Vermont telegraph. [volume] (Brandon [Vt.]) 1828-1843, 1837-12-27

uOt III AiOSt
men 7 Are not their, labors accepted of the
churches, and blessed Of God ? a. .~
Look at the local situation Of our church
es. How many will be found able to sup
port pastor by settling upon him living
such as college ministers expect and are
accustomed to receive2 How many need
SUCH pastor? / do entreat you, sir, to lett
the influence of your talents and your sta
ton be exerted in behalf of a competent
education for the minister of Jesus Christ, t
and let the question of. competency be de-
cided not by the reasonings ofcarnal men,
but by the word of God and by the sphere
he is to occupy, and the duties he is to per-
form. And frovn indignantly upon every |
effort to put down, in public opinion, preach
ers who are called uneducated. (5.)
"THoUsANDs AND TENS OF THOUSANDS" |
EDITORIAL NoTEs.-O.) Why my brother,
have you garbled my language, and thus
made me accuse YOU, in the most general
and sweeping terms, of hostility to inst-
tetions of learning" without specifying
achdt institutions of learning? My Ian
guage was, institutions of learning for
those who are about to engage in a calling,
than any other more important and respon-
sible"-i. e., institutions for the Special
benefit of those who are being qualified for
the gospel ministry. This is a very differ
emf thing from charging you with "hos,ili
ty to institutions OF learning" The phrase,
" institutions of learning,' is indefinite and
unlimited, whereas we had had under con-
sheraton only single class of these insti-
tutions, and my language was most mani
= testify limited to this class.
But your language on this point, in your
present communication, has altogether too
much of vagueness, approaching to evasive-
ness. You neither affirm nor deny that you
are hostile to theological institutions in
general. Why not come to the point, and
allow yourself TO be understood? If you
e are not hostile to these institutions in gene
h views and my own, and what are you con-
n tending about and striving for2 On the
II contrary, if you are hostile to them, where
q, is the injustice of my charge, which amount
ID ed to no more nor less than that you ar,
lie thus hostile 2 Between these two you
l. must choose and, choosing which you will
n you make your own words to be eide wind.
l. (2) What necessary connection there is
It between educating the ministry, and &C
r, commodating the religion Of Christ to the
IS feelings and interests Of men, remains TO BE-
a shown. The object, my brother, of qualify
n ing the gospel ministry for their responsible
I'd work, is not that "edrth may call then
ct good or great,"-but that they may b.
re good and great. e., great in goodness, il
m Christian fidelity, in holiness Of heart anc
t. of life, in aptness to teach, in word, IN al
ly that will make them good and successful
10 ministers of Jesus Christ. Was not Pau
Of great man? Was he not LEARNED man
ne Was he not good and useful man-ant
e. with all remarkably apt to teach? Wa
I'd he not greatly successful? Was he NO
tn most mani estly chosen vessel Of God
he Does the letter or spirit of our Savior
ou teaching "pour contempt on" such good
en- ness and greatness? Do you believe tina
IS Paul could have filled the station he di
ne without the learning he had ? Is there les
)" need of learned men now, than there wa
IS in Paul's time? Rather, is there not niue
greater need?
n (3) Remember" remember" an
n don't forget, that allowed that men ma
is be good and useful ministers Of the gosp,
Ter without the advantages of literary, scientific
he or theological institutions. only content
en- ed that " literature and science are usefi
IN dppe1eddges"-and might have said aids
a to diuine teaching. 1t was said by on
lily you know, that,
en- elf ignorance be bliss, tits folly to be wise"
I'm l suppose that if Ignorance be usefulness,
full is aooTse than folly to be wise. On tn
Id contrary, all other things being equal,
ch knowledge be usefulness, it is worse tina
y? folly to advocate ignorance.
ZEN a. love and respect my brethren gem
up rally, in the Associations mentioned
ily Precious brethren they are, many Of then
/, it But do not believe there is one amor
eat them all, or in all Christendom, whose US
to fulness might not be augmented by an au
ere meutation of useful knowledge.
rth, (5.) "a competsn<H educGtion" is all
ID" contend for. The question to be $,
nee tied is,- what is cCmpetentJ education
llar The lahnrinn oar hana falls oe ,.o.,.s. :;