Seminary And Institute Quotes

Wisdom and knowledge, as well as virtue, diffused generally among the body of the people being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in various parts of the country, and among the different orders of the people, it shall be the duty of legislators and magistrates in all future periods of this commonwealth to cherish the interests of literature and the sciences, and all seminaries of them, especially the university at Cambridge, public schools, and grammar schools in the towns; to encourage private societies and public institutions, rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings, sincerity, good humor, and all social affections, and generous sentiments among the people.

Fire, fire! The branches crackle and the night wind of late autumn blows the flame of the bonfire back and forth. The compound is dark; I am alone at the bonfire, and I can bring it still some more carpenters' shavings. The compound here is a privileged one, so privileged that it is almost as if I were out in freedom -- this is an island of paradise; this is the Marfino "sharashka" -- a scientific institute staffed with prisoners -- in its most privileged period. No one is overseeing me, calling me to a cell, chasing me away from the bonfire, and even then it is chilly in the penetrating wind. But she -- who has already been standing in the wind for hours, her arms straight down, her head drooping, weeping, then growing numb and still. And then again she begs piteously "Citizen Chief! Please forgive me! I won't do it again." The wind carries her moan to me, just as if she were moaning next to my ear. The citizen chief at the gatehouse fires up his stove and does not answer. This was the gatehouse of the camp next door to us, from which workers came into our compound to lay water pipes and to repair the old ramshackle seminary building. Across from me, beyond the artfully intertwined, many-stranded barbed-wire barricade and two steps away from the gatehouse, beneath a bright lantern, stood the punished girl, head hanging, the wind tugging at her grey work skirt, her feet growing numb from the cold, a thin scarf over her head. It had been warm during the day, when they had been digging a ditch on our territory. And another girl, slipping down into a ravine, had crawled her way to the Vladykino Highway and escaped. The guard had bungled. And Moscow city buses ran right along the highway. When they caught on, it was too late to catch her. They raised the alarm. A mean, dark major arrived and shouted that if they failed to catch the girl, the entire camp would be deprived of visits and parcels for whole month, because of her escape. And the women brigadiers went into a rage, and they were all shouting, one of them in particular, who kept viciously rolling her eyes: "Oh, I hope they catch her, the bitch! I hope they take scissors and -- clip, clip, clip -- take off all her hair in front of the line-up!" But the girl who was now standing outside the gatehouse in the cold had sighed and said instead: "At least she can have a good time out in freedom for all of us!" The jailer had overheard what she said, and now she was being punished; everyone else had been taken off to the camp, but she had been set outside there to stand "at attention" in front of the gatehouse. This had been at 6 PM, and it was now 11 PM. She tried to shift from one foot to another, but the guard stuck out his head and shouted: "Stand at attention, whore, or else it will be worse for you!" And now she was not moving, only weeping: "Forgive me, Citizen Chief! Let me into the camp, I won't do it any more!" But even in the camp no one was about to say to her: "All right, idiot! Come on it!" The reason they were keeping her out there so long was that the next day was Sunday, and she would not be needed for work. Such a straw-blond, naive, uneducated slip of a girl! She had been imprisoned for some spool of thread. What a dangerous thought you expressed there, little sister! They want to teach you a lesson for the rest of your life! Fire, fire! We fought the war -- and we looked into the bonfires to see what kind of victory it would be. The wind wafted a glowing husk from the bonfire. To that flame and to you, girl, I promise: the whole wide world will read about you.

To help our youth abide by the principles involved in temple marriage, we must help them to understand that temple marriage is more than just a place where the ceremony occurs; it is a whole orientation to life and marriage and home. It is a culmination of building attitudes toward the Church, chastity, and about our personal relationship with God--and many other things. "Thus, simply preaching temple marriage is not enough. Our family home evenings, seminaries, institutes, and auxiliaries must build toward this goal, not by exhortation alone but by showing that the beliefs and attitudes involved in temple marriage are those which can bring the kind of life here and in eternity that most humans really want for themselves" (The Teachings of Harold B. Lee, p. 244).

We have a wonderful Church organization, but the one place where we may have greater influence than any other is in the homes in which we reside. We have our Sabbath Schools, our Mutual Improvement Associations, our Relief Societies, our Primaries, our Church schools and seminaries. All these institutions are intended to develop the best that is in mankind, but we as parents of children in this Church have no right to place the responsibility upon these organizations to establish faith in the hearts of these children that God has placed in our homes. It is your duty and mine to teach the children that come to our homes.

Most of the people who are trained in Bible scholarship have been educated in theological institutions. Of course, a wide range of students head off to seminaries every year. Many of them have been involved with Bible studies through their school years, even dating back to their childhood Sunday School classes. But they have typically approached the Bible from a devotional point of view, reading it for what it can tell them about what to believe and how to live their lives. As a rule, such students have not been interested in or exposed to what scholars have discovered about the difficulties of the Bible when it is studied from a more academic, historical perspective.

