Androcles and the Lion (Shaw)/Preface to Androcles and the Lion/The Teaching of Christianity
THE TEACHING OF CHRISTIANITY.
And there I must leave the matter to such choice as your nature allows you. The honest teacher who has to make known to a novice the facts about Christianity cannot in any essential regard, I think, put the facts otherwise than as I have put them. If children are to be delivered from the proselytizing atheist on the one hand, and the proselytizing nun in the convent school on the other, with all the other proselytizers that lie between them, they must not be burdened with idle controversies as to whether there was ever such a person as Jesus or not. When Hume said that Joshua's campaigns were impossible, Whately did not wrangle about it: he proved, on the same lines, that the campaigns of Napoleon were impossible. Only fictitious characters will stand Hume's sort of examination: nothing will ever make Edward the Confessor and St. Louis as real to us as Don Quixote and Mr. Pickwick. We must cut the controversy short by declaring that there is the same evidence for the existence of Jesus as for that of any other person of his time; and the fact that you may not believe everything Matthew tells you no more disproves the existence of Jesus than the fact that you do not believe everything Macaulay tells you disproves the existence of William III. The gospel narratives in the main give you a biography which is quite credible and accountable on purely secular grounds when you have trimmed off everything that Hume or Grimm or Rousseau or Huxley or any modern bishop could reject as fanciful. Without going further than this, you can become a follower of Jesus just as you can become a follower of Confucius or Lao Tse, and may therefore call yourself a Jesuist, or even a Christian, if you hold, as the strictest Secularist quite legitimately may, that all prophets are inspired, and all men with a mission, Christs.
The teacher of Christianity has then to make known to the child, first the song of John Barleycorn, with the fields and seasons as witness to its eternal truth. Then, as the child's mind matures, it can learn, as historical and psychological phenomena, the tradition of the scapegoat, the Redeemer, the Atonement, the Resurrection, the Second Coming, and how, in a world saturated with this tradition, Jesus has been largely accepted as the long expected and often prophesied Redeemer, the Messiah, the Christ. It is open to the child also to accept him. If the child is built like Gladstone, he will accept Jesus as his Savior, and Peter and John the Baptist as the Savior's revealer and forerunner respectively. If he is built like Huxley, he will take the secular view, in spite of all that a pious family can do to prevent him. The important thing now is that the Gladstones and Huxleys should no longer waste their time irrelevantly and ridiculously wrangling about the Gadarene swine, and that they should make up their minds as to the soundness of the secular doctrines of Jesus; for it is about these that they may come to blows in our own time.