Academic literature on the topic 'Canton Union Theological College'

On Saturday, November 21, 2015, from 9:00 a.m. to 11:30 a.m., a panel coorganized by the International Institute of Islamic Thought (IIIT) entitled “Opportunitiesand Challenges of Teaching Islamic Studies in TheologicalSeminaries,” was held during the Annual Meeting of the American Academyof Religion (AAR) at the Marriott Hotel in Atlanta, GA. The panel was presidedover by Reverend Dr. Serene Jones (president of Union Theological Seminaryand AAR president-elect), and included contributions from Nazila Isgandarova(Emmanuel College), Munir Jiwa (Graduate Theological Union), JerushaLamptey (Union Theological Seminary), Nevin Reda (Emmanuel College),Feryal Salem (Hartford Seminary), and Ermin Sinanović (IIIT). Amir Hussain(Loyola Marymount University) served as respondent.The purpose of the roundtable was to address the growing trend amongChristian seminaries in North America of offering courses and, in some cases,professional degrees in the study of Islam, which has often involved hiringMuslim academics. The panelists endeavored to explore the opportunitiesand challenges posed by this new context, as well as the possible future directionof theological schools in addition to the future trajectory of Islamicstudies at them.Nazila Isgandarova, a spiritual care coordinator for the Center for Addictionand Mental Health in Canada and a graduate student at Emmanuel College,spoke of her personal experience as a Muslim student in a theological school.She noted that one of the unique advantages of studying Islam in a Christianenvironment is that it provides a space for the exchange of ideas. Isgandarovaidentified clinical pastoral education (CPE) as one of the major advantages ofstudying at a seminary. She emphasized that Islamic spiritual care educationshould be grounded not only in the Islamic tradition, but also in the conceptualand methodological frameworks provided by CPE. While she acknowledged ...

This essay could have been entitled„ ‘A Methodist, A Presbyterian and a Congregationalist’; ‘An Arminian, A Calvinist and a Liberal’; or ‘A Systematiser, An Apologist and a Prophet’. For the men who concern us are William Burt Pope (1822–1903), Robert Watts (1820–95) and Andrew Martin Fairbairn (1838–1912). They were all highly respected by their denominations in their day, and each was entrusted with the task of ministerial training. Watts was Professor of Theology at the Presbyterian College, Belfast from 1866–95; Pope was Theological Tutor at Didsbury Methodist College from 1867–86, when ill-health forced his resignation; and Fairbairn, who left Scotland and the Evangelical Union in 1877 to become Principal of Airedale Independent College was in 1886 installed as the first Principal of Mansfield College, Oxford. All but forgotten by their own, an investigation of their work will nevertheless reward us with a fascinating glimpse of the influences at work upon nineteenth-century theology; it will throw into relief their diverse and temperamentally different reactions which are the more interesting because of their relative closeness as nonconformists; and it may serve to remind us that some of the philosophico-theological issues which beset contemporary theology have their roots, if not their final solutions, in the period represented by our triumvirate.

Background/Context Educational historians have given a great deal of attention to the early-twentieth-century growth, development, and implementation of liberal progressive educational theories and techniques. However, with the exception of a few scholars, they have devoted far less attention to the religious dimensions of liberal progressive educational thought. This gap has tended to blind scholars to the reality that liberal Protestantism was an important source and ally of the progressive education movement. This article seeks to combat this neglect by looking at the potent interpenetration of liberal progressive religion and liberal progressive education between 1917 and 1940, specifically focusing on this relationship at Teachers College and Union Theological Seminary. Teachers College progressive educators such as John Dewey, John Childs, William Kilpatrick, and Goodwin Watson were deeply influenced by and sympathetic toward the social gospel and its roots in Protestant modernism. At the same time, a group of academic religious educators, many across the street at Union Theological Seminary, found progressive education the ideal companion for their religious perspectives. Dissolving dualisms between the sacred and the secular, public and religious progressive educators created a shared “common faith” that allowed them to collaborate on a number of practical educational efforts in schools and religious organizations. Purpose/Objective/Research Question/Focus of Study This article seeks both to demonstrate the strong cooperative relationships between liberal progressive religious and public educators at Teachers College and Union Theological Seminary between 1917 and 1940 and to explain the theoretical and organizational basis for these relationships. The article, therefore, looks specifically at the institutional growth of this alliance, the theoretical underpinnings of these connections, and two of the collaborative efforts emerging from this coalition. Research Design This article attempts to make its argument through historical analysis, the data secured chiefly through archival research, and the analysis of primary historical documents. Conclusions/Recommendations In the end, I contend that progressives in public and religious education were able to cooperate so fully because they all possessed “a common faith.” With a unified philosophical platform devoid of dualisms, liberal progressives with religious interests forged a joint perspective on education designed to elevate the descriptive and procedural components of the democratic life. The Kingdom of God proved to be a powerful image of the ideal democracy and a powerful representation of religion and education working together to build a better world. It is recommended that future scholars continue to look in other parts of the country and among other individuals to trace these powerful cooperative relationships, thus restoring the place of religion as an important source and ally of progressive education.

