t its history cannot but be viewed as the
fruits of the tree first planted by the Halle emissaries. Nor could they
fail to see the abyss into which such unionism must finally lead, as it
was apparent already in the history of the Swedes. That Muhlenberg had a
presentiment whither things were drifting appears from his warning in
1783 to J. L. Voigt not to open his pulpit to Methodist preachers.
(516.) Indeed, Muhlenberg himself lived to see the first bitter fruits
of his dalliance with the sects. Four months before his end, June 6,
1787, Franklin College, at Lancaster, was solemnly opened as a German
High School and a union theological seminary for Lutherans, Reformed,
and a number of other sects. H. E. Muhlenberg delivered the sermon at
the opening exercises, which were attended by the entire synod. The name
of the institution was chosen in view of the virtues and merits of
Benjamin Franklin, who had contributed 200 Pounds. The College had
forty-five trustees, consisting of 15 Lutherans, 15 Reformed, and 15
chosen from other communions. A director was to be chosen alternately
from the Lutheran and from the Reformed Church. Among the first trustees
were J. H. C. Helmuth and other Lutheran pastors. Two of the first four
teachers were Lutherans: Pastor H. E. Muhlenberg, the first director,
and Pastor F. W. Melsheimer. (515.) Dr. A. Spaeth, agreeing with W. J.
Mann, says: "Sooner or later the whole Lutheran Church of America should
and could unite on the position of Muhlenberg." (252.) We would not
detract from the merit of Muhlenberg. The slogan of the American
Lutheran Church, however, dare never be: "Back to Muhlenberg!" "Back to
Halle!" but "Back to Wittenberg!" "Back to Luther! Back to Lutheran
sincerity, determination, and consistency both in doctrine and
practise!"

TRAINING OF MINISTERS AND TEACHERS NEGLECTED.

56. Parish Schools Cultivated.--One cannot possibly say too much in
praise of the missionary zeal on the part of Muhlenberg and his
associates and of their unceasing efforts to establish new mission-posts
and organize new congregations, and to obtain additional laborers from
Europe, notably from Halle. In a large measure this applies also to
their labors in the interest of establishing parochial schools. In fact,
wherever we read of early Lutherans in America, especially German
Lutherans, there we also hear the cry for schools and schoolteachers to
instruct the children. Comparatively weak efforts to estab