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CHURCH TUTORIAL 
 CLASSES. 
 
 BEING 
 
 The Report of 
 
 The Provisional Committee of 
 
 The Church Tutorial Classes Movement. 
 
 C I C 
 
 Price 6d. net. 
 
. r/^^^uj^fs 
 
 CHURCH TUTORIAL CLASSES 
 
 BEING THE 
 
 Report of the Provisional Committee of 
 the Church Tutorial Classes Movement. 
 
 THow shall a man learn except from one who is 
 C his friend ? — Xenophon. 
 
 The lecture is one, the discussion is one thousand. 
 
 — Arabian Proverb, 
 
 LONDON : 
 Published for the Church Tutorial Classes Provisional 
 
 Committee, 13, John Street, Adelphi, W.C. 2, by the 
 SOCIETY FOR^PROMOTING CHRISTIAN KNOWLEDGE. 
 
 1919. 
 
J:^;< 6T?/ 2^ 
 
 Cs- 
 
 GHURCH TUTORIAL CLASSES 
 PROVISIONAL COMMITTEE. 
 
 President : The Rt. Rev. The Lord Bishop of Oxford. 
 Chairman : The Very Rev. The Dean of Christ Church. 
 
 The Rev. G. H. Aitken, Rector of Lambeth. 
 
 Miss G. B. Ayre, Lancashire Education Committee. 
 
 Mrs. Ronald Bayne (Mothers' Union). 
 
 Mrs. G. K. A. Bell, Morton's Tower, Lambeth Palace. 
 
 Miss Cecil Bevan (Girls' Diocesan Association). 
 
 The Rev. Cyril Bickersteth, Community of the Resurrection, 
 Mirfield. 
 
 The Rev. G. Branson (Southwark Diocesan Church Tutorial 
 Classes Committee). 
 
 The Rev. Canon Brewster, Rector of Upton St. Leonards. 
 The Rev. W. K. Lowther Clarke (Society for Promoting 
 
 Christian Knowledge). 
 The Rev. F. A. Cockin, Student Christian Movement. 
 
 The Rev. Dr. Crafer (Southwark Diocesan Church Tutorial 
 Classes Committee). 
 
 The Rev. E. C. Dewick, Principal of St. Aidan's College, 
 Birkenhead. 
 
 The Rev. Canon Dimont, Principal of Salisbury Theological 
 
 College. 
 The Rev. T. C. Fitzpatrick, President of Queens' College, 
 
 Cambridge. 
 
 The Rev. Canon Hicks, Principal of Bishops' College, 
 Cheshunt. 
 
 Miss Hippisley , Committee of Students and Licensed Teachers 
 
 in Theology. 
 Mr. Fred. Hughes, National Union of Clerks, 
 
 Dr. F. B. Jevons, Principal of Bishop Hatfield's Hall, 
 Durham. 
 
 Miss'D. W. Jones, Joint-Secretary, World Association for 
 Adult Education. 
 
 (Organisations officially represented are printed in brackets.) 
 
PROVISIONAL COMMITTEE. 3 
 
 Mr. H. E. Kemp (Church of England Men*s Society). 
 
 Mr. Albert Mansbridge, Central Library for Students. 
 
 The Rev. Canon Masterman, Rector of St. Mary-le-Bow. 
 
 The Rev. W. R. Matthew^s, Dean of King's College, Lond. 
 
 The Rev. Dr. Oesterley (Central Society of Sacred Study). 
 
 Mrs. Paget, of Stepney. 
 
 Miss Faudel Phillips (Girls' Friendly Society). 
 
 Miss H. L. Povirell (National Society). 
 
 The Rev. J. B. Seaton, Principal of Cuddesdon Theological 
 
 College. 
 Miss Helen M. Slee (Central Church Reading Union). 
 Miss Fanny Street, Teachers' Christian Union. 
 The Rev. Austin Thompson, Vicar of St. Peter's, Eaton 
 
 Square. 
 Dr. Jane Walker, Nayland Sanatorium. 
 
 Miss M. F. E. Welsford, Principal, High School, Waltham 
 Cross. 
 
 Secretary : The Rev. Andrew Freeman, 13, John Street, 
 
 Adelphi, W.C. 2. 
 
 
 48082 
 
 (Organisations officially represented are printed in brackets.) 
 
CHURCH TUTORIAL CLASSES. 
 
 FOREWORD. 
 
 I have no claim to the privilege of writing a Prefatory 
 Note to this Report save that I w^as appointed to preside 
 at the Meeting of those interested in promoting Church 
 Tutorial Classes, at which the Provisional Committee 
 which is now issuing this Report was appointed. 
 But though my title to commend the Report is so slight 
 the Report itself is weighty, and should be studied by 
 anyone who really has at heart the interests of religion. 
 It is true that it will not be easy to get these classes 
 into being, and to get the necessary funds, but there 
 is hardly anything which would serve the cause of 
 religion more effectively. I am persuaded that nothing 
 is more vital than to help ordinary people to consider 
 frankly and intently what they believe as to God and 
 the spiritual life and why they believe it ; and tutorial 
 classes can, I am persuaded, serve the cause as 
 efficiently as they have served the cause of *' secular '' 
 knowledge among adults. 
 
 C. OXON: 
 
 Cuddesdon, 
 New Year's Day, 1919. 
 
CHURCH TUTORIAL CLASSES. 
 
 1\ /T^^^ ^^^^ though almost inarticulate religious 
 IVX *^^^^"^ exists in the life of the English people. 
 This fact was already known to many in the 
 past, but it has been emphasised by the experience 
 of Chaplains in the Army during the last four 
 years. At the same time, there has been revealed 
 an extraordinary ignorance of even the elements of the 
 Christian faith. The extent of the failure of the Church 
 to impart an intelligent understanding of the faith even 
 to its own members is fully recognised in the Report 
 of the Archbishop's Committee on The Teaching 
 Office of the Church. 
 
 THE NEED AND THE OPPORTUNITY. 
 
 No doubt the cause of this failure is to be found in 
 part in the shortcomings of the religious instruction 
 given to children both in home and school, but to a 
 much greater degree it is due to the lack of any adequate 
 provision for the religious instruction of young people 
 and adults. Theology claims to be able to meet in- 
 tellectual and moral needs of which children neither 
 are, nor ought to be, conscious. Valuable as the 
 religious teaching of childhood is, it will not suffice 
 to equip men and women for meeting the difficulties 
 of adult life. For lack of fuller understanding they 
 are liable to drift into indifference, or to be disturbed 
 and perplexed by attacks on the Christian religion 
 often based on a complete misrepresentation of what 
 the Church believes. 
 
 The development of secular education has made the 
 problem more pressing. The standard of religious 
 education must be at least as high as that of general 
 education if Christianity is to retain its hold on the 
 life of the nation ; and at present this is not the case. 
 
 We have no desire to claim for the English Church 
 a monopoly of religious teaching, and we gladly recog- 
 (774) A :> 
 
6 CHUFCH TUTORIAL CLASSES. 
 
 e^se tha*^ i.he difference between the teaching of our 
 own Church and that given by other religious bodies 
 is often one of emphasis rather than of essentials ; 
 yet we consider that our Church has a special respon- 
 sibility towards that large section of the people that 
 regards itself as in some sense attached to the Church 
 of England. Our Church claims to be the trustee of 
 the Catholic faith for the English people, and its duty 
 is not only to defend the faith, but also to instruct the 
 people in it. 
 
 The special circumstances of our own time are a call 
 to the Church to reconsider its methods of teaching. 
 A profound change has passed over our whole concep- 
 tion of education, and the new methods of teaching 
 which are now recognised as sound in secular educa- 
 tion have, as yet, been inadequately applied to religious 
 instruction. The Workers' Educational Association 
 has shown how widespread is the desire for education 
 among a large section of the workers of this country, 
 and the idea that education finishes with school life, 
 or even on leaving the University, is rapidly disappear- 
 ing from our national outlook. 
 
 Among the most hopeful features of contemporary 
 life is a growing interest in religious questions. 
 This reawakening of interest was conspicuous before 
 the war, and has been greatly stimulated by the in- 
 fluence of the war, which has aroused a new serious- 
 ness of thought and a new moral perplexity. Unless 
 we can meet the demand for a religious interpretation 
 of the problems of life, other interests will reassert 
 themselves, and the interest in religion that has been 
 awakened will become dormant again. 
 
 THEOLOGICAL TEACHING AND MODERN 
 
 THOUGHT. 
 
 The last half-century has also been a time of theo- 
 logical reconstruction. The results of inodern scholar- 
 ship have changed our views of the Bible, and the effort 
 to restate Christian doctrine in terms intelligible to 
 our own generation has done much to clear away the 
 
CHURCH TUTORIAL CLASSES. 7 
 
 misunderstandings that endangered the relations 
 between theology and modern science. In the earlier 
 stages of this process of reconsideration, there was 
 good reason for not attempting to present to the general 
 body of Churchmen conclusions that were only tentative 
 and provisional. We have now reached a stage where 
 it is possible to regard many of the results of modern 
 scholarship as assured, and it is time that the work 
 of such writers as Dr. Driver, Dr. Illingworth, Dr. 
 Moberly, Sir William Ramsay, Dr. Sanday, Bishop 
 Westcott, and the present Bishop of Oxford, was made 
 accessible to a wider circle of students. 
 