AbstractThis paper considers the teaching of Vatican II on the presbyterate in relation to the episcopate, against the background of the history of these ministries. The Council used Ignatius of Antioch and the Apostolic Tradition in its renewed teaching that presbyters form a college in union with the bishop, who is high priest of his local church. Since the fourth century, however, presbyters have been dispersed to act as individual parish priests. Tensions between this model and the earlier one are explored, as is the liturgical and theological renewal that led to Vatican II’s teaching. It is finally proposed that the Council offers valuable resources, not yet fully realized, for pastoral planning in a time of priestly shortage.

Based on two documents: the Dissertation of Hidalgo and the Letter of Praise from Dr. Pérez Calama, published in 1784; the article gives account of some aspects of Hidalgo’s theological and philosophical thought. It highlights the rich ideological context surrounding the academic life of Hidalgo, especially during his stay in San Nicolas College in Valladolid (today Morelia). Hidalgo in his Dissertation proposes the renewal of the theology teaching method: it supports the idea that students should leave the ergotism (speculative scholasticism) and opt for the argumentative method of positive theology. Based on the Gerson ideas, Hidalgo criticizes the bad methods that prevail in classrooms, and proposes the union of positive method with Thomas Aquinas. In order of importance, his method suggests: relying on the sources, clarifying the meaning of the words so that they are consistent with the doctrine of the tradition, studying ecclesiastical history, locating the study in history and geography, and finally, it emphasizes the use of criticism. After the analysis, we can infer that in Hidalgo there is an ideological revolution prior to the Revolution of Independence.

In March 1836, nine Hanover College and Indiana Theological Seminary students, almost certainly including Benjamin Franklin Templeton, a former slave enrolled in the seminary, formed an antislavery society. The society’s Preamble and Constitution set forth abolitionist ideals demanding an immediate emancipation of Southern slaves with rights of citizenship and “without expatriation.” Thus they encountered the ire of Hanover’s Presbyterian trustees—colonizationists who believed instead that free blacks and educated slaves, gradually and voluntarily emancipated by their owners, should leave the United States and relocate to Liberia, where they would experience greater opportunity, equality, and justice than was possible here in the United States and simultaneously exercise a civilizing and Christianizing influence on indigenous West Africans. By separating the races on two different continents with an ocean between them, America’s race problem would be solved. The efforts of the colonizationists failed, in part because of a lack of sufficient resources to transport and resettle three million African Americans. Then, too, few Southern slaveholders were willing to emancipate their slaves and finance those former slaves’ voyages, and most free blacks refused to leave the country of their birth. In Liberia, left largely to their own resources, colonists encountered disease, the enmity of local tribes, the threat of slavers, and difficulties in farming that left these former slaves struggling for existence, even if free blacks who engaged in mercantile trade there fared well. In the United States, the trustees’ conviction that American society was racist beyond reform, together with their refusal to confront the system of slavery in the South in hope of preserving the Union and their refusal to allow even discussion of the subject of slavery on the Hanover campus, left their central question unanswered: Would it ever be possible for people of color and whites to reside together in the United States peaceably and equitably? The trustees’ decision exerted another long-term impact as well. Although today the campus is integrated, Hanover College would not admit an African American student until 1948.

