Jonathan Edwards · 27 of 349

CHAPTER XX. Letter to Sir W. Pepperell. Letter to Lady Pepperell. Letter to his father. Arrival of Mr. Hawley. Increasing importance of Indian establishments. Schemes of its enemies. Firm stand taken by Mr. Edwards. Letter to Mr. Oliver. Letter to commissioners. Difficulties of the mission. Answer to Mr. Williams. Letter to the people of Northampton. Marriage of Mr. and Mrs. Burr. Letter To Mr. Erskine. Letter to Mr. Hollis. Letter to Mr. Hubbard · Part 1

LETTER TO SIR W. PEPPERELL—LETTER TO LADY PEPPERELL—LETTER TO HIS FATHER—ARRIVAL OF MR. HAWLEY—INCREASING IMPORTANCE OF INDIAN ESTABLISHMENT—SCHEMES OF ITS ENEMIES—FIRM STAND TAKEN BY MR. EDWARDS—LETTER TO MR. OLIVER—LETTER TO COMMISSIONERS—DIFFICULTIES TO THE MISSION—ANSWER TO MR. WILLIAMS—LETTER TO THE PEOPLE OF NORTHAMPTON—MARRIAGE OF MR. AND MRS. BURR—LETTER TO MR. ERSKINE—LETTER TO MR. HOLLIS—LETTER TO MR. HUBBARD.

the Indian establishment at Stockbridge, being gradually more and more known, excited more and more the attention, and interest, of the benevolent of England. Among these, Joshua Paine, Esq. of London, addressed a letter to Sir William Pepperell, the governor of the province; requesting the information, as to the proper plan of a school for Indian girls at that place. An extract from that letter was forwarded to Mr. Edwards from Sir William, through the secretary of the commissioners, with a request that he would write to Sir William on the subject. He accordingly addressed to him the following letter.

“Stockbridge, Nov. 28, 1151.

honoured sir,

when I had the opportunity the last spring of waiting on your Excellency at your seat at Kittery, and was there gratified and honoured by the kind and hospitable entertainment of your house, I was favoured with some conversation with you, concerning the affairs of the Indians at Stockbridge, and the business of the mission here, to which I had then been invited. And you were then pleased generously to assure me of your good offices, in affording me any assistance in this employment, which you could render me, through your acquaintance and correspondence in London.

I have lately been favoured with a letter from the Hon. Andrew Oliver, of Boston, wherein he was pleased to send me an extract of a letter to you from Joshua Paine, Esq. of London, concerning a proper plan of a school for Indian girls in this place, and to propose to me to write to you on the subject of the said extract. This encourages me to hope that a letter from me, on this subject, to your Excellency will be kindly received.

With this hope, I would take leave to say, that I think that, as the boarding-schools here are now in their commencement, and are yet to receive their form and character, and that among a people hitherto unaccustomed to any method of instruction whatever, it is a great pity but that the method actually adopted should be free from the gross defects of the ordinary method of teaching among the English.

One of these grand defects, as I humbly conceive, is this, that children are habituated to learning without understanding. In the common method of teaching, so far as my observation extends, children, when they are taught to read, are so much accustomed to reading, without any kind of knowledge of the meaning of what they read, that they continue reading without understanding, even a long time after they are capable of understanding, were it not for a habit of making such and such sounds, on the sight of such and such letters, with a perfect inattentiveness to any meaning. In like manner they are taught their catechism, saying over the words by rote, which they began to say, before they were capable of easily and readily comprehending them. Being long habituated to make sounds without connecting any ideas with them, they so continue, until they come to be capable of well understanding the words, and would perhaps have the ideas, properly signified by the words, naturally excited in their minds on hearing the words, were it not for an habitual hearing and speaking them without any ideas; so that, if the question were put in phraseology somewhat new, to which they have not been accustomed, they would not know what to answer. Thus it happens to children, even with regard to the plainest printed catechisms, even those which have been contrived with great care and art, so that they might be adapted to the lowest capacities.