 In proposing free discussion as the best method of 
 adult religious education, we do not wish it to be sup- 
 posed that we regard theology as capable of being 
 treated in all respects as akin to other departments 
 of knowledge. The Christian faith is not only a human 
 discovery, but also a divine revelation given by God 
 Himself in the Bible, and most of all in the life and 
 teaching of our Lord Jesus Christ. Without entering 
 into the whole question of the place of authority in 
 Christian doctrine, we desire to say that the appeal to 
 authority has never been regarded by the Church of 
 England as inconsistent w ith reason and honest enquiry. 
 The unwillingness to accept authority, which is charac- 
 teristic of our own time, is largely a legacy from the 
 period when the appeal to authority was used to dis- 
 courage inquiry. It is the business of the Christian 
 teacher not only to show the nature of the authority 
 on which Christian doctrine rests, but also to show 
 how that doctrine can commend itself to the mind 
 and conscience of the honest inquirer. While many 
 whom we desire to welcome to our classes are likely 
 to adopt an over-critical attitude towards Christia 
 doctrine, many members of the Church have been 
 too ready to affirm their belief in it without 
 making any attempt at an intelligent understanding 
 of its meaning. To build up a large body of men 
 and women able to give a reason for the hope that 
 is in them would be a valuable service to the Christian 
 Church. 
 
 (774) A 3 
 
8 CHURCH TUTORIAL CLASSES. 
 
 EXISTING AGENCIES. 
 
 Adult religious education is carried on by various 
 Church Societies which have kindly furnished us with 
 details of their work. 
 
 The Society for Sacred Study, founded by the late 
 Professor Swete, has for its main purpose the encourage- 
 ment of theological study among the clergy, and its 
 leaflets and lists of books would be of great service to 
 tutors conducting Church Tutorial Classes. Though 
 the Society is a little inclined to over-estimate the 
 standard of education of the parochial clergy, it pro- 
 vides a valuable link between the theological expert and 
 the clergy and laymen who are anxious to keep in 
 touch with the development of scholarship and research. 
 
 The Central Church Reading Union appeals to a 
 wider circle, and aims at encouraging the study 
 of the Bible, Prayer Book, Christian Doctrine, and 
 Church History among the general body of Church 
 people. It has drawn up a scheme of study covering 
 ten years, and supplies syllabuses, lists of books and 
 advice as to inethods of study. It works through 
 Diocesan Unions, which are responsible for 
 organising lectures, study circles and courses of study. 
 In some Dioceses an annual examination is held, and 
 certificates presented by the Bishop to successful 
 candidates. Diocesan Libraries are formed and papers 
 on the current syllabus appear in the Church Reading 
 Magazine. The Union would probably be glad to 
 co-operate in the establishment of Church Tutorial 
 Classes among its members. 
 
 The Mothers* Union has arranged a course of theo- 
 logical lectures at its headquarters with a view to 
 helping parents to understand the faith and so carry 
 on more efficiently the training of their children in the 
 Christian religion. All educated women are invited 
 to attend these lectures, and arrangements are made 
 for tuition by correspondence. 
 
 The Girls* Diocesan Association is also doing educa- 
 tional work ainong its members, lectures and study 
 circles being arranged in such subjects as theology. 
 
CHURCH TUTORIAL CLASSES. 9 
 
 missions and social questions. Advice is given with 
 regard to books, and a Postal Library has been organised 
 for isolated members. The Quarterly Leaflet of the 
 Association includes reviews of books. 
 
 The Girls' Friendly Society encourages the study of 
 religious subjects by its members, through articles in 
 the G.F.S. Magazines, and in other ways. 
 
 The Lay Secretary of the Church of England Men's 
 Society writes that he has found in various dioceses a 
 demand for instruction in matters relating to economic 
 conditions and the application of Christianity to them 
 — " a keen desire to know what Christianity stands 
 for as regards the equality of men and the aspirations 
 of labour." '' There is, I think, a great field amongst 
 the younger men for the Tutorial Class system." He 
 suggests that the best method would be for the great 
 Church Societies to work in co-operation with the Church 
 Tutorial Class movement, organising Tutorial Classes 
 for which the Church Tutorial Classes Committee 
 would be asked to provide teachers. 
 
 THE UNIVERSITY TUTORIAL CLASS METHOD. 
 
 While recognising the valuable work that is being 
 done by these organisations, we think it will be 
 generally agreed that there is room for a more exten- 
 sive effort to bring religious teaching within reach of 
 the men and women who, in increasing numbers, are 
 showing their desire for it. In considering by what 
 method this can best be done, we are impressed by the 
 success of the University Tutorial Class system which 
 has been evolved by the Workers ' Educational Associa- 
 tion as a method of secular education.* '* The methods 
 of the Workers' Educational Association should be 
 used more largely than has been the case in the past 
 in the teaching of theology. Open conferences on such 
 subjects as Bible problems. Christian evidence, and 
 moral and social questions, may prove most useful if 
 
 * *' Oxford and Working- Class Education." Clarendon 
 Press. Is. net. Out of print. 
 
 (774) A 4 
 
10 CHURCH TUTORIAL CLASSES. 
 
 conducted by people of real competence."* A Univer- 
 sity Tutorial Class usually consists of about twenty to 
 thirty members (men or women) who undertake toattend 
 the Class once a week for three annual sessions of48 hours 
 each, and to do paper work regularly. To a large extent 
 the management of the class is in the hands of the mem- 
 bers themselves. A tutor is supplied by one of the Joint 
 Committees that have been constituted in connection 
 with the Universities, but his appointment must receive 
 the approval of the students. Each class meeting con- 
 sists of an hour of instruction and an hour of free 
 discussion. The success of the class depends largely 
 on the willingness of the teacher to make himself at 
 home in that atmosphere of fellowship and of frank 
 exchange of ideas which constitutes the value of these 
 classes ; and the history of the Tutorial Class Move- 
 ment has shown that such teachers are forthcoming 
 in sufficient numbers to meet the constantly increasing 
 demand .f Some remarks on Co-operative Study in 
 the Report on the Teaching Office of the Church are 
 specially applicable to Tutorial Classes : — 
 
 The success of the many forms of co-operative study, 
 such as reformed Sunday School work, study circles, dis- 
 cussion classes, tutorial classes, all point to the importance 
 of the encouragement of mental activity and of the spirit of 
 courageous inquiry and the provision of means of self- 
 expression. 
 
 They are all based on the theory that it is equally important 
 that young people should think and inquire as that they 
 should receive instruction. It is really much inore important, 
 because it is only when they have thought and inquired and 
 faced perplexities for themselves that they really desire 
 and assimilate instruction. Such instruction must be pro- 
 vided by seniors who understand this principle, who honestly 
 welcome enquiry and encourage free discussion, and who 
 are not in too great a hurry to supply the answers to every 
 question. 
 
 * Report of Archbishops' First Committee of Inquiry on 
 *' The Teaching Office of the Church," p. 28. S. P. C. K., 
 2s. net. 
 
 t See A. Mansbridge, •' University Tutorial Classes." 
 3s. net, post free. Obtainable from the Church Tutorial 
 Classes Committee, 1.^, John Street, Adelphi, W.C.2. Appen- 
 dix, pp. 160-1, 
 
CHURCH TUTORIAL CLASSES. 11 
 
 The provision of such senior help, the adequate training 
 of leaders of study circles, etc., and the provision of suitable 
 literature are all essential to the success of the co-operative 
 method. An important feature of that method, which is 
 not always sufficiently realised, is the promotion of fellow- 
 ship. The study circle is more successful than individual 
 study, not only because it provides opportunities for the 
 exchange of ideas, but because it trains young people in 
 fellowship, and may thus become a great asset in the develop- 
 ment of the idea of the Church as the great Fellowship of 
 Believers.* 
 
 ITS APPLICATION TO RELIGIOUS SUBJECTS. 
 
 It will be seen that the Tutorial Class system is 
 intensive, rather than extensive, in its character. It aims 
 at providing a really high standard of education for 
 small groups of people who are willing to devote a 
 considerable part of their scanty leisure to study. But 
 it has been found that such classes become missionary 
 agencies and diffuse an educational influence far beyond 
 the limits of their own membership. We believe that 
 it would be possible to gather together such classes 
 in all parts of the country for the study of religious 
 subjects. Our object is not to advocate the creation 
 of a new system of adult religious education in com- 
 petition with the work of the parishes and of such 
 bodies as the C.E.M.S., Church Adult Schools, etc. 
 We think that existing Bible classes will be the most 
 fruitful recruiting ground for the more advanced work 
 of Tutorial Classes, and, while we should deprecate any 
 attempt to claim the name of Church Tutorial Class for 
 any class that is not fully up to the standard that the 
 Tutorial Class Movement has set before itself, we think 
 that some of the methods we have described might 
 be adopted with advantage in existing classes. In 
 many cases, Sunday would be the most convenient 
 day for such classes to meet, but we should welcome 
 the establishment of classes on weekday evenings as 
 a recognition of the intimate relation of religion to the 
 ordinary affairs of life. 
 
