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when they have weighed and compared the | they please, for or against the motion of the several argumentations. But he will rather earth. warn them of their natural bias to the erroLet them determine whether Cæsar neous side, and guard them against the arts respects Cato, who chose to die rather than or Pompey was the better man; or, in what of those, who with fair words and fine venture to look Cæsar in the face, discovered speeches beguile the unprincipled and unwary. A tutor is a guide, and if worthy of than the slave who elopes from his master more fortitude or true greatness of mind, his office, must be able to say, without hesi- for fear of the lash. Let them contend whetation: "This is the way, walk ye in it. Should he be seduced, by the specious sounds ductive of most good, or of most mischief, to ther learning has upon the whole been proof candour and freedom of inquiry, to take mankind. My tutor can supply them with a the opposite method, and think it his duty to thousand questions of this kind. puzzle his scholars with all the waking a young man to put his ingenuity to the But to set dreams, objections, and evasions by which stretch, either to maintain a gross error, or men reputed wise have opposed the simpli- to oppose a known and important truth, is, city of the faith once delivered to the saints, in my view not only dangerous, but little less I should fear they would be more likely to than a species of profaneness. turn out sceptics than ministers of the gospel. the holy angels, who with humble admiration What must Nor should he, with my consent, lay down contemplate the wisdom and glory of God a scheme of what is commonly called Natural displayed in the gospel, what must they think Religion, as a substratum whereon to build a of the arrogance of sinful worms, who preReligion of Divine Revelation. It is needful sume so far to trifle with the doctrines and that he should give his pupils a just idea of mysteries he has revealed, as to degrade the religion of fallen nature; but he will re- them into subjects for school exercise and mind them that the few valuable sentiments logical prize-fighting? Can it be possible to occasionally found in the writings of the hea-maintain a spirit of reverence and dependthen philosophers and moralists were not their own. They are all represented as having travelled for their knowledge, and all in the same route, into Phoenicia or Egypt, into the neighbourhood of the only people who at that time were favoured with the oracles of God: and may, therefore, be justly supposed to have derived the detached particles of truth they acquired, from that people, either by immediate converse with them, or from their inspired books; especially from the time they were translated into the Greek language. He will point out to them the strong probability that Epictetus and the later philosophers were equally or more indebted to the Christians and the New Testament. With respect to the sceptical moralists and reasoners of modern times, the proof will be still clearer and stronger, that their best notions are borrowed from the religion they attempt to depreciate. My tutor, in order to satisfy them how far the powers of unassisted fallen nature can proceed in the investigation of religious and moral truths, will set before them the progress which has actually been made in this way by the negroes in Africa or the American Indians. With such a picture of natural religion in their view, I should hope they would be led most cordially to praise God for the inestimable gift of his Holy Word, without the help of which the boasted light of nature is darkness that may be felt.

In my academy I would have no formal disputations upon points of divinity. If it be necessary to sharpen or exercise their wits by disputing, to which under proper regulations I should not object, there are topics in abundance at hand. Let them dispute, if

ence amidst the noise of such malapert discussions? And if the youth to whom the wrong side of the question is committed, should by superior address nonplus and silence his antagonist; my heart would be in pain for him, lest he should from that moment be prejudiced against the truth which he had insulted with success; and think it really indefensible, because the other was not able to defend it.

must endeavour to be more brief on those Having been so long on the first article, I which follow.

mean Philology, Criticism, and Antiquities, Secondly, By sacred literature I chiefly so far as they are employed in the illustration of scripture. In these studies, if there be a proper application in the pupils, little more will be needful on the tutor's part, than to put suitable books into their hands, to superintend their progress, and to obviate difficulties they may meet with. I would wish them not only to read the scriptures in the Hebrew and Greek originals, but to be tolerable masters of the construction in both languages. This attainment is certainly not necessary to a minister; but they who apply themselves to the study of divinity in early life, will have time enough to acquire it, and the acquisition will be well worth their labour. If not necessary, it will be found very expedient and useful, and when the difficulties of the first be very pleasant. The tutor will then enliven entrance and rudiments are surmounted, will their study and facilitate their advance, by reading a chapter with them in each Testament daily or frequently, intermingling critical or expository strictures as he goes along. And he will probably furnish those students

who have taste, with Dr. Lowth's Prælectiones de Poesi Hebræa, which will enable them to judge of the style and idiom of the Hebrew Bible, and particularly of the style and beauties of the Hebrew poetry. Blackwall's Sacred Classics may be added for the Greek.

