Chapter VI. Teaching By Anachronism. 1 Chron. ix. (cf. xv., xvi., xxiii.-xxvii., etc.).
“And David the king said, ... Who then offereth willingly?... And they gave for the service of the house of God ... ten thousand darics.”—1 Chron. xxix. 1, 5, 7.
Teaching by anachronism is a very common and effective form of religious instruction; and Chronicles, as the best Scriptural example of this method, affords a good opportunity for its discussion and illustration.
All history is more or less guilty of anachronism; every historian perforce imports some of the ideas and circumstances of his own time into his narratives and pictures of the past: but we may distinguish three degrees of anachronism. Some writers or speakers make little or no attempt at archæological accuracy; others temper the generally anachronistic character of their compositions by occasional reference to the manners and customs of the period they are describing; and, again, there are a few trained students who succeed in drawing fairly accurate and consistent pictures of ancient life and history.
We will briefly consider the last two classes before returning to the first, in which we are chiefly interested.
Accurate archæology is, of course, part of the ideal of the scientific historian. By long and careful study of literature and monuments and by the exercise of a lively and well-trained imagination, the student obtains a vision of ancient societies. Nineveh and Babylon, Thebes and Memphis, rise from their ashes and stand before him in all their former splendour; he walks their streets and mixes with the crowds in the market-place and the throng of worshippers at the temple, each “in his habit as he lived.” Rameses and Sennacherib, Ptolemy and Antiochus, all play their proper parts in this drama of his fancy. He can not only recall their costumes and features: he can even think their thoughts and feel their emotions; he actually lives in the past. In Marius the Epicurean, in Ebers's Uarda, in Maspero's Sketches of Assyrian and Egyptian Life, and in other more serious works we have some of the fruits of this enlightened study of antiquity, and are enabled to see the visions at second hand and in some measure to live at once in the present and the past, to illustrate and interpret the one by the other, to measure progress and decay, and to understand the Divine meaning of all history. Our more recent histories and works on life and manners and even our historical romances, especially those of Walter Scott, have rendered a similar service to students of English history. And yet at its very best such realisation of the past is imperfect; the gaps in our information are unconsciously filled in from our experience, and the ideas of the present always colour our reproduction of ancient thought and feeling. The most accurate history is only a rough approximation to exact truth; but, like many other rough approximations, it is exact enough for many important practical purposes.
But scholarly familiarity with the past has its drawbacks. The scholar may come to live so much amongst ancient memories that he loses touch with his own present. He may gain large stores of information about ancient Israelite life, and yet not know enough of his own generation to be able to make them sharers of his knowledge. Their living needs and circumstances lie outside his practical experience; he cannot explain the past to them because he does not sympathise with their present; he cannot apply its lessons to difficulties and dangers which he does not understand.
Nor is the usefulness of the archæologist merely limited by his own lack of sympathy and experience. He may have both, and yet find that there are few of his contemporaries who can follow him in his excursions into bygone time. These limitations and drawbacks do not seriously diminish the value of archæology, but they have to be taken into account in discussing teaching by anachronism, and they have an important bearing on the practical application of archæological knowledge. We shall return to these points later on.