Our Sins at the Seminary (Part II)

(taken from two letters from John Angell James to his brother Thomas
James—on beginning his studies for the Christian ministry, circa 1811-1812)

"A man who is systematically trained to the terrible art of war is taught some of the modern languages, he is instructed in mathematics, mechanics, geography, history, fortification; not, however, merely for the sake of being a learned soldier—no, but a successful general in the defense of his country and the destruction of its enemies. He is taught to study, as it were, at the foot of a bastion, in the middle of a trench, pointing a cannon, storming a breach, or heading an army—and drives on his scholastic pursuits amidst imaginary shouts of war, the glories of conquest, or the shame of defeat. Fields covered with the slain, cities reduced to ruin, and prisons crowded with captives, are the objects on which he is taught that all his learning must terminate. Similar must be the manner in which your preparation for the work of the ministry is carried forward.

You will not mistake me, and suppose that I am upholding the barbarous idea which many seem to entertain—that learning for a minister of the gospel, is unnecessary. Such a sentiment can only spring from ignorance and envy. No, my brother, I attach the greatest importance to general knowledge, considered as a means subordinate to the great end which I have already specified. Learning is likely to procure respect for its possessor, is calculated not only to screen him from neglect or contempt, but to engage the attention of many who would otherwise treat him with indignant scorn. It has, in innumerable instances, abated the violence of prejudice, and conciliated esteem—where excellence the most sterling, unattended by the polish of education, would have been totally destitute of attraction.

How often have men of taste and intellect been led to hear from the lips of some able preacher the glorious gospel of the blessed God—not from any desire of spiritual edification—but merely to be pleased with the talents of the speaker; and who, when they intended only to admire the abilities of the servant, have returned adoring the grace of his Lord! In this respect, learning is useful to a minister, as it extends the probability of his success. For this end it ought to be pursued; and as this is the best motive to stimulate your mind in its academic engagements, so it is unquestionably the strongest. Who is likely to search for knowledge with the greatest ardor—the man that seeks it merely as its own reward—or he that desires it as a probable means of enlarging his qualifications as a messenger of peace?

The former has little to urge him but the prospect of personal gratification; the latter, in addition to this, has the hope of making his knowledge subservient to the best interests of his fellow-creatures. One is urged forward by selfishness somewhat refined; the other, by a benevolence which knows no limit to the extent of its desires, short of the everlasting happiness of its objects. Such a view as this of the great design of academic pursuits, would not only excite the mind to exertion, but help it to bear with patience—the rigor of intellectual toil. By having determined to arrive at the pulpit only in the regular way of preparatory study—you have undertaken what will often be found a weariness to the flesh.

Your way as a student must necessarily lead you through much which at first will present on every hand, little but alpine hills of difficulty, and desert plains of barren sterility. If you mean to apply closely to study, which I most fervently hope is your determination, there are hastening on to meet you hours and weeks and months of dry and tedious labor. And can your imagination frame one motive so encouraging, so strengthening to the mind—as the recollection that all this toil is to enable you to discharge with ability and success, the arduous and important duties of the ministerial office?"