 There are, we think, two distinct needs that Church 
 
 * " The Teaching Office of the Church," pp. 160-161. 
 
 (rTt) . A 5 
 
12 CHURCH TUTORIAL CLASSES. 
 
 Tutorial Classes will help to meet. (1) Many Church 
 people are very inadequately instructed in the Christian 
 Faith. We believe that there is a growing desire among 
 Christian men and women for fuller knowledge, and 
 we think that the Church Tutorial Class method will 
 be found the best way of meeting this desire. (2) Out- 
 side the organised Christian society there is a wide- 
 spread interest in religion among men and women 
 who are not, as yet, prepared to commit themselves 
 to any definite belief in the Christian Faith. The 
 enrolling of such enquirers in Tutorial Classes will 
 be an important part of the missionary work of the 
 Church. The authorised teacher of a Church Tutorial 
 Class must be in full communion with the Church 
 whose accredited representative he is, but nothing must 
 be asked as a condition of membership of such a class 
 but honesty of purpose and willingness to learn by 
 earnest inquiry and free discussion. 
 
 We would lay special stress on the democratic basis 
 of these classes, which is well in accord with the move- 
 ment of the age. Each class chooses its subject and 
 meets not only to hear what the tutor has to say about 
 it, but also to question him and follow up lines of further 
 inquiry. And freedom underlies all such inquiry, 
 which is conducted fearlessly and with the definite 
 purpose of finding out the truth. 
 
 The primary object of the Church Tutorial Classes 
 should be to offer the opportunity of religious education 
 to all adults— whether Church people or others— who are 
 prepared to devote themselves to the study of theology. 
 The bulk of the students would, we hope, be drawn 
 from the wage-earning class, but Tutorial Classes know 
 no class distinctions, and no small part of the benefit of 
 such classes lies in the development of a new sense of 
 fellowship between men and women of diverse vocations 
 and interests. We do not regard it as desirable that 
 these classes should look upon preparation for Holy 
 Orders as their main purpose, but we think that they 
 might incidentally serve a useful purpose in awakening 
 an interest in theology among men who, through the 
 circumstances of their life, have been unable to obtain 
 
CHURCH TUTORIAL CLASSES. 13 
 
 a University education, and so leading them to offer 
 themselves as candidates for Holy Orders. In this w^ay, 
 such classes might help to supply, from among the 
 workers, a body of ordination candidates for whose 
 fuller training the Church would, of course, have to 
 make provision.* 
 
 PRACTICAL RESULTS. 
 
 That the system is practicable is evident from the 
 results achieved by the two Church Tutorial Classes 
 which have been at work in the Diocese of Southwark 
 during the last eighteen months. Though designedly 
 experimental, they were not launched until a Diocesan 
 Committee, after careful deliberation extending over 
 some six months, had come to the conclusion that such 
 classes were urgently needed and that no other existing 
 society was either able or willing to set them going. 
 In other words, it was believed that there was a desire 
 for a fuller and more exact knowledge of religious 
 subjects which demanded and justified the setting up 
 of the necessary new machinery. 
 
 At a Public Conference called for the purpose at 
 Lewisham in June, 1917, and presided over by the 
 Bishop, the scheme was explained by the Rev. Dr. 
 Temple and Mr. Mansbridge, with the result that 
 within a week or two the first Church Tutorial Class 
 was constituted at Lee. The Lewisham Class followed 
 in the early Autumn. 
 
 The exigencies of war and other causes led (o a 
 falling-off of intending members before the first meeting 
 of either class could be held, but each class began with 
 about 25 members, and maintained during the first 
 year's course, in spite of air raids, an average attendance 
 of over 20 (80 per cent.). Without exception the class 
 members are busy people, most of them engaged in 
 Church and war work, in addition to their ordinary 
 occupations.! 
 
 * See Report of the Archbishops' Fifth Committee of Inquiry 
 on " Christianity and Industrial Problems," p. 131, S.P.CK. 
 Is. net. 
 
 f See Appendix I. 
 
14 CHURCH TUTORIAL CLASSES. 
 
 Each class chose its own subject ; the Lee class 
 elected to study the Old Testament. Under the guidance 
 first of the Rev. A. E. J. Rawlinson, and then of Dr. 
 Crafer, the greater part of the time has been spent 
 upon the Hebrew prophets, and the members have 
 shown a keen desire to relate the prophet's message 
 to events of our own time. Was he right in his inter- 
 pretation of this or that particular event ? Was his 
 inspiration in such and such an utterance perfect, or 
 was it only partial, and therefore, to that extent, 
 imperfect ? Does it apply to present times — to war 
 and reconstruction after the war } 
 
 From the very first the class found itself compelled 
 to readjust its ideas about the inspiration and authority 
 of the scriptures. False conclusions had to go, but 
 reconstruction followed so soon upon the work of 
 destruction that the period of bewilderment due to 
 previous lack of proper Bible teaching was compara- 
 tively short. The gain to the individual members 
 who have had the results of sound Biblical scholarship 
 brought within their reach in the atmosphere of fellow- 
 ship and frank interchange of ideas has been immense. 
 To all alike the value of the Bible has been enormously 
 enhanced, both as literature and as a book of revealed 
 religion. 
 
 At Lewisham, the subject chosen was the Compara- 
 tive Study of Religions. Here again the war necessi- 
 tated a change of tutors. Under the Rev. W.J. Brown's 
 direction, the class devoted the first year to Mahomme- 
 danism. It is now studying Hinduism under its new 
 tutor, the Rev. A. G. Herring. 
 
 Fellowship has been one of the chief marks of both 
 classes. Members have gained from each other in 
 the course of their common studies. On one occasion 
 the two classes met for a Conference, but the war 
 prevented further meetings. 
 
CHURCH TUTORIAL CLASSES. 15 
 
 SOME DIFFICULTIES. 
 
 (i) The Teachers. 
 
 An>» effort to establish an adequate system of Church 
 Tutorial Classes is faced with two special difficulties : 
 
 (1) The problem of the teacher. A Church Tutorial 
 Class teacher requires special qualities. In the classes 
 that we contemplate, he must be a convinced believer 
 in the truths that he undertakes to teach. We think 
 that all the teachers of Church Tutorial Classes 
 must be Churchmen in the fullest sense of the word ; 
 for a Church Tutorial Class teacher must live what he 
 teaches, and a Christian tone and temper of mind is 
 at least as important as intellectual ability. He must 
 also combine sound scholarship with the power of 
 presenting the Christian Faith to unlearned men and 
 women in such a way as to arouse interest and stimulate 
 thought. He must be able to deal patiently with 
 dulness of apprehension and sometimes with apparent 
 irreverence. He must not be easily checked or dis- 
 couraged. 
 
 In many cases a layman would be better suited for 
 the work than a clergyman — among other reasons 
 because the demand that it makes on their time and 
 energy is greater than the parochial clergy can be 
 expected to meet, with all the other claims that are 
 made upon them. We think, however, that as the 
 system develops, it may attract to its service a body 
 of ordained men who will devote themselves entirely 
 to this work for at least three years. The work also 
 opens a fresh opportunity of service to Churchwomen 
 who have obtained the Archbishop's Diploma and the 
 Licence to teach Theology, or in other ways qualified 
 themselves as teachers of theology, and who some- 
 times find that the Church offers them no opportunity 
 for the use of their powers. As the Movement develops, 
 provision will have to be made for the training of Church 
 Tutorial Class teachers. 
 
 We desire to lay great emphasis on the importance 
 of entrusting the work only to properly qualified 
 
16 CHURCH TUTORIAL CLASSES. 
 
 persons. Much harm might be done by setting well- 
 disposed but inadequately equipped men or women 
 to conduct classes in which Christian students sit side 
 by side with other students who are studying theology, 
 as yet, from an outside point of view. 
 
 (ii) Finance. 
 
 (2) The Financial Problem. In a few cases men or 
 women might be found willing to conduct Church 
 Tutorial Classes voluntarily, but any attempt to build 
 up a system of such Classes on the basis of voluntary 
 service would inevitably fail. The experience of the 
 University Tutorial Classes has shown that a teacher 
 who undertakes a group of four Tutorial Classes must 
 give his whole energy to the work. He must be on 
 terms of personal friendship with his students, correct 
 their essays, look up points that arise out of discussions, 
 and keep his own mind fresh by study. Tutorial Class 
 work must offer a career to those who undertake it. 
 The most that is expected of the class. itself is a sub- 
 scription to meet local expenses— hire of room, printing, 
 etc. The University Tutorial Class teachers of the 
 W.E.A. are provided by the Joint Committees, and 
 receive a payment which is normally not less than £60 
 per class per annum. The Board of Education make 
 substantial grants to the Joint Committees in respect 
 of their Tutorial Classes,* and Local Authorities are 
 also able to subsidise them. We cannot hope for any 
 such grants in aid of Church Tutorial Classes, nor 
 would it be desirable to accept financial help that would 
 bring our classes under the control of secular authori- 
 ties ; and teachers of these classes must, therefore, be 
 provided by the Church at its own cost. 
 