Since the learned have of late years condescended to lay open the way to the Hebrew and Greek Scriptures, by publishing Lexicons, Grammars, and other helps in the English tongue, the knowledge of the Latin is less needful to a Bible student than it was formerly. But as there are many valuable books in Latin, and not yet translated, I must wish our pupils so far acquainted with the Latin language as to be able to read good authors in it. But as they are not to preach in Latin, an accurate skill is hardly worth attempting, unless they have had a classical school education before they come to the academy. The mind is incapable of too many acquisitions: life is short, and more important business awaits them, in subserviency to which every thing else must be conducted.

Books of criticism and on scripture-antiquities are at hand in plenty. It will be impossible to read them all. The selection belongs not to me, but to the tutor. The Synopsis Criticorum, Godwin and Jennings, will perhaps be of the number he will choose. A good Ecclesiastical History seems to be still a desideratum. A mass of materials, so far as it goes, is already prepared in the Magdeburg Centuriators, which affords a striking monument of the compiler's patience: but it would likewise require some patience in the reader who should undertake to go through it. Mosheim is perhaps the best book we have upon the subject, if the reader knows so much of himself and of the work of grace, as to prevent him from being misled by him, when treating on subjects which he does not appear to have rightly understood. But as to facts, I believe he is in general worthy of credit. Bingham's Antiquities may deserve inspection, if it be only to show how soon and how generally the beautiful simplicity of the gospel was corrupted by those who professed it. Dupin and Dr. Cave's Historia Literaria Scriptorum Ecclesiasticorum are still more valuable; but the characters of the writers, and their strong prepossessions in favour of antiquity, should be known and allowed for.

of our best poets, may suffice while they are students. Other books will occasionally come in their way; for the tutor should have a well-chosen library for the accommodation of his pupils; but he will guard them against spending too much time in this line of reading. For though it has its subordinate advantages, it may, if too much indulged, divert them from the main point. And they should be taught to refer every thing they read to the principles of scripture, to the knowledge of the heart of man, and the works, the ways, the wisdom, and providence of God, otherwise reading will only tend to make them wise in their own conceit. I make short work with this article, and hasten to consider,

Fourthly, What may be helpful (by the divine blessing) to enable the pupils to communicate the fruits of their knowledge to advantage in the public ministry, that they may appear workmen that need not be ashamed. For this, as I have formerly intimated, their chief and immediate dependence must be on the Lord. He alone can give them a mouth and wisdom for his service; and without the unction from on high, the study of divinity and every thing relative to it, will be but like learning the art of navigation on shore, which is very different from the knowledge necessary to the mariner, who is actually called to traverse the ocean. But dependence upon the Lord should be no discouragement to the use of means.

I would have my students good logicians. The logic of the schools is in a great measure a cramp, forced, and formal affair, and may possibly have made almost as many pedants and sophists as good reasoners. But Dr. Watts has furnished us with a system of logic in a more intelligible and amiable form, and divested it of the solemn impertinences with which it was encumbered. As the rules of grammar are themselves drawn from the language they are designed to regulate, so good logic is no more than the result of observations upon the powers of the human mind: and thus we see, that many people of plain sense are passable logicians, though they never saw a book upon the subject, and perhaps do not understand the meaning of the term. But they may be much assisted in the habits of thinking, judging, and reasoning, and in disposing their thoughts in an Thirdly, Much time cannot be allowed in advantageous method, by rules judiciously our academy for the pursuit of polite litera-formed and arranged. In this view I judge But an entrance may be made, and a Dr. Watts's logic, with his subsequent treatise relish for it acquired, under the direction and on the Improvement of the Mind, to be very restraint of the tutor, which may provide the valuable. And, together with the more students with a profitable amusement for lei-scientific part of the subject, he will provide sure hours in future life; for in this know- my pupils with a great variety of hints for ledge they may advance from year to year. their conduct, and for distinguishing the A perusal of such books as Rollin on the principles and conduct of others. Belles Lettres, Bossuet's Universal History, books should be frequently read, and closely Derham and Ray on the Creation, and a few studied, and will afford the tutor an exten

ture.

These

sive scope for their instruction. Unless a man can conceive and define his subject clearly, distinguish and enumerate the several parts, and knows how to cast them into a convenient order and dependence, he cannot be a masterly preacher. And though a good understanding may supersede the necessity of logical rules, it will likewise derive advantage from them.