THE HOURS OF THE UNIVERSE: Reflections on God, Science, and the Human Journey by Ilia Delio. Maryknoll, NY: Orbis Books, 2021. 242 pages, index. Paperback; $25.00. ISBN: 9781626984035. *In this exquisitely constructed book, Delio reveals the current state of her reflections on the central concern of her life and work: the relationship of God, humanity, and the universe in the context of the evolutionary process. Her unscripted career leading to this publication, narrated in her memoir Birth of a Dancing Star: My Journey from Cradle Catholic to Cyborg Christian, has exhibited the same sort of development and diversity that she finds woven into the fabric of the universe. A Franciscan sister who began her religious life as a cloistered member of the Carmelite order, Delio earned doctorates in pharmacology and historical theology and has taught at Trinity College, Washington Theological Union, Georgetown University, and Villanova University. Today, she is an award-winning author, best known for her Center for Christogenesis, which seeks to promote dialogue between faith and reason and stimulate a Christian spirituality fully infused with evolutionary consciousness. *Communicating the urgent need and prospects for that kind of spirituality is the burden of this, Delio's twentieth, book. A theology whose starting point is not evolution and the story of the universe, she insists, is a "useless fabrication" (p. xvi). Her work is rich in scriptural references, but the call to restore the book of nature to its primacy as the true first testament in Christianity's sacred canon is one of her signature themes. Though she displays no interest in apologetics or polemics, her basic assumption is the distinctively Catholic principle of the revelatory character of creation, a conviction at odds with the Protestant Reformers' suspicion of natural theology. A robust sacramental imagination permeates the entire book and provides its organizational design. Portraying the universe as the "new monastery" (p. xvii), Delio orders her reflections according to the liturgy of the hours that has structured daily prayer in Christian monastic communities for centuries: Matins, Lauds, Prime, Terce, Sext, None, Vespers, and Compline. Delio clusters her chapters--along with prologues of original poetry--around these times of contemplation and guides the reader through the prayers of one rotation of the earth and toward what she calls a new synthesis of faith and science. *Delio's thirty-two brief chapters, each a free-standing essay, cover a broad spectrum of topics from the cosmic to the autobiographical--from quantum physics, gravitational waves, and artificial intelligence to the Eucharist during the coronavirus pandemic and the death of her beloved cat Mango. Delio addresses a number of social issues such as racism, consumerism, and homophobia and sets the full scope of her reflections against the backdrop of the threat of climate change. Her main objective is the nurturing of a Christianity mature enough to match the achievements and insights of contemporary science. In this effort, her primary dialogue partners include interfaith scholar Beatrice Bruteau, Passionist priest and self-styled geologian Thomas Berry, Hindu-Catholic mystic Raimon Panikkar, and luminaries from her elected Franciscan tradition such as Saint Francis, Bonaventure, and the contemporary spiritual writer and retreat leader Richard Rohr. Pope Francis's unprecedented encyclical on creation care, Laudato Si', is a constant touchstone for Delio, but pride of place in her personal communion of saints is granted to the Jesuit paleontologist Pierre Teilhard de Chardin, whose transposition of Catholic Christianity into an evolutionary key animates virtually every page of the book. *Delio's essays orbit this Teilhardian view of things like planets in an intellectual galaxy characterized by both order and chaos. The overall effect is a prophetic warning regarding the irrelevance and near-obsolescence of any Christian system fixated on the categories of Aristotelian or Newtonian worldviews. Like her monastic and mendicant forebears, Delio calls for church reform and creative thinking. The dominant mood of the book, though, is a blend of hope and awe, even audacity. Delio's conclusion equates the rise of a "new species with a new God consciousness" (p. 240) with the second coming of Christ. *Delio's engaging book is limited by its scant attention to the menacing side of science and technology, its failure to reckon seriously with the dramatic rise of nonreligion that calls her privileging of Christian myth into question, its overestimation of the general reader's science literacy, and its tendency to align scholarly and homiletic modes of communication too closely and too uncritically. Readers seeking linear arguments for theistic evolution or Christian pantheism will have to look elsewhere. Clergy, advanced students, and believing specialists in theology and the natural sciences will find a provocative and prayerful statement of a unique Christian cosmology that informs and inspires. *Reviewed by Peter A. Huff, Professor of Religious Studies and Director of the Center for Benedictine Values, Benedictine University, Lisle, IL 60532.

