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Description

Design for teacher education

Publication Date

11-1951

Publisher

Moorhead State Teachers College

City

Moorhead

Comments

This issue of The Bulletin clarifies the nature and the quality of the educational program of the College. In the cultivation of spiritual values, the College is in keeping with the injunction of the Founding Fathers who placed upon the people of the Northwest Territory this responsibility: "Religion, morality, and knowledge, being necessary for good government and happiness of mankind, schools and means for education shall forever be encouraged."

The College is a non-sectarian institution. It brings together young people in an atmosphere conducive to the development of tolerance and respect for all religious creeds-an attitude similar to that in which students will be compelled to spend their adult lives. Yet, the non-sectarian character of the College does not lessen its interest in the cultivation of the spiritual values, whether they be social, aesthetic, moral, or religious. In carrying through on the Ordinance of 1787 the College has not failed to teach religion, morality, and knowledge. Literature, music, and art provide ample opportunity for deriving the spiritual values; the social sciences are aimed at improving the conditions of mankind; and the physical and biological sciences give insight into what lies beyond their actual revelations.

In a country committed to the separation of church and state, an institution supported by state funds can not engage in the teaching of any religious doctrine or dogma. Teaching of sectarianism is the responsibility of the home and of the church. But failure to teach religious dogma does not make the College a godless institution neglectful of the spiritual values and devoid of religious influence upon its students.

Because religion, morality, and knowledge are necessary for good government and happiness, these qualities must be the common denominator for all citizens in a democracy. In a democracy all citizens are free men; they are the rulers; they are the judges in the court of final decision. To rule well, free men must be wise. Men are born free, they are not born wise. It is the function of education to make free men wise. If free men are truly wise, they will be truly good. If they are truly good, they will find salvation through avenues of their own choice.

The Bulletin, series 47, number 3, November (1951)

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