I have not so much to say in favor of another branch of artificial assistance, though much stress has been sometimes laid upon it. We must not, however, quite omit it: for an academic will be expected to know, that the learned have thought proper to give Greek names to certain forms and figures of speech, in the use of which the common people, without being aware of their skill in rhetoric, are little less expert than the learned themselves. When he can repeat these hard names, with their etymologies and significations, rhetoric can do but little more for him. The rules it protesses to teach are in general needless to those who have genius, and useless to those who have none. If a youth has not a turn for eloquence, stuffing his head with the names of tropes and figures will not give it him. To know the names of tools in an artificer's shop is one thing, but to have skill to use them as a workman is something very different. Here the tutor will use his discretion; for if any of his pupils are not likely to be orators, he will take care that, if he can prevent it, they shall not be pedants, 'or value themselves on retailing a list of technical terms, of which they know neither the use nor the application. At the best, too much attention to artificial rules will make but an artificial orator, and rather qualify the student to set off himself than his subject. The grand characteristic of the gospel orator is simplicity. Many years have passed since I read Fenelon's treatise on Pulpit Eloquence; but I hope my tutor will put it into the hands of his pupils. It remains to inquire,

Fifthly, How the pupils are to be assisted and directed, that they may be able to preach extempore: An ability which I suppose to be ordinarily attainable by all who are called of God to preach the gospel, if they will diligently apply themselves to attain it, in the use of proper means. I do not expect they will succeed in this way to my wish, without prayer, study, effort, and practice. For as I have already hinted, I mean something more by it than speaking at random.

diate design of comparing his style and manner with approved models. It might be wished, that the best divines were always the best writers; but the style of many of them is quaint, involved, and obscure. Some books that are well written have little else to recommend them, yet may be useful for this purpose; and the periodical writings of Addison and Johnson abound with judicious observations on men and manners, besides being specimens of easy and elegant composition. Among writers in divinity I would recommend Dr. Watts and Dr. Witherspoon as good models. By perusing such authors with attention, I hope the pupils will acquire a taste for good writing, and be judges of a good style. Perspicuity, closeness, energy and ease, are the chief properties of such a style. On the contrary, a style that is either obscure, redundant, heavy, or affected, cannot be a good one. But I cannot advise them to copy the late Mr. Hervey. His dress, though it fits him, and he does not look amiss in it, is rather too gaudy and ornamented for a divine. He had a fine imagination, an elegant taste, and shows much precision and judgment in his choice of words: but though his luxuriant manner of writing has many of the excellencies both of good poetry and good prose, it is in reality neither the one nor the other. An injudicious imitation of him has spoiled some persons for writers, who, if they could have been content with the plain and natural mode of expression, might have succeeded tolerably well.

The pupil likewise must write as well as read, and he should write frequently. Let him fill one common-place book after another, with extracts from good authors; this method, while it tends to fix the passages or their import in his mind, will also lead him to make such observations respecting the order, and construction, and force of words, as will not so readily occur to his notice by reading only. Then let him try his own hand, and accustom himself to write his thoughts, sometimes in notes and observations on the books he reads, sometimes in the form of essays or sermons. He will do well likewise to cultivate a correspondence with a few select friends; for epistolary writing seems nearest to that easiness of manner which a public speaker should aim at.

I would not have his first attempt to speak. publicly be in the preaching way, or even upon spiritual subjects. It might probably abate the reverence due to divine truth, to A well-known observation of Lord Bacon employ it in efforts of ingenuity. Suppose is much to my present purpose. It is to this the tutor should read to them a passage of effect: That reading makes a full man, writ- history, and require them to repeat the relaing an exact man, and speaking a ready tion to him the next day, in their own maninan. The approved extempore preacher ner. He would then remark to them if they roust have a fund of knowledge collected had omitted any essential part, or used imfrom various reading: and it would not be proper expressions. Or they might be put improper to read some books, with the imme- upon making speeches or declamations on.

such occasions or incidents as he should pro- | undertake to teach; and their sufficiency to pose. By degrees such of them as are judged be evidenced by a better testimonial than to be truly spiritual and humble, might begin their own good opinion of themselves. A to speak upon a text of scripture, in the pre-scribe well instructed, a workman that needsence of the tutor and pupils; and I should eth not to be ashamed, an able minister of the hope this might, in due time, become a part New Testament, are scriptural expressions, of the morning or evening devotions in the intimating what ought to be the qualifications family. But let them be especially cautioned of those who undertake the office of a preacher not to trifle with holy things, nor profane the or pastor. The apostle expressly forbids a great subjects of scripture, by making them novice to be employed in these services. mere exhibitions and trials of skill. And though in the present day this caution is very much disregarded by persons who undoubtedly mean well; yet I believe the neglect of scriptural rules (which are not arbitrary, but founded in a perfect knowledge of human nature) will always produce great inconveniences. I shall think a young man of tolerable abilities makes a very good improvement of his time, if the tutor finds him fit for actual service, after three or four years close attention to his studies.

Thus by combining much reading and writing with their attempts to speak, and all under the direction of a judicious tutor, I shall have a cheerful hope that the pupils will gradually attain a readiness and propriety of speech; and when actually sent out to preach, will approve themselves scribes well instructed in the mysteries of the kingdom, qualified to bring forth from the treasury of their knowledge and experience, things new and old for the edification of their hearers.

