September 1926
T H E K I N G ’ S B U S I N E S S
512
much an established fact as is the Revolutionary War. In these same histories is found the Constitution, the preamble of which reads: "In order to form a more per fect union; establish justice; insure domestic tranquility; provide for the common defense; promote the general welfare, and secure the blessings of liberty to ourselves and our posterity." Here are six distinct objects, each and all in perfect accord with the teachings of Scripture. When, there fore, you have destroyed a student’s faith In the Bible, what respect will he have for "the general welfare," "domestic tranquility," and other like "foolishness” found in the preamble and constitution of the United States? And this is exactly what has happened. In the United States, burglaries, em bezzlements, thefts, holdups, and kin dred crimes have increased nearly seven hundred percent in the last de cade, and here is the reason: So far as' the Bible’s authority is minimized, anarchy and chaos must result. In God’s Holy Name, how long will we continue to tax ourselves to build and equip institutions of learning; then tax ourselves to pay the salaries of rationalistic teachers; then tax our selves to take care of the criminals which such teaching produces? I wonder if Wellhausen and kindred destructive critics ever dreamed of the magnitude of misery their mutilations of the Holy Scriptures would ultimate ly bring upon the whole world? After they had reduced the Bible to merely "an evolutionary product of Hebrew thought" it was easy for Bernhard, Nietzsche and kindred philosophers to declare null and void the Sermon on the Mount, and substitute therefor the diabolical doctrine deduced from the reasonings of Charles Darwin. Another linther Needed I wonder if Wm. Rainey Harper and kindred American educators ever dreamed of the turmoil into which the evangelical churches of the United States would be thrown when they injected this same poison into our spir itual veins? Listen: "Wm. R. Har per, enamored of the new religious views of the Wellhausen school, and captivated by other concepts, deliber ately decided to set in motion educa tional machinery destined to make over the thinking of America, and dis place all Puritan concepts of God, the Bible, Christ, and the Church, with the more modern and rationalistic"— in brief, to Germanize America. What a pity the evangelical churches of Ger- (Continued on page 530)
Tho San Antonia (Contrnl America) Miaslon School of 1926 Conducted under the euepicee of the Central American Mission
then next to the right are the three young girl teachers' from Guatemala, and then Miss Bar- rows at the end of the row. The three boys in front of Miss Esdon and the primary teacher are assis tant teachers this year. They are in the upper ' grades and each teach a class dally in the Elemen tary Department.
Not all of the fifty-eight pupils enrolled at the present time are in this picture. The school is di vided, according to the system In Guatemala, In three divisions: the Primary, Elementary, and Com plementary. Each of the last two are sub-divided into three classes. The one farthest to the left on the back row is our primary teacher, next to him Is Miss Esdon, sciences, and students naturally regard their opinions as equally weighty in matters of the Christian religion. We know that "all the heresies of the ages proceed from unregenerate minds," but most students have 'not yet learned this. We know something of what Christ meant when He said: " It any man w IU b to do his will he shall know the doctrine." It your people were convinced also that "the doctrine" could not be known other wise, they would be safe. They would thrust through the instructor’s reason ing with: "I know more than all my teachers, because I keep thy precepts." "In him was life; and the life was the light of men." The Modernist has not this life. He says so himself. “ How then (the student would ask) can he have light on a spiritual truth, when only the life of Christ in the heart can give such light?" No won der great spiritual truths are “ foolish ness” to these unregenerate instruc tors. But. the tragedy of it all is that they make them "foolishness” also to the students; and then return them to their parents with a contempt for their early orthodox training— often to be “ disobedient to parents, unthankful— without natural affection." It will not be foreign to the issue to ask why Modernists insist on sound ness in the sciences, and on heresy in
the Scriptures. They tell the class that the facts of time, space, matter, force, motion, heat, light, etc., are fun damental to philosophy and must be believed to begin with. Then they virtually tell the same class that the doctrines of Supernatural Inspiration, Miracles, the Virgin Birth, the Deity of Christ, Substitutionary Atonement, the Resurrection, the New Birth, the Second Coming of Christ, are myths, legends and superstitions, and not to be believed. Are the fundamentals of science more necessary for the stu dent’s mind than are the fundamentals of Scripture for his immortal soul? Evolution Destroys Patriotism ! One object of the educational sys tem of the United States is to instill patriotism into its youth. Over our school buildings, throughout the forty- eight states of the Union, float the Stars and Stripes. But this flag sym bolizes the principles embodied in the constitution of the United States, and that constitution is based upon the teachings of the Hebrew Scriptures. So that when you undermine the faith of the student in the Bible, you under mine his faith in the constitution of the United States. Yet in some of our histories, taught in our public schools, is found this faith-destroying and re volting ape-theory as if it were as
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