Expositions of Holy Scripture : St. Matthew Chaps. IX to XXVIII

by Alexander Maclaren

Then in Luke's Gospel (vi. 40) it is employed to illustrate the principle that the scholar cannot expect to be wiser than his master; that a blind teacher will have blind pupils, and that they will both fall into the ditch. Of course, the scholar may get beyond his master, but then he will get up and go away from the school, and will not be his scholar any longer. As long as he is a scholar, the best that can happen to him, and that will not often happen, is to be on the level of his teacher.

Then in another place in John's Gospel (xiii. 16) the saying is employed in reference to a different subject, viz. to teach the meaning of the pathetic, symbolical foot-washing, and to enforce the exhortation to imitate Jesus Christ, as generally in conduct, so specially in His wondrous humility. 'The servant is not greater than his lord.' 'I have left you an example that ye should do as I have done to you.'

So if we put these three instances together we get a threefold illustration of the relation between the disciple and the teacher, in respect to wisdom, conduct, and reception by the world. And these three, with their bearing on the relation between Christians and Jesus Christ, open out large fields of duty and of privilege. The very centre of Christianity is discipleship, and the very highest hope, as well as the most imperative command which the Gospel brings to men is, 'Be like Him whom you profess to have taken as your Master. Be like Him here, and you shall be like Him hereafter.'

I. Likeness to the teacher in wisdom is the disciple's perfection.

'If the blind lead the blind both shall fall into the ditch.' 'The disciple is not greater than his master.' 'It is enough for the disciple that he be as his master.' If that be a true principle, that the best that can happen to the scholar is to tread in his teacher's footsteps, to see with his eyes, to absorb his wisdom, to learn his truth, we may apply it in two opposite directions. First, it teaches us the limitations, and the misery, and the folly of taking men for our masters; and then, on the other hand, it teaches us the large hope, the blessing, freedom, and joy of having Christ for our Master.

Now, first, look at the principle as bearing upon the relation of disciple and human teacher. All such teachers have their limitations. Each man has his little circle of favourite ideas that he is perpetually reiterating. In fact, it seems as if one truth was about as much as one teacher could manage, and as if, whensoever God had any great truth to give to the world, He had to take one man and make him its sole apostle. So that teachers become mere fragments, and to listen to them is to dwarf and narrow oneself.

The chances are that no scholar shall be on his master's level. The eyes that see truth directly and for themselves in this world are very few. Most men have to take truth at second-hand, and few indeed are they who, like a perfect medium, receive even the fragmentary truth that human lips can impart to them, and transmit it as pure as they receive it. Disciples present exaggerations, caricatures, misconceptions, the limitations of the master becoming even more rigid in the pupil. Schools spring up which push the founder's teaching to extremes, and draw conclusions from it which he never dreamed of. Instead of a fresh voice, we have echoes, which, like all echoes, give only a syllable or two out of a sentence. Teachers can tell what they see, but they cannot give their followers eyes, and so the followers can do little more than repeat what their leader said he saw. They are like the little suckers that spring up from the 'stool' of a cut-down tree, or like the kinglets among whose feebler hands the great empire of an Alexander was divided at his death.

It is a dwarfing thing to call any man master upon earth. And yet men will give to a man the credence which they refuse to Christ. The followers of some of the fashionable teachers of to-day—Comte, Spencer, or others—protest, in the name of mental independence, against accepting Christ as the absolute teacher of morals and religion, and then go away and put a man in the very place which they have denied to Him, and swallow down his dicta whole.

Such facts show how heart and mind crave a teacher; how discipleship is ingrained in our nature; how we all long for some one who shall come to us authoritatively and say, 'Here is truth—believe it and live on it.' And yet it is fatal to pin one's faith on any, and it is miserable to have to change guides perpetually and to feel that we have outgrown those whom we reverence, and that we can look down on the height which once seemed to touch the stars—and, if we cut ourselves loose from all men's teaching, the isolation is dreary, and few of us are strong enough of arm, or clear enough of eye, to force or find the path through the tangled jungles of error.

So take this thought, that the highest hope of a disciple is to be like the master in wisdom, in its bearing on the relation between us and Christ, and look how it then flashes up into blessedness and beauty.