers make their array. Here 
 
 96 
 
Two Visions—The Somatic and the Psychic 97 
 
 light and darkness blend and interblend and show 
 us pictures in earth and sky. Here life unfolds and 
 weaves forms and paints colors and gives visions 
 of beauty and of glory. A wonderful world is 
 here seen and wonderful man sees wonderful things 
 and makes wonderful portrayals of his visions won¬ 
 derful. He talks about them, writes about them, 
 and engraves them. No other creature has such 
 a vision, though many others have eyes as beautiful 
 to natural vision. But they do not tell it nor do 
 they write it for our learning. Only man, wonder¬ 
 ful man, has this wonderful somatic vision and 
 can make so much of it. Why this? There is 
 an adequate cause for this. What is that cause? 
 It is soul power. This power holds thought, 
 trembles with feeling, chooses and fixes purpose and 
 works wonders. This seeing of thoughts, of feel¬ 
 ings, of choices, and plans, and achievements, we 
 call psychic vision. It might be called metaphysical 
 vision. Here appear philosophical systems. Here 
 is traced the philosophy of history. Here are dis¬ 
 covered causes back of material phenomena. Here 
 is the field where intellect is seen to be mighty and 
 bold, making exploit, classifying discernments, relat¬ 
 ing concepts, deducing conclusions, warming in 
 interest, burning with fervor, choosing with deter¬ 
 mination. Here theories are conceived before they 
 
98 
 
 Schools and the Christian School 
 
 are born for somatic vision. Here systems are 
 formulated before they are wrought out in objec¬ 
 tive demonstration. Here battles are fought before 
 men are clad in material armor for somatic vision. 
 Psychic vision is the major general of the hosts 
 of the somatic vision. Here material phenomena 
 are mustered and martialed for higher utilities. 
 Here higher ideals are seen. Here moral qualities 
 appear. Here world ideals loom into view. Here 
 national ideals become international. Here selfish 
 love becomes neighborly. Here altruism buds and 
 philanthropy begins to blossom. Here Jew and 
 gentile, Greek and barbarian, and men out of every 
 nation under the sun, whether they be white, yellow, 
 red, or black, discover interests in common. The 
 rainbow encircles all with its beauty. The earth 
 feeds all with its bounty. The fountains quench 
 the thirst of all with their waters. The rivers 
 wash the hands of all. The sun shines for all. 
 The rains fall for all. All have visions of the true 
 and the beautiful and the good. Nature is seen 
 to touch all much alike as if all were kin. All have 
 kindred thoughts expressed in words and deeds and 
 feelings that call forth kindred sympathies. One 
 touch of nature and a breathing deeper than 
 natural eye can see, call for a smile and mutual 
 recognition. A deeper touch than that seen by the 
 
Two Visions—The Somatic and the Psychic 99 
 
 eye somatic, or seen by the mind most brilliant, is 
 felt. The touch of a hand unseen, a breathing 
 of a power deeper than air, the yearning of a life 
 deeper than the beating of the heart, is felt. The 
 spirit of man seeks light. Why? Because there 
 is a light given. Scintillations of Him are seen 
 by the soul. Shadowings and symbols of Him have 
 been seen by the eye of the body. As the hart 
 panteth after the water brooks, so panteth my soul 
 after Thee, O God. But no man by searching can 
 find out God. The somatic life cannot see Him. 
 The psychic eye cannot find Him. Then how 
 can the heart rest in Him? Behold, behold, He 
 comes to the heart by His Spirit. God is Spirit. 
 And the spirit of man is the candle of the Lord. 
 Between these spirits is the creative and living and 
 blessed affinity. Eureka! eureka! I have found it! 
 I have found it! God who is Spirit hath come to 
 me. And God is light. 
 
 And here is the vision of His coming. It is the 
 Pneumatic Vision. P"or what man knoweth the 
 things of a man save the spirit of man which is in 
 him ? Even so the things of God knoweth no man, 
 but the Spirit of God. And we have received, not 
 the spirit of the world, but the spirit which is of 
 God, that we might have the things freely given 
 to us of God. Which things also we speak, not 
 
IOO 
 
 Schools and the Christian School 
 
 in the word which man’s wisdom teacheth, but 
 which the Holy Ghost teacheth, comparing spiritual 
 things with spiritual. But the natural man re- 
 ceiveth not the things of the Spirit of God, for 
 they are foolishness unto him, neither can he know 
 them, because they are spiritually discerned. But 
 he that is spiritual judgeth all things. I Cor. 2. 
 11-15. 
 
