Call number
Publication
New York: Leavitt, Trow & Co., and M.W. Dodd. Boston, Crocker & Brewster; Philad., Perkins & Pervus; Columbia, S.C., S. Weir, Mr. M'Carter; Charleston, D.W. Harrision, S. Hart, sen. 1844.
Physical description
243 p.; 16 cm
Notes
The content of this work is available in several digital formats at https://archive.org/details/discourseontheol00howe
PREFACE.
This little book was occasioned by an appointment of the Presbytery of Charleston, which assigned to its several members subjects on which they should address the people at the celebration of the Bicentenary of the Westminster Assembly of Divines. These subjects embraced the whole history and peculiarities of the Presbyterian Church. The object of the Presbytery was to inform the churches within its bounds respecting the struggles of their fathers for the crown and kingdom of the Lord Jesus Christ, and for the faith once delivered to the saints. To the author was allotted the topic of the following discourse. Its design is to exhibit the method authorized by God and adopted by his church in past ages for the training of ministers. It is more appropriate to the times in which we live than to the special occasion on which it was delivered. Still it is a matter of history that the Presbyterian Church has ever contended for an educated ministry. The present method of training she adopts, is by means of theological schools, in which a professional education is superadded to the general one obtained at college. Doubts have been expressed in various quarters whether this is the best method, and whether it rests upon any divine authority. These doubts, in some parts of the church, disturb the efforts to build up those theological institutions yet struggling for an existence. At the same time they keep many young men at home pursuing a limited course of study, who would otherwise resort to schools and seminaries of theology. With a view to meet the difficulties felt by many, the writer has been led to investigate the whole subject of education for the ministry. The investigation has been historical in its nature, and has resulted in the collection of many facts which are recorded in these pages. In preparing the Discourse for the press, it has insensibly swelled into a little volume, and might have been extended still further without exhausting the subject. It is the hope of the writer that those who are interested in the education of our ministers, which indeed ought to attract the attention of all intelligent Christians, will give this little volume an attentive perusal. If the glory of God and the interests of the church are promoted by it, the writer will be sufficiently rewarded.
The reader is referred to the table of contents for a view of the topics the work embraces. After the Discourse was finished and sent to the press, a young friend requested of the author that he would draw up an outline of study for the use of those commencing or pursuing an education for the ministry. He expressed the feeling, which the writer recollects that he himself also had, of bewilderment and ignorance as to the proper points towards which he should direct his studies; a feeling that was so distressing to him both before and after he had commenced his theological course. If he could now retrace his steps and pass again over the years spent in the seminary, with the knowledge of a young minister's wants which he now has, his profiting would be far greater, and his time far better spent. Such feelings have arisen in every mind thirsting for knowledge. Nothng can supply the lack of experience. The proper method of study is to be learned by each one for himself. Yet the advice of those who have been familiar with the struggles of the student and the young minister is not without its value. To give such advice has been the writer's object in the Postscript, which follows as the last article appended to the Discourse. To it the attention of the young student is particularly directed. For those more advanced in theology a more ample course is needed, a guide at once to all the subjects embraced in the various departments of sacred learning, and to all the authors who have handled these subjects. Such a work the Germans have in Brettschneider's Systematische Entwickelung, but so far as the writer knows it is yet a desideratum in our language. The advice of Herder to a student in the University which the author read after the greater part of the Postscript was written, has furnished him with some few hints; the rest has arisen from the writer's knowledge of a student's wants, and from his own personal experience.
—Theological Seminary, Columbia, S.C., July, 1844.
CONTENTS.
Chapter I.
Occasion of the Discourse. The Church the friend of Learning. Example of Christ. Antediluvian Period. Patriarchal Age. Education of Moses and Aaron. Learning of Egypt. Aaronical and Levitical Priesthood. Were they Teachers of the People? Their Residence and Education. The Prophets. Their Number. Office of the Jewish Prophets. Schools of the Levites. Schools of the Prophets. Number of Pupils. How Supported. "The Man of Baal-shalisha." Sons of the Prophets. Elijah and Elisha. Call to the Prophetical Office. Educated Men appointed to this Office. The call preceded a life of Study. Studies and exercises of the Prophetic Schools. Prophets resorted to by the People for Religious Instruction. School and Synagogue. Studies of the Prophetic Schools further considered. Influence of these Institutions. Other Teachers. The Scribes. Lawyers. The Synagogues. Their number. Officers of the Synagogue. Their Education. Schools. Schools of Divinity. Title of Rabbi. Ceremony of Graduation. Houses of Study. Number of Schools. Conclusion,
Chapter II.
