The Temple of Education ...

The School and Parsonage.-Visit of Elwood to the Temple.-Arrival
at the Parsonage.-Pleasure and conversation there.-Description
of the Parsonage.—Appearance of the Cathedral.-Explanation of
the idea.—The Temple a symbol of education, both as to aim and
to method. The foundations of education should be large. The
whole education religious, hence fitly symbolized by a religious
Temple. What is meant by religion.--Education made religious,
by making the facts on which its subjects repose have their bases in
religious facts; and by letting the studies be prosecuted in feelings
which, when developed, form religion.-Elwood, not understanding
this, Mr. Marsden explains then, first, the intellectual aim of
education. Difference between building the mind and a human
structure. The former built by living forces from within.-Hence
can only be effected by the co-operation of the mind's own powers.
-Therefore instruc-tion cannot go on without educ-ation.-Synthesis,
the best method of first presenting ideas. Its distinction from
analysis.---Euclid's elements beautiful specimens of the synthetic
method. All the faculties must be as much as possible employed,
especially the imagination.-Elwood enquires how this is religious

education.-Marsden calls attention to the principle, that the Pupil
must really do the work of education, and cannot work without
motives.-Room for making education religious, by making the
motives for work religious.-How this can be done. By interesting
the higher feelings in the work of gaining knowledge. The Child's
mind must be first prepared for this.-Objection to the system of
making knowledge too attractive.-Yet we must give it its native
attractions, to afford the pupil any true healthy interest.-Relation
of obedience among the motives for self-instruction.-How obedi-
ence can be cultivated by the very process before described.—
Obedience must be grounded on faith, and faith must be grounded
on intelligence, as to the general aims and character of the teacher.
-How the desire for knowledge, awakened as before, is converted
into a MORAL motive.-How higher desires generally are converted
into moral motives, by the conscience comparing them, and pronounc-
ing their relative worth.-How the conscience may be led to com-
pare with lower feelings the feelings excited towards knowledge,
and convert the work of knowledge into a moral work, and, finally,
into a religious work.-How these motives are applied in practice.—
Second mode in which education is made religious, by having its
facts based on religious facts.-This effected, by teaching the phe-
nomena of nature and mind as the acts of God.-The materialistic
habit of thought which considers them as phenomena of the great
world machine.--All study connected in the Temple with religious
facts.-Effects in religionising the habit of thought.-Necessity of
faithfulness in the Teacher.-Walk round the Village-Visit to the
School and Temple.-17-38.

CHAPTER III.

Suggestiveness of Gothic Architecture.-Meaning of the Arcade or
outer Court.-All primary teaching must be in contact with facts,
by observation.-Why the outer Courts open into the inner.—
Because the noblest result of culture is religion.-Religion can
be reached only from the contact of the soul with life and nature.
-Religion is looking up to persons. Two kinds of reverence.—
How these are to be awakened.-Primary and secondary moral
feelings. Primary form-SYMPATHY and LOVE.-These can be
kindled only by a view of their objects.-Common source of failure,
neglect of this principle.-Green-house building, instead of placing
the seed in simple contact with nature.-What are the objects of

love and sympathy. Our sense of obligation must flow out of some

affection. The Teacher must often become the principal centre for

such affection.-The mistake of expecting the sentiment of duty

where there is no love.-Sympathy must be awakened by realizing

to ourselves the inner life of others.-This is to be effected by

"Pictures of Life."-How the primary feelings, when awakened,

are to be directed upon actions, and how the moral judgment is to

be drawn forth.-The method threefold.-Symbols of the method.

--Actions considered as doors.--Consequences are like spirits behind

the doors.-Actions moral and immoral on account of consequences.

-Teachers must make the doors of actions transparent. The parable

of the good Samaritan a model of the method.-Analysis of

parable. Its threefold work.--The moral training of the Temple all

moulded from this parable.-Natural effect of such influences.-Yet

we cannot make beings good.-Share reserved to the will.-39-54.

CHAPTER IV.

An idea now given of the two halves of the education of the porch,
the intellectual and the moral, terminating in intellectual reverence
and moral reverence.-Room also left for the elements of dependence,
gratitude and trust in religion.-Objection that all this is natural
religion.—It is revealed because derived from revelation, but now,
conveyed directly from our minds to meet the needs of the pupil.-
Marsden proceeds to show how the two portions of culture are sub-
limed into religion.-Necessity of progressiveness.-Hence three
stages of reverential culture. These symbolized by the various courts.
-Aisles-Courts of reverence, (Biography.)-Nave-Court of vene-
ration, (Christ.)-Choir-Court of worship, (God.)-Why Christ
should be approached thus.-Why the first aim of Christian culture
is to awaken pure MORAL REVERENCE.-Marsden and Elwood
approach the choir.-Here the previous culture sublimed into
WORSHIP, ASPIRATION, and ETERNAL HOPE.-Transept and Eastern
Aisles the courts of Mysteries.-Difference between primary and
secondary doctrines.-Necessity of grounding the secondary upon
the primary. Suspending and propping, instead of building.--
Why the primary doctrines can be taught in common.-Success has
been in spite of bad methods.-Earnest spirits can breathe them-
selves through any system.-Yet danger to religion if not built on
the certainties.-Pastors of various sects co-operate in the religious
education in the Temple.-Opposition from the exogenic and con-