This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1915 Excerpt: ...that those who are agreed on the subjects in the first class should not feel obliged to stand apart because they differ regarding those in the second class, and that any fair-minded minister who is competent to teach at all should be able to teach in a union school. Take, for example, the question of baptism. ...
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This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1915 Excerpt: ...that those who are agreed on the subjects in the first class should not feel obliged to stand apart because they differ regarding those in the second class, and that any fair-minded minister who is competent to teach at all should be able to teach in a union school. Take, for example, the question of baptism. Differences on this subject are marked and important. Is it impracticable to handle it in a union theological seminary? There is a wide range of common teaching regarding baptism, such as the spiritual meaning of the rite, the duty and privilege of receiving it, its function as a sacrament of the Church, and related questions. After having covered this extensive ground, why should not the professor explain that Christians have long differed, do now differ, and probably always will differ, as to the mode and subjects of baptism. He can then present the arguments for the views that are held by his own church. Then he should invite a clergyman who holds the opposite view to present it to the students. If one cannot be obtained conveniently, the professor should present that view himself as fairly as he can, and in order to guard against partiality or under statement, he should give the students tracts or books which set forth the other position and advise them to determine for themselves which view they prefer to adopt. I fail to see why most of the questions at issue between communions cannot be properly taught in this way. Of course, it would not be satisfactory to one who imagines that form and substance are indistinguishable, that a particular way of doing a thing is as essential as the thing itself, or that there is no difference between a truth and a specific expression of it. I know one man who is so clearly convinced that the Lord's Supper should ...
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