Judges 18:1-31 In those days there was no king in Israel: and in those days the tribe of the Danites sought them an inheritance to dwell in… Do we consider that a man situated as this man was a fit object of pity and sympathy or not? The stern, uncompromising iconoclast would certainly say, "No." He would feel that it was better for such an one to find out by bitter experience how vain and useless were the idols in which he trusted. In and through his desolation he might be brought to seek for help where alone it could be found. The mild, tolerant student of comparative religion would probably say, "Yes." He would urge on his behalf that at that particular point in the evolution of Jewish religion from its primitive worship of invisible forces it was inevitable that the worshipper should seek to give concrete form and embodiment to the anthropomorphic idea of God which was then being assimilated from the nations around. For such an one to be deprived of his idols was to be put out of rapport and correspondence with his religious environment, and as that meant spiritual death, he clearly deserves our pity in his destitution. Turning, however, from the merely speculative interest which the ancient Israelite's case presents, I wish to transfer it, "as in a figure," to the very real and practical interest presented by the parallel situation of a large section of our fellow-subjects in India, and to endeavour to answer the question just raised by considering what our duty to them is. For in the main the plea of the Jew of Mount Ephraim is being echoed now either in unexpressed feeling or in outspoken utterance by thousands of religious-minded Hindus in India. It is only with one portion of the problem that I would attempt to deal; that, namely, which is connected with the sphere of Christian education. It would be to repeat an oft-told tale to recount at any length what has been and will be increasingly the necessary result of such contact of the West with the East as our rule in India has brought about. That contact is unique and unprecedented in some if not all of its conditions, and must be expected to produce strange and unlooked-for, even contradictory, results. But it is of the moral aspect of them only that I wish to speak. When the Government of India decided that State education must be conducted on the principle of religious neutrality and non-interference, it does not appear whether the disintegrating effect of purely secular instruction was fully realised. What, in short, was not foreseen, but is now being daily found to be the inevitable result of the State system of education, is that while it tends to destroy much that was hurtful and fatal to progress, it fails to supply the place of what it destroys by any new and vital principle of cohesion and solidarity. The son goes back to his home and announces to his parents that he has learnt to rise superior to caste traditions and prejudices, and it is found that what this amounts to practically is, that while he has a veneer of Western learning and science, he has lost his hold of what is the very life and soul of any society, the sense of obedience, of reverence, of duty in the family and in the State. He has gained, indeed, ideas of freedom, of independence, of equality, of self-assertion, but if he has lost or is in danger of losing these other ideas, which surely it is true to say are more fundamental and indispensable for the well-being of the family and the nation, is not the loss likely to be greater than the gain, at any rate for the Indian? If there is any virtue which the caste system can claim to have developed and preserved, it is the instinct of reverence and obedience. And it is this instinct which it is the tendency of our education to weaken if not to destroy. And further, it is precisely in those parts of India which are most advanced in Western knowledge where this tendency is seen in its fullest development. What wonder is it, then, that the parent who hears of the boasted advantages of Western science and education bewails the result of it in words which seem an echo of the cry of the Jew of Mount Ephraim "Ye have taken away my gods which I made, and what have I more? and how then say ye unto me, What aileth thee?" But this is not all. The student, bereft of the moral sanctions of his religion, and supplied with no new motives of obedience and rectitude, is exposed to yet other dangers. If the demon of superstition has been expelled, there are the seven other spirits more wicked than the first, ready to rush in and occupy the vacant, cheerless room. For the mental facilities of the Indian student are far in advance of his moral faculties. This is so naturally; and when the course of education tends almost exclusively to develop the intellectual part of him, the disparsity becomes all the more marked. The moral element in him, already of weakened vitality, is gradually starved out, and the struggle for superiority is rather between the animal and the intellectual. There are many noble exceptions, but they cannot redeem a system which condemns the majority to moral sterility. It is to the Christian Church, and that alone, that we must turn for the assertion and vindication of the principles of true reform, as well as for the moral dynamic which is to energise and embody them in and through an actual visible living society. And it is quite wonderful to notice how India's need of the gospel is being recognised on all sides and in the most unexpected quarters. The politician looks to the spread of Christianity as one great source of strength and stability for the permanence of British Empire. The educationalist looks to our native Christian women as at present the most hopeful means of making female education effective among the upper classes. Sir W. W. Hunter has lately said, "Christianity holds out advantages of social organisation not offered by Hinduism or Islam. It provides for the education and moral supervision of its people with a pastoral care which Islam, destitute of a regular priesthood, does not pretend to. It receives the new members into its body with a cordiality and a completeness to which Hinduism is a stranger. I believe," he says, "it is reserved for Christianity to develop the highest uses of Indian caste, 'as a system of conservative socialism.'... But it will be Indian caste humanised by a new spiritual life."Or to take one or two more specific cases. The tahsildar or head native officer of a large country town appeals to a missionary to send a Christian teacher for a Hindu school, because he finds the Hindu teachers have yielded to the prevailing immorality of the town. The municipality of a large city in the Punjab appoints a native Christian minister its chairman because they can find no other man so high-minded and honest for the post. The only great modern religious reformer India has produced bore witness on his death-bed to India's need of Christ. When the man of Macedonia stood before St. Paul that night in the vision, did not the pathos of the cry, "Come over and help us," arise from the very fact of its being the unconscious appeal of the heathen world for help? And if the response to that cry was the mission to Europe, which was the origin and cause of all that is highest and best and noblest in our life and thought here to-day, shall the Church's response to India's cry be less prompt, less devoted, less full of faith and hope and love, when she has that greatest of all examples to inspire and stimulate her, the experience of the power of the message he bore to support and guide her in her task, the certainty of final victory, not in our time, but in God's time, to cheer and encourage her till Christ comes to claim the kingdom for His own? (S. S Allnutt, M. A.) Parallel Verses KJV: In those days there was no king in Israel: and in those days the tribe of the Danites sought them an inheritance to dwell in; for unto that day all their inheritance had not fallen unto them among the tribes of Israel. |
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