Читать книгу A History of Quakerism - Thomas Clarkson - Страница 33

Table of Contents

Reply of the Quakers to these objections—they say first, that they are to be guided by revelation in the education of their children—and that the education, which they adopt, is sanctioned by revelation, and by the practice of the early Christians—they maintain again, that the objections are not applicable to them, for they pre-suppose circumstances concerning them, which are not true—they allow the system of filling the mind with virtue to be the most desirable—but they maintain that it cannot be acted upon abstractedly—and, that if it could, it would be as dangerous, as the philosophical moralists make their system of the prohibitions.

To these objections the Quakers would make the following reply.

They do not look up either to their own imaginations, or to the imaginations of others, for any rule in the education of their children. As a christian society, they conceive themselves bound to be guided by revelation, and by revelation only, while it has any injunctions to offer, which relate to this subject.

In adverting to the Old Testament, they find that no less than nine, out of the ten commandments of Moses, are of a prohibitory nature, and, in adverting to the new, that many of the doctrines of Jesus Christ and the apostles are delivered in the form of prohibitions. They believe that revealed religion prohibits them from following all those pursuits, which the objections notice; for though there is no specific prohibition of each, yet there is an implied one in the spirit of christianity, Violent excitements of the passions on sensual subjects must be unfavourable to religious advancement. Worldly pleasures must hinder those, which are spiritual. Impure words and spectacles must affect morals. Not only evil is to be avoided, but even the appearance of evil. While therefore these sentiments are acknowledged by christianity, it is to be presumed that the customs, which the objections notice, are to be avoided in christian education. And as the Quakers consider these to be forbidden to themselves, they feel themselves obliged to forbid them to others. And, in these parcticular prohibitions, they consider themselves as sanctioned both by the writings and the practice of the early christians.

In looking at the objections, which have been made with a view of replying to them, they would observe first, that these objections do not seem to apply to them as a society, because they presuppose circumstances concerning them, which are not true. They presuppose first, that their moral education is founded on prohibitions solely, whereas they endeavour both by the communication of positive precepts, and by their example, to fill the minds of their children with a love of virtue. They presuppose again, that they are to mix with the world, and to follow the fashions of the world, in which case a moderate knowledge of the latter, with suitable advice when they are followed, is considered as enabling them to pass through life with less danger than the prohibition of the same, whereas they mix but little with others of other denominations. They abjure the world, that they may not imbibe its spirit. And here they would observe, that the knowledge, which is recommended to be obtained, by going through perilous customs is not necessary for them as a society. For living much at home, and mixing almost solely with one another, they consider their education as sufficient for their wants.

If the Quakers could view the two different systems abstractedly, that of filling the heart with virtue, and that of shutting it out from a knowledge of vice, so that they could be acted upon separately, and so that the first of the two were practicable, and practicable without having to go through scenes that were dangerous to virtue, they would have no hesitation in giving the preference to the former; because if men could be taught to love virtue for virtue's sake, all the trouble of prohibitions would be unnecessary.

But the Quakers would conceive that the system of filling the mind with virtue, if acted upon abstractedly, or by itself, would be impracticable with respect to youth. To make it practicable children must be born with the full grown intellect and experience of men. They must have an innate knowledge of all the tendencies, the bearings, the relations, and the effects of virtue and vice. They must be also strong enough to look temptation in the face; whereas youth have no such knowledge, or experience, or strength, or power.

They would consider also the system of filling the mind with virtue, as impossible, if attempted abstractedly or alone, because it is not in human wisdom to devise a method of inspiring it with this essence, without first teaching it to abstain from vice. It is impossible, they would say, for a man to be virtuous, or to be in love with virtue, except he were to lay aside his vicious practices. The first step to virtue, according both to the Heathen and the Christian philosophy, is to abstain from vice. We are to cease to do evil, and to learn to do well. This is the process recommended. Hence prohibitions are necessary. Hence sub-causes as well as causes are to be attacked. Hence abstinence from vice is a Christian, though it may be a sluggish, virtue. Hence innocence is to be aimed at by an ignorance of vice. And hence we must prohibit all evil, if we wish for the assistance of the moral governor of the world.

But if the system of filling the heart with virtue were ever practicable of itself, that is, without the aid of prohibitions, yet if it be to be followed by allowing young persons to pass through the various amusements of the world which the Quakers prohibit, and by giving them moral advice at the same time, they would be of opinion, that more danger would accrue to their morality, than any, which the prohibitions could produce. The prohibitions, as far as they have a tendency to curb the spirit, would not be injurious, in the opinion of the Quakers, because it is their plan in education to produce humble, and passive, and obedient characters; and because spirit, or highmindedness, or high feeling, is no trait in the Christian character. As far as the curiosity, which is natural to man, would instigate him to look into things forbidden, which he could not always do in the particular situation of the Quakers, without the admission of intrigue, or hypocrisy, or deceit, prohibitions would be to be considered as evils, though they would always be necessary evils. But the Quakers would apprehend that the same number of youth would not be lost by passing through the ordeal of prohibitory education, as through the ordeal of the system, which attempts to fill the mind with virtue, by inuring it to scenes, which may be dangerous to its morality; for if tastes are to be cultivated, and knowledge to be had, by adopting the amusements prohibited by the Quakers, many would be lost, though some might be advanced to virtue. For parents cannot always accompany their children to such places, nor, if they could, can they prevent these from fascinating. If these should fascinate, they will suggest repetitions. But frequent repetitions, where you accustom youth to see, to hear, and to think, what ought never to be heard, seen, or thought of by Christians, cannot but have the effect of tinging the character in time. This mode of education would be considered by the Quakers as answering to that of "dear bought experience." A person may come to see the beauty of virtue, when his constitution has been shattered by vice. But many will perish in the midst of so hazardous a trial.¹³