Category: Theological Education

  • Michaelangelo Pieta, and the prayer that is best unspoken

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    I didn't know this poem by C Day Lewis until I read it today. The combination of this exquisitely worked Pieta and the poignant first person poem I find breathtaking. To read the poem aloud, while looking at this image is to pray in language that takes us beyond mere words to a sense of the unspeakbale sadness at the heart of the Gospel of good news. Atonement is not a theory to argy bargy about – not argument, adoration is the disposition of the true theologian.

    Pieta

    A dome superb as heaven's vault, capping a story

    whose hero blessed the meek; a desert of floor

    Refracting faith like a mirage; the orchestration

    Of gold and marble engulfing the still, small voice:

    You cannot pass over St Peter's and what it stands for,

    Whether you see it as God's vicarious throne

    Or the biggest bubble yet unpricked….

    I was lost, ill at ease here, until by chance

    In a side chapel we found a woman mourning

    Her son: all the lacrimae rerum flowed

    To her gesture of grief, all life's blood from his stone.

    There is no gap or discord between the divine

    And the human in that pieta of Michaelangelo.

    ………………………

     

  • What a teacher ought to be – Benchmarks according to the Desert Fathers.

    One of my favourite definitions of the character and calling of a teacher. And an ideal worth persevering towards in daily practice and vocational accountability.

    A teacher ought to be a stranger to the desire

    for
    domination,

                    vain-glory,

                                 and pride;

    one should not be able to fool her by
    flattery,

                   nor blind her by gifts,

                                 nor conquer her by the stomach,

                                               nor dominate
    her by anger;

    but she should be patient,

            gentle,

                 and humble

                    as far as possible;

    she must be tested

          and without partisanship,

                  full of concern,

                        and a lover of
    souls.

         —Benedicta
    Ward, The Desert Christian (Ref details lost – sorry – need to do some more CPD on referencing 🙂

  • Theological education and a durable pastoral theology of mission

    One of the challenges of theological education as formation for ministry is to help students make the connections. The connections between what is so about God and what is so about our lives; the connections between God revealed in the incarnate Christ and experienced in the power of the Spirit, and what it means to be a human being; the connections between human community, its possibilities and failures, its frustrations, agonies and cost as well as its fulfillments, joys and gifts, and the life of God as the God who is for us, and whose nature is loving outreach; the connections between theological conviction and pastoral practice, and the connections between a richly dynamic Christian theology of the reconciling, restoring, renewing love of God in Christ through the Spirit, and Christian existence as embodying that reconciling, restoring and renewing love in a community of faith and hope.

    Theological education can never afford to be merely pragmatic, practice centred, informed primarily by pastoral need or missional urgency. Theological education and a durable pastoral theology of mission requires a deeper rootedness, a more transcendent vision, a more dynamic source of energy, insight and spiritual aspiration. And that is to be found in an adequate understanding of who God is, and that the God who is with us and for us in Christ, and who is in us and in the world through the Spirit, is a God who comes to us, who "exists from all eternity in relation to another".

    Rublev_trinity3 I'm now immersed in preparation for the class on the theology of the Triune God. As part of that preparation I'll now be reading several of my favourite theologians,  swimming again in some of my favourite deep water places. From now till Pentecost I'll post a weekly reflection on the essential connections between our understanding of the Triune God and the nature and practices of pastoral care and the mission of the Christian community to incarnate the reality of the God who, in the power of the Spirit, was in Christ reconciling the world to himself.

    Here's Catherine Lacugna, stating her understanding of the Triune God:

    The ultimate ground and meaning of being is therefore communion among persons: God is ecstatic, fecund, self-emptying out of love for another, a personal God who comes to self through another.

    Indeed the Christian theologian contemplates the life of God revealed in the economy, in the incarnateness of God in Christ and in the power and presence of God as Spirit. Revealed there is the unfathomable mystery that the life and communion of the divine persons is not intra divine: God is not self-contained, egotistical and self-absorbed but overflowing love, outreaching desire for union with all that God has made. The communion of divine life is God's communion with us in Christ and as Spirit.

    Catherine Lacugna, God For Us. The Trinity and Christian Life (San francisco: Harper Collins, 1991) page 15. 

