Memphis daily appeal. [volume] (Memphis, Tenn.) 1847-1886, 1870-05-18


Bond does not, and in this consists the
difference between the two.
Drs. BEDFORD and McFerrin both OPP
posed the removal and concurred in say
ing that these discussions were detrimen-
tai to the credit and fortunes of the estab-
lishment. Work is done in Nashville
cheaper and better than in Cincinnati.
The question of reference to the special
committee was carried by l3I Affirmative
votes.
A resolution, by DIR. Myers, instructs
the committee to inquire into the exped1-
ency OF selling the establishments, and
another to inquire into the relative cost
Of printing, etc, in Nashville and other
cities, and still another, whether the
present condition of property values in
Nashville does not make this a good time
to sell.
QUERY.
Since it il supposed thai the book con-
Germ will subsist and flourish through
the next century, and a central loca-
ton is sought and st. Louis is out
OF the ring, and neither is a central city
OF the Southern Church, why should
not the book establishment migrate to
Memphis?
DR.. Evans presented a memorial from
the .Colored Conference, asking that a
special committee OF five be appointed to
meet them at Jackson, Tenn, to organize
their General Conference. They ask the
appointment of Drs. Watson, SSehon,
| Whitehead and two others. This and the
memorial asking that a general Sunday
school convention be ordered was adopted.
THE GREAT QUESTION AND ORDER OF THE
DAY.
The question was on the adoption of the
minority report, which proposes the main
tenance of the present system OF mixed
schools of literature and theology. DIR.
/ IarIopdfcI rnQfnrffu rannFf uron1T aufohlfah
a great fpstitUtion of theological learning.
DIR. Marshall, of Vicksburg, having the
floor, said that he was very hOarse, palpa-
bly, true enough when he began, but a fact
soon forgotten by himself and auditors.
Until recently he had been led to advocate
the establishment of a great theological
university. The questions, what was ed
ucation2 what is learning2 who are the
learned? have no we'll defined an
swers. All talk about it and use the
word 4" learning - with 10 well defined
idea of its Specification. In fact we APP
pladd and commend until we have no ex-
act conception of the terms we employ.
Who is the scholar? Thu story is told of
the great Chief Justice of America that
he sat cloaked and unknown by the fire.
side of a Virginia household while two
vain, youthful collegians prated about
their learning. They had Just Z" finished
their education" The learned Chief Jus
tice stood up before them, saying, CT am
Judge Marshall, and have just begun to
learn True, profound and broad intel
llgence begets humility. He who
has learned most has measured
most accurately the infinitude of
distance between the creature, man,
and the Creator, God. There is a tech
nical learning, and he who knows most of
his profession or art, and little beyond it,
is OfteL the most usefully learned and is
-a-a.l 80 Iaa.---H1 CT
Davy and Blackstone were cOnfessedly
most learned and neither knew much of
the peculiar arss of the other And there
is no falsehOOd more glariu# han that
embodied in the lines of Pope:
"A little learning is a dangerous thing;
Drink deep or taste not the Pierian spring.
Pope made a fortunate jingle, and en-
bodied in it a false philosophy. The
learning of the humblest circuit rider, of
of its peculiar character, in its revelations
Otthe character of the masses of men is an
invaluable species of learning. It is not
derived from books or taught in the great
schools so Landed by advocates of the ma
jority report. All Romish priests are not
Systematically or thoroughly taught or
educated for their peculiar tasks. They
are not the less effective or the less es-
teemed by their church. They are not all
Pureells, who was the peer of a Breckin-
ridge in a mighty intellectual combat.
The great works of each age, church and
government are achieved by men who
were never trained or educH5ed for the
wonderful deeds hat made them immor-
tai, a country great or a people prosper
Gus and happy.
Who has not heard that tr~anscendental
sham, the Apostolic succession, gravely
defended by men who were decorated
with all the badges of university learn
ing? In Kentucky to-day, and through
all the past history of MethOdism, our
Representatives have been learned enough
to meet every emergency and defend the
theories and creed of WesleYA
Universities do not crea B greatness.
They often beget vanity; the growth of
advantages not properly or wisely used.
The truly learned rarely indulN in quo
tations from Greek and Hebrew
authors. There is a majestic sim
plicity in the utterances of the learned
such as characterizes the speeches of the
venerable brother from California, whose
collegiate curriculum was found on the
back of the circuit-rider's horse. The
Z" little coach " was only an Indian pony.
Self-made, he is not the less profoundly
taught. Universities cannOt make such
a man. The subject is we'll illustrated by
the story told of the good old dame who
brought her son to the colledge "fdclGty"
because he had none of his own. If Ma
ture vOuchsafe to man the ability and
taste, Learning " is IN inseparable adj
junct of such native endowments. The
mere learning derived from books
is by no means essential to
the perfection of ministerial ex-
cellence. The "tOiler of the sea- of
human suffering, he who ministers at the
bedside of wOe-stricken poverty, who
traverses the bills and valleys and noun
tains q swamps, proclaiming the sim
pie truths of Christianity-such men are
the truest exemplars of our Savior, and
are most nearly allied in learning and
moral excellence TO those whom He Sc
lected to fill the world with echOing
praises of the living God. We do not
want fine preaching, or interminable dis
courses or tiresome paltitudes. The pas
tor that distributes tracts, that visits
abodes of poverty, that ministers at the
bedside of suffering, will accomplish
more of our Divine Masters pur-
poses than the most brilliant orator
or learned theologian. To such "schol-
ars - as have sought to describe Meth
Odism will be indebted for its grandesL
triumphs.
CONCLUSION.
The discussion was continued at great
length, and we regret the necessity which
compels the omission of speeches made
by Drs. Ship, Winfield, Andrews, Gar
land, Bond, Hamilton and others. The
minority report was adopted.