The Age of Reason by Thomas Paine (icecream ebook reader TXT) 📕
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The Age of Reason is an important work in the American Deist movement. Paine worked on it continually for more than a decade, publishing it in three parts from 1794 through 1807. It quickly became a best-seller in post-Revolution America, spurring a revival in Deism as an alternative to the prevailing Christian influence.
In clear, simple, and often funny language, Paine attempts to dissect the Bible’s supposed inaccuracies and hypocrisies. He portrays the Bible as a human construct, full of illogic, errors, and internal inconsistencies, as opposed to it being a text born of divine inspiration. On those arguments he pivots to decrying not just Christianity, but organized religion as a whole, as a human invention created to terrorize and enslave. Instead of accepting organized religion, he states that “his mind is his own church” and that man must embrace reason.
While these arguments weren’t new to the wealthy and educated class of the era, they were new to the poor masses. The book was at first distributed as cheap unbound pamphlets, making it easily accessible to the poor; and Paine’s simple language was written in way the poor could understand and sympathize with. This made the powerful very nervous, and, fearing that the book could cause a potential revolution, Paine and his publishers were suppressed.
Paine wrote The Age of Reason while living in Paris. In France, its thesis wasn’t revolutionary enough for the bloodthirsty Jacobins; he was imprisoned there for ten months and only escaped execution through a stroke of luck. Meanwhile in Britain, the government considered the pamphlets seditious. British booksellers and publishers involved in printing and distributing the pamphlets were repeatedly tried for seditious and blasphemous libel, with some even receiving sentences of hard labor.
Paine began writing Part III after escaping France for America, but even the American elite thought the book too scandalous, with Thomas Jefferson—himself a Deist—advising Paine not to publish. Paine listened to Jefferson’s advice and held off publishing Part III for five years before publishing extracts as separate pamphlets. For that reason, Part III is not a concrete publication, but rather an arrangement of several loosely-related pamphlets organized at the discretion of an edition’s editor.
Once it was in the hands of Americans, it sparked a revival in Deism in the United States before being viciously attacked from all sides. Paine earned a reputation as an agitator and blasphemer that stuck to him for the rest of his life.
Despite The Age of Reason’s harsh reception—or perhaps, because of it, and the controversy and discussion it caused—it achieved a popularity in England, France, and America that gave it incredible influence in those nation’s perspectives on organized religion.
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- Author: Thomas Paine
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As the Christian system of faith has made a revolution in theology, so also has it made a revolution in the state of learning. That which is now called learning, was not learning originally. Learning does not consist, as the schools now make it consist, in the knowledge of languages, but in the knowledge of things to which language gives names.
The Greeks were a learned people, but learning with them did not consist in speaking Greek, any more than in a Roman’s speaking Latin, or a Frenchman’s speaking French, or an Englishman’s speaking English. From what we know of the Greeks, it does not appear that they knew or studied any language but their own, and this was one cause of their becoming so learned; it afforded them more time to apply themselves to better studies. The schools of the Greeks were schools of science and philosophy, and not of languages; and it is in the knowledge of the things that science and philosophy teach that learning consists.
Almost all the scientific learning that now exists, came to us from the Greeks, or the people who spoke the Greek language. It therefore became necessary to the people of other nations, who spoke a different language, that some among them should learn the Greek language, in order that the learning the Greeks had might be made known in those nations, by translating the Greek books of science and philosophy into the mother tongue of each nation.
The study, therefore, of the Greek language (and in the same manner for the Latin) was no other than the drudgery business of a linguist; and the language thus obtained, was no other than the means, or as it were the tools, employed to obtain the learning the Greeks had. It made no part of the learning itself; and was so distinct from it as to make it exceedingly probable that the persons who had studied Greek sufficiently to translate those works, such for instance as Euclid’s Elements, did not understand any of the learning the works contained.
As there is now nothing new to be learned from the dead languages, all the useful books being already translated, the languages are become useless, and the time expended in teaching and in learning them is wasted. So far as the study of languages may contribute to the progress and communication of knowledge (for it has nothing to do with the creation of knowledge) it is only in the living languages that new knowledge is to be found; and certain it is, that, in general, a youth will learn more of a living language in one year, than of a dead language in seven; and it is but seldom that the teacher knows much of it himself. The difficulty of learning the dead languages does not arise from any superior abstruseness in the languages themselves, but in their being dead, and the pronunciation entirely lost. It would be the same thing with any other language when it becomes dead. The best Greek linguist that now exists does not understand Greek so well as a Grecian plowman did, or a Grecian milkmaid; and the same for the Latin, compared with a plowman or a milkmaid of the Romans; and with respect to pronunciation and idiom, not so well as the cows that she milked. It would therefore be advantageous to the state of learning to abolish the study of the dead languages, and to make learning consist, as it originally did, in scientific knowledge.
The apology that is sometimes made for continuing to teach the dead languages is, that they are taught at a time when a child is not capable of exerting any other mental faculty than that of memory. But this is altogether erroneous. The human mind has a natural disposition to scientific knowledge, and to the things connected with it. The first and favourite amusement of a child, even before it begins to play, is that of imitating the works of man. It builds houses with cards or sticks; it navigates the little ocean of a bowl of water with a paper boat; or dams the stream of a gutter, and contrives something which it calls a “mill”; and it interests itself in the fate of its works with a care that resembles affection. It afterwards goes to school, where its genius is killed by the barren study of a dead language, and the philosopher is lost in the linguist.
But the apology that is now made for continuing to teach the dead languages, could not be the cause at first of cutting down learning to the narrow and humble sphere of linguistry; the cause therefore must be sought for elsewhere. In all researches of this kind, the best evidence that can be produced, is the internal evidence the thing carries with itself, and the evidence of circumstances that unites with it; both of which, in this case, are not difficult to be discovered.
Putting then aside, as matter of distinct consideration, the outrage offered to the moral justice of God, by supposing him to make the innocent suffer for the guilty, and also the loose morality and low contrivance of supposing him to change himself into the shape of a man, in order to make an excuse to himself for not executing his supposed sentence upon Adam; putting, I say, those things aside as matter of distinct consideration, it is certain that what is called the Christian system of faith, including in it the whimsical account of the creation—the strange story of Eve, the snake, and the apple—the amphibious idea of a man-god—the corporeal idea of the death of a god—the mythological idea of a family of gods, and
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