    Decided to display the Rublev Icon on the sidebar for a while. In my own spiritual life this has been a source of inspiration, comfort, insight, imaginative reverie, prayerful and playful contemplation, soul-steadying beauty and suggestiveness, for over two decades. Taking time to wait and pay attention to it, is like an act, better, a process, of re-orientation, of regained perspective, of enhanced awareness of that which always lies beyond our understanding, but closer to our hearts than we can ever know.

  • A personal essay on the importance of ideas in the practical renewal of the church

    702939_356x237 Ever since I heard Alexander Broadie lecture on Thomas Hobbes' Leviathan in the undergraduate Moral Philosophy Class at the University of Glasgow, philosophy has remained a cantus firmus in my spiritual and theological development. The phrase means an underlying melody which supports the harmony of various independent voices, such as in plainsong. (I first learned to use this phrase as a metaphor for the theologically informed life and Christian discipleship from Craig Gardiner in his excellent Whitley lecture).

    In 1971-2, my first year at Glasgow University, Broadie was a young lecturer just launched on a glittering career as a philosopher, historian and Scottish intellectual. His lecturing style was memorably fascinating to a young recently converted Lanarkshire Baptist, slowly realising the range and depth of faith and human experience, and who was about to discover the exhilaration and scary attractiveness of intellectual engagement of a quite different order. Broadie had a glass decanter of water, and a glass which before each lecture he meticulously filled, then held in both hands, and strolled back and forth across the platform, thinking as he spoke, and speaking as he thought. It was mesmerising, and deeply impressive. Broadie taught me not only how to think, but the moral reasoning that is essential if intellectual work is to have integrity, humility and honesty.

    It was one of the great providential blessings of my life that I had opted to take Principles of Religion, in parallel with Moral Philosophy. It was a course of ridiculous diversity and ambition, but opened doors in directions I'd never imagined, some of which have become areas of major importance in my own formation. Amongst these was a short section of the course – I think about 12 weekly tutorials – on Pirkei Avot, loosely translated "Ethics (or Sayings) of the Fathers", a small tractate of the Mishnah.513GQ1KBN6L._SS500_
    The teacher, by a stroke of singular providential luck (!), was the same Alexander Broadie whose own faith tradition is Judaism. It was a masterclass on ethics, exegesis, logic, religious imagination, moral seriousness and inter-faith exploration. I loved it. I learned so much about myself, about reverence for text, about listening for the polyphonic harmonies in a writing of spiritual power – and about the importance of hearing the heart as well as the words of people of other faiths. When I came to study closely the Sermon on the Mount*, I heard unmistakable echoes, discovered ethical and spiritual coincidences of thought, and rejoiced in the Jewishness of Jesus teaching. Which says a lot about Christian preconceptions – of course the teaching of Jesus the Jew would be saturated with Jewish ethical wisdom! – just as Scottish people speak with a Scottish accent!

    *(I look back on a careful reading in 1977, of W D Davies' The Setting of the Sermon on the Mount as the equivalent of an exegetical epiphany.)

    All of which is to say, amongst those to whom I am intellectually indebted, is Professor Alexander Broadie, who couldn't have know that a 21 year old Lanarkshire Baptist would be decisively influenced by his exposition of Leviathan, Hobbes' bleak political philosophy of absolute power, and his exposition of Pirkei Avot, with its humanising ethical maxims growing out of the Jewish Wisdom tradition. But so we are all shaped in ways we don't always recognise at the time.

    403px-Thorvaldsen_Christus Over the years since, and every year, several philosophy books sneak onto my shelves, and eventually push onto my desk. I don't mean only philosophical theology, either as Christian apologetics or theistic critique. I mean books of moral philosophy, that branch of the humanities dedicated to the searching questions of ethics, the significance of values, the nature of the virtues, understanding of human formation and thus alert analysis of our cultural and moral history. Again and again I've found that the important issues about discipleship, witness and Christian presence in the world come into clearer focus when they are explored from the standpoint of faith engaged in philosophical questioning and search, faith committed to ethical reflection, and faith sympathetic in pursuit of cultural understanding. Issues of faith are deepened not ignored, clarified not confused, put on fresh expression rather than recycled cliche, and are invested with practical urgency rather than pragmatic relevance, by a process of disciplined, dedicated and honest thinking. And if that kind of analytic and diagnostic thinking is to be done by the Church it will be done at its best when the standpoint of faith is demonstrably open to other insights and criticism. And it will be done at its most credible, when the Church shows itself capable of self-critique and renewal through the Spirit of Truth, because it has learned the requisite humility to listen and learn.

