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.