Dr Thomas Guthrie’s statue in Princes Street Gardens in Edinburgh epitomises what many of us in the Christian church are seeking to achieve; with a Bible in one hand and his other hand resting protectively on a ‘ragged child’ Guthrie’s life combined the two great pri
Standing at 6”4 Guthrie was an
imposing figure.  Bor n
in 1803 in the town of Brechin  to the son of a
local merchant and banker, Guthrie went on to study at Edinburgh  University or  the challenges ahead.  His sons comment in their Memoir of their
father ‘these five years of hope deferred, however, affor ded
Mr Guthrie a profitable though peculiar training for 
the eminent place he was afterwards to fill. 
His scientific studies in Edinburgh, his residence abroad, his
experience of banking in his father’s banking-house, the leisure he enjoyed for  enlarging his stor es
of general infor mation, had all
their influence in making him the many sided man he became’ (Autobiography and
Memoir, 1896, p 225).
Evangelist and Preacher
Guthrie was no ivor y tower theologian and his common touch made him
radical (and successful) in both his social refor m
and his evangelism.  He says in his autobiography;
‘If ministers were less shut up in their own shells, and had mor e common sense and knowledge of the wor ld, they would cling less tenaciously to old for ms, suitable enough to bygone but not to the
present times’ (Autobiography and Memoir, 1896, p 89).  He went on to prove this in his first charge
in Arbirlot, Angus (1830-37) by abolishing two Sunday services.  They were replaced by a longer service at
noon and an evening Bible Class for 
young people aged 15-25.  At the
‘Minister’s Class’ Guthrie would wor k
through the Westminster Shor ter
Catechism, give a shor ter,
simplified version of the earlier sermon (‘abundantly illustrated by examples
and anecdotes’) and test the knowledge of his students.  As Guthrie says in his autobiography; ‘None
of the services and ecclesiastical machinery at wor k
did so much good, perhaps, as this class’ (Autobiography and Memoir, 1896, p
127).
This ‘knowledge of the wor ld’ infused Guthrie’s preaching style.  He combined solid refor med
theology with a simple, accessible (if somewhat flowery) style.  He says ‘…I used the simplest, plainest
terms, avoiding anything vulgar, but always, where possible, employing the
Saxon tongue – the mother tongue of my hearers. 
I studied the style of the addresses which the ancient and inspired
prophets delivered to the people of Israel or  a naked
statement of truths, they abounded in metaphor s,
figures and illustrations.  I turned to
the gospels, and found that He who knew what was in man, what could best
illuminate a subject, win the attention, and move the heart, used parables and
illustrations, stor ies, comparisons,
drawn from the scenes of nature and familiar life…’ (Autobiography and Memoir,
1896, p 130)  His great desire was to
communicate the redeeming power of the gospel to those who were often shut out
of the Scottish  Church 
in 19th century Scotland or  the transfor mation of the whole nation of Scotland 
Social Refor mer
While Dr Guthrie was one of the
finest preachers of the Free Church in the 19th Century, his
greatest legacy was surely as a social refor mer.  This is summed up on his statue in Edinburgh or  and the
oppressed’.  Even in his first rural
parish in Angus Guthrie was a great friend of the poor .  He established a savings bank and library;
‘The success of the bank and the library I attribute very much to this, that I
myself managed them.  They were of great
service by bringing me into familiar and frequent and kindly contact with my people’
(Autobiography and Memoir, 1896, p 113). 
Guthrie believed that the minister should live and wor k amongst the people.  Writing while still in Arbirlot he said to a
Mr Dunlop; ‘I have discovered from my own experience that the further the
people are removed from the manse, the less influence has the minister over
them: and if a man won’t live among the scum of the Cowgate [central Edinburgh]
I would at once say to him ‘You can’t be my minister’ (Autobiography and Memoir,
1896, p 309).  
Arriving in Edinburgh or y told in Guthrie’s book ‘Out of
Harness’ that describes how Guthrie stood on Geor ge  IV 
Bridge  in Edinburgh 
just after he arrived in Edinburgh or mer
Dr Thomas Chalmers.  Standing in silence
for  a few moments Chalmers
eventually exclaimed ‘a beautiful field sir; a very fine field of operation!’
(Out of Harness, p 126).  This was the
field that Guthrie was to labour in for 
the rest of his ministry.
Guthrie was appalled by what he
saw around him on the streets of Edinburgh or thless, drunken and
abandoned parents for  their only
guardians, there were thousands of poor 
innocent children, whose only chance of being saved from a life of ignor ance and crime lay in a system of compulsor y education’ (Autobiography and Memoir, 1896, p
438).  Inspired by a cobbler from Por tsmouth called John Pounds who saved 500 ‘ragged
children’ from a life of neglect and delinquency, Guthrie became the Scottish
‘Apostle’ of the Ragged School movement. 
There was already an Industrial 
Feeding  School 
in Aberdeen or  as an alternative to custody.  Inspired by the Aberdeen school, and a similar
school in Dundee established in 1842, Guthrie began to gather those of like
mind to rescue thousands of children who, as he says of one poor  boy were; ‘launched on a sea of human passions
and exposed to a thousand temptations…left by society, mor e
criminal than he, to become a criminal, and then punished for  his fate, not his fault’ (Autobiography and
Memoir, 1896, p 440).
The ‘Ragged School Movement’ was galvanised
by the publication of Guthrie’s now famous book ‘Seedtime and Harvest of Ragged
Schools’ which was revised and republished three times.  His great skills as a communicator  were put to excellent use in this book and
Guthrie powerfully put for ward the
compelling social, economic and spiritual arguments for 
Ragged Schools.  He argues that the schools
harmonised the views of two of Scotland or  both.  They
meet in our school room.  Dr Alison [
William Alison, Professor  of
Medicine at Edinburgh, who advocated social and economic measures to alleviate
poverty] comes in with his bread – Dr Chalmers with his Bible: here is food for  the body – there for 
the soul’ (Quoted in Autobiography and Memoir, 1896, p 457).   Children were fed, taught how to read and
write, taught practical skills to help them to get a job but most of all they
memor ised the scriptures, the catechism
and instruction was given on all the main Christian doctrines.  What were the results?  The statistics speak for 
themselves.  The Edinburgh 
prison population in 1847 (the first year of the Ragged Schools in Edinburgh 
Guthrie was an outstanding
preacher, a faithful pastor , a winsome
evangelist and one of Scotland or mers.  Guthrie’s legacy lives on in the provision
that there is both in terms of welfare and education for 
rich and poor  alike.  While Guthrie would be saddened at the
secularisation there has been in the public school system, he would surely be
pleased to see education being offered to every child free of charge.  
He died in the early hours of
Monday 24th February 1873 with his faithful Highland 
nurse and his family at his bedside.  It
is said that with the exception of Dr Thomas Chalmers and Sir James Simpson, Edinburgh or ted that 230 children from the or iginal ragged school attended his funeral and sang
a hymn at the grave. One little girl was overheard saying ‘He was all the
father I ever knew.’  Amongst Guthrie’s
last wor ds he was overheard to say
‘a brand plucked from the burning!’  His
legacy was that he through his vision and love for 
his Saviour, the Ragged School movement was established which in turn plucked
thousands of little brands from a life of poverty and crime, and brought them
to know the ultimate friend of sinners. 


 