At the 2003 Annual Convention of the College Theology Society in Milwaukee, Sandra Yocum Mize presented some of her research for a history of the Society. I greatly appreciated her investigation of our Society's origins and its progress. She reminded me of things I had forgotten and told me much that I have never known. Let me add a few reminiscences that may be helpful to those who are new in the profession or relatively so.The Korean War consumed the last two years of Harry Truman's second term as president, when Dwight Eisenhower was elected to succeed him. After the unsuccessful effort to contain Communism on the entire Korean peninsula at the cost of many lives on both sides, the eight Eisenhower years, 1952–1960 were largely a matter of the Cold War with the Soviet Union. Eisenhower was basically a retired general, on the basis of which he had been named president of Columbia University in a kind of travesty of academic life. His brother Milton who might have made a better chief executive rose in academia to become president of the Pennsylvania State University, well before Joe Paterno brought the Nittany Lions to another kind of eminence. The Eisenhower years were a lull of sorts in U.S. life bringing prosperity to the few, Republican style, and a scandal over his chief of staff who had accepted a gift of an alpaca coat. Days of innocence! Catholic college enrollments were still very much on the increase in the mid-1950s as a result of the G.I. Bill granting full tuition and books, not only for undergraduate and graduate study but even for any theological seminary of a veteran's choice. Many a convent motherhouse's instructional situation was being transformed into a bachelor's degree-granting institution in those years, at first for the religious students only but then shortly for adult lay women in the surrounding areas. The teachers of religion in Catholic colleges and in the few universities of the mid-1950s were priests with a seminary education—no religious brothers, sisters or lay persons as yet.

AbstractIn the years between World War I and World War II in the United States, public and religious educators engaged in an extended struggle to define the appropriate nature of character education for American youth. Within a post-war culture agonizing over the sanctions of moral living in the wake of mass violence and vanishing certitudes, a group of conservative educators sought to shore up traditional values through the construction of morality codes defining the characteristics of the “good American.” At the same time, a group of liberal progressive educators set forth a vigorous critique of these popular character education programs. This article analyzes the nature of this liberal critique by looking at one leading liberal spokesperson, George Albert Coe. Coe taught at Union Theological Seminary and Teachers College, Columbia University, and used his platform in these institutions to forge a model of character education derived from the combined influences of liberal Protestantism and Deweyan progressive education. Coe posited a two-pronged vision for American moral education rooted in the need for both procedural democracy (collaborative moral decision making) and a democratic social order. Utilizing this vision of the “democracy of God,” Coe demonstrated the inadequacies of code-based models, pointing in particular to the anachronism of traditional virtues in a world of social interdependence, the misguided individualism of the virtues, and the indoctrinatory nature of conservative programs. He proposed that youth be allowed to participate in moral experimentation, adopting ideals through scientific testing rather than unthinking allegiance to authoritative commands. Expanding the meaning of morality to include social as well as personal righteousness, he also made character education a vehicle of social justice. In the end, I contend that Coe's democratic model of character education, because of its scientific epistemological hegemony and devaluing of tradition, actually failed to promote a truly democratic character.