Wisdom and knowledge, as well as virtue, diffused generally among the body of the people being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in various parts of the country, and among the different orders of the people, it shall be the duty of legislators and magistrates in all future periods of this commonwealth to cherish the interests of literature and the sciences, and all seminaries of them, especially the university at Cambridge, public schools, and grammar schools in the towns; to encourage private societies and public institutions, rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings, sincerity, good humor, and all social affections, and generous sentiments among the people.   “It was, in all,” writes McCullough, “a declaration of Adams’s faith in education as the bulwark of the good society, the old abiding faith of his Puritan forebears.

Wisdom and knowledge, as well as virtue, diffused generally among the body of the people being necessary for the preservation of their rights and liberties; and as these depend on spreading the opportunities and advantages of education in various parts of the country, and among the different orders of the people, it shall be the duty of legislators and magistrates in all future periods of this commonwealth to cherish the interests of literature and the sciences, and all seminaries of them, especially the university at Cambridge, public schools, and grammar schools in the towns; to encourage private societies and public institutions, rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings, sincerity, good humor, and all social affections, and generous sentiments among the people.

Of course, not everyone agreed with Professor Glaude’s assessment. Joel C. Gregory, a white professor of preaching at Baylor University’s George W. Truett Theological Seminary and coauthor of What We Love about the Black Church,8 took issue with Glaude’s pronouncement of the Black Church’s death. Gregory, a self-described veteran of preaching in “more than two hundred African-American congregations, conferences, and conventions in more than twenty states each year,” found himself at a loss for an explanation of Glaude’s statements. Gregory offered six signs of vitality in the African-American church, including: thriving preaching, vitality in worship, continuing concern for social justice, active community service, high regard for education, and efforts at empowerment. Gregory contends that these signs of life can be found in African-American congregations in every historically black denomination and in varying regions across the country. He writes: Where is the obituary? I do not know any organization in America today that has the vitality of the black church. Lodges are dying, civic clubs are filled with octogenarians, volunteer organizations are languishing, and even the academy has to prove the worth of a degree. The government is divided, the schoolroom has become a war zone, mainline denominations are staggering, and evangelical megachurch juggernauts show signs of lagging. Above all this entropy stands one institution that is more vital than ever: the praising, preaching, and empowering black church.9 The back-and-forth between those pronouncing death and those highlighting life reveals the difficulty of defining “the Black Church.” In fact, we must admit that speaking of “the Black Church” remains a quixotic quest. “The Black Church” really exists as multiple black churches across denominational, theological, and regional lines. To some extent, we can define the Black Church by referring to the historically black denominations—National Baptist, Progressive Baptist, African Methodist Episcopal (AME), African Methodist Episcopal Zion (AMEZ), Church of God in Christ (COGIC), and so on. But increasingly we must recognize that one part of “the Black Church” exists as predominantly black congregations belonging to majority white denominations like the Southern Baptist Convention or even African-American members of predominantly white churches. Still, other quarters of “the Black Church” belong to nondenominational affinity groups like the many congregations involved in Word of Faith and “prosperity gospel” networks sponsored by leaders like Creflo A. Dollar Jr. and T. D. Jakes. Clearly “the Black Church” is not one thing. Black churches come in as many flavors as any other ethnic communion. Indeed, many African-Americans have experiences with many parts of the varied Black Church world.

You can research and easily find about 200 Flood legends without extensive research. Dr. John Morris of the Institute for Creation Research has done this.7 So has Japanese researcher Nozomi Osanai for her Master’s thesis at Wesley Biblical Seminary.8 In fact, I’ve done this too! Though there were more, I read over 200 flood accounts when researching a family book that I co-authored with Laura Welch on flood legends (The Flood of Noah, Legends and Lore of Survival, Master Books, 2014).

that in most of the seminaries they don’t even talk about Hell anymore, nor of the devil; and even now, in many such institutions, they no longer talk about exorcisms.

it wasn’t until the last two decades of the twentieth century that white Baptist historians directly faced up to the proslavery, white supremacist origins of their denomination. Robert Baker, a professor at Southwestern Baptist Theological Seminary through the first half of the twentieth century, acknowledged that “the involvement of the South in the ‘peculiar institution

The problem is that modern godlessness undermines all authority, which hollows out institutions, which leaves only individuals. If then the individuals prove unworthy of trust, there seems to be nothing left. That is why many Catholics today cling to unworthy churchmen and follow them in their Liberalism because the only alternative seems to be to abandon the Church altogether. On the contrary, as the July letter suggested, when Catholics have a robust faith as in the Middle Ages, their faith in the Church as an institution remains unshaken by an misbehavior of the individual churchmen, because the institution is that much greater than the individuals. That is why a Catholic today can severely criticize the recent popes without having to be a sedevacantist, and he should be able to say these popes have been very bad for Catholicism without his needing to be accused of losing the Faith or of seeking to destroy the Church. Letter #118 September 1993.

