15. Randolph-Macon.-Definite Bible instruction only on Sundays, when the students meet the various professors, who present studies in various lines of Bible literature. REVIEW OF THE SITUATION. The conditions are most hopeful. The larger colleges-those best organized for work-are giving gratifying attention to Bible study. Many of the smaller colleges are doing their best. A number express their desire to do more, signifying their purpose to develop the work as time and money and students increase. Some very frankly express their ignorance of the best methods, and say that they will gladly welcome any suggestions for improvement. We regard the number and character of the responses received to our circular as in themselves indicative of considerable interest in the matter. There is a disposition on all sides to increase the amount and quality of the work done. It is coming to be more on an equality with other departments. Recent appointments of special teachers are reported. Tentative instructorships are being made permanent. Some of the State institutions have regular work. Others report themselves as being in sympathy with Bible study, and rely upon and actively cooperate with outside efforts to accomplish the desired ends. On the other hand, it is evident that there is still great need of such efforts as this Institute stands for, and a great opportunity to secure still further gains. Many, though by no means all, of the colleges which do not reply doubtless have little or no Bible study to report. There are colleges which make a report, though that has to be "no study." There are many schools where the so-called Bible instruction is distributed among the members of the faculty, with results which are inevitable. Too many answer our questions as if we were inquiring about common Sunday school classes. From the answers received there is more than a suspicion warranted that the typical one-hour course is little more than the average Sunday-school class in method of conduct, dignity, and results. Add, however, to such a class the element of required attendance and we would expect to find what is stated in some instances to be the case, that the value is questioned, results indifferent, interest slight. "No preparation," "preparation slight," "preparation voluntary," "one hour's preparation is expected "-such phrases show the character of the work. Some who reply seem not to understand what Bible study means. They include in their statements evidences, church history, and ethics. One replies that they have Bible study one hour a week through the course, when only the freshman year is occupied with strict Bible study. The State colleges are, or think that they are, hindered by law from doing Bible work-a condition which may be improved. The history and literature of the Hebrews and the Jews may and should be studied as other history and literature is studied. The peculiar religious element need not be dealt with, and modern sectarianism is not found in the Bible. Such a large and influential portion of universal history and literature should not be ignored, or information about it be left to chance instruction. SUGGESTIONS.1 From the answers received, the committee feel justified in offering the following suggestions to the Institute: 1. The aim should be some Bible work in every college in the country, State institutions included. 2. Bible study should be conducted in the best modern way, with the use of the best books, and with the most skillful teachers obtainable. It is important that It may be observed that the necessary limits of this report render it impossible to present all the data upon which these suggestions are based. The subject has been fully considered, and the suggestions seem naturally to follow from the facts. the colleges understand that modern methods and radical higher criticism are not synonymous. 3. Except under peculiar conditions the Bible itself should be studied, other text-books being used only to direct attention to this book itself. 4. A clearly-drawn line should separate Bible study as an immediately devotional exercise from Bible study as a part of the college curriculum. 5. The Young Men's Christian Association is well equipped for furnishing Bible work of a devotional nature, and is heartily to be commended to the colleges for that purpose. We make this suggestion with the more emphasis, because if the devotional work is given into the charge of this or some similar agency the problem of Bible study in the curriculum, for which credit is to be given toward an academic degree, is much simplified.' 6. The Young Men's Christian Association courses, or whatever other outside organization is in the field, or is brought in, should not supersede all curriculum courses. There is real and abundant need of both. The value of each is impaired if it is to do duty for both; while if each restricts itself to its own sphere, they may supplement each other perfectly. 7. The college Bible course should be so free from avowed and direct devotional aims, that the teacher can demand as thorough work as in any college course. Bible study will then take its place as a worthy part of the curriculum. When the student has joined the class, attendance, preparation, recitations, tests, examinations, theses, should correspond with those demanded in other college work. 8. The college should create as soon as possible a department of Bible study on a par with others, though the amount of work offered at first be small. 9. The teaching ought to be done by some one (or more, if the work to be done is more than one man's work) who is equipped for this work with the same thoroughness as is demanded of teachers in other departments. The committee would certainly not overlook the important influence upon the teachers, as well as upon the students, of the enlistment of the whole teaching force in Bible instruction. The assignment of the systematic curriculum work to a trained specialist should not and will not interfere with extra-curriculum devotional Bible classes led by the several professors." 