CHAPTER XXIV 
 
 THE PNEUMATIC VISION 
 
 What is the pneumatic vision? What is the 
 relation of the Spirit to the creative and redemptive 
 process? Who is the central historic personage? 
 
 I N the beginning God created the heavens and the 
 earth. And the earth was without form and 
 void and darkness was upon the face of the deep. 
 And the Spirit of God moved upon the face of the 
 waters. Genesis i. I, 2. 
 
 Note the words earth without form, and void 
 and darkness. Note also that the Spirit of God 
 moved upon the face of the waters. Before the 
 Spirit came there was darkness, there was voidness, 
 chaos. After the Spirit came light appeared, order 
 prevailed, life became manifest, human life crown¬ 
 ing all. Such is the view point of the Spirit of God 
 in the creative process. This is the Pneumatic vision 
 of the creation. 
 
 The Spirit of God moved upon the face of the 
 waters, brooded over the waters. The Spirit came 
 into the earth and had to do with elements material. 
 Then the Spirit strove with man (Genesis 6. 3), 
 moved and guided Prophets so that they heard and 
 
 101 
 
102 
 
 Schools and the Christian School 
 
 saw the Word of God, had vision of God and of 
 men, especially of Israel. Prophecy came not at any 
 time by the will of man, but holy men of God 
 spake as they were moved by the Holy Spirit. 
 Moved and guided by the Spirit a Prophet said a 
 virgin shall conceive and bear a son, and his name 
 shall be called Emmanuel, God with us. And 
 Jesus the Christ was conceived by the Holy Ghost 
 and born of the Virgin Mary. And Jesus grew in 
 wisdom and in stature and in favor with God and 
 man. The Spirit abode upon Him. He fulfilled 
 all righteousness. He spake as never man spake. 
 He finished the work the Father gave Him to do. 
 He gave his life a ransom for many. He rose from 
 the dead for our justification. He ascended into 
 heaven for our glorification. The Spirit came ac¬ 
 cording to His Word of promise and according to 
 prophecy. The Spirit moved and guided men to 
 speak in languages envisaging Christ. To move 
 and guide believing and obedient men and to so en¬ 
 visage Christ in the language of men, even all the 
 languages of all nations, is the Spirit’s indwelling 
 work. When He came in pentecostal power He 
 came to abide with the Church of the living God, 
 the pillar and ground of the truth, for this very 
 purpose. He guides into all truth. He glorifies 
 Christ as the center of all revealed truth, and as 
 
The Pneumatic Vision 
 
 103 
 
 the radiating center of all creative and redemptive 
 truth. And to so envisage Christ in language spoken 
 and written is the work of the abiding presence of 
 the Spirit in the Church. Of more than twenty- 
 four hundred languages and dialects Christ is now 
 envisaged in more than five hundred. To make 
 Christ heard in the voices of men, to cause Christ 
 to be seen in the languages of men, and so to work 
 faith in men and bring them into fellowship with 
 the Father and with his Son Jesus Christ and with 
 one another, that the blood of Jesus Christ may 
 cleanse them from all sin, is the consummate work 
 of the Spirit. Christ, the historic Christ, is the 
 objective center of all the Spirit’s work. Christ, 
 the historic Christ, is the center of the voice of 
 Heaven saying, Hear ye Him, and the Church is 
 the divinely appointed agency to give the Word, 
 the Christ envisaging Word, to all nations. Such 
 is the vision given us by the Spirit of God. 
 
 The illumination from within is of the Spirit. 
 The revelation from without is of Christ. The 
 light within is the Spirit’s shining. The light 
 without is Christ’s shining. Christ is God’s reveal- 
 ment unto us. The light is God’s illumination 
 within us. The Spirit within helps our infirmities. 
 Christ without removes obstructions and shows us 
 God. This is the way of the triune God. This 
 
104 
 
 Schools and the Christian School 
 
 is the way of the Spirit of God. By the Spirit 
 Christ was conceived and became the son of man. 
 By the Spirit the Word became flesh. By the 
 Spirit holy men beheld the glory of God in the 
 face of Jesus Christ. By the Spirit we behold the 
 glory of Christ as the glory of the only begotten 
 of the Father, full of grace and truth. By the 
 Spirit we have the record of what the Prophets, 
 Apostles, and Evangelists said concerning Christ. 
 By the Spirit we see Christ the center of this 
 record. By the Spirit this record has been pre¬ 
 served for our learning and comfort. By the Spirit 
 we are quickened and illuminated so we can see 
 the thought and love and purpose of God in and 
 through the record. 
 
