Untitled (Concerning Religious Education)

Undated (found in 1968 papers)
Unspecified (possibly Plainfield)

Untitled Fragment, starting on p. 13

... architects described the needs of the educational program of the church by referring to the “Perambulator Revolution.” There are forty-million children crowding the church schools of the nation. Universalists and Unitarians know that the strongest magnet in attracting thoughtful young families is the program of religious education being developed in the liberal churches. In spite of the need to communicate better both the religious basis and the educational methods we attempt to promote, unquestionably our loyalty to a constantly improving liberal religious education program will determine the kind of people who will be attracted. Many persons who can “take” an orthodox adult worship service, or “leave it alone,” so to speak, revolt against subjecting their children to a dogmatic, tradition-centered Sunday school.

When Marie Antoinette was a child, her mother, Queen Maria of Austria, because of numerous duties only saw her children once every week or ten days. The children were left in the care of governesses and teachers who, because of fear of royal rage, were more anxious that the children should make a good impression than they were that the children should learn. As the historian tells it, “the copies which were presented to the Queen in evidence of the progress of the children were all traced over the original drawings of the teachers. The children just followed with pen over the penciled lines.” The beautiful (but copied) product was then exhibited to Queen Maria for approval. The young princess was also taught to address strangers of distinction in short Latin phrases, when she did not understand the meaning of a single word.”

Unless we liberals do a catastrophic turn-about, we will not be interested in our children making tracings of our religious lines, or chattering religious phrases they do not understand. As J.P. Corbett, a philosopher, said over the B.B.C.: “We should be teaching young people to think about the world, not talk themselves out of it; to work through concrete problems of nature and society, not to drop a verbal curtain between those problems and themselves.”

This method of education requires space for activity. If we believe in it, we should provide opportunity for the growth and expansion of the liberal spirit in education.

There is a fine summary of educational goals in the words of George Counts: “(Education) must assure mastery on the part of the younger generation of the essential practical skills and knowledge of the social heritage. Second, it must promote with unflagging zeal an understanding of the world as it is and as it is becoming. Third, it must strive without apology to inculcate in the young loyalty to the great values of a society of free men. Fourth, it must stress the universal in the total human heritage, stimulate the creative faculties of man, and contribute to the advancement of all the humane arts and sciences.”

Similar to the feeling General Bradley expressed in his recent speech, these affirmations I advance about fellowship, worship, and education are not self-proving propositions. They are articles of faith more than expressions of reason, but I believe they will be true to experience of Universalists who assume the burdens and share the inspiration of a a new and growing church.