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At the end of Lecture 14, Stuart inserted two provocative comments. " 10 Second, he issued a clear manifesto, a ringing summary of the critical task at hand: On the whole, an ample investigation of the genuineness and canonical credit of the Old Testament can hardly fail of providing a good effect upon the open and ingenious mind. These subjects are involved in great darkness, in the minds of most men. Very few books give us any valuable information respecting them, and these few are seldom read.

Mrs. Cornelius's personal observation is worth noting: it seemed, to those like herself who were not privileged to sit in Stuart's classroom, that his influence over his students was "magical" (555). , 557. 22 Quoted in Rowe, History of Andover, 55. The Teacher at Work 25 overbearing. Leonard Bacon made special note of the freedom of discussion Stuart allowed and even encouraged in his classes. "23 The social distance between professor and student was also bridged by Stuart's friendly demeanor, and by occasional informal contacts.

40 Moses Stuart was to deny inspiration. Nor was Stuart convinced by Eichhorn's word study, which attempted to show that the remaining chapters used words and idioms from the postexilic period. 31 In Jeremiah the chief issue was not its unity but its disorder. Stuart believed this to have been the result of the mixing up of smaller rolls when the larger, complete copy was drawn up. He noted the differences between the Greek and Hebrew copies and followed Eichhorn in reasoning that the discrepancies possibly arose from there being two editions, a shorter one for contemporary use, a longer one for posterity.