 Visions of the presence of God in His Word and 
 in His Works are the results of the Spirit’s pres¬ 
 ence and help. Through the Word recorded the 
 Spirit shows us visions of the kingdom of heaven, 
 the Kingdom of righteousness, and peace and of 
 joy. And by the help of the Spirit, all the beauties 
 of our somatic vision, all the glories of our psychic 
 vision, are refractions and glintings and glimmerings 
 of the beauty and glory yet to be revealed. By 
 the Spirit through the Word Christ is formed in 
 us the hope of glory. By the Spirit through the 
 Word and the Sacraments of the Word, we become 
 
The Pneumatic Vision 
 
 105 
 
 partakers of the divine nature and receive visions 
 of the new heavens and the new earth full of the 
 glory of God. And by the Spirit we hear echoes 
 of the voice saying, Behold I make all things new. 
 And I, John, saw the Holy City, the New Jeru¬ 
 salem, coming down from God out of heaven, pre¬ 
 pared as a bride adorned for her husband. And 
 I heard a great voice out of heaven saying, Behold, 
 the Tabernacle of God is with men, and He will 
 dwell with them, and they shall be His people, 
 and God himself shall be with them, and be their 
 God. And God shall wipe away all tears from 
 their eyes, and there shall be no more death, neither 
 sorrow nor crying, neither shall there be any more 
 pain. For the former things are passed away. 
 Revelation 21. 1-4. 
 
 Glory be to the Father, and to the Son, and to 
 the Holy Ghost, as it was in the beginning, is 
 now, and ever shall be, world without end. Amen 
 and Amen. 
 
CHAPTER XXV 
 
 RESTITUTIONAL EDUCATION 
 
 OD is light. He said, Let there be light, and 
 there was light. God, who commanded light 
 to shine out of darkness, hath shined in our hearts, 
 to give the light of the knowledge of the glory of 
 God in the face of Jesus Christ. And we beheld 
 His glory, the glory as of the only begotten of the 
 Father, full of grace and truth. And beholding 
 the glory of the Lord in the face of Jesus Christ, 
 we are changed into the same image, from glory 
 to glory, even as by the Spirit of the Lord. 
 
 God is Spirit. He is the Father of our spirits. 
 As a father pitieth his children, so Jehovah pitieth 
 them that fear Him. Our Father who art in 
 heaven, hallowed be Thy name. Thy Kingdom 
 come, Thy will be done in earth as it is done in 
 heaven, spontaneously, universally, joyously. 
 
 God is love. His name is love because His 
 nature is love. He is the same yesterday, to-day, 
 and forever. He is without variableness or shadow 
 of turning. His years have no end. Before the 
 mountains were brought forth, or ever thou hadst 
 formed the earth and the world, even from ever- 
 
 106 
 
Restitutional Education 
 
 107 
 
 lasting to everlasting, thou art God. Trust ye in 
 the Lord forever, for in the Lord JEHOVAH is 
 everlasting strength. Thou wilt keep him in per¬ 
 fect peace whose mind is stayed on Thee, because 
 he trusteth in Thee. 
 
 God who is light, who is Spirit, who is love, and 
 love forever, is the Creator of heaven and earth. 
 In the beginning God created the heaven and the 
 earth. The earth was the creature of love. Every 
 element of the earth, every law governing these 
 elements, was love. Love pervaded all, related all, 
 governed all, worked in and through all and over 
 all. God is love. 
 
 The record verdict in the Word that abideth 
 forever is that all was very good. Man was up¬ 
 right. Man’s body was beautiful, sound, strong, 
 for subduing the earth. His soul was the breath 
 of God. His spirit was the candle of Jehovah. He 
 was holy, and could talk in love with His Creator. 
 Nature around him was beautiful and fruitful. 
 Nothing destroyed in all the earth. The smile of 
 God was upon all. The peace of God breathed 
 upon all. Righteousness possessed all. Joy filled 
 all. To heaven’s voice of “Very good” Earth 
 responded Amen . 
 
 How can man become upright once more ? How 
 can Heaven so smile upon earth again? How can 
 
io8 
 
 Schools and the Christian School 
 
 Earth be made to so reflect the smile of God again ? 
 How can the very-good of God become again the 
 joy of the whole earth? Here is Gods own an¬ 
 swer by His Spirit through His great Apostle. And 
 He shall send Jesus Christ which before was 
 preached unto you, whom the heaven must receive 
 until the times of restitution of all things, which 
 God hath spoken by the mouth of all His holy 
 Prophets since the world began. Acts 3. 20, 21. 
 