TO THINK CHRISTIANLY: A History of L'Abri, Regent College, and the Christian Study Center Movement by Charles E. Cotherman. Downers Grove, IL: IVP Academic, 2020. 320 pages. Hardcover; $35.00. ISBN: 9780830852826. *How do Christians studying at secular universities, where religion is either ignored or attacked, achieve an integral Christian perspective on their areas of study and future careers? Charles Cotherman presents a first-rate history of one way that Christians have sought to answer this question, namely, in establishing Christian study centers on or adjacent to university campuses. *The Christian study center movement (CSCM) in North America arose to teach and guide Christians in how to think and behave Christianly in all areas and professions of life, by drawing upon the insights of biblical and theological studies. Cotherman defines such a study center as "a local Christian community dedicated to spiritual, intellectual and relational flourishing via the cultivation of deep spirituality, intellectual and artistic engagement, and cultivation of hospitable presence" (p. 8). He rightly contends that the roots of the CSCM movement are found in two institutions: L'Abri Fellowship in Switzerland (founded 1955) and Regent College in Vancouver (founded 1968). In Part 1, Innovation, he presents the history of these two institutions. *In chapter one, Cotherman gives an account of the birth and development of L'Abri under the leadership of Francis and Edith Schaeffer. As missionaries to an increasingly secular Europe, their encounter with its culture, art, and philosophical ideas led Francis to contextualize the gospel--as an evangelical Presbyterian minister rooted in the Reformed faith--in an intellectually honest fashion to people influenced by this culture. L'Abri's ministry was so effective because of two other equally important features: the practice of a deep spirituality amidst the rhythms of everyday life, and the practice of relationships in a hospitable community, both of which Francis and Edith were instrumental in shaping. As more people visited L'Abri and were helped in their faith or accepted the gospel, it became known in the wider evangelical Christian world. This gave rise to branches of L'Abri being established in other nations, and to Christians seeking to establish communities on university campuses that embodied L'Abri's intellectual, spiritual, and relational strengths. *In chapter two, Cotherman presents the history of the rise of Regent College and its progress toward financial and academic stability at the University of British Columbia in Vancouver. The first principal, James Houston, played a key role in attracting good faculty and in shaping the curriculum to educate laypeople in the Christian worldview for their secular careers. It provided students with a strong sense of community and vital spirituality. Regent also sought to be a witness to and partner with the university by purchasing property on the campus and by obtaining university affiliation. With the decline in enrollment for lay theological education in the 1970s, Regent survived by offering the MDiv degree (1978), attracting new students preparing for pastoral ministry. When other attempts at establishing Christian colleges and Christian study centers were initiated at other universities, Houston served to encourage and guide such ventures by drawing upon Regent's experience. *Inspired by the vision and community of L'Abri and by the success of Regent College, Christians ministering at other university campuses sought to establish "evangelical living and learning centers" on or near the campuses of state universities (p. 91). Part 2, Replication, gives an account of three such CSCM ventures: (1) the C. S. Lewis Institute (initially at the University of Maryland, later in downtown Washington, DC); (2) New College, Berkeley; and (3) the Center for Christian Study at the University of Virginia, Charlottesville. Cotherman also includes in this section a chapter on the history and progress of Ligonier Ministries under the leadership and teaching gifts of R. C. Sproul (initially in Pennsylvania, then in Orlando, Florida). Although originally modelled after L'Abri as a lay-teaching retreat center in a rural setting, Ligonier's move to Orlando marked a shift to a ministry focused on Sproul's teaching gifts in (Reformed) theological education that concentrated on video and print materials. The history of Ligonier is clearly the outlier here. Perhaps Cotherman includes it because it began as a retreat center for students, but it gradually became focused on general lay theological education, especially after its move to Orlando. *The three Christian university learning centers all began with grand visions of providing university-level education to aid students, studying at the large universities, in formulating a worldview to enable them to integrate their Christian faith with their academic and professional education. Although these three sought to become free-standing colleges with high-quality faculty, to teach courses during the academic year, and in summer study institutes, the challenges of raising funds, attracting full-time faculty, and finding permanent facilities resulted in all of them having to scale back their plans. The Lewis Institute turned its attention to relational learning, eventually establishing regional centers in eighteen cities; New College, Berkeley, became an affiliate, nondegree granting institution of the Graduate Theological Union, being the evangelical voice there; and the Center for Christian Study shifted its focus to being an inviting and hospitable place for study, formation, and relationships in its building on the edge of the campus. All three found that replicating a Regent College was a much more difficult project than they had originally thought. *Cotherman notes that all four attempts of the CSCM, in the late 1980s and early 1990s, ran into the new reality: American Christians were not willing to take a year off their careers to study for a nonaccredited diploma. Students were more interested in getting degrees that had financial payoffs. The most successful venture was the Center for Christian Study, which used the building it purchased as a hub for various Christian ministries at the university, and as a center for hospitality to Christian and non-Christian students. The Charlottesville Center became a catalyst for the formation of the Consortium of Christian Study Centers across North America. This included not only the three university centers mentioned above, but also numerous others that had arisen on university campuses. Many of the centers became convinced that "the path forward was more a matter of faithful presence through deeply rooted, engaged and hospitable relationships and institutions than it was about the apologetics or cultural bluster that had defined some aspects of the movement in its early days" (p. 252). *Cotherman's concluding chapter notes that the CSCM has largely focused on ministries of faithful presence and generous hospitality, with the goal of holistic flourishing at the universities that they serve. Such flourishing includes helping Christian students to cultivate the ability to think Christianly about current issues and their vocations as they engage the pluralistic ideologies, cultural practices, and neo-pagan practices on university campuses. Cotherman rightly observes that, while both L'Abri and Regent College inspired many to establish such centers, it was Regent that had played the prominent role as a model for those aiming to guide students and to interact with modern secular universities. L'Abri was focused around the unique community that the Schaeffers created and the giftedness of Francis and Edith, but L'Abri failed to interact with the wider academic world. In striving to be a Christian presence on campus, Regent was the appropriate model for the CSCM. *The details of the historical accounts in the book serve to remind the reader that, while grandiose visions and goals drove many in the movement, their reduced aspirations led to the CSCM being better suited to effective witnessing, appropriate educating, and faithful service to students and lay-people today. Any who would start such a Christian study center or who wonder how an existing one can survive should read this book and learn the lessons from the history of the ventures presented. Humility in one's plans and small beginnings are appropriate for any such ministry to avoid the mistakes of the centers presented. *While Cotherman touches on the rising antagonism to Christianity and Christians on university campuses, he fails to provide significant treatment of this new challenge that the CSCM faces. I think we can imply from this fine book that, as the CSCM movement adapted to the new realities in the latter part of the twentieth century, it can also adapt to the intensified attacks on the Christian faith in the twenty-first century. While the challenges ahead are great for Christian university ministries, Christian witness has the resources of the word of God, the wisdom of the Spirit, and the motivation of the gospel which continue to guide biblical discipleship and faithful witness. This historical survey by Cotherman can serve as an encouragement to campus ministry for our increasingly secularized western culture. *Reviewed by Guenther ("Gene") Haas, Professor Emeritus, Religion and Theology Department, Redeemer University, Ancaster, ON L9K 1J4.