    HennikerChurch At a time when programmes, practice, and pragmatism make up a not always holy trinity of approaches to Christian living, it is far too easy to be dimissive of ideas, impatient with theory, disinterested in that which begins as abstract principle or argued conviction. Best practice is surely the result of sound thinking; effective (Christian) programmes as surely require principles that mark them as Christian; and the philosophy of pragmatism, however effective, will always require underlying evaluative questions about appropriate means and ends that meet the Christian criterion, which is the Gospel of Christ. I suppose this is a plea that the contemporary Church, in the midst of cultural flux and chronic fast paced transition, recover confidence in the gift of thinking, rediscover the power of ideas, respect the vitality of conviction, and accept again the adventure of intellectual risk-taking in the service of Christ, and in the living of a Gospel that is far too big an idea to be reduced to a flat pack faith of utmost utility, but which lacks credibility and durability in the rapid climate change that is the 21st Century
    zeitgeist.

    So perhaps along with all our other committees and work groups, and short term task groups, local churches and denominational centres might consider forming groups whose remit is to think, to explore ideas, to clarify convictions, to listen to cultural voices, and so follow the advice of the sages in Pirkei Avot, "Make your house be a meeting place for scholars, and sit at the dust by their feet, and drink up their words with thirst." (1:4)

    So I still read philosophy, spend time with ideas, pay attention to what I believe and why, ask questions of the church, of myself, of what it means to think and act and thus live faithfully for Christ, in whom as Logos incarnate, human experience and intellectual reach find their fulfilment. 

    ** The photo is of my friend Becky's church in Henniker, New Hampshire. It is displayed here for no other reason than that it is a beautiful church, and the snow seems just right for the weather we and they are having just now. Greetings Becky and Bob – I still remember my visit to Hanover some years ago, and the hot tub in February at -25 degrees, my hair with icicles, and the absolute requirement to jump out of the hot tub into a snow drift! Oucha!! Great days, my friends!

  • The Role of a Denominational College

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    Several key points from our presentation on the work of the Scottish Baptist College at our Annual Baptist Assembly.

    What the Scottish Baptist College is "For".

    The College is a means to an end. But to a great
    end – the training of those God calls to be builders of graced communities, to
    be supporters and encouragers of communities of witness, to be Christ centred
    activists for the Kingdom of God.

    Theological Education as Ministry Formation

    Theological education and ministry formation are
    nothing less than taking seriously Christ’s invitation, Come ….take my yoke
    upon you….learn of me… Or Paul’s plea, ‘be transformed by the renewing of your
    mind…and conformed to the image of Christ” 
    The years in College can be hard years of self discovery, inner change,
    growth through a process of sifting and searching that deepens mind and soul.
    That’s why the focus of the College is on academic quality
    and spiritual formation, clearly centred on Christ and earthed in Scripture, evangelical in
    purpose and Baptist in conviction.

    Calling and Curriculum

    Our calling under God as a College is to share the Gospel, to build graced communities
    of witness to Jesus Christ, and towards this our College works, year in and year out, to
    replenish and resource ministry in our churches. But we don’t just go on doing the same thing, working
    to the same old models, indiscriminately  pumping information into heads like forcing
    insulation foam into cavity walls.

    A curriculum has to be shaped around our context, the time and place in history that we call contemporary – and ours is a time of cultural flux. So we need leaders and
    servants, pastors and evangelists, imaginers of mission, gifted builders of graced community,
    creative thinkers for God.

    “Does God call the equipped or equip the called?”
    someone asked. Daft question! God does both. The Church is caled to be culturally informed, culturally engaged, in order
    to be counter cultural; so it must be Gospel informed and Gospel engaged in order to be
    counter cultural. Because our counter-cultural lives are to be rooted in the reality of the Living Christ, the transformative power of a Gospel of reconciliation, peace and hope.

  • Theological education, deep people and the importance of a Glasgow fountain.