I should therefore think that, in these boarding-schools, the children should never read a lesson, without the master or mistress taking care, that the child be made to attend to, and understand, the meaning of the words and sentences which it reads; at least after the child begins to read without spelling, and perhaps in some degree before. And the child should be taught to understand things, as well as words. After it begins to read in a Psalter, Testament, or Bible, not only the words and phrases should be explained, but the things which the lesson treats of should be, in a familiar manner, opened to the child’s understanding; and the master or mistress should enter into conversation with the child about them. Familiar questions should be put to the child about the subjects of the lesson; and the child should be encouraged, and drawn on, to speak freely, and in his turn also to ask questions, for the resolution of his own doubts.

Many advantages would arise from this method. By this means, the child’s learning will be rendered pleasant, entertaining, and profitable, as his mind will gradually open and expand with knowledge, and his capacity for reasoning be improved. His lesson will cease to be a dull, wearisome task, without any suitable pleasure or benefit. This will be a rational way of teaching. Assisting the child’s reason enables him to see the use, and end, and benefit of reading, at the same time that he takes pains from day to day to read. It is the way also to accustom the child from its infancy to think and reflect, and to beget in it an early taste for knowledge, and a regularly increasing appetite for it.

So also, with regard to the method of catechizing children; beside obliging them to give the answers in the printed catechism, or in any stated form of words, questions should be asked them from time to time, in the same familiar manner, as they are asked questions commonly about their ordinary affairs, with familiar instructions, explanations, and rehearsals of things, intermixed; and if it be possible, the child should be led, by wise and skilful management, into the habit of conversation on divine things, and should gradually be divested of that shyness and backwardness, usually discovered in children, to converse on such topics with their superiors. And when the printed catechisms are used, as I am far from thinking they ought to be entirely neglected, care should be taken, that the child should attend to the meaning of the words, and be able to understand them; to this end, not only explaining the words and sentences, but also from time to time varying the phraseology, putting the question in different words of the same sense, and also intermixing with the questions and answers, whether printed or not, some improvement or application, in counsels and warnings given to them, founded on the answers that have been given.

Beside the things already mentioned, there are other things, which, as it appears to me, ought to be done, with regard to the education of children in general, wherein the common methods of instruction in New England are grossly defective. The teacher, in familiar discourses, might, in a little time, give the children a short general scheme of the scriptural history, beginning with the creation of the world, and descending through the various periods of that history, informing them of the larger divisions, and more important events of the story, and giving them some idea of their connexion one with another;—first, of the history of the Old Testament, and then of the New. And when the children had in their heads this general scheme, then the teacher might, at certain times, entertain them, in like familiar discourse, with the particular stories of the Scriptures, sometimes with one story, and then with another, before they can obtain the knowledge of them themselves, by reading; for example, at one time the story of the creation, at another time the story of the flood, then the dispersion of the nations, the calling of Abraham, the story of Joseph, the bringing of the children of Israel out of Egypt: and in the New Testament, the birth of Christ, some of the chief acts of his life, his death, his resurrection, his ascension, the effusion of the Holy Spirit at the day of Pentecost, and some of the chief of the acts of the apostles; withal, pointing out to them the place which each event has in the general scheme, and the connexion it has with other main parts of it. The teacher, in a familiar manner, should apply the events of the story discoursed upon, with the design of informing the child’s understanding, influencing his heart, and directing his practice. A child, who is able to read his Bible, might be set to read a particular scriptural history, sometimes one, and sometimes another, diligently observing it, and examining for himself all that is said concerning it. And when he has done, he might be called to the master or mistress, and inquired of, concerning the particulars of the history, to see that he has paid attention, and is able to give a good account of it.