But what have I done?-in compliance with your request, I have been led to give And now I may draw towards a close. such an undisguised view of my sentiments There are some branches of science, or what on this interesting subject, that though I feel is so called, on which I lay but little stress. myself a cordial friend to all sides and parI have no great opinion of metaphysical stu- ties who hold the Head, and agree in the dies. For pneumatology and ethics I would grand principles of our common faith; I fear, confine my pupils to the Bible. The re- lest some of every party will be displeased searches of wise men in this way, which with me. I rely on your friendship and your have not been governed by the word of God, knowledge of me to bear witness for me, that have produced little but uncertainty, futility, I would not willingly offend or grieve a sinor falsehood. My tutor will, I hope, think gle person. And you can likewise testify. it sufficient to show the pupils how success-that I did not set myself to work-that I was fully these wise and learned reasoners reciprocally refute each other's hypotheses. And if he informs them more in detail of the extravagances which have been started concerning the nature and foundation of moral virtue; or of the dreams of philosophers, some of whom would exclude matter; and others would exclude mind out of the universe; he will inform them likewise, that he does not thereby mean properly to add to their stock of knowledge, (for we should in reality have been full as wise if these subtilties had never been heard of,) but only to guard them against being led into the mazes of error and folly, by depending too much on the reveries of philosophers.

After this delineation of my plan, it will be needless to inform you, that I do not propose my academy to be a spiritual hot-bed, in which the pupils shall be raised, and ripened into teachers, almost immediately upon their admission. I have allowed for a few excepted cases; but in general it is my design, that their education shall be comprehensive and exact. I would have them learn before they

much surprised when you proposed it to me; and that you have reason to believe my regard for you, and for the design you informed me of, were the only motives of my venturing upon the task you assigned me.

I have by no means exhausted the subject, though I hope I have not omitted any thing that very materially relates to it. If I was really in Utopia, and to carry my plan into execution, other regulations would probably occur, which have at present escaped me.

res, ætas, usus,

Semper aliquid apportent novi.
What I have written I submit to the can-
dour of you and your friends: adding my
prayers, that the great Head of the church,
the fountain of grace, and author of salvation,
may direct your deliberations, and bless you
with wisdom, unanimity, and success, in
whatever you may attempt for the honour of
his name, and the good of souls.
I am, dear sir,

Your sincere friend and servant.
OMICRON.

May 14, 1782.

A MONUMENT

ΤΟ

THE PRAISE OF THE LORD'S GOODNESS,

AND TO THE MEMORY OF

MISS ELIZA CUNNINGHAM,

THE LAST SURVIVING CHILD OF MR. JAMES CUNNINGHAM, OF PITTARTHIE, FIFESHIRE.

Jesus amor meus est; si rideat, omnia rident.

O Death, where is thy sting? 1 Cor. xv. 55.

PREFACE.

WHEN the following narrative was drawn up, the writer was aware that his feelings rendered him incompetent to judge, how much of a relation, every part of which was interesting to himself, might be fit to offer to the Public. Many little circumstances which the indulgence of a friend could bear with, might to strangers appear trivial and impertinent. He therefore wrote only for his friends; and printed no more copies than he thought would be sufficient to distribute within the circle of his personal acquaintance. But as the paper has been much inquired after, and many of his friends have expressed their wish, that it might be more extensively circulated, he has at length yielded to their judgment.

It is to be lamented, that in this enlightened age, so signalized by the prevalence of a spirit of investigation, Religion should, by many, be thought the only subject unworthy of a serious inquiry; and that, while in every branch of science they studiously endeavour to trace every fact to its proper and adequate cause, and are cautious of admitting any theory which cannot stand the test of experi ment, they treat the use of the term experimental, when applied to Religion, with contempt. Yet there are many things connected with this subject, in which, whether we are willing or unwilling, we are, and must be nearly interested. Death, for instance, is inevitable. And if there be an hereafter, (and it is impossible to prove that there is not,) the consequences of death must be important. Many persons die, as they live, thoughtless and careless what consequences may await them. Others, whose characters and conduct do not appear to have been worse than those of the former, cannot die so. They have dark and painful forebodings, and leave this world with reluctance and terror. And there are others, who, though conscious that they are sinners, and sure that they are about to enter upon an unchangeable and endless state of existence, possess peace, composure, and joy. These declare that they owe this happy state of mind to their dependence upon Jesus the Saviour, on whose blood and mediation they have built their hopes. And who can possibly disprove their words! Such an instance is now in the Reader's hands. The fact is indubitable. A child under the age of fifteen did thus rejoice in the midst of pains and agonies, to the admiration of all who be VOL. II. 30

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