    Kfount1 Still doing a lot of thinking about the relations and interactions between theological education, ministry training and personal formation. Competence based learning outcomes are currently the most significant element in criterion driven assessment in higher education. But are they sufficient of themselves to reflect the necessary balances of an education intended to achieve more than the desirable employable competences and student customer satisfaction?

    Related to the search for demonstrable competences are questionable assumptions about technique, practice, and knowledge as information.   Here's one pastor-theologian's take on the tensions between theological formation, technical competence and an instrumental approach to vocation and vocational formation.

    "An equally significant concern about the increasing role of techno-rationality in pastoral and theological formation blurs the boundaries with the management models akin to economic institutions. In this context, the ubiquitous techno-rationality in whose waters children grow up, teenagers mature and thirty-somethings swim extensively these days in this part of the world, is also present in faith communities. The communities of faith are malleable due to their de facto participation in both the good and ills of our culture.

    All these habits are formed in close proximity to consumerism. Cyber-culture is an environment structured by technique-laden values and practices that foster information-intensive, technique oriented habits. [Quentin Schultze in Habits of the High-Tech Heart p. 18] is prudent to warn against "the lightness of our digital being" and its "cosmic and moral shallowness".  With it comes a quasi religious philosophy of what Shultze defines as "informationalism" – "a faith in the collection and dissemination  of information as a route to social progress and personal happiness". Such a disposition emphasises the "is" over the "ought to", observation over intimacy, and measurement over meaning. The result is promiscuous knowing which promotes instrumental habits while eclipsing virtuous practices…." 

    (Kristine Suna-Koro, 'Reading as Habitus', in The Power to Comprehend with All the Saints. The Formation and Practice of a Pastor-Theologian, Wallace M Alston & Cynthia A Jarvis (Grand Rapids: Eerdmans, 2009),

    When Bernard of Clairvaux diagnosed the cultural and moral shortcomings of scholastic and speculative philosophy he used the image of the canal and the reservoir. The problem was too many canals and not enough reservoirs; the culture wasn't forming enough "deep people". 08 The image comes back to my mind the day after the recognition of Robert Stewart, one of Glasgow's greatest local politicians. (The fountain pictured above is in his memory, and yesterday was unveiled in its renovated and restored glory – I'm going to see it this week). Stewart was the driving force in realising the visions of bringing safe and clean drinking water to a city ravaged by typhus, cholera and dysentery. The 25+ mile-long viaduct conveying the water to Mugdock and down into Glasgow was a stunning piece of civil engineering even by the standards of Victorian self-confidence. It is an example of conduit and reservoir in creative relationship; depth and dissemination; deep resources and widespread application. For the people in October 1859, it was drinking water on tap; but for it to happen it needed the deep reservoirs of a Scottish loch, and the equally deep reservoirs of human wisdom , moral urgency, humane compassion and persuasive rhetoric of a Robert Stewart. In other words it was done by the right balance of techno-rationality and humane wisdom. The first is assessed by competence and technical know-how; the second is evidenced by moral know-why. Contemporary education needs to recover the know-why, I think; we need deep people. 

  • Theological education, character formation and competence based outcomes


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    In their study of the mixed fortunes of the humanities in University education, Klassen and Zimmermann, trace the troubled relationship between the sciences and other ways of knowing such as in the humanities. The move in educational intention from the formation of the person towards a deper knowledge of self and the other, to education as acquiring knowledge and skills to fit the person towards a more effective economic contribution, indicates the triumph of the technological, the pragmatic and the utilitarian.


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    The Passionate Intellect is a patient exposure of the consequences of this long evolving dichotomy between literary humanism and scientific humanism, between self knowledge and practical knowledge, between knowing who I am (verb, to be) and knowing how to do. Put at its simplest, the book contends that education for literary humanists was conceived as a process of growth in self understanding leading to wisdom and the enrichment of human relations and culture; for scientific humanists education was a process of gaining information about the world, derived from understanding observed objects and phenomena in the world, such knowledge tested and applied with a view to controlling and using the material world towards human benefit.