Education of John the Baptist. His Influence, Eloquence, and Greatness. Education of the Twelve Apostles. Matthias. Paul. His Birth-place. Testimony of Strabo. Education of Paul. His proficiency. His occupation. Luke. Paul and Luke wrote the largest portions of the New Testament. ApoUos. His Learning and Education. Timothy and Titus students of Paul. Mosheim's Opinion. Office of didaskalos. Their Duties, Order, Rank. The Apostles Teachers of Theology. Polycarp. Papias. Quadratus. Polycarp's Reminiscences of John. Were Schools of Theology established by the Apostles? School of Alexandria. Its origin. Its Teachers. Course of Study. Testimony of Gregory Thaumaturgus. Of Clemens Alexandrinus. Origen. Labours of Origen. Extent to which Education was carried. Length of time spent in Study. Government and control of the Alexandrian School. Female Pupils. Origen's Support. His friend Ambrose. Pamphilus and the Seminary at Caesarea. Seminary at Antioch. Library and School at Jerusalem. AtEdessa. Seleucia. Nisibis. Rome. Learned Education of the Early Fathers. Justin. Amobius. Julian the Apostate. His Edict respecting the Schools.
Chapter III.
Cathedral Schools. Meaning of the word Cathedral Patronage of Constantine. Conventual Schools. Convent of lona. Was a Theological Seminary. St. Columba. British Monasteries. Missionary Labours of the Culdees. Their Sentiments. Their Opposition to Rome. Origin and meaning of their Name. Other Culdee Establishments. At Bangor. At Armagh. Universities. LTniversity of Paris. The Sorbonne. Ignorance of the Monks. The Reformers Professors in Universities and Schools of Theology. The Study of the Hebrew and Greek Scriptures. The Five Universities of the Huguenots in France. Presbyterians of Holland. Westminster Assembly. The Non-Conformists. The Dissenting Academies. Their Course of Study. The Pilgrim Fathers. Harvard University. Yale. Dartmouth. Princeton. The Theological Character of our Earher. Colleges. Earliest Ministers of the Presbyterian Church in America. The Log College, Fagg's Manor. Newark Academy. College of New Jersey. Dr. Witherspoon. Theological Seminary at New-York. At Andover. Expectations of its Founders. Theological Seminary at Princeton. The American System.
Chapter IV.
The Ministry of the Church has always been an Educated Ministry. The Hebrew Prophets. The Prophet and the Holy Spirit. Influence of Sanctified Learning. Heresies of the Learned. The Heresies of Ignorance. Influence of a Learned Ministry at the Reformation. Reasons why Ministers should be Men of Learning. They have been educated in each other's society. Advantages of a Pubhc Education. Examples to the contrary considered. Theological Schools of great utility to the Church. Theological Literature. Extracts ftom Dr. Chalmers. Origin of Grecian and Roman Literature. Authorship in Scotland and Germany. Other Protestant Countries. The United States. Endowments. Permanence in Office. Time spent at places of Education by Eminent Scholars. Want of Ministers leads to the founding of Colleges and Seminaries. By whom endowed. Objections. Danger of Perversion. Standards of the Presbyterian Church. American plan of Education. Dissenters' Academies. The German Method. The English Method. Scotch Method. Not satisfactory to the Scotch themselves. Other Objections. Education too Professional. Beneficiaries. Charitable Foundations. Alleged tendency to Corruption. Origin of Heresies. Cause of the low state of Ministerial Attainment. Number of Students of Divinity in Scotland. Responsibilities of Church Courts. Qualifications of Students. Address to Teachers of Theology.
Appendix A. — Mode of Education in the Dissenting Academies of England. [pp. 153-172]
Appendix B. — Provisions for the Education of the Ministry in the Presbyterian and Dissenting Churches of England, Scotland, Ireland, and Wales. [pp. 173-188]
Appendix C. — The support furnished by the Churches of the Reformation to poor Students. [pp. 189-194]
Postscript.
—Directions to a Student preparing for the Ministry.
