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African Methodist Episcopal Church Review, Vol. 6, Num. 3
			
338                   CHURCH REVIEW.

tions of man--and remain a common carrier of heavy burdens,
a brick-maker for Egyptians, while time lasts.  We, as a race,
have left the Egypt of slavery, but we are still in the wilder-
ness of as dark mountains as Sinai. Nothing can guide us out
so well as intellectual light, mental work and mind effort; and in
its wake will follow a light from within as well as from with-
out; a deeper, broader and purer morality.  Let me enter here on
the third head of my topic, Moral Education.
  I should not need, here, to begin with definitions in moral
science and metaphysics, even were I able to treat the subject as a
metaphysician or a moral philosopher. And I only wish to pre-
face under this head, that we have in our system of education
what is known as moral training. It is not mathematics; it is
not chemistry. One might be as intellectual as the Greeks, and
know very little of christian morals. He might be a mathema-
tician, a logician and linguist, and yet know nothing of morals
-nothing about right and wrong, in a moral sense; nothing
about justice or injustice, gratitude or ingratitude. Hence, in
our educational system, we must have a training in the knowl-
edge that pertains to right and wrong, justice and injustice,
piety and impiety, from the simple fact that we have a moral
element in our constitution, which is as much a part of our na- 
ture as sight, or hearing, or taste, or touch, or the physical or-
gans of eye, and ear, and tongue, and hand. And as we need
to train these in their proper directions, and in their proper
spheres of action, so we need to guide the moral sense of our
nature and constitution into its proper channels. When the He-
brew tribes left Egypt, under Moses, they, no doubt, hall a good
deal of the knowledge of the Egyptians in the arts and sciences.
of that nation. Their leader, Moses, at least, was highly trained
in all of their knowledge.  But the Hebrew people needed to be
trained anew in another most important feature of education.
They needed a new moral system, a new moral code, and for this
reason, it is believed by many great thinkers that these people,
this Hebrew nation, was kept separated from all other people
forty years in the wilderness--cut off from the habits and con-
duct of all but themselves., That great moral code and constitu-
tion, drafted on tables of stone, has remained a blessing to hu-
manity from that day to this; a foundation-stone and corner
stone of a morality that will, in part, at least, remain a law to
all nations, to all states, and to every individual man and woman:
that has a conscience or a notion of right and wrong.  In such
a code as this, we find a department of education that looks not
to physical training, nor to intellectual instruction.  It does not
inquire after the health of the body, or the strength of the in-
tellect, but it asks after the health of the heart.  Are you truth-
ful? Are you just?  Are you honest?  Are you a murderer?
These are some of its questions--some of its leading heads of
chapters.  And whatever may have been said about Bible-read-
ing in the public schools, one thing is certain, viz., that no sys-
tem of education ought to leave out such a department as this




			
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OHS/National Afro-American Museum & Cultural Center Serial Collection

African Methodist Episcopal Church Review, Vol. 6, Num. 3

Volume:  06
Issue Number:  03
Date:  01/1890


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