10. The committee agree heartily to recommend that one-hour courses be made at least three hours a week, in order to secure for them fuller recognition, closer application, more definite aim, and a better outlook for the elective work which should, and very often does, follow. We recommend this, even knowing that in most cases the work must be confined to fewer weeks. But conditions differ, and we do not feel ready to reject as valueless all one or two hour courses. After all, the character of the work done is the chief thing, and it may be that insistence upon three, four, and five hour courses would prove an artificial and needless condition. It is our judgment, however, that there is more than an accidental connection between one-hour courses and the Sunday School-like methods of the past; and that the easiest way to elevate the style of instruction in Bible is to concentrate the work. A one hour course is often, perhaps usually, regarded as an The committee are glad to draw attention to a very careful statement secured from Mr J. R. Mott, summarizing and characterizing the work of the college department of the Young Men's Christian Association. Attention is called also to the reports printed in the Young Men's Christian Association Yearbook. Their statements of work done amply justify the claim made for them above, that they are well equipped for the kind of Bible work to which allusion is made. It will not be misunderstood that we urge less Bible study of a devotional character, or Bible study that is less devotional, among college students; on the contrary, we would organize it in such a way that it can become, and can be kept, truly devotional. The recommended distinction between curriculum study and extra curriculum devotional study is not made until we are sure that there are agencies in the field entirely competent, with the counsel of individual professors, to conduct courses of this character in a way to secure the best possible results. ED 98-97 extra, which must not be allowed to interfere with the regular five hour courses. So long as, and in so far as, one hour Bible courses are thus originated, and an entrance is granted only grudgingly to the Bible as a study, results will certainly not be satisfactory. It is absolutely essential that the importance of the study be conceded and maintained by the college authorities. This being the attitude, the one hour feature is not an unsurmountable difficulty. If the conditions seem to require it, a weekly exercise can be made a success; experience has abundantly proved that. The committee makes this explanation in order to avoid discouraging the many colleges where better arrangements can not at present be made. 11. The committee has no recommendation as to required versus elective Bible courses in college. The conditions in and around one college differ so largely from those of another that cach must probably think the matter through for itself. One college finds required work satisfactory from every point of view. Another finds it the opposite; students and teachers dislike it. One (a unique one, indeed) is just making its work required. Another is making its work elective. It would seem a natural outcome of the careful differentiation of devotional study of the Bible from the curriculum study, which has been recommended above, that an important objection to the requirement of Bible study from college students disappears, viz, that it interferes with the sovereign rights of an American. It seems that a boy reaches the age of consent earlier in religious matters than in intellectual. Horace's Odes and Greek philosophy, but not the Psalms or the teaching of Jesus, may be required studies for him. On the other hand, the absence of the strictly devotional element would for many destroy the chief argument for making Bible study required. It would seem, however, that moral and religious profit from the study of the Bible does not disappear with the disappearance of the immediately devotional element; that Bible truth presented without appeal or invitation, presented as judicially as possible; that the facts of the Bible, recited as the facts of profane history are recited; that the ethics of the Bible, studied as any other subject is studied (and no conscientious scruples, however abnormally developed, can reasonably stand in the way of such treatment), ought to form in the end as potent an influence over thoughtful men and women as could be demanded. 12. Bible study in State universities should receive more detailed study. It is in order, however, to state our conviction that State enactments against biblical instruction are directed against it as it was formerly given, and that with the rise of the new methods of study of the Bible, and with the training of men ready and fitted to conduct it with entire respect for the religious scruples of students and parents, just as a novel may be studied without the inculcation of all the follies of its characters, or as historical study does not compel us to adopt the vices of.its heroes, abundant freedom may be had for Bible study. It is a sad commentary on former methods that the phrase prohibiting teaching which is "sectarian in religion" should be quoted as forbidding Bible study. Doubtless the legal difficulties differ in the various States. It may well be that the use of State funds for the salary of a teacher of the Bible would be illegal, whereas the State could not decline to receive and administer gifts to endow such a chair. It may be that the time has not yet come when it would be fitting to press the claims of formal Bible study upon certain State institutions. Meantime, there is an abundant opportunity, with rare, if any, exceptions, to include Hebrew history in ancient history, biblical masterpieces of literature in literary courses, biblical ethics in general ethics, until, in entire conformity to law, the students are put in possession of a fair knowledge of Bible facts. CHAPTER XXXII. THE BIBLE IN THE PUBLIC SCHOOLS AND STATE UNIVERSITIES. I.-Report concerning Bible reading in the public schools of the United States, prepared by Elizabeth B. Cook, president Chicago Woman's Educational Union. (1) Origin of the investigation. (2) Detailed report, by States, of the present practice relative to Bible reading in the public schools. (3) Tabulated summary of statements made by school superintendents. (4) Readings from the Bible selected for school. II.