ated, though not
entirely neglected. III. That all mixture of philosophy and human
science with divine wisdom was to be most carefully avoided; that is,
that pagan philosophy and classical learning should be kept distinct
from, and by no means supersede, Biblical theology. But, IV. That, on
the contrary, all those students who were designed for the ministry
should be kept accustomed from their early youth to the perusal and
study of the Holy Scriptures, and be taught a plain system of theology
drawn from these unerring sources of truth. V. That the whole course of
their education should be so directed as to render them useful in life,
by the practical power of their doctrine, and the commanding influence
of their example.[25]

The founder of Pietism, Philip Jacob Spener, was in many respects the
most remarkable man of his century. He was only thirteen years old at
the close of the Thirty Years' War. His educational advantages were
great; and after completing his theological studies at Strasburg, where
he enjoyed the society and instruction of the younger Buxtorf, he made
the customary tour of the universities. He visited Basle, Tuebingen,
Freiburg, Geneva, and Lyons; spending three years before his return
home. From a child he was noted for his taciturn, peaceful, confiding
disposition; and when he reached manhood these same qualities increased
in strength and beauty. His studies had led him somewhat from the course
of theology--at least certain branches of it--and he became greatly
fascinated with heraldry. But gradually he identified himself with
pastoral life, and into its wants and duties he entered with great
enthusiasm. He was for a short time public preacher in Strasburg, but on
removing from that city he assumed the same office in
Frankfort-on-the-Main. Here the field opened fairly before him, and,
confident of success, he began the work of reform.

The instruction of children in the doctrines of Christianity, as we have
already said, had been sadly neglected, because the pastors of the
church had committed the task to less competent hands. Spener determined
that he would assume complete control of the matter himself, and, if
possible, teach the children during the week without any cooeperation.
His labors proved a great success; and his reform in catechetical
instruction, not only in Frankfort, but thence into many parts of
Germany, eventuated in one of the chief triumphs of his life. But he had
further notic