 ORGANISATION. 
 
 These considerations bring us to the question of 
 organisation. A Central Committee will be needed 
 to take general supervision of the Movement, provide 
 tutors, and supply information. Subject to this general 
 
 * See Appendix II. 
 
CHURCH TUTORIAL CLASSES. 17 
 
 supervision, the development of the Movement should 
 be entrusted to local committees, for which the Diocese 
 would form a convenient area, especially now that 
 the boundaries of Dioceses are tending to coincide 
 with those of counties and large cities. 
 
 In the first instance the Central Committee must 
 necessarily be a nominated body, but it, and the 
 Diocesan Committees, should, at the earliest practic- 
 able moment, become representative. The present 
 Central Committee was constituted at a representative 
 Conference held on June 19th, 1918, at King's College, 
 London. As soon as the movement is established in 
 a Diocese, a Diocesan Committee would be formed, 
 consisting of representatives elected by the classes, 
 or groups of classes, by the Diocesan Conference, and 
 by Theological Institutions within the Diocese. It is 
 contemplated that the Central Committee would even- 
 tually consist of representatives from these Diocesan 
 Committees, with the possible addition of representa- 
 tives of such Church Societies as the Church of England 
 Men's Society, Church Reading Union, etc. It should 
 be the business of each Diocesan Committee to inspect 
 the classes within its area, and report to the Central 
 Committee. Control over the classes might be secured 
 if the cost were met partly by a Diocesan grant, and 
 partly by a grant from the Central Committee, which 
 should have the responsibility of appointing the 
 teachers. The expenditure incurred by this Central 
 Committee would be a legitimate charge on the fund 
 for which the Central Board of Finance is now appealing. 
 When the Church has created a theological faculty in 
 connection with each of our English Universities as 
 proposed by the Committee on the Teaching Office of 
 the Church,* a close connection should be established 
 between these theological faculties and the Church 
 Tutorial Class Movement, similar to the connection 
 between the Joint Committees and the W.E.A. Tutorial 
 Classes. The inspection of the classes might properly 
 become part of the duty of one of the residentiary 
 
 * Report on *' The Teaching Office of the Church," p. 21. 
 
18 
 
 CHURCH TUTORIAL CLASSES. 
 
 Canons of the Diocesan Cathedral, selected specifically 
 for that work. 
 
 CONCLUSION. 
 
 We have tried to show that the circumstances of our 
 time constitute a call to the Church to make the Christian 
 Faith intelligible to the great body of men and women 
 in whoin a desire for fuller knowledge has been 
 awakened ; and that the Tutorial Class method affords 
 a specially effective way of answering this call. The 
 scheme that we have outlined will undoubtedly make 
 large demands on the financial resources of the Church, 
 and we should deeply regret any attempt to sacrifice 
 efficiency to a short-sighted desire for economy. But 
 we believe that there is no direction in which expendi- 
 ture of Church funds would more fully justify itself 
 than in giving to Church people a stronger intellectual 
 grasp of the faith that they profess, and offering to 
 those who are outside the Church the opportunity for 
 ** hearing and asking questions " in the fellowship of a 
 common search for truth. 
 
 (Signed), 
 
 Thomas B. Strong (Chairman), 
 
 G. H. Aitken. 
 
 G. B. Ayre. 
 
 Helen M. Bayne. 
 
 Henrietta Bell. 
 
 Cecil M. M. Bevan. 
 
 Cyril Bickersteth, C.R. 
 
 Georj^e Branson. 
 
 A. J. Brewster. 
 
 W. K. Lowther Clarke 
 
 F. A. Cockin. 
 
 T.W. Crafer. 
 
 E. C. Dewick. 
 C. T. Dimont 
 
 T. C. Fitzpatrick. 
 
 F. C. N. Hicks. 
 Evelyn W. Hippisley. 
 Fred. Hughes. 
 
 F. B. Jevons. 
 Dorothy W. Jones. 
 Henry E. Kemp. 
 Albert Mansbridge. 
 J. H. B. Masterman. 
 W. R. Matthews. 
 W. O. E. Oesterley. 
 Elma N. Paget. 
 R. F. Faudel Phillips. 
 Helene L. Powell. 
 J. B. Seaton. 
 Helen Maud Slee. 
 Fanny Street. 
 Austin Thompson. 
 Jane Walker. 
 Minnie F. E. Welsford. 
 Andrew Freeman 
 
 (Secretary), 
 
Church Tutorial Classes. 
 APPENDICES. 
 
 I. — statistics of Existing Classes. 
 
 II. — Board of Education Regulations for University Tutorial 
 Classes. 
 
 III. — Suggested Courses of Study.* 
 
 (i) The Idea of God in the Old Testament. By Dr. 
 Nairne. 
 
 (ii) The Work of Christ. By Dr. H. Maurice Relton. 
 
 (iii) Christian Ethics. By Canon Masterman. 
 
 These courses are included here to illustrate the kind of 
 work a Church Tutorial Class could do, and not as models 
 which must be strictly followed. The usual procedure 
 would be for the tutor to bring his draft syllabus to the first 
 meeting of the Class and to discuss its contents with the 
 members there and then. 
 
 * For these only their respective authors are responsible. 
 
 19 
 
20 
 
 APPENDICES. 
 
 X! 
 
 I-H 
 
 Z 
 Oh 
 
 PQ 
 
 m 
 o 
 
 H 
 
 u 
 
 o 
 
 w 
 h 
 
 d 
 o 
 o 
 
 1—1 
 
 h 
 
 t-H 
 
 h 
 H 
 
 0) 
 
 c« 
 
 (£< 
 
 -t 
 
 -t 
 
 r<5 
 
 
 '^ 
 
 ■^ 
 
 3 
 
 3 
 
 
 
 
 
 .C 
 
 ja 
 
 < 
 
 < 
 
 t^ 
 
 t 
 
 *-< 
 
 »H 
 
 
 
 c 
 
 (N 
 
 fN 
 
 (N 
 
 rc 
 
 fC o 
 
 00 IC 
 
 vO f^ 
 
 0) 
 
 (A 
 
APPENDICES. 
 
 21 
 
 That the students attending these classes are busy men 
 and women and not " people of leisure " should be obvious 
 from the following Table of Business Occupations, es- 
 pecially when this table is read in conjunction with the List 
 of Secondary Occupations, most of which are undertaken 
 quite voluntarily. 
 
 A. — Business Occupations. 
 
 Church Organist and Professor of Music 
 
 Civil Servant 
 
 Clerk in Holy Orders 
 
 Clerk in Government Office, Bank, etc. 
 
 Commercial Traveller 
 
 Draper's Assistant 
 
 Lady Gardener . . . . .... 
 
 Lecturer and University Coach 
 
 Sanitary Inspector 
 
 School Teacher — 
 
 Assistant in Council School 
 Assistant in Secondary School 
 Head of Council School 
 
 Social Worker 
 
 Solicitor 
 
 Student in Music 
 
 Teacher of Singing 
 
 Unspecified 
 
 Total 
 
 1 
 1 
 2 
 9 
 1 
 1 
 1 
 1 
 1 
 
 14 
 6 
 2 
 1 
 2 
 2 
 1 
 5 
 
 51 
 
 B. — Secondary Occupations. 
 
 Lay Reader 
 
 
 2 
 
 Officer in Girl Guides 
 
 
 1 
 
 Secretary of a Guild 
 
 
 2 
 
 Special Constable 
 
 
 1 
 
 Study Circle Leader 
 
 
 2 
 
 Sunday School Teacher . . 
 
 
 14 
 
 Sunday School Superintendent 
 
 
 3 
 
 Voluntary Organist 
 
 
 1 
 
 Worker in Canteen 
 
 
 1 
 
 Worker in G.F.S. 
 
 
 4 
 
 Worker in Lads' Club 
 
 
 1 
 
 Worker in Red Cross 
 
 
 2 
 
 Total 
 
 34 
 
22 APPENDICES. 
 
 APPENDIX II. 
 
 The Regulations of the Board of Education for University 
 Tutorial Classes, which form Part III of the Board's Regu- 
 lations for Technical Schools, etc.,* is given below in order 
 to show the relationship between the Board and the Classes 
 in secular subjects, and the standard required by the Board. 
 It should be clearly understood that grants are not payable 
 by the Board in respect of instruction in religious subjects. 
 
 UNIVERSITY TUTORIAL CLASSES. 
 
 1. — (a) The Board of Education will be prepared to make 
 special Grants, subject to the requirements of this Part 
 of the Regulations and of the Preliminary Article and Articles 
 1 to 25 of Part I of the Regulations, so far as those provisions 
 are not inconsistent with this Part of the Regulations, in 
 aid of part-time Courses in subjects of general as distinct 
 from vocational education, given under the educational 
 supervision either of a University or University College, 
 acting directly or through a Committee or Delegacy, or 
 of an educational body containing representatives of a Uni- 
 versity or University College and constituted expressly 
 for such supervision. 
 
 (b) The University or other supervising body must be 
 responsible for the framing of the syllabus and the selection 
 of a suitable tutor. 
 
 (c) The instruction must aim at reaching, within the limits 
 of the subject covered, the standard of University work 
 in Honours. 
 