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    My interest in these contrasting educational commitments is the tension that is thereby created. The tension between the humanly formative goals of education in virtue and character which have no immediate material or pragmatic benefit to a society. This contrasted with the socially advantageous and humanly beneficial consequences of instilling technological and practical know-how, though with no immediately required prior formation of character, as to how such skills are later to be used. Yet in a theological education we are seeking to combine just such tensions which are not easily held together in the 21st Century University;

    • academic excellence in theology and pastoral studies as a chosen subject field
    • personal formation in values, virtues and character
    • training and acquisition of requisite practical skills and competences.


    All of which raises some questions that keep me thinking……

    What kind of course would be needed to integrate three such desirable educational goals – the intellectual, the ethical and the practical?

    Can the inward journey of self-understanding take place at the same time as a process of practical and applied training; can wisdom for its own sake co-exist with utilitarian pragmatism?

    Is there such a thing as ethical and theological competence, and if so, how do we help people towards such maturity?

    How does the "can do" mentality so valued by technological culture (and the contemporary church), relate to the more hesitant ethical "should I" based on a different scale of values?

    In training people for Christian ministry today, is it more important to focus on instilling practical skills and competences or to form and shape a mind towards a way of thinking that is demonstrably, even radically Christian?

    If we aim at both, which of the two is fundamental, Christian character or vocational competence?

    Can modular delivery and competence based outcomes be shaped to enable a process of Christian theological and ethical formation which is value and virtue focused?

  • “For the Christian, truth has the character of trust”.

    Here's a couple of paragraphs you might want to read and see if it makes you look at or think about the world and all its rich happenings differently:

    Advent_annunciation

    Christians like any other people with religious beliefs, do hold certain things sacred. We do not meddle with them but hold them in awe and respect. Usually, what we hold to be sacred we also consider mysterious in some way or another. The idea of mystery implies the acknowledgement of a limit to what we can understand: the Trinity, the incarnation, and the resurrection are sacred mysteries; the Bible, the institution of marriage, the celebration  of the Lord's Supper are also commonly considered sacred.

    These sacred mysteries Christians would call truths or sources of truth, but to a Christian truth is first and formeost relational. It is not something one can hold at a distance and look at with supposed objectivity. Christians preeminently locate truth in a person; Jesus is the truth. Probably the most important implication of truth as being located in a person is that if a person who is true makes a promise then you can count on this person to make good on his or her promise. For the christian, truth has the character of trust. So the concept of truth is personal and the implication of this concept is relational"

    Quite so!

    The Passionate Intellect. Incarnational Humanism and the Future of University Education, Norman Klassen and Jens Zimmermann (Grand Rapids: Baker, 2008), 30-3.

    (I see no reason why a masterpiece of the Annunciation should not be enjoyed in September…….this would be a painting depicting a sacred mystery then?)

  • Education as an economic investment and theological education as a church loss-leader?

    Doing a lot of thinking just now about theological education. Not only how to do it, but what it does. But once we ask the question what theological education can do to, – or for, – or with, a person, we inevitably have to come back to the how question. But then, how we do theological education, decisively influences what that process does to or for people. See what I mean? Needs thinking.

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    Lots of suggestions out there about mentoring, curacy, learning by mimesis, knowledge transfer, information sharing and observed practice as formative training, transformational learning, community learning through enabled learning communities, the relation of lifelong learning to human wellbeing and development. As a College seeking to be a centre of excellence in training for ministry as part of the mission of God, we are constantly asking questions about the nature and purpose of what we do. Even the choice of terms matter – theological education, training for ministry, ministry formation, transformative learning. (The picture by Van Gogh is redolent with light, harvest, reward for labour, for me a picture of human fruitfulness and the deeper levels of learning to live).

    What makes all this both exciting and crucial for the future of the church is the chronic and unstable cultural flux within which we are now living. Universities, are now locked into postures enabling rapid adaptation and responsiveness to market demands dictated by economic and employment prospects. The link between a University's funding by the Government, and the Governmeent's own agenda to enforce value for money and define education as economic investment, has decisively reconfigured educational  priorities. Education becomes synonymous with training, learning is based on competence based outcomes, and success is then judged by employability. If education is primarily an economic investment, and higher education institutions depend on government funding, and students are seen as customers, and society as a market, and education as a product, that market based goal will decisively influence process and then I ask – what does education do to, for and with a person?