—Preparatory Studies. [pp. 195-207]
—Studies of the First Year. [pp. 207-222]
—Studies of the Second Year. [pp. 223-234]
—Studies of the Third Year. [pp. 234-243]
PREFACE.
This little book was occasioned by an appointment of the Presbytery of Charleston, which assigned to its several members subjects on which they should address the people at the celebration of the Bicentenary of the Westminster Assembly of Divines. These subjects embraced the whole history and peculiarities of the Presbyterian Church. The object of the Presbytery was to inform the churches within its bounds respecting the struggles of their fathers for the crown and kingdom of the Lord Jesus Christ, and for the faith once delivered to the saints. To the author was allotted the topic of the following discourse. Its design is to exhibit the method authorized by God and adopted by his church in past ages for the training of ministers. It is more appropriate to the times in which we live than to the special occasion on which it was delivered. Still it is a matter of history that the Presbyterian Church has ever contended for an educated ministry. The present method of training she adopts, is by means of theological schools, in which a professional education is superadded to the general one obtained at college. Doubts have been expressed in various quarters whether this is the best method, and whether it rests upon any divine authority. These doubts, in some parts of the church, disturb the efforts to build up those theological institutions yet struggling for an existence. At the same time they keep many young men at home pursuing a limited course of study, who would otherwise resort to schools and seminaries of theology. With a view to meet the difficulties felt by many, the writer has been led to investigate the whole subject of education for the ministry. The investigation has been historical in its nature, and has resulted in the collection of many facts which are recorded in these pages. In preparing the Discourse for the press, it has insensibly swelled into a little volume, and might have been extended still further without exhausting the subject. It is the hope of the writer that those who are interested in the education of our ministers, which indeed ought to attract the attention of all intelligent Christians, will give this little volume an attentive perusal. If the glory of God and the interests of the church are promoted by it, the writer will be sufficiently rewarded.
The reader is referred to the table of contents for a view of the topics the work embraces. After the Discourse was finished and sent to the press, a young friend requested of the author that he would draw up an outline of study for the use of those commencing or pursuing an education for the ministry. He expressed the feeling, which the writer recollects that he himself also had, of bewilderment and ignorance as to the proper points towards which he should direct his studies; a feeling that was so distressing to him both before and after he had commenced his theological course. If he could now retrace his steps and pass again over the years spent in the seminary, with the knowledge of a young minister's wants which he now has, his profiting would be far greater, and his time far better spent. Such feelings have arisen in every mind thirsting for knowledge. Nothng can supply the lack of experience. The proper method of study is to be learned by each one for himself. Yet the advice of those who have been familiar with the struggles of the student and the young minister is not without its value. To give such advice has been the writer's object in the Postscript, which follows as the last article appended to the Discourse. To it the attention of the young student is particularly directed. For those more advanced in theology a more ample course is needed, a guide at once to all the subjects embraced in the various departments of sacred learning, and to all the authors who have handled these subjects. Such a work the Germans have in Brettschneider's Systematische Entwickelung, but so far as the writer knows it is yet a desideratum in our language. The advice of Herder to a student in the University which the author read after the greater part of the Postscript was written, has furnished him with some few hints; the rest has arisen from the writer's knowledge of a student's wants, and from his own personal experience.
—Theological Seminary, Columbia, S.C., July, 1844.
CONTENTS.
Chapter I.
Occasion of the Discourse. The Church the friend of Learning. Example of Christ. Antediluvian Period. Patriarchal Age. Education of Moses and Aaron. Learning of Egypt. Aaronical and Levitical Priesthood. Were they Teachers of the People? Their Residence and Education. The Prophets. Their Number. Office of the Jewish Prophets. Schools of the Levites. Schools of the Prophets. Number of Pupils. How Supported. "The Man of Baal-shalisha." Sons of the Prophets. Elijah and Elisha. Call to the Prophetical Office. Educated Men appointed to this Office. The call preceded a life of Study. Studies and exercises of the Prophetic Schools. Prophets resorted to by the People for Religious Instruction. School and Synagogue. Studies of the Prophetic Schools further considered. Influence of these Institutions. Other Teachers. The Scribes. Lawyers. The Synagogues. Their number. Officers of the Synagogue. Their Education. Schools. Schools of Divinity. Title of Rabbi. Ceremony of Graduation. Houses of Study. Number of Schools. Conclusion,
Chapter II.