 2. — (a) The course must extend for each class over a 
 period of not less than three years, and must occupy at 
 least two hours a week for 24 weeks in each year, at least 
 one-half of the tiine being devoted to class work. 
 
 (b) Where the conditions of employment on the shift 
 system render it desirable, the Board may permit the meet- 
 ings to be duplicated, and the attendances of an individual 
 member of the class to be registered at either, but not both, 
 of each pair of meetings. 
 
 3. — (a) Arrangements must be made to the satisfaction 
 of the Board for regulating the admission of students to 
 each class, and for ensuring regularity of attendance and 
 written work by the students. 
 
 (b) The number of original students admitted to any 
 class must not exceed 32, or in a class on the shift system 48. 
 In future years the Board may require the number of original 
 students not to exceed 24, or in a class on the shift system 32. 
 
 * [Cd. 9152.] 
 
APPENDICES. 23 
 
 (c) The roll of original students must be made up not 
 later than the fourth meeting of the first year of the Course. 
 Names may be removed from, but not added to, the roll not 
 later than the eighth meeting, immediately after which the 
 roll must be forwarded to the Board. 
 
 (d) Added students, whose attendances will not be taken 
 into account for purposes of Grant, may be admitted after 
 the roll has been closed, provided that the tutor is satisfied 
 that they are able to take up the work at the stage which 
 has been reached by the class, and that their admission does 
 not bring the total number of original and added students 
 on the register for any year of the Course to more than 24, 
 or in a class on the shift system 32. 
 
 4. If a teacher conducts more than one tutorial class, 
 or conducts a class or classes in addition to other regular 
 teaching work, the Board must be satisfied that he has 
 adequate time available for the efficient conduct of the class. 
 
 5._(a) Provided that the Regulations are satisfied and 
 the instruction efficient, the Board will make a Grant in 
 respect of each class for each year of the Course, to the 
 amount of £45 (or in a class on the shift system £90) or three- 
 quarters ol the fee, exclusive of travelling and similar 
 expenses, paid to the tutor, whichever may be the less, 
 provided that the number of original students who attend 
 not less than 66 per cent, of the meetings of the class during 
 the year, and do such written work as may be required by 
 the tutor, reaches not less than two-thirds of the total 
 number of original students or 12 in all (whichever is the 
 higher) for a class in its first year, half the number of original 
 students or 9 in all for a class in its second year, and 
 one-third of the number of original students or 6 in all 
 for a class in its third or any later year. For classes on 
 the shift system the corresponding minima will be 24, 18, 
 and 12. 
 
 (b) A proportionate reduction will be made from the 
 full Grant for each unit by which the number of original 
 students in regular attendance falls below the number 
 required of the class for the full Grant. 
 
 (c) In order to be registered as in attendance at a 
 meeting, a student must have arrived not more than 10 
 minutes after the beginning of the meeting and must have 
 left not more than 10 minutes before the end of the meeting. 
 
 6._(a) Grant will be paid by the Board to the University 
 or other supervising body in respect of each class under its 
 supervision, except that it may be paid to a Local Educa- 
 tion Authority if the Authority takes full financial respon- 
 sibility for a class and requests the Grant to be so paid. 
 
 (b) Every University or other supervising body will be 
 required to furnish to the Board an annual statement of 
 accounts in connection with tutorial classes, in a form 
 prescribed by the Board. 
 
24 APPENDICES. 
 
 7. Where the Board are satisfied that adequate provision 
 exists for students needing tutorial classes of the ordinary 
 standard, they may make special Grants in aid of more 
 advanced Courses extending over one year, to which the 
 foregoing regulations will apply, subject to the following 
 modifications : — 
 
 (a) Admission must be limited to students who have 
 
 passed with satisfaction to their tutors and to 
 the Board through an ordinary three years' 
 Course, and are fully qualified to enter upon 
 work in the subject of the special Course of a 
 distinctly more advanced standard than that 
 of an ordinary three years' Course in that subject. 
 
 (b) The Course must extend over not less than 24 weeks, 
 
 and must entail not less than 12 hours of instruc- 
 tion by the tutor given to the class as a whole, 
 and if there are less than 48 hours of such in- 
 struction, the Grant payable under Article 5 (a) 
 will be proportionately reduced. 
 
 (c) The number of students admitted to a class must 
 
 not be less than 9 or more than 24, and not 
 less than two-thirds of these must attend not 
 less than 66 per cent, of the meetings of the class 
 during the year and do such written work as may 
 be required by the tutor, if full Grant is to be paid. 
 
 8. The Board may make such additional Grants as they 
 may think fit in respect of vacation Courses for selected 
 students organised in connection with classes aided under 
 these Regulations. 
 
 9. The Board may make such temporary modifications 
 in the requirements to be satisfied by classes as they may 
 think reasonable in view of conditions arising out of the 
 war, and may require classes to be discontinued or amal- 
 gamated if the number of effective students is so far reduced 
 that the classes cannot continue to be conducted with due 
 regard to economy. 
 
APPENDICES. 25 
 
 APPENDIX III. 
 
 (i) 
 
 THE IDEA OF GOD IN THE OLD TESTAMENT. 
 
 By Dr. Nairne. 
 
 Gen. I sets the key. This profoundly reverent present- 
 ment opens the Old Testament, and all that follows is to 
 be subordinated to it ; simplicities, puerilities, crudenesses, 
 etc., are to be read in the light of this " Jewish " faith. 
 
 Gen. II gives the other side : the Jewish church which 
 made the " Bible " was tender to the little children and 
 despised not nursery faith : so God was ever to be near and 
 personal — except ye become little children ye cannot enter 
 the Kingdom of Heaven. 
 
 Then three periods : — 
 
 I. — Patriarchs, Moses, early life in Canaan. This is 
 but sketched: retrospective, dreaming, partly 
 historical, more ideal. 
 
 II. — The prophets and the monarchy. This is history : 
 a stirring story is the background of the theology. 
 
 III. — The (post-exilic) Jewish church — this is con- 
 temporary experience. 
 
 I. — Patriarchs, Moses, early life in Canaan. 
 
 The patriarchal idea of God is simple, reverent, trustful, 
 noble. 
 
 God is their lord, guide, life ; with God they are in close 
 communion and know God to be all good : on earth they move 
 with him as strangers and pilgrims, when they die they 
 go to him and that is enough. 
 
 Strangers and pilgrims : for the patriarchs are 
 ♦' nomads " : God is for them unconfined, he fills the world, 
 dwells in the sky, manifests himself in the storm, the winds 
 and lightnings are his angels, the thunder his voice : he is 
 (mainly) " Elohim " (though the name Jahveh is used freely 
 by those who tell the story), the God of nature, all spirit — 
 see 1 Kings viii and how Solomon building a house for God 
 must satisfy ancestral prejudice. 
 
 With Moses the narrower, intenser, more national, yet as 
 development will prove, not less profound idea of " Jahveh, 
 God of Israel," comes forward. 
 
 And already the moral law, the holy righteous " will " 
 of Israel's God is felt. This stress on righteousness and 
 will, rather than on philosophy, marks the Old Testament 
 idea throughout : and this continually corrects and spiritual- 
 ises the narrowing tendency of the national idea. 
 
26 APPENDICES. 
 
 What part of the written law is Moses' own it baffles us 
 to say. No doubt the law of Sinai was far simpler than 
 law afterwards became. Let us roughly count Moses to be 
 represented by the short code of Exodus xx-xxiv, with its 
 very simple directions about worship, some naive restrictions, 
 but hardly any regulation of sacrifice and none of priesthood. 
 Such a rule of worship we find practised in 1 Samuel, where 
 it seems to answer pretty well. Faith is a little superstitious, 
 but childlike would be a better word ; worship is joyous and 
 unreflecting, with sacrificial feast and festival. 
 
 And yet in the tragic relations of Saul and Samuel, still 
 more of David, Bathsheba, Absalom, etc., a deeper movement 
 of conscience is felt — religion and morality, God seeing the 
 heart, awaking and accepting penitence. And on the other 
 hand, a certain pagan element of superstition, with the 
 cruelty which hence ensues, appears in such a story as 
 Rispah's. 
 
 That pagan element is shown in Judges as in actual conflict 
 with the true faith. It comes down from Israel's ancestors, 
 and was fostered by contact with the native cults of Canaan : 
 and so we pass to :— 
 
 II. — The Prophets and the conflict of true ideas with false, 
 out of which the mature faith of the Jewish church will 
 at last emerge. 
 
 The prophets, v^^ho begin with Samuel, stand for faith in 
 Jahveh as the true God, and at last as the only God in the 
 world, against a people who are at least half pagan. First 
 in north Israel, then in Judah, they represent the conscience 
 of the nation, roused and troubled by tragic political events : 
 the idea of God forces its way into light through the storm 
 clouds of national peril and disaster. Each prophet seems to 
 himself to be recovering ancient truth ; one after another 
 they do build up a creed, which may be thus briefly sketched. 
 Elijah establishes — Jahveh the only God in Israel, and 
 Jahveh is righteous and demands righteousness. 
 
 Amos — Jahveh judge of all the earth will judge his own 
 people most strictly. 
 