-The Bible in the public schools; from an address by Dr. A. P. Peabody, of Harvard University. III-The English Bible and State Universities, by Rev. Dr. Young, field secretary of the Christian Woman's Board of Missions. In May, 1896, the Chicago Woman's Educational Union requested its president to prepare a statistical and historical report concerning Bible reading in the public schools of the United States. In compliance with the request, letters of inquiry were sent to the 45 State superintendents of schools, all of which, with two exceptions, have been answered. Two forms of blanks were sent to county and city superintendents of schools, one containing the following questions, the other two less: Are portions of the Bible read regularly in all the schools of your city? If read, for how many years has this been the custom? If not, was it formerly read there? For how many years? Is there a rule of your board on this matter? Although many of these blanks reached the superintendents after their schools were closed for the summer and many school officers had no accurate data upon the subject, replies were received in response to these inquiries from every State of the Union. The earnest and cordial spirit pervading these returns was noticeable. Dividing the United States for convenience into the North and South Atlantic, the South and North Central, and the Western portions, their attitude toward Bible reading in the public schools is found to be as follows: NORTH ATLANTIC DIVISION. MAINE. Hon. W. W. Stetson, State superintendent of schools, Augusta, Me., reports in general as follows: I am very happy to be able to report that the opening exercise in most of the common schools of this State consists of reading a passage of Scripture by the teacher and repeating the Lord's Prayer by the teacher and pupils. This custom is so general that I think it is unnecessary to attempt to collect any statistics upon this matter in this State. Reports from superintendents and school officers from 9 of the 16 counties in Maine, received since June 17, 1896, state that there is Bible reading in every school. In the tenth, teachers read or not, as they please. As soon as the Pilgrims penetrated the wilds of Maine and established schools, the Bible was the Book essential. Through public spirit and respect for the Government, in whose interest public schools are administered, daily reading of the Bible has been maintained for two hundred and seventy-one years. The rule for the opening exercises in the schools of Portland, Maine's chief city, is as follows: Reading of select portions of Scripture by the teacher and the repeating of the Lord's Prayer in concert by the pupils shall constitute the opening exercises of the schools. The practice of the school teachers of Maine is in harmony with the decision of Justice Appleton, which was concurred in by the entire Lench of seven members of the supreme court of Maine (see 39 Maine, 379). The Maine court says: * * * If the Bible, or any particular version of it, may be excluded from the schools because its teachings may be opposed to the teachings of the authorities of any church, the same result may ensue as to any other book. If any one sect may object, the same right must be granted to others. This would give the authorities of any sect the right to annul any regulation of the constituted authorities of the State as to the course of study and the books to be used. It is placing the legislation of the State, in the matter of education, at once and forever in subordination to the decrees and teachings of any and all the sects, when their members conscientiously believe such teachings. It at once surrenders the power of the State to a government not emanating from the people nor recognized by the constitution. As the existence of conscientious scruples as to the reading of a book can be known only from the assertion of the child, its mere assertion must suffice for the exclusion of any book in the reading or in the hearing of which it may allege a wrong to be done to its religious conscience. As a right existing on the part of one child, it is equally a right belonging to all. As it relates to one book, so it may apply to another, whether relating to science or morals. * * * As the child may object to reading any book, so it may equally object to hearing it read for the same cause, and thus the power of selection of books is withdrawn from those to whom the law intrusts it, and by the right of negation is transferred to the scholars. The right as claimed undermines the power of the State. It is that the will of the majority shall bow to the conscience of the minority or to the conscience of one. Nor is this all; while the laws are made and established by those of full age, the right of obstruction, of interdiction, is given to any and all children, of however immature age or judgment. * NEW HAMPSHIRE. * * * * * The New Hampshire school law, Chapter III, sections 15, 17, and 18, is as follows: SEC. 15. No book or tract designed to advocate the tenets of any particular sect or party shall be permitted in any of the schools, nor shall any sectarian or partisan instruction be given by any teacher in the same. SEC. 17. Good morals being of the first importance to pupils and essential to their highest progress in useful knowledge, instruction therein shall be given in each of the schools, and the principles of truth and virtue faithfully inculcated upon all suitable occasions. The pupils shall be carefully instructed to avoid idleness and profanity, falsehood and deceit, and every wicked way and disgraceful practice, and to conduct themselves in an orderly, courteous, and respectful manner; and it shall be the duty of the instructors, so far as practicable, to exercise a general inspection over them in these regards both in and out of school and while going to the same and returning home. SEC. 18. The morning exercises of all the schools shall commence with the reading of the Scriptures, followed by the Lord's Prayer. Hon. Fred Gowing, State superintendent of schools, Concord, N. H., writes June 20, 1896: I not only do not object to using the actual Bible, leaving to the teachers' discretion the selection of passages, but encourage it. Reports from superintendents or teachers in all but one of the counties of New Hampshire have been received. In all the schools of the State, with a very few exceptions, the Bible is read and has been since the schools were first established |