And I can see no good reason, why children in general, beside the scriptural history, should not, in a like familiar manner of conversation, be taught something of the great successive changes and events, in the Jewish nation, and the world at large, which connect the history of the Old and New Testaments. Thus, they might be informed, in short, of the manner in which the four great monarchies succeeded each other, the persecutions which the Jews suffered from Antiochus Epiphanes, and the principal changes which happened to their church and state, before the coming of Christ. And they might be shown, how such and such events were a fulfillment of such and such prophecies. And when they learn the history of the New Testament, they might, with much profit and entertainment, have pointed out to them many plain prophecies of the Old Testament, which have their fulfillment in him. And I can see no good reason, why children cannot, or may not, be taught something in general of ecclesiastical history, and be informed how things, with regard to the state of religion and the church of God, have gone on, as to some of the main events, from the time when the scriptural history ended, to the present time; and how given prophecies of the Scriptures have been fulfilled in some of these events; or why they may not be told, what may yet be expected to come to pass according to the scriptural prophecies, from this time, to the end of the world.

It appears to me obvious, also, that, in connexion with all this, they should be taught somewhat relating to the chronology of events, which would make the story so much the more distinct and entertaining. Thus, they may be taught how long it was from the creation of the world to the coming of Christ; how long from the creation to the flood; how long from the flood to the calling of Abraham, &c.; how long David lived before Christ; how long before the captivity in Babylon; how long the captivity, before Christ, &c.; how long since the birth of Christ; how old he was when he began to preach, and when he was crucified; how long after his resurrection, before he ascended; how long, also, after the destruction of Jerusalem by Nebuchadnezzar, until Babylon was destroyed by Cyrus; how long after the Persian empire, before that empire was overthrown by Alexander; when was the great oppression of the Jews by Antiochus Epiphanes; when Judea was conquered by the Romans; how long after Christ’s resurrection before the destruction of Jerusalem; and how long before the empire became christian; how long after Christ before the popes claimed such and such powers; when the worship of images was introduced; how long before the Reformation, &c. &c. All children are capable of being informed, and having an idea of these things, and can much more easily learn them, if endeavors were used to that end, than many things which they do learn.

And with like ease, and with equal benefit, they might be taught some of the main things in geography: which way the land of Canaan lies from this; how far it is; which way Egypt lay from Canaan: which way Babylon lay from Jerusalem, and how far; which way Padan-Aram was from Canaan; where Rome lay from Jerusalem; where Antioch, &c. &c. And I cannot but think it might be a pretty easy thing, if proper means were taken, to teach children to spell well, and girls as well as boys. I should think it may be worth the while, on various accounts, to teach them to write, and also to teach them a little arithmetic, some of the first and plainest rules. Or, if it be judged, that it is needless to teach all the children all these things, some difference might be made in children of different genius, and children of the best genius might be taught more things than others. And all would serve, the more speedily and effectually, to change the taste of Indians, and to bring them off from their barbarism and brutality, to a relish for those things which belong to civilization and refinement.

Another thing, which properly belongs to a christian education, and which would be unusually popular with them, and which would in several respects have a powerful influence, in promoting the great end in view, of leading them to renounce the coarseness, and filth, and degradation, of savage life, for cleanliness, refinement, and good morals, is teaching them to sing. Music, especially sacred music, has a powerful efficacy to soften the heart into tenderness, to harmonize the affections, and to give the mind a relish for objects of a superior character.

In order to promote the salvation of the children, which is the main design of the whole Indian establishment at this place, I think that, beside their attending public worship on the sabbath, and the daily worship of the family, and catechizing in the school, and frequent counsels and warnings given them, when all together, by their teachers; each child should, from time to time, be dealt with singly, particularly, and closely, about the state and concerns of his soul; and particular care should be taken to teach and direct each child, concerning the duty of secret prayer, and the duty pressed and enforced on every one; and care should be taken, that all may have proper opportunity and convenience for it.

I need say nothing concerning buildings, lodgings, household stuff, cattle, servants, husbandry instruments, and utensils for the children’s work; as it is agreed on all hands, that these are necessary; and the providing of them will doubtless be left to the care and discretion of the trustees that shall be appointed.