The nineteenth century was a period of remarkable advance for the Baptists in the United Kingdom. The vigour of the Baptist movement was identified with the voluntary system and the influence of their leading pulpiteers, notably Charles Haddon Spurgeon. However, Baptists were often divided on the strictness of their Calvinism, the question of whether baptism as a believer was a prerequisite for participation in Communion, and issues connected with ministerial training. By the end of the century, some Baptists led by F.B. Meyer had recognized the ministry of women as deaconesses, if not as pastors. Both domestic and foreign mission were essential to Baptist activity. The Baptist Home Missionary Society assumed an important role here, while Spurgeon’s Pastors’ College became increasingly significant in supplying domestic evangelists. Meyer played an important role in the development, within Baptist life, of interdenominational evangelism, while the Baptist Missionary Society and its secretary Joseph Angus supplied the Protestant missionary movement with the resonant phrase ‘The World for Christ in our Generation’. In addition to conversionism, Baptists were also interested in campaigning against the repression of Protestants and other religious minorities on the Continent. Baptist activities were supported by institutions: the formation of the Baptist Union in 1813 serving Particular Baptists, as well as a range of interdenominational bodies such as the Evangelical Alliance. Not until 1891 did the Particular Baptists merge with the New Connexion of General Baptists, while theological controversy continued to pose fresh challenges to Baptist unity. Moderate evangelicals such as Joseph Angus who occupied a respectable if not commanding place in nineteenth-century biblical scholarship probably spoke for a majority of Baptists. Yet when in 1887 Charles Haddon Spurgeon alleged that Baptists were drifting into destructive theological liberalism, he provoked the ‘Downgrade Controversy’. In the end, a large-scale secession of Spurgeon’s followers was averted. In the area of spirituality, there was an emphasis on the agency of the Spirit in the church. Some later nineteenth-century Baptists were drawn towards the emphasis of the Keswick Convention on the power of prayer and the ‘rest of faith’. At the same time, Baptists became increasingly active in the cause of social reform. Undergirding Baptist involvement in the campaign to abolish slavery was the theological conviction—in William Knibb’s words—that God ‘views all nations as one flesh’. By the end of the century, through initiatives such as the Baptist Forward Movement, Baptists were championing a widening concern with home mission that involved addressing the need for medical care and housing in poor areas. Ministers such as John Clifford also took a leading role in shaping the ‘Nonconformist Conscience’ and Baptists supplied a number of leading Liberal MPs, most notably Sir Morton Peto. Their ambitions to make a difference in the world would peak in the later nineteenth and early twentieth century as their political influence gradually waned thereafter.

