Editorial November 3, 1923 Issue

Right Education

Albert F. Gilmore

Each autumn, as the schools and colleges begin a new year, discussion arises of the purposes and aims of education, of its science and method. If one judge from the regularity of its recurrence, this discussion is inconclusive; for, manifestly, if the problems were once settled, the discussion would cease. These differences of opinion are due to varying concepts as to what is worthy to be taught, and the best method of presenting it; whether the stress is to be laid on "what to think," or upon "how to think": and it seems that both groups of advocates fail to grasp the most important phases of the question. They ignore to a great degree the greatest revelation of Truth in all time, the Holy Scriptures, and center their attention chiefly upon material knowledge,—that is, upon that which deals with the belief of a universe other than God's spiritual and perfect creation, which is, in reality, the only universe.

"The thought of foolishness is sin," declared the writer of the book of Proverbs; and again, he asserted, "The thoughts of the wicked are an abomination to the Lord: but the words of the pure are pleasant words." Here, foolish thoughts, those not founded on wisdom, are characterized as sinful; while the thoughts of the wicked are no less under the ban. Christ Jesus admonished, "Therefore take no thought, saying, What shall we eat? or, What shall we drink? or, Wherewithal shall we be clothed?" Apparently he wished to convey the impression that thought directed to these human necessities was futile, since all could be had through right thinking, that is, through the understanding of God, whereby one gains His righteousness. Educators of to-day often overlook these and other wise admonitions of the Master, of the prophets and spiritual seers of the Bible; and, in consequence, they are inclined to deal with the problem of education upon a material basis.

Christian Scientists have been presented with the only sound concept of education, one to which they may properly give earnest attention. While Mrs. Eddy in "Science and Health with Key to the Scriptures" (p. 195) states that "academics of the right sort are requisite," in speaking of the functions of the teacher she makes plain (p. 235) that academic education is not so important as "moral and spiritual culture, which lifts one higher." And she further declares: "The pure and uplifting thoughts of the teacher, constantly imparted to pupils, will reach higher than the heavens of astronomy; while the debased and unscrupulous mind, though adorned with gems of scholarly attainment, will degrade the characters it should reform and elevate." Here is set forth the great importance of teachers' seeking spiritual truth.

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