of God there is nothing being taught except an enlightened paganism, if I may be allowed to use such a contra diction of terms. It seems strange, indeed, that any one would consider himself well- rounded in his education when, at best, he has studied in only two of the great areas of knowledge. But man is an ex tremely vain creature; he likes to think o f b e i n g quite s e l f - c o n t a i n e d and master of any situation in which he finds himself. The rather popular song, “Invectus” which concludes with the words, “I am the master of my fate, I am the captain of my soul,” is typical of the attitude of natural man. So, people today are searching fran tically for a philosophy of life which will satisfy the innermost longings of the human heart. They are searching in the field of science in an effort to discover the whence and the whither of life itself, in the vain hope that it will be discovered that men have, with in themselves, both creative ability and the ability to work out an eternity of bliss after this span of life has been completed. Of course, were such a pro gram to be developed, it would be con sidered quite a feather in the cap of vanity which human beings wear in stinctively. And men would be able to say, “See what we have done.” But some of us have the conviction that no person can be considered, nor should he consider himself, well-rounded in his training unless he has included in his area of study a detailed considera tion of his own relationship to God Almighty. And it is for this reason that BIOLA has its cause for existence. Whereas some institutions of higher learning emphasize the sciences or the humanities, BIOLA emphasizes theolo gy. But we differ from so many other schools in that, while they emphasize the humanities or the sciences, many of them have nothing whatever to do with religion as such and particularly with vital Christianity. We offer studies in all three of these great areas of knowledge so that, in a very definite sense, the graduates of BIOLA are more fully rounded in their
T R A IN IN G YOUTH (continued) Multiplied hundreds of millions of dollars are being spent annually to provide thorough training in one or more of these general fields. There are great colleges and universities through out this country and other parts of the civilized world, which offer exten sive studies in the humanities and the sciences. There are great technical in stitutes which deal primarily with the sciences. We read frequently in various newspapers and periodicals of large sums contributed, by great men of fi nance, toward the development of our technical and scientific institutes of higher learning. Only young men who are outstanding in one or more of the areas of science are admitted to these schools — this, that the fine minds of youth may yield the highest possible contribution to the general area of knowledge in the particular fields. Since the sputniks have been put into orbit, it has been advocated, in some high governmental circles, that the United States should institute a crash program lest our nation fall be hind. Other government leaders and academic circles advocate a continua tion of a broader, more well-rounded type of education in the colleges and universities of the country so far as under-graduate work is concerned and then, on the graduate level, specializa tion in the particular area of study in which the student is proven to be most apt. But, my dear friends, there is a dou ble tragedy that is occurring in the realm of higher education. One tragedy is that, in the effort to provide a well- rounded program of education and knowledge, the secular institutions of higher learning are giving training in only two-thirds of the general field in that they will not even allow religion to be taught in the schools. The other tragedy is that even in those schools where religion is taught, all too fre quently any semblance of vital Chris tianity is completely ignored and in stead of presenting historic Christian ity as it is found in the inspired Word
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