The nineteenth century was a very good century for Congregationalism in England and Wales. This chapter documents the significant numerical growth it achieved during this period, and its energetic efforts in the area of missions, both foreign and domestic. Congregationalists provided the lifeblood of the large, well-funded London Missionary Society, and the most celebrated missionary of the age, David Livingstone, was a Scottish Congregationalist. Throughout this chapter the question of whether generalizations about Congregationalism in England were also true of Wales, Scotland, and Ireland is kept in view. This chapter explores the denomination’s raison d’être in its distinctive view of church polity as local and the way that it was increasingly in tension with the strong trend towards greater union among the churches. Founded in 1831, the Congregational Union of England and Wales waxed stronger and stronger as the century progressed, and Congregational activities became progressively more centralized. Although women were excluded from almost all official positions in the churches and the Congregational Unions and generally were erased from denominational histories, they were nevertheless often members with full voting rights at a time when this was not true in civic elections. Women were also the force behind the social life of the congregations, including the popular institutions of the church bazaar and tea meeting. They were the main energizing power behind works of service and innumerable charitable and outreach efforts and organizations, as well as playing a significant part in fundraising. The self-image of Victorian Congregationalism as representing the middle classes is explored, including the move towards Gothic architecture and the ideal of the learned ministry. A mark of their social aspirations, the Congregational Mansfield College, founded in 1886, was the first Protestant Dissenting Oxbridge college. Congregationalists also gave leadership to the movement towards a more liberal theological vision, to an emphasis on ‘Life’ over dogma. English, Welsh, Scottish, and Irish Congregationalists all participated in a move away from the Calvinist verities of their forebears. Increasingly, many Congregational theologians and ministers were unwilling to defend traditional doctrines in regards to substitutionary atonement; biblical inspiration, historicity, authorship, dating, and composition; and eternal punishment. A particularly important theme is Congregationalism’s prominent place of leadership in Dissenting politics. The Liberation Society, which led the campaign for the disestablishment of the Church of England, was founded by the Congregational minister Edward Miall in 1844, and Dissenting Members of Parliament were disproportionately Congregationalists. Many Christians emphatically and passionately knew themselves to be Dissenters who were relatively indifferent about which Nonconformist denomination they made their spiritual home. In such an environment, Congregationalism reaped considerable, tangible benefits for being widely recognized as the quintessential Dissenting denomination.

The fourth chapter describes the rise of Jewish seminaries in America and their reconstruction of the tradition in the light of modern scholarship. Two traditions of schooling—one Reformed the other Conservative—are explored. The founder of Hebrew Union College (HUC), Isaac Wise, developed a curriculum for a “progressive and enlightened” Judaism that could engage with American education and culture. Moses Mielziner prepared a widely used introduction to the Talmud that argued for the reasoned development of halakah (law) from a more historical reading of the Torah. HUC included reforms of the Siddur or prayer book, egalitarian synagogue life for men and women, and a view of an “American Zion” as the best hope for Jewry. Jewish Theological Seminary (JTS) was founded by the Orthodox rabbi Sabato Morais to advance a unified, developmental understanding of Judaism according to the Breslau school in Germany. Under Solomon Schechter, JTS became one of the world centers of Wissenschaft des Judentums (or modern study of) as it mobilized rigorous text-critical scholarship, historical studies, and the Hebrew language to advance the Jewish tradition.