 Hosea — Jahveh loves his people with a father's or a hus- 
 band's love, invincible however his people sin. 
 
 Isaiah — Jahveh is holy and " divine," God not man, yet 
 living and acting in war and politics, a saviour, faith in 
 whom is security when earthly prudence fails. 
 
 Jeremiah (in whose time the reformation period succeeds 
 to the inediaeval) — heart religion is the only religion, and 
 now that all outward support is taken away Israel shall 
 really know God. 
 
 The exile followed Jeremiah's prophecy. And with the 
 exile the stiffnecked nation became penitent and purified. 
 Theology deepened with moral conversion and the " Com- 
 fort ye " prophecy, that " Te Deum " or " Hymn of mono- 
 theism," is the crown of the old idealistic prophecy. 
 
APPENDICES. 27 
 
 III. — The Jewish Church. 
 
 But meanwhile another prophet of the exile had brought 
 forward certain ideas of God which had doubtless worked 
 already in some circles of Israel's life, but which now first 
 appear effectively. This prophet is Ezekiel : the ideas are 
 legal, priestly, and concern atonement : yet we may 
 call the elder line of prophets idealist in a special sense. 
 Ezekiel and the lawyers who follow him were determined to 
 make that ideal prophecy practical at last. Hence Ezekiel 
 xl to end, Leviticus (of which those chapters read like a 
 first sketch) and the Law of the LORD by the hand of Moses 
 which Ezra established as the rallying point of the Jewish 
 church now coming into existence. 
 
 This Law is indeed " spiritual " : note the new stress in 
 Ezekiel on the Spirit. It is beneficent, it represents the 
 consentient faith of an imperfect, but now believing, people, 
 it emphasises God's care for the several souls of men, it 
 reveals the God of Israel as the one God, Father almighty, 
 maker of heaven and earth, and it looks for all mankind at 
 last to know him. And, like Ezekiel, it deals with atoning 
 or " cleansing " sacrifice, as taking away sin, and giving 
 access to the presence of God. 
 
 The weakness of law is to become legalistic. This Law 
 had that weakness, but other elements of the rich faith of the 
 post-exilic Jewish church counteracted. 
 
 For here are also found the Wisdom writers, protestants 
 like Job against conventional religion, critics or modernists 
 like Koheleth. 
 
 And here is the warmth of piety of the Psalter — the develop- 
 ment of that free and intimate prayer already heard so im- 
 pressively in Jeremiah. 
 
 And here is that apocalyptic daring which we find in Daniel, 
 which was kindled in the Maccabean saints, and which carried 
 the old prophetic hope of the Day of the Lord, and the Isaianic 
 king, to wondrous expectation of a divine Son, to be revealed 
 as king, restorer, saviour in the last days: a vast theme 
 needing to be worked out at length, and perhaps the chief 
 point in the manifold idea of God which the Jewish church 
 prepared for the Gospel era. 
 
 Connected with the apocalyptic hope, and closely bound 
 with the whole idea of God in the Old Testament, is the doc- 
 trine of " eternal life." It runs along two lines : — ■ 
 
 (a) The patriarchal " true religion " — God's children 
 
 always live in him ; at death they go to him and 
 that is enough. 
 
 (b) The pagan superstition of Sheol — after death men 
 
 live a shadowy life in Sheol, cut off from God's 
 care and love. 
 
28 APPENDICES. 
 
 The prophets condemned the superstition of Sheol since 
 they held that there is no place or state where God's care 
 and love does not rule. Their opposition did not destroy 
 but it transformed the doctrine. The Pharisees developed it 
 (in opposition to the old fashioned Sadducees) and the 
 apocalyptic doctrine of judgement to come was combined with 
 it. In the Jewish church and in the New Testament the two 
 tendencies, mystical and moral, last on, without contra- 
 diction, yet never perhaps quite coalescing. 
 
 It will be noticed that Part I of this sketch involves criticism 
 and theological reflection. The best way of teaching from 
 the sketch would be to touch Part I lightly at first — as for 
 children : then to start on Part II which can be made in- 
 teresting as history : then to work through Part III ; and 
 lastly to return with matured understanding to Part I. 
 
 (ii) 
 THE WORK OF CHRIST. 
 Outline Course of Study. 
 By H. Maurice Relton, D.D. 
 
 The " Work " of Christ may be taken in a wider or a 
 narrower sense. It should include not only a study of the 
 Atonement, the work of Christ as Saviour, but also the 
 results of that work in the foundation of the Kingdom and 
 the Ethics of Jesus. A convenient summary will be found 
 by adhering to the old division, Christ's work as Prophet, 
 Priest and King. 
 
 As " Prophet " His work is to be studied in relation to pre- 
 Christian Ethics and more especially in connection with the 
 Old Testament. 
 
 As *' Priest " He brings Salvation. The significance of 
 His Sacrificial Work in giving His life a ransom for many 
 must be faced. 
 
 As " King " He creates a new Kingdom over which He 
 reigns as Head. The vital connection between His Atoning 
 Death, Pentecost and the benefits of His Passion needs 
 emphasis — Church and Sacraments. 
 
 Attention will be more especially concentrated upon the 
 second of these three aspects — His Work as Saviour and 
 His Sacrifice, but this will only be seen in its full significance 
 in relation to the other two. 
 
 The whole subject is to be approached, so far as possible, 
 without undue bias and preconceived theories. The study 
 is to be historical. Its advantage, in one respect, will be 
 to compel the student to consider theories, ideas, and opin- 
 ions alien it may be to his own hitherto settled convictions 
 and possibly conflicting with his own personal religious 
 experience. 
 
APPENDICES. 29 
 
 Moreover, the study can be quite fearless and unhampered 
 by any dogmatic presuppositions imposed by the fact of 
 membership of the Church. The Church has wisely not 
 committed its members to any one particular theory con- 
 cerning Christ's atonement. The Creed is content to state 
 the fact. The Church in every age has been free to interpret 
 the fact in the light of the fullest knowledge and religious 
 experience of the times. The task before students to-day 
 is to follow this course and to help this generation to an 
 interpretation in accordance with the felt needs and diffi- 
 culties of modern life. 
 
 Again, an historical investigation may lead to a fuller grasp 
 of the tremendous importance of a careful and thorough 
 study of both Old and New Testament conceptions. It will 
 probably lead to the conviction that no theory whether of 
 ancient or modern times which has departed to any large 
 extent from a Biblical basis has survived. Over and over 
 again a return to a careful and searching examination of 
 New Testament teaching has been rewarded with a richer 
 and fuller spiritual appreciation of neglected factors in 
 current speculation upon the doctrine of the Atonement. 
 
 On the other hand an exclusive study of the Bible as the 
 basis for a theory divorced from contact with current modes 
 of thought and life has inevitably led to misunderstanding 
 and a feeling of unreality as between the theory and the 
 felt need of the times. The spiritual experience is the same ; 
 its interpretation, however, must be continually revised and 
 shown in its true setting in modern speech and life. 
 
 For this reason a study of the Atonement in Literature 
 and Life is essential for the Biblical Student. 
 
 The spiritual experience which the doctrine interprets 
 will be found in every age expressed in the language, if not 
 the philosophy, of the time. The language will not be theo- 
 logical ; the expression may not suit the tastes of the exact 
 theologian, but the truths in whatever form they may from 
 time to time be clothed will be the same. 
 
 A study therefore of such subjects as Sin, Retribution, 
 Expiation, Atonement, Propitiation, Reconciliation, For- 
 giveness as these have been handled by philosophers, poets 
 and great writers in the literature of both pre-Christian and 
 post-Christian times, will be found most helpful and illu- 
 minating besides fulfilling the essential task of keepmg the 
 mind in touch with real life as this is reflected in literature. 
 
 Literature. 
 
 The following works are selected with a view to an historical 
 study. The lines suggested need not be too closely adhered 
 to, and the amount of time spent upon the investigation of 
 different periods must be left more or less to the discretion 
 of the Class and its Leader. Some may prefer to deal at 
 great length with the problem as it presents itself m the 
 
30 APPENDICES. 
 
 study of Comparative Religions : others may be attracted 
 by the more philosophical aspects of the subject ; others 
 again may like an exhaustive study of Old Testament con- 
 ceptions. The literature of the Patristic or Reformation 
 periods may form a subject for special treatment. Probably 
 most will feel attracted to modern theories. 
 
 One word only of caution may be added. No Class which 
 is content to pass over the New Testament in a superficial 
 way in order to plunge into the mass of later speculation 
 will benefit to anything like the extent to which those will 
 be rewarded who are content to take real pains with careful 
 exegesis of New Testament passages, the study of particular 
 Epistles in detail and a critical appreciation in the light 
 of the best modern scholarship of the teaching of Jesus as 
 this is given (a) in the Synoptic (b) in the Johannine literature. 
 