 The way for man and the whole earth to realize 
 their pristine glory is in and through Jesus the 
 Christ. In Him the word of promise can be ful¬ 
 filled. In Him the word of prophecy can be real¬ 
 ized. In Plim the kingdom of heaven can be re¬ 
 established on earth. In Him man can become 
 upright again. In Him the Truth, though crushed 
 to the earth, will rise again. In Him the divine 
 nature glorifies the human nature. To receive 
 Christ is to receive more than the thought and love 
 of God. It is to receive the divine nature through 
 the glorified humanity of our Lord. It is to receive 
 the Spirit of God through the glorified humanity 
 filled with all the fulness of God. For in Christ 
 center the teachings of all the Prophets from the 
 beginning of the world. In Him center all the 
 promises of God since that sad evening in Eden. 
 In Him the works of God are complete for the 
 
Restitutiojial Education 
 
 109 
 
 world. In Him perfect righteousness is offered. 
 In Him all power in heaven and earth is available 
 for man’s salvation. He is the Word of God by 
 whom the heaven and the earth were made. He is 
 the Way, the Truth, the Life, even the life eternal. 
 And this is life eternal, to know the true God, and 
 Jesus Christ whom He hath sent. 
 
 And to give this knowledge, and to foster this 
 faith is the mission of the Church of the living 
 God, the pillar and ground of the truth. To her 
 the oracles of God were given. To her the Spirit 
 of God was given to abide forever, and to guide into 
 all truth. Yes, all truth, of which Christ is the 
 center. Commissioned and commanded by Christ 
 to teach all nations, the Church is God’s School 
 Master to bring the world to Christ. Having re¬ 
 ceived the Holy Ghost she has been endued with 
 power from on high to give the Word of God to 
 all nations. Upon her is the divine behest. To 
 her God gave His Word for the world. 
 
 And there are three ways for her to do this. 
 First, by preaching the Word. And as ye go, 
 preach, said Jesus. Preach the Word, saith the 
 Holy Spirit, through St. Paul. 
 
 Secondly, by teaching. Go, teach all nations, 
 said Jesus. Teach them all things whatsoever I 
 have commanded you. He commanded to baptize. 
 
110 
 
 Schools and the Christian School 
 
 He commanded His disciples to eat the bread He 
 gave them, and to drink of the cup He gave them. 
 If ye love me, keep my commandments, He said. 
 As my Father hath sent me, even so send I you, 
 He said. To teach all things Christ commanded 
 is the repeated command of the Lord to His Church 
 against which the gates of hell shall not prevail. 
 
 Thirdly, whether by teaching or preaching the 
 chief thing is the giving of the Word of God to 
 the nations. And what is that Word of God? 
 That word of man which envisages Christ, the Son 
 of God and son of man, so the nations can see 
 Him lifted up. Thus to show Christ to every 
 nation that all eyes may see Him and all ears hear 
 Him, is the supreme work of the Church. Thus 
 far more than five hundred languages envisage 
 Christ. There are twenty-four hundred languages 
 and dialects spoken by all nations. When will all 
 these envisage Christ for all nations? O Church 
 of the living God, the end is not yet. Thou art 
 the school of heaven for earth. 
 
 The seed is the Word of God, said Jesus in 
 his explanation of the parable of the sower. The 
 seed takes the dead earth and changes it into forms 
 of life, it may be grass, or flower, or fruit. Life 
 transforms, transfigures, glorifies the dead earth. 
 The Word of God is the seed of life for man. 
 
Restitutional Education 
 
 in 
 
 When received into the heart, even the sinful heart, 
 it will regenerate, renew, after the image of God 
 in Jesus Christ. The divine agency for this resti¬ 
 tution is the Church. The school to teach these 
 things is the Church. God’s command is to her. 
 The power for the restitution of all things is in 
 the Word of God. The word of man has only 
 man power. The Word of God has God power. 
 To preach, to teach, to show Christ in the word, 
 is to help men into the power of God for the 
 restitution of all things. The zeal of the Lord 
 of hosts will perform this. Isaiah 9. 7. 
 
/ 
 
 AN AFTER WORD 
 
 I HAVE written words of The Word. Could 
 mine eyes have scanned and measured the words 
 many verbal changes would probably have been 
 made and the thought made clearer and connections 
 of thoughts more logical. Sometimes, however, the 
 flow of soul life is more truly logical than intel¬ 
 lectual forms made by eye. So many thoughts 
 came and went before they were caught and caged, 
 that must leave pages and readers less rich in soul 
 food. But if the Light that is above the clouds 
 and that shines through all things into the heart 
 of man, be seen through these page-formed words, 
 help will be given, to make our schools brighter 
 lights along the pathway of the coming of the 
 King of glory. 
 
Princeton 
 
 heo 
 
 ogical Seminary Libraries 
 
 1 1012 01 
 
 97 0342