But I would beg leave to say further, with regard to methods to forward the proficiency of the children in their learning, that I cannot but think measures might be devised, greatly to encourage and animate them in it, and excite a laudable ambition to excel. One thing I have thought of, which, as appears to me, might have a happy tendency this way, in each of the boarding-schools: at certain periods, there should be a sort of public examination in the school, on a day appointed for the purpose, which shall be attended by all the trustees, and all in the town who are in any respect connected with Indian affairs, and some of the neighbouring ministers, and gentlemen and ladies; and also that the chiefs of the Indians be invited to attend; at which there shall be a public trial of the proficiency which each one has made, in the various branches which have been taught, as in reading, writing, spelling, arithmetic, knowledge in the principles of religion, knowledge of church history, &c.; and that a premium shall be given to such as are found to excel, which may be done in something that will very much please Indian children, with but little expense. And likewise, that the works of the children be then produced, to be judged of, that it may be determined who has made the greatest proficiency in learning to sew, to spin, to knit, &c.; and that a reward be given to such as have excelled. And perhaps, also, that a reward be then given to such, as, by the testimony of their teachers and governors, have excelled in virtue or diligence, in care to speak the truth, in strictly observing the sabbath, in good manners, in respect to their superiors, &c. And that, in the day of public trial, there be somewhat of an entertainment made for the members of the school, and those who are invited to attend. This not only might tend greatly to stimulate the children in their learning, but would be very pleasing and animating to the tribes of Indians, and would have great influence in rendering them very favourably disposed to the affairs of the schools.

But your Excellency will easily see that, in order to the practicableness of these things, in any tolerable degree and manner, it is necessary that the children should be taught the English tongue; and indeed this is of the most absolute necessity, on almost every account. The Indian languages are extremely barbarous and barren, and very ill fitted for communicating things moral and divine, or even things speculative and abstract. In short, they are wholly unfit for a people possessed of civilization, knowledge, and refinement.

Besides, without their learning English, their learning to read will be in vain; for the Indians have not the Bible, nor any other book, in their own language. Without this, their teachers cannot converse with them, and so can have no advantage to instruct them. Hence, all possible means must be used, in the first place, to introduce the English tongue among the children. To this end, much pains should be taken to teach them the English name for every thing, and English words that signify such and such actions; and an interpreter might be used for a while, to interpret their lessons to them, and to teach them to construe them, or turn them into Indian. And a number of English children might be put into the school with the Indian children. But the most effectual method of all would be, to put out some of the Indian children, first, into some good English families, one at a place, to live there a year or two, before they are brought into the school; which would not only be above all others the most successful method, but would be absolutely necessary, at least at first; but truly a great deal of care must be taken to find good places for them, and to look well to them, and to see that they are well taken care of, in the families to which they are sent. It is probable, that the parents of the children might, with proper endeavours, be persuaded to such a measure.

But it will doubtless be very easily and quickly determined, by your Excellency, that, if such methods as those which have been mentioned, or any like them, or indeed any other effectual measures, are taken, it will be absolutely necessary that the school should be under the constant care and inspection of trustees, who live upon the spot, or very near at hand. It will be in vain for any to expect that any woman can look after such a school, and provide for and govern so large a family, and take care continually to order and regulate so many and great affairs pertaining to it, within doors and without, without much assistance of some always at hand, who are able and faithful, and are interested and duly empowered. If she has under her a second, or a kind of usher, and has servants of both sexes, yet still she will be under the necessity of having some superior assistance. And as to the precise method of teaching, and regulating the discipline of the school and family, it must be left very much to their discretion: for experience alone can certainly determine the fittest methods of ordering such an establishment, so new and untried, though very probable conjectures may be made. And experience will doubtless direct to some new measures, which cannot now be thought of. Hoping that your Excellency will excuse the particularity and minuteness into which I have unintentionally been led on a subject about which I cannot but feel the deepest interest,

I remain,

With very high respect,

Your most humble servant,

jonathan edwards.”

