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tive if the pulpit is either on a very large scale or covered with splendid ornament, and if the interest of the sermon should flag, the mind is instantly tempted to wander. I have observed that in almost all cathedrals, when the pulpits are peculiarly magnificent, sermons are not often preached from them; but rather, and especially if for any important purpose, from some temporary erection in other parts of the building: and though
this may often be done because the architect has consulted the
effect upon the eye more than the convenience of the ear in the placing of his larger pulpit, I think it also proceeds in some measure from a natural dislike in the preacher to match himself with the magnificence of the rostrum, lest the sermon should not be thought worthy of the place. Yet, this will rather hold of the colossal sculptures, and pyramids of fantas. tic tracery which encumber the pulpits of Flemish and German churches, than of the delicate mosaics and ivory-like carving of the Romanesque basilicas, for when the form is kept simple, much loveliness of color and costliness of work may be intro. duced, and yet the speaker not be thrown into the shade by them. But, in the second place, whatever ornaments we admit ought clearly to be of a chaste, grave, and noble kind; and what furniture we employ, evidently more for the honoring of God’s word than for the ease of the preacher. For there are two ways of regarding a sermon, either as a human composition, or a Divine message. If we look upon it entirely as the first, and require our clergymen to finish it with their utmost care and learning, for our better delight whether of ear or intellect, we shall necessarily be led to expect much formality and stateliness in its delivery, and to think that all is not well if the pulpit have not a golden fringe round it, and a goodly cushion in front of it, and if the sermon be not fairly written in a black book, to be smoothed upon the cushion in a majes tic manner before beginning; all this we small duly come to expect: but we shall at the same time consider the treatise thus prepared as something to which it is our duty to lister: without restlessness for half an hour or three quarters, but which, when that duty has been decorously performed, we may dismiss from our minds in happy confidence of being pro vided with another when next it shall be necessary. But if once we begin to regard the preacher, whatever his faults, as a man sent with a message to us, which it is a matter of life or death whether we hear or refuse; if we look upon him as set in charge over many spirits in danger of ruin, and having allowed to him but an hour or two in the seven days to speak to them; if we make some endeavor to conceive how precious these hours ought to be to him, a small vantage on the side of God after his flock have been exposed for six days together to the full weight of the world's temptation, and he has been forced to watch the thorn and the thistle springing in their hearts, and to see what wheat had been scattered there snatched from the wayside by this wild bird and the other, and at last, when breathless and weary with the week's labor they give him this interval of imperfect and languid hearing, he has but thirty minutes to get at the separate hearts of a thousand men, to convince them of all their weaknesses, to shame them for all their sins, to warn them of all their dangers, to try by this way and that to stir the hard fastenings of those doors where the Master himself has stood and knocked yet none opened, and to call at the openings of those dark streets where Wisdom herself hath stretched forth her hands and no man regarded,— thirty minutes to raise the dead in,—let us but once understand and feel this, and we shall look with changed eyes upon that frippery of gay furniture about the place from which the message of judgment must be delivered, which either breathes upon the dry bones that they may live, or, if ineffectual, remains recorded in condemnation, perhaps against the utterer and listener alike, but assuredly against one of them. We shall not so easily bear with the silk and gold upon the seat of judgment, nor with ornament of oratory in the mouth of the messenger; we shall wish that his words may be simple, even when they are sweetest, and the place from which he speaks like a marble rock in the desert, about which the people have gathered in their thirst.
By a large body of the people of England and of Europe a man is called educated if he can write Latin verses and construe a Greek chorus. By some few more enlightened persons it is confessed that the construction of hexameters is not in itself an important end of human existence; but they say, that the general discipline which a course of classical reading gives to the intellectual powers, is the final object of our scholastical institutions.
But it seems to me, there is no small error even in this last and more philosophical theory. I believe, that what it is most honorable to know, it is also most profitable to learn; and that the science which it is the highest power to possess, it is also the best exercise to acquire.
And if this be so, the question as to what should be the material of education, becomes singularly simplified. It might be matter of dispute what processes have the greatest effect in developing the intellect; but it can hardly be disputed what facts it is most advisable that a man entering into life should accurately know.
I believe, in brief, that he ought to know three things:
First. Where he is.
Secondly. Where he is going
Thirdly. What he had best do under those circumstances. First. Where he is.—That is to say, what sort of a world he has got into; how large it is; what kind of creatures live in it, and how; what it is made of, and what may be made of it. Secondly. Where he is going.—That is to say, what chances or reports there are of any other world besides this; what seems to be the nature of that other world; and whether, for information respecting it, he had better consult the Bible, Koran, or Council of Trent. Thirdly. What he had best do under those circumstances. —That is to say, what kind of faculties he possesses; what are the present state and wants of mankind; what is his place in society; and what are the readiest means in his power of attaining happiness and diffusing it. The man who knows these things, and who has had his will so subdued in the learning them, that he is ready to do what he knows he ought, I should call educated; and the man who knows them not, uneducated, though he could talk all the tongues of Babel. Our present European system of so-called education ignores, or despises, not one, nor the other, but all the three, of these great branches of human knowledge. First: It despises Natural History.—Until within the last year or two, the instruction in the physical sciences given at Oxford consisted of a course of twelve or fourteen lectures on the Elements of Mechanics or Pneumatics, and permission to ride out to Shotover with the Professor of Geology. I do not know the specialities of the system pursued in the academies of the Continent; but their practical result is, that unless a man's natural instincts urge him to the pursuit of the physi. cal sciences too strongly to be resisted, he enters into life utterly ignorant of them. I cannot, within my present limits,
even so much as count the various directions in which this ignorance does evil. But the main mischief of it is, that it leaves the greater number of men without the natural food which God intended for their intellects. For one man who is fitted for the study of words, fifty are fitted for the study of things, and were intended to have a perpetual, simple, and religious delight in watching the processes, or admiring the creatures, of the natural universe. Deprived of this source of pleasure, nothing is left to them but ambition or dissipation; and the vices of the upper classes of Europe are, I believe, chiefly to be attributed to this single cause. Secondly: It despises Religion.—I do not say it despises “Theology,” that is to say, talk about God. But it despises “Religion;” that is to say, the “binding” or training to God's service. There is much talk and much teaching in all our academies, of which the effect is not to bind, but to loosen, the elements of religious faith. Of the ten or twelve young men who, at Oxford, were my especial friends, who sat with me under the same lectures on Divinity, or were punished with me for missing lecture by being sent to evening prayers, four are now zealous Romanists, a large average out of twelve; and while thus our own universities profess to teach Protestantism, and do not, the universities on the Continent . profess to teach Romanism, and do not,—sending forth only rebels and infidels. During long residence on the Continent, I do not remember meeting with above two or three young men, who either believed in revelation, or had the grace to hesitate in the assertion of their infidelity. Whence, it seems to me, we may gather one of two things; either that there is nothing in any European form of religion so reasonable or ascertained, as that it can be taught securely to our youth, or fastened in their minds by any rivets of proof which they shall not be able to loosen the moment they begin