The Kingston–Rhinecliff Bridge, New York State (Credit: Aaron Dunlop)

“Early one morning in the year 1738 a shepherd boy with home-spun clothes and bare feet, stood at the counter of Alexander McCulloch’s bookshop in the University city of St. Andrews. The startled shopkeeper was yet more surprised when he heard the youth’s request, it was for a Greek New Testament. “Boy,” exclaimed the Professor of Greek who happened to be in the shop at that moment, “if you can read that book, you shall have it for nothing.” Soon a rather thick leather volume was in the lad’s hands and to the astonishment of all present, he read a passage and won his prize. By the afternoon sixteen-year-old, John Brown was back amongst his flock on the hills of Abernethy, having walked some forty-eight miles since the previous evening to obtain his treasure.”

The above piece is taken from Iain Murray’s 1961 biographical sketch of John Brown of Edinburgh (1784-1858), the grandson of the young shepherd boy in the story. There are many interesting aspects to this story, but what struck me most was the wisdom and generosity of the unknown professor who made an investment in the young boy, an investment that paid, doubtless beyond his expectations.

The lesson is applicable to both seminary and college professors as in this short story, but also to pastors and elders who are called not only to identify gifts but to develop gifts in the Church, and then to rejoice in the growth of those who sit under their ministry and tutelage. Satisfaction in the ministry comes from the humility to invest in others, watch them grow, and perhaps rise to greater gifts and prominence. Essentially it is the idea, the truth that is being taught, that we want to see prosper and develop into the next generation.

This is why pastors do what they do, and seminary professors do what they do—for the glory of God.

In the “Preface to the Revised Edition” of his commentary on Hebrews (1990), F.F. Bruce took time to explain his development of thought since the first edition appeared over twenty-five years previously (1963). Acknowledging the work of some of his research students, Bruce makes this remarkable statement: “I have learned more about Hebrews than they ever learned from me … A teacher can have no greater satisfaction than to greet the output of students such as these.”