In the package to Sir William, Mr. Edwards, in consequence of her own request, forwarded to Lady Pepperell, who was then in very deep affliction, the following letter; which will probably be regarded as one of the happiest specimens of christian sympathy and condolence, to be found in epistolary writing.

“To Lady Pepperell.

Stockbridge, Nov. 28, 1751

madam,

When I was at your house in Kittery, the last spring, among other instances of your kind and condescending treatment to me, was this, that, when I had some conversation with Sir William, concerning Stockbridge and the affairs of the Indians, and he generously offered me any assistance, in the business of my mission here, which his acquaintance and correspondence in London enabled him to afford me, and proposed my writing to him on our affairs; you were also pleased to invite me to write to you at the same time. If I should neglect to do as you then proposed, I should fail not only of discharging my duty, but of doing myself a great honour. But as I am well assured, even from the small acquaintance I had with you, that a letter of mere compliments would not be agreeable to a lady of your disposition and feelings, especially under your present melancholy circumstances; so the writing of such a letter is very far from my intention or inclination.

When I saw the evidences of your deep sorrow, under the awful frown of Heaven in the death of your only son, it made an impression on my mind not easily forgotten; and when you spoke of my writing to you, I soon determined what should be the subject of my letter. It was that which appeared to me to be the most proper subject of contemplation for one in your circumstances; that, which I thought, above all others, would furnish you a proper and sufficient source of consolation, under your heavy affliction; and this was the Lord Jesus Christ:—particularly the amiableness of his character, which renders him worthy that we should love him, and take him for our only portion, our rest, hope, and joy; and his great and unparalleled love towards us.—And I have been of the same mind ever since; being determined, if God favoured me with an opportunity to write to your Ladyship, that those things should be the subject of my letter. For what other subject is so well calculated to prove a balm to the wounded spirit.

Let us then, dear Madam, contemplate the loveliness of our blessed Redeemer, which entitles him to our highest love; and, when clearly seen, leads us to find a sweet complacency and satisfaction of soul in him, of whatever else we are deprived. The Scriptures assure us that He, who came into the world in our nature, and freely laid down his life for us, was truly possessed of all the fulness of the Godhead, of his infinite greatness, majesty, and glory, his infinite wisdom, purity, and holiness, his infinite righteousness and goodness. He is called ‘the brightness of God’s glory, and the express image of his person.’ He is the Image, the Expression, of infinite beauty; in the contemplation of which, God the Father had all his unspeakable happiness from eternity. That eternal and unspeakable happiness of the Deity is represented as a kind of social happiness, in the society of the persons of the Trinity; Prov. viii. 30.. ‘Then I was by him, as one brought up with him; I was daily his delight, rejoicing always before him.’ This glorious Person came down from heaven to be ‘the Light of the world,’ that by him the beauty of the Deity might shine forth, in the brightest and fullest manner, to the children of men.

Infinite Wisdom also has contrived that we should behold the glory of the Deity, in the face of Jesus Christ, to the greatest advantage, in such a manner as should be best adapted to the capacity of poor feeble man; in such a manner, too, as is best fitted to engage our attention, and allure our hearts, as well as to inspire us with the most perfect complacency and delight. For Christ having, by his incarnation, come down from his infinite exaltation above us, has become one of our kinsmen and brothers. And his glory shining upon us through his human nature, the manifestation is wonderfully adapted to the strength of the human vision; so that, though it appears in all its effulgence, it is yet attempered to our sight. He is indeed possessed of infinite majesty, to inspire us with reverence and adoration; yet that majesty need not terrify us, for we behold it blended with humility, meekness, and sweet condescension. We may feel the most profound reverence and self-abasement, and yet our hearts be drawn forth sweetly and powerfully into an intimacy the most free, confidential, and delightful. The dread, so naturally inspired by his greatness, is dispelled by the contemplation of his gentleness and humility; while the familiarity, which might otherwise arise from the view of the loveliness of his character merely, is ever prevented by the consciousness of his infinite majesty and glory; and the sight of all his perfections united fills us with sweet surprise and humble confidence, with reverential love and delightful adoration.