    Hence my starting question – what does theological education do to, for and with a person? I'm still thinking – and amongst the things I'm thinking is the role of a Christian College in giving witness to a different set of educationally formative priorities. The title of this post hints at where this kind of thinking is likely to lead….are churches willing to invest in the formation of people towards ministry and the development of all God made them to be, and thus enthusiastic that financial cost and deficit are not the primary inidices of value, and that value for money isn't measured in money, but in a transformative process of human growth? Hmmmm?

  • Love of learning and the desire for God. Pastoral vocation in the academy.

    285px-Stubble_below_Tinto Saying no in order to say yes isn't so much a paradox as an important principle in time management. When it comes to research, writing and the life of the mind, there are necessary choices – times to say yes, and no. You just can't read all you want to, or follow all the nudges and hunches that push and pull your curiosity down different intriguing research paths.

    My own intellectual and spiritual landscape has several well worn paths. One of my favourite hills is Tinto, in Lanarkshire (pictured in winter, with snow on last year's foreground stubble). It's criss-crossed with paths, evidence of thousands of trudging feet over many a year. There are several ways to the top, and none would get you there unless you stay on them! That's not to say you can't make your own way up, ignoring established paths, and ploughing through heather, bracken, moorland grass, the odd bog and on one side some dodgy screes.

    I think of my research map as a kind of inner Tinto! There are well worn paths of reading, writing, study and research! Sometimes they criss-cross, sometimes they just stop and don't reach the top. Now and again I want to go up a different way. Familiar paths for me include Evangelical, Baptist and Scottish spirituality; Scottish theology, the poetry of George Herbert, Julian of Norwich, Trinitarian theology, Baptist identity and theology, Bonhoeffer, theology and disability, and more recently the possible conversations between poetry and theology, kenosis and pastoral theology, and the relations between Scripture and Christology. 

    At my ordination I chose a hymn that in its first verse also uses the image of hill climbing.

    Christ of the upward way,
       my Guide divine,
    Where Thou hast set thy feet
       may I place mine:
    And move and march wherever Thou has trod
    keeping face forward up the hill of God.


    The impetus to study, the attractiveness of truth and wisdom, the love of learning and the desire for God, are I think integral to the spirituality of the pastor theologian. As a Baptist minister serving our churches in theological education, I've never relinquished that sense of ministry as following the Christ of the upward way, and keeping face forward up the hill of God. Pastoral vocation is a deep and searching calling to a ministry in which the qualifier pastoral defines what I am about as a theologian. Academic research and following Christ, theology and pastoral care, intellectual work and heart work, continually weave together in a pattern of discipleship whose dominant motifs eventually define and reflect who we are.

    DarwenTower12 This weekend I marked the 33rd anniversary of my ordination. For reasons I hope are theological as well as personal, I've always viewed that event on August 28, 1976, as utterly decisive and vocationally defining for me. It was the day I promised to follow Christ on the upward way of a pastoral preaching ministry. Whatever else I am in terms of my gifts, and however others see me in terms of gifts or faults, inextricably woven through my own self-understanding was that call to ministry which has been my way of following faithfully after Christ.

    So I'm still climbing, keeping face forward up the hill of God. Here is the whole hymn – it still touches deep chords of longing, aspiration and an astonished sense of privilege.

    Christ of the upward way, my Guide divine,
    Where Thou hast set Thy feet, may I place mine;
    And move and march wherever Thou hast trod,
    Keeping face forward up the hill of God.

    Give me the heart to hear Thy voice and will,
    That without fault or fear I may fulfill
    Thy purpose with a glad and holy zest,
    Like one who would not bring less than his best.

    Give me the eye to see each chance to serve,
    Then send me strength to rise with steady nerve,
    And leap at once with kind and helpful deed,
    To the sure succor of a soul in need.

    Give me the good stout arm to shield the right,
    And wield Thy sword of truth with all my might,
    That, in the warfare I must wage for Thee,
    More than a victor I may ever be.

    Christ of the upward way, my Guide divine,
    Where Thou hast set Thy feet, may I place mine;
    And when Thy last call comes, serene and clear,
    Calm may my answer be, “Lord, I am here.”

    Walter J Mathams – composed circa 1915