 Again, an over-eagerness to read modern books and to 
 discuss modern theories simply because they are " Modern " 
 and therefore presumably up-to-date will lead to a loss of 
 the true perspective gained only by an historical study. 
 The student of the history of doctrine who has pondered 
 over the opinions of the ancients is aware that we are not 
 wiser than our fathers. Over and over again " modern " 
 thought is seen to be one-sided ancient difficulties newly 
 expressed and often inadequately. We have to return to 
 the ancients to restore the balance. The student of the 
 ancients will find in studying them that he has been to a 
 very large extent studying the moderns in advance, and he 
 will come to the investigation of modern theories far better 
 equipped if he has been faithful in doing the gijoundwork 
 first. 
 
 I. — Pre-Christian Concepts. Sacrifice and Sacrificial rites 
 and customs. 
 
 This is a difficult but fascinating study. 
 
 W. Robertson Smith, " The Religion of the Semites " 
 (Black 6s., net), will introduce the student at once to the rival 
 theories and open up the field for investigation. See further 
 article on Sacrifice " Enc. Britannica," Hastings' " Enc. 
 Religion and Ethics," article on Communion ; " Enc. 
 Biblica," article on Sacrifice ; Hastings' " Diet, of Bible," 
 article on Sacrifice. A very helpful treatment will be found 
 by Box and Brightman in Murray's one vol. edition of 
 ♦' Diet, of Bible," article on Sacrifice. 
 
 Standard works are E. B. Tylor, " Primitive Culture " ; 
 J. G. Frazer, "Golden Bough"; " Totemism and Exo- 
 gamy " ; F. B. Jevons' "Introduction to Study of Com- 
 parative Religions." 
 
 See also W. Warde Fowler, " Roman Festivals " ; W. 
 Sanday, " Priesthood and Sacrifice " ; VV. H. D. Rouse, 
 ♦' Greek Votive Offerings." 
 
APPENDICES. 31 
 
 II.— Old Testament. 
 
 Articles in Hastings, " Diet, of Bible," on subjects, e.g., 
 Sin, Holiness, Righteousness, Reconciliation, Atonement, 
 Forgiveness and kindred subjects. Also " Enc. Rel. and 
 Ethics," Atonement, Expiation, etc. 
 
 More generally : A. B. Davidson, " The Theology of the 
 Old Testament." 
 
 Ottley, " Old Testament Theology " and " The Religion of 
 Israel." 
 
 Wheeler Robinson's " Religious Ideas of the Old Testa- 
 ment." (Studies in Theology Series, Duckworth.) 
 
 Skinner's "Isaiah" (Excursus "Righteousness"). 
 
 Schultz, " Old Testament Theology," E.T., 2 vols. 
 
 On the conception of the " Kingdom of God," see par- 
 ticularly Dr. H. F. Hamilton's important contribution, 
 " The People of God," Oxford, 1912, 2 vols. 
 
 Generally : Nairne, " The Faith of the Old Testament." 
 
 Articles in Jewish Encyclopaedia, e.g., Sacrifice, Atone- 
 ment. 
 
 III. — Between the Two Testaments. 
 
 The Apocrypha and Apocalyptic Literature. 
 
 The Messianic Conception so far as this throws light upon 
 the Work of Jesus as Messiah. 
 
 Charles, " Between the Old and the New Testaments." 
 
 " Eschatology " ; " The Book of Enoch." 
 
 Burkitt, " Jewish and Christian Apocalypses." 
 
 Stanton, " The Jewish and Christian Messiah." 
 
 Generally : Sanday, " The Life of Christ in Recent 
 Research." 
 
 Denney, " Jesus and the Gospels." 
 
 Article, Son of Man, Hastings' D. B. 
 
 Article, Son of God, Hastings' D. B. 
 
 For a more detailed treatment of the Eschatology of the 
 Gospels in its bearing upon our Lord's own conception 
 of His Work : 
 
 1. Schweitzer, " The Quest of the Historical Jesus." 
 
 2. Muirhead, " The Eschatology of Jesus " (Melrose, 3s.). 
 
 3. Salmond, Hastings' D. B. Article, Eschatology of 
 
 New Testament. 
 
 4. Kennedy, " S. Paul's Conception of the Last Things." 
 
 5. W. O. E. Oesterley, " The Doctrine of the Last Things." 
 
 IV. — New Testament. 
 
 The Student is strongly advised to read carefully the 
 Synoptic Gospels with a view to forming a first-hand impres- 
 sion of what our Lord's purpose was in coming into the 
 world. 
 
32 APPENDICES. 
 
 A summary of passages under the three headings sug- 
 gested — Prophet, Priest, King, may well be drawn up. 
 
 Again, What was Jesus' own teaching as to the signi- 
 ficance of His Life and Work ? Did He mean to found a 
 Church ? Compare His teaching on such subjects as Sin, 
 Forgiveness, Atonement, the Fatherhood of God, Recon- 
 ciliation, Sacrifice, Service, etc., with pre-Christian con- 
 ceptions. 
 
 No study of Commentaries can take the place of these 
 exercises on the part of the student himself. The results 
 can then with profit be compared with the labours of com- 
 petent scholars. When this is done, the class will be able 
 to appreciate to some extent the significance of the Synoptic 
 Problem, and will be in a better position to judge how far 
 they may turn aside at this point to a consideration of the 
 issues raised by modern critical methods. 
 
 It is quite within the competence of a class, however, 
 without a fuller study of the Synoptic problem to investigate 
 the Gospels in search of the above lines of study (a) by a 
 careful consideration of S. Mark's Gospel, (b) by an in- 
 vestigation of the further light shown in the Logia — the 
 matter common to S. Matthew and S. Luke and not found 
 in S. Mark, (c) the special source of S. Luke found in the 
 Third Gospel. 
 
 When these results have been reached, a comparison of 
 essential ideas may be made with the Fourth Gospel. This 
 again will raise critical questions, which the class may or 
 may not decide to study in fuller detail. 
 
 The Acts of the Apostles is very important as the first 
 history of the Church, and as giving us the preaching of the 
 earliest members of it. 
 
 Here we have theology in the making. What is the subject 
 of the Apostolic preaching ? What beliefs are involved .' 
 How did the early Church construct its doctrine of Christ's 
 work and interpret it } 
 
 This will bring us to the Pauline theology and the study of 
 the Epistles, especially that to the Romans. 
 
 Commentaries : 
 
 Rackham, " Acts " (Westminster Commentaries). 
 S. Paul's Epistles. Especially Garvie in Century 
 Bible, "Romans," Godet, Gore. 
 The best commentary is that of Sanday and Headlam 
 which can be read with profit even without a knowledge 
 of Greek. The special notes arc inost illuminating and 
 exhaustive. 
 
 For the Johannine writings, Westcott's Commentaries 
 and the special notes will be found most useful even for the 
 English reader. 
 
APPENDICES. 33 
 
 So also the Epistle to the Hebrews. Beside Wescott, the 
 smaller commentary of A. B. Davidson (Handbooks for 
 Bible Classes) will be found stimulating and fairly com- 
 prehensive. A'so Naime, "The Epistle of Priesthood." 
 
 Generally : New Testament Introduction to the Theology 
 of the various books, Stevens, Weiss. 
 
 A. C. Headlam, " S. Paul and Christianity." 
 P. Gardner, " The Religious Experience of S. Paul." 
 K. Lake, " The Earlier Epistles of S. Paul." 
 Wernle, " Beginnings of Christianity " (E.T.). 
 Schweitzer, " Paul and His Interpreters " (E.T.). 
 Garvie, " Studies of Paul and His Gospel." 
 Pfleiderer, " Primitive Christianity " (E.T.). 
 
 V.^The Doctrine of the Atonement from Second Century 
 to Reformation. 
 
 For a detailed Bibliography of a particularly helpful kind 
 the student is referred to the Central Society of Sacred 
 Study's Leaflet No. 30 (b), April, 1907. 
 
 This gives a whole series of books suitable for a detailed 
 study. 
 
 Generally consult : Harnack, " History of Dogma " (E.T.). 
 
 Bethune Baker, " Early History of Christian Doctrine." 
 
 Stevens, " Christian Doctrine of Salvation." 
 
 Oxenham, " Catholic Doctrine of the Atonement." 
 
 Moberly, "Atonement and Personality." Appendix 
 (Patristic and later Theories). 
 
 In the above leaflet will be found suitable references to 
 passages in the Fathers and a helpful guide in tracing subjects, 
 e.g., like the idea of a ransom paid to Satan. 
 
 Also references to Medieval theories. 
 
 The student should without fail read Anselm " Cur Deus 
 Homo ? " at any rate in an English translation. 
 
 To this list may now be added a work which has been for 
 long a " desideratum " for English readers, viz. : 
 
 R. S. Franks, " History of the Doctrine of the Work of 
 Christ," in its ecclesiastical development. (Two 
 Vols., Hodder & Stoughton, 18s., 1918.) 
 
 This will form a text book for those who wish to study 
 special periods in the ecclesiastical development under 
 V or VI. 
 
 VI.^From the Reformation to the Present Day. 
 
 See for full details another valuable Central Society of 
 Sacred Study's Leaflet No. 66 (b), April, 1916. 
 
 Amongst modern M^orks the following is a selection which 
 ought to be read by those amongst us who are striving to 
 keep a balanced mind in the search into the deeper mysteries 
 of Christ's atoning work. 
 
34 APPENDICES. 
 
 Dale, " The Atonement." 
 
