Note 14 — Chapter VII · DISCOURSES OF JESUS IN THE FOURTH GOSPEL.

V. 14 and 15 Jesus proceeds from the more simple things of the earth, ἐπιγείοις, the communications concerning the new birth, to the more difficult things of heaven, ἐπουρανίοις, the announcement of the destination of the Messiah to a vicarious death. The Son of Man, he says, must be lifted up (ὑψωθῆναι, which, in John’s phraseology, signifies crucifixion, with an allusion to a glorifying exaltation), in the same way, and with the same effect, as the brazen serpent Num. xxi. 8, 9. Here many questions press upon us. Is it credible, that Jesus already, at the very commencement of his public ministry, foresaw his death, and in the specific form of crucifixion? and that long before he instructed his disciples on this point, he made a communication on the subject to a Pharisee? Can it be held consistent with the wisdom of Jesus as a teacher, that he should impart such knowledge to Nicodemus? Even Lücke14 puts the question why, when Nicodemus had not understood the more obvious doctrine, Jesus tormented him with the more recondite, and especially with the secret of the Messiah’s death, which was then so remote? He answers: it accords perfectly with the wisdom of Jesus as a teacher, that he should reveal the sufferings appointed for him by God as early as possible, because no instruction was better adapted to cast down false worldly hopes. But the more remote the idea of the Messiah’s death from the conceptions of his cotemporaries, owing to the worldliness of their expectations, the more impressively and unequivocally must Jesus express that idea, if he wished to promulgate it; not in an enigmatical form which he could not be sure that Nicodemus would understand. Lücke continues: Nicodemus was a man open to instruction; one of whom good might be expected. But in this very conversation, his dulness of comprehension in earthly things, ἐπίγεια, had evinced that he must have still less capacity for heavenly things, ἐπουράνια; and, according to v. 12, Jesus himself despaired of enlightening him with respect to them. Lücke, however, observes, that it was a practice with Jesus to follow up easy doctrine which had not been comprehended, by difficult doctrine which was of course less comprehensible; that he purposed thus to give a spur to the minds of his hearers, and by straining their attention, engage them to reflect. But the examples which Lücke adduces of such proceeding on the part of Jesus, are all drawn from the fourth gospel. Now the very point in question is, whether that gospel correctly represents the teaching of Jesus; consequently Lücke argues in a circle. We have seen a similar procedure ascribed to Jesus in his conversation with the woman of Samaria, and we have already declared our opinion that such an overburthening of weak faculties with enigma on enigma, does not accord with the wise rule as to the communication of doctrine, which the same gospel puts into the mouth of Jesus, xvi. 12. It would not stimulate, but confuse, the mind of the hearer, who persisted in a misapprehension of the well-