The telling truth about many Christian seminaries and graduate schools is that when you dig below the surface, you will find a wide range of deep personal issues that are not being addressed as part of preparation for pastoral ministry. The problem is not that these issues exist but that we are doing so little to address them. We offer men’s groups and counseling services, but only as voluntary add-ons rather than as core institutional priorities. Success is ultimately judged by academic precision rather than progress toward Christlikeness, even when we are careful to couch success in terms of the latter.

Given that seminary education constitutes religious instruction in nearly the purest sense, the dorean principle demands that seminaries not accept money from their students in exchange. However, rather than destroying these institutions, several options compatible with the dorean principle offer ways to preserve them.

Still, nowhere, perhaps, in modern ages, has the province of sacred eloquence been of more importance than it is, under the circumstances which mark the condition of religious institutions, in America.

To one male seminarian, who complained that all the talk about discrimination dominated too much class time, Murray responded, 'If you have to live with anger, I have to live with pain. I'lI trade you both my pain, my sex, my race and my age--and see how you deport yourself in such circumstances. Barring that, try to imagine for 24 hours what it must be like to be a Negro in a predominantly white seminary, a woman in an institution dominated by men and for the convenience of men, some of whom radiate hostility even though they do not say a word, who are patronizing and kindly as long as I do not get out of my place, but who feel threatened by my intellect, my achievements, and my refusal to be suppressed.' Of their differences, Murray told him, 'If I can't take your judgmental statements and your anger, I am in the wrong place. If you cannot take my methods of fighting for survival, then you have chosen the wrong vocation.

I mention all this only incidentally to establish my evangelical credentials. The real purpose is to say that I don’t recall abortion being a topic of conversation in evangelical circles in the middle decades of the twentieth century, so Weyrich’s declaration struck me as credible. During the 1970s, the decade when the Religious Right began to emerge, I attended and graduated from an evangelical school, Trinity College in Deerfield, Illinois, and then worked in the development department for its sister institution, Trinity Evangelical Divinity School, while completing a master’s degree in church history as a part-time student. As it happens, a single member of the seminary faculty, Harold O. J. Brown, became exercised about abortion, what most evangelicals considered a “Catholic issue,” in the latter part of the 1970s. But he was regarded as an outlier, an exception that proved the rule, on a faculty more interested in recondite doctrines such as biblical inerrancy, the notion that the Scriptures are entirely without error in the original (no longer extant) manuscripts.

commonwealth to cherish the interests of literature and the sciences, and all seminaries of them, especially the university at Cambridge, public schools, and grammar schools in the towns; to encourage private societies and public institutions, rewards and immunities, for the promotion of agriculture, arts, sciences, commerce, trades, manufactures, and a natural history of the country; to countenance and inculcate the principles of humanity and general benevolence, public and private charity, industry and frugality, honesty and punctuality in their dealings, sincerity, good humor, and all social affections, and generous sentiments among the people.

In fact, Zinn’s radicalism was not a good fit for Spelman College, where he must have stood out like a sore thumb. Spelman was a conservative Christian school that had been founded in 1881 by eleven ex-slaves who met in Friendship Baptist Church, wanting to read the Bible.34 It became Atlanta Baptist Female Seminary and then, in 1924, Spelman College. Karen Vanlandingham in her 1985 master’s thesis, “In Pursuit of a Changing Dream: Spelman College Students and the Civil Rights Movement, 1955–1962,” explains that the “religious tradition inherent in Spelman’s founding endured as a part of the school’s educational philosophy.” The 1958–1959 college catalogue asserted, “Spelman College is emphatically Christian. The attitude toward life exemplified by the life and teachings of Jesus is the ideal which governs the institution.”35 College life there included mandatory daily chapel attendance and adherence to a strict curfew and dress code. Howard Zinn, however, felt it was his mission and his right to change the college. In the August 6, 1960, Nation, he observed: “ ‘You can always tell a Spelman girl,’ ” alumni and friends of the college have boasted for years. The ‘Spelman girl’ walked gracefully, talked properly, went to church every Sunday, poured tea elegantly and, in general, had all the attributes of the product of a fine finishing school. If intellect and talent and social consciousness happened to develop also, they were, to an alarming extent, by-products.”36 Zinn set out to transform the “finishing school” into a “school for protest.

Why Djugashvili became a revolutionary is a question posed above but not adequately answered. We noted, first, that he himself explained it in later life as a reaction against the Jesuitical regime in the seminary; and secondly, that revolt was a living tradition in the institution when he entered it. A further contributing factor was personality.