 Moberly, " Atonement and Personality." 
 
 McLeod Campbell, " The Nature of the Atonement." 
 
 H. Bushnell, " The Vicarious Sacrifice," 
 
 Herrmann, " Communion with God." 
 
 Ritschi, " Justification and Reconciliation." 
 
 F. J. Hall, " The Atonement." 
 
 Mason, " The Faith of the Gospel." 
 
 The Works of Dr. Forsyth, Dr. Denney and Dr. Du Bose. 
 
 Scott Lidgett, " The Spiritual Principle of the Atone- 
 ment." 
 
 J. M. Wilson, " The Gospel of the Atonement." 
 
 Lofthouse, " Ethics and Atonement." 
 
 Maurice, " The Doctrine of Sacrifice. " 
 
 Generally the subject should be studied in close relationship 
 to the problem of Sin in the light of modern thought, and 
 more particularly with reference to (a) the conception of a 
 Suffering God and (b) Modern Pelagianism. 
 
 See Dinsmore, "The Atonement in Literature and Life." 
 Also, if possible, study the works, e.g., of Bernard Shaw, 
 H. G. Wells, and Ibsen's plays (a selection). The influence 
 of Nietzsche on English writers is indicated in Mencken, 
 " The Philosophy of Nietzsche." See also Figgis, " The 
 Gospel and Human Needs," Thornton, " Conduct and the 
 Supernatural." 
 
 The wider the reading whether in Philosophy or Modern 
 Literature, so far as these problems are dealt with directly 
 or indirectly the better. 
 
 If a single text book of moderate size is needed by the 
 class as an outline guide to the whole subject J. K. Mozley's 
 " Doctrine of the Atonement " (Duckworth, 1915) is the best. 
 
 (iii) 
 
 SYLLABUS OF A THREE YEARS TUTORIAL COURSE 
 ON CHRISTIAN ETHICS. 
 
 By Canon J. H. B. Masterman. 
 
 First Year. — The Foundations of Christian Ethics. 
 
 Presuppositions of Christian Ethics. (1) The Moral Idea 
 of God. (2) Human Immortality. " The environment of 
 the Eternal." 
 
 (3) The evolution of the Moral Instinct. The *' Categorical 
 imperative." (4) The Christian idea of happiness - the 
 " higher utilitarianism." (5) The ultiinate value of the 
 individual the significance of human responsibility. (6) 
 the essentially social character of human life. Isolated 
 individuality meaningless. (7) The ideal character of 
 Christian Ethics- absolute character of Christian ideal. 
 
APPENDICES. 35 
 
 (8) The Ethical Ideal presented in the life of Jesus. (9) 
 Criticisms considered. (10) The Ethical Teaching of Jesus 
 —the Fatherhood of God. (11) The Kingdom of God. (12) 
 The idea of salvation, its positive character. (13) Human 
 responsibility and the meaning of sin. (14) The attitude of 
 Jesus to the Jewish Law. (15) The Christian idea of Love, 
 as presented in the teaching of Jesus. 
 
 (16) The Christian ideal in practice. St. Paul as ethical 
 teacher. (17) The Church as the sphere of ethical life. 
 
 (18) The sanction of ethical life. Reward and punishment. 
 
 (19) The supernatural foundation of ethical life. The " New 
 Birth." 
 
 (20) A comparison of the Christian i^eal with the Buddhist 
 doctrine of renunciation. (21) With Mohammedan Fatalism 
 and moral agnosticism. (22) With Aristotelian Ethics. 
 (23) With Platonic idealism. 
 
 Second Year. — The Christian Character. 
 
 (1) The relation of the individual and his environment. 
 Mutual influence. (2) The nature and limits of freewill. 
 The Pelagian controversy. (3) The place of Faith in the 
 Christian ideal. The relation of reason and intuition to 
 action. (4) Love as (a) self-realisation, (b) self-communica- 
 tion, (c) fellowship. 
 
 (5) The dynamic of Christian morality. The doctrine of 
 Divine suffering. (6) The motive power of (a) gratitude, 
 (b) hope, and (c) " admiration." Likeness to God as life's 
 final purpose. 
 
 (7) Christian Ethics illustrated by relation of Christianity 
 to Slavery, Gladiatorial show^s, etc. (8) Practical Phil- 
 anthropy in Early Church. (9) The Christian idea of " the 
 World." True and false " Otherworldliness." 
 
 (10) The four " Cardinal Virtues " as interpreted by St. 
 Augustine. (11) Mediaeval Ethics. The seven deadly sins. 
 " Deadly " and " Venial " sins. (12) St. Thomas Aquinas 
 as Ethical teacher. (13) The Reformation controversy on 
 Faith and Works. 
 
 (14) The education of the Conscience — the danger of an 
 " unsocialised conscience." (15) The "collective" con- 
 science — the moral authority of the Church. 
 
 (16) Moral value of contest. The problem of evil. The 
 " survival of the fittest." (17) The Christian idea of duty 
 to God. (18) The Christian idea of duty to self. Self- 
 preservation. The ethics of suicide. (19) The Christian 
 idea of duty to others. The " Golden Rule." (20) Humility 
 — w^hat it is and what it is not. (21) Purity. The Christian 
 doctrine of the body. (22) Justice. Christian idea of "right- 
 eousness." (23) Truth — is it ever right to deceive? (24) 
 The Christian law of forgiveness. 
 
6 APPENDICES. 
 
 Third Year.— Social Ethics. 
 
 (1) The Christian idea of marriage. (2) Parents and 
 children. 
 
 (3) Christian Citizenship — the state as the sphere of service, 
 (4) The nature and limits of political obligation. (5) De- 
 mocracy and ethics. (6) The ethical significance of Nation- 
 ality. (7) Public Morality — should the State enforce 
 morality.' (8) War and non-resistance. (9) Punishment. 
 Sin and Crime. 
 
 The Christian ideal of education— its content — "what 
 to teach." (11) The Christian idea of Education^ — its method 
 — " how to teach." (12) The Christian idea of Education — 
 its purpose. 
 
 (13) The Christian doctrine of property. (14) Work — 
 " six days shalt thou labour." (15) The ethical significance 
 of wages. (16) Hours of work. The value of self-deter- 
 mination. 
 
 (17) Christianity and the Social Order. Public opinion. 
 (18) Class distinctions. 
 
 Practical Problems of morality. (19) Swearing. (20) 
 Gambling. (21) Drunkenness. (22) Impurity. (23) Covet- 
 ousness. (24) Envy. Emulation as a motive for action. 
 
 Some Books. 
 
 Butler, *' Three Sermons " ; Newman Smith, '♦ Christian 
 Ethics " ; W. S. Bruce, " Social Aspects of Christian 
 Morality " ; T. H. Green, " Prolegomena to Ethics " ; 
 Martensen, " Christian Ethics " ; S. Matthew, " Social 
 Teaching of Jesus" ; Maurice," Social Morality " ; Dorner, 
 " Christian Ethics " ; F. G. Peabody, " Jesus Christ and 
 the Social Question," " Property : Its Duties and Rights." 
 Various authors (Macmillan). Scott Holland, " Our 
 Neighbours " ; W. E. Chadwick, " Christianity and Citizen- 
 ship " ; A. J. Carlyle, " Social Principles of the Early 
 Church." (The last three in series of C.S.U. Handbooks.) 
 Report of Archbishops' Committee on Industrial Problems. 
 
APPENDICFS 37 
 
 UNIVERSITY TUTORIAL CLASSES. 
 
 A study in the development of Higher Education among 
 working men and women. 
 
 By Albert Mansbridge, Hon. M.A. (Oxon). 
 
 Late General Secretary of the Workers' Educational Asso- 
 ciation ; late member of the Consultative Committee of the 
 
 Board of Education. 
 
 EXTRACTS FROM REVIEWS. 
 
 ♦' The volume before us gives an account of an enterprise 
 which has developed with amazing rapidity and success, 
 so that all our universities are now engaged in it." — The 
 Times. 
 
 " Those who would speculate on the future of education 
 in England must study this book." — The Manchester 
 Guardian. 
 
 *' A country capable of giving rise to such a movement 
 is still in its vigorous prime. . . . The book is not 
 only a lucid and inspiring account of a splendid educational 
 scheme, it is a revelation of the soul of a people." — The 
 Glasgow Herald. 
 
 " All instructors of young men and women whether in 
 universities or elsewhere have something to learn from 
 the methods of the Workers' Educational Association." — 
 The School World. 
 
 ** They are the most inspiring force now at work in 
 national education." — The Oxford Magazine. 
 
 •♦ This profoundly interesting book." — Church Times. 
 
 ♦♦ Those whose passionate aim it is to elevate the race, 
 and who look upon class distinctions and cleavages as a 
 reflection against our civilisation and blush for shame as 
 they see a fellow human being cringing obsequiously before 
 title or wealth should read « University Tutorial Classes.' 
 It comes as a splendid corrective for snobbery and a tonic 
 for those who cherish democratic ideals." — The Optimist. 
 
 Obtainable from the Office of the " Church Tutorial 
 Classes Committee," 13, John Street, Adelphi, W.C. 2. 
 Cloth boards, 38. net, post free. 
 

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