Education of John the Baptist. His Influence, Eloquence, and Greatness. Education of the Twelve Apostles. Matthias. Paul. His Birth-place. Testimony of Strabo. Education of Paul. His proficiency. His occupation. Luke. Paul and Luke wrote the largest portions of the New Testament. ApoUos. His Learning and Education. Timothy and Titus students of Paul. Mosheim's Opinion. Office of didaskalos. Their Duties, Order, Rank. The Apostles Teachers of Theology. Polycarp. Papias. Quadratus. Polycarp's Reminiscences of John. Were Schools of Theology established by the Apostles? School of Alexandria. Its origin. Its Teachers. Course of Study. Testimony of Gregory Thaumaturgus. Of Clemens Alexandrinus. Origen. Labours of Origen. Extent to which Education was carried. Length of time spent in Study. Government and control of the Alexandrian School. Female Pupils. Origen's Support. His friend Ambrose. Pamphilus and the Seminary at Caesarea. Seminary at Antioch. Library and School at Jerusalem. AtEdessa. Seleucia. Nisibis. Rome. Learned Education of the Early Fathers. Justin. Amobius. Julian the Apostate. His Edict respecting the Schools.
Chapter III.
Cathedral Schools. Meaning of the word Cathedral Patronage of Constantine. Conventual Schools. Convent of lona. Was a Theological Seminary. St. Columba. British Monasteries. Missionary Labours of the Culdees. Their Sentiments. Their Opposition to Rome. Origin and meaning of their Name. Other Culdee Establishments. At Bangor. At Armagh. Universities. LTniversity of Paris. The Sorbonne. Ignorance of the Monks. The Reformers Professors in Universities and Schools of Theology. The Study of the Hebrew and Greek Scriptures. The Five Universities of the Huguenots in France. Presbyterians of Holland. Westminster Assembly. The Non-Conformists. The Dissenting Academies. Their Course of Study. The Pilgrim Fathers. Harvard University. Yale. Dartmouth. Princeton. The Theological Character of our Earher. Colleges. Earliest Ministers of the Presbyterian Church in America. The Log College, Fagg's Manor. Newark Academy. College of New Jersey. Dr. Witherspoon. Theological Seminary at New-York. At Andover. Expectations of its Founders. Theological Seminary at Princeton. The American System.
Chapter IV.
The Ministry of the Church has always been an Educated Ministry. The Hebrew Prophets. The Prophet and the Holy Spirit. Influence of Sanctified Learning. Heresies of the Learned. The Heresies of Ignorance. Influence of a Learned Ministry at the Reformation. Reasons why Ministers should be Men of Learning. They have been educated in each other's society. Advantages of a Pubhc Education. Examples to the contrary considered. Theological Schools of great utility to the Church. Theological Literature. Extracts ftom Dr. Chalmers. Origin of Grecian and Roman Literature. Authorship in Scotland and Germany. Other Protestant Countries. The United States. Endowments. Permanence in Office. Time spent at places of Education by Eminent Scholars. Want of Ministers leads to the founding of Colleges and Seminaries. By whom endowed. Objections. Danger of Perversion. Standards of the Presbyterian Church. American plan of Education. Dissenters' Academies. The German Method. The English Method. Scotch Method. Not satisfactory to the Scotch themselves. Other Objections. Education too Professional. Beneficiaries. Charitable Foundations. Alleged tendency to Corruption. Origin of Heresies. Cause of the low state of Ministerial Attainment. Number of Students of Divinity in Scotland. Responsibilities of Church Courts. Qualifications of Students. Address to Teachers of Theology.
Appendix A. — Mode of Education in the Dissenting Academies of England. [pp. 153-172]
Appendix B. — Provisions for the Education of the Ministry in the Presbyterian and Dissenting Churches of England, Scotland, Ireland, and Wales. [pp. 173-188]
Appendix C. — The support furnished by the Churches of the Reformation to poor Students. [pp. 189-194]
Postscript.
—Directions to a Student preparing for the Ministry.
—Preparatory Studies. [pp. 195-207]
—Studies of the First Year. [pp. 207-222]
—Studies of the Second Year. [pp. 223-234]
—Studies of the Third Year. [pp. 234-243]