In training administrative officers in the leading countries of
Europe and in the United States, emphasis is laid upon a knowledge
of history, of constitutional, administrative and international
law, politics, economics, diplomacy and any other subjects that may
fall within the scope of action of the special official. When,
however, a law-maker or a high administrative official deals at
first hand with a great population, it is extremely important that
he be so experienced and so fitted by temperament that he may know
his people. He must see how far he can go without arousing too
much opposition. Even in promoting good measures, it is often
essential not to go too fast, if he is to succeed.
Every statesman of modern times, as well as those of bygone days,
must have the interests of the people genuinely at heart if he is
to be, in the best sense of the word, successful. What did Moses
seek for his people? Liberty? Prosperity? Religious freedom?
Confucius, the great Chinese sage, from his study of human nature
and of government five centuries before Christ, had learned that
the rule of justice in the state promoted prosperity. At length a
young ruler made him his prime minister. The result of his wise
and just measures was to bring into his country so large a number
of immigrants who preferred to live in a country where justice
reigned, that the prosperity aroused the envy and hostility of the
neighboring states. In consequence measures were taken to put an
end to this just rule, which was felt to be so detrimental to other
kings, unwilling to adopt the same just means. Finally the wise
Confucius was treacherously driven from his post, not, however,
until he had proved that the counsels of justice and religion were
those best suited to the welfare of the state. This is a common
experience in all lands and ages; but perhaps nowhere else has the
lesson been so frequently and so thoroughly taught as in the
history of the Hebrews, that the most essential factor in a
statesman's training is the acceptance of the principles of justice
and righteousness. In other words--"God is the most important
factor in human progress."
_Questions for Further Consideration_.
Is it the duty of a government, in order to promote the welfare of
its people, to set aside at times the personal convenience, even
the personal welfare of individuals or of certain classes? If an
inheritance tax falls heavily upon the heirs of a rich man, ought
the state to collect it? On what grounds is a state justified in
withholding liberty from criminals? From children?
Many of our states compel citizens to work in repairing country
roads. Is this temporary peonage? How do you justify a state in
compelling citizens to risk their lives in war? In what
circumstances would a state be justified in compelling its citizens
to labor? Did circumstances justify Pharaoh? Why were he and his
kingdom punished?
Is it ever right, for an individual to raise his hand against a
recognized and established authority? Or, when there is an
established government, should an individual ever attempt to punish
crime or avenge personal wrong? Were our revolutionary forefathers
right in resisting the demands of King George? Are numbers
essential to the rightness of a cause?
In what ways does God to-day call men to do an important task? Do
you consider Lincoln a man raised up by God for a purpose and
called by him to service? If so, how did the call come? Was
Moses' call similar? Should a clergyman have a definite call to
his life-work? Should every man? Does every man have such a call,
if he but interprets rightly his experiences?
A working girl had seen the story of Moses at a moving picture
show. Afterwards she commented as follows: "Our walking delegate
is a regular Moses. He said to the factory boss, 'You let my
people go.'" In what respect is the labor struggle to-day similar
to that in Egypt under Moses?
_Subjects for Further Study_.
(1) The Egyptian System of Education. Breasted, _Hist. of the
Ancient Egyptians_, 92-94, 395; _Hist. of Egypt_, 98-100; Maspero,
_Dawn of Civilization_, 288; Erman, _Life of the Ancient
Egyptians_, 328-368.
(2) Origin of the Jehovah Religion. Budde, _Religion of Israel_,
1-38; Gordon, _Early Traditions of Gen_., 106-110; Hastings, _Dict.
of the Bible_, Extra Vol. 626-627.
(3) The Practical Training for Statesmanship of Augustus, Gladstone
and Lincoln. Plutarch, _Lives of the Emperors_; Morley, _Life of
Gladstone_; A. good Biographical Dictionary; Brown, _The Message
of the Modern Pulpit_.
(4) Compare the government of Egypt under Pharaoh with that in
China in the days of Confucius and with that of Greece in the days
of the siege of Troy. Homer, _Iliad and Odyssey; Life of
Confucius_.