This glory of Christ is properly, and in the highest sense, divine. He shines in all the brightness of glory that is inherent in the Deity. Such is the exceeding brightness of this Sun of righteousness, that, in comparison of it, the light of the natural sun is as darkness; and hence, when he shall appear in his glory, the brightness of the sun shall disappear, as the brightness of the little stars do when the sun rises. So says the prophet Isaiah, ‘Then the moon shall be confounded, and the sun shall be ashamed, when the Lord of hosts shall reign in Mount Zion, and before his ancients gloriously.’ Isa. xxiv. 23.. But, although his light is thus bright, and his beams go forth with infinite strength; yet, as they proceed from the Lamb of God, and shine through his meek and lowly human nature, they are supremely soft and mild, and, instead of dazzling and overpowering our feeble sight, like a smooth ointment or a gentle eye-salve, are vivifying and healing. Thus on them, who fear God’s name, ‘the Sun of righteousness arises, with healing in his beams,’ Mal. iv. 2.. It is like the light of the morning, a morning without clouds, as the dew on the grass, under whose influence the souls of his people are as the tender grass springing out of the earth, by clear shining after rain. Thus are the beams of his beauty and brightness fitted for the support and reviving of the afflicted. He heals the broken in spirit, and bindeth up their wounds. When the spirits of his people are cut down by the scythe, he comes down upon them, in a sweet and heavenly influence, like rain on the mown grass, and like showers that water the earth. (Psal. lxxii. 6)

But especially are the beams of Christ’s glory infinitely softened and sweetened by his love to men, the love that passeth knowledge. The glory of his person consists, pre-eminently, in that infinite goodness and grace, of which he made so wonderful a manifestation, in his love to us. The apostle John tells us, that God is light; (1 John i. 5.) and again, that God is love; (1 John iv. 8. ) and the light of his glory is an infinitely sweet light, because it is the light of love. But especially does it appear so, in the person of our Redeemer, who was infinitely the most wonderful example of love that was ever witnessed. All the perfections of the Deity have their highest manifestation in the work of redemption, vastly more than in the work of creation. In other works, we see him indirectly; but here, we see the immediate glory of his face. (2 Cor. iii. 18.) In his other works, we behold him at a distance; but in this, we come near, and behold the infinite treasures of his heart. (Eph. iii. 8, 9, 10.) It is a work of love to us, and a work of which Christ is the author. His loveliness, and his love, have both their greatest and most affecting manifestation in those sufferings, which he endured for us at his death. Therein, above all, appeared his holiness, his love to God, and his hatred of sin, in that, when he desired to save sinners, rather than that a sensible testimony should not be seen against sin, and the justice of God be vindicated, he chose to become obedient unto death; even the death of the cross. Thus, in the same act, he manifests, in the highest conceivable degree, his infinite hatred of sin, and his infinite love to sinners. His holiness appeared like a fire, burning with infinite vehemence against sin; at the same time, that his love to sinners appeared like a sweet flame, burning with an infinite fervency of benevolence It is the glory and beauty of his love to us, polluted sinners, that it is an infinitely pure love; and it is the peculiar sweetness and endearment of his holiness, that it has its most glorious manifestation in such an act of love to us. All the excellencies of Christ, both divine and human, have their highest manifestation in this wonderful act of his love to men—his offering up himself a sacrifice for us, under these extreme sufferings. Herein have abounded toward us the riches of his grace, in all wisdom and prudence. (Eph. i. 8.) Herein appears his perfect justice. Herein, too, was the great display of his humility, in being willing to descend so low for us. In his last sufferings, appeared his obedience to God, his submission to his disposing will, his patience, and his meekness, when he went as a lamb to the slaughter, and opened not his mouth, but in a prayer that God would forgive his crucifiers. And how affecting this manifestation of his excellency and amiableness to our minds, when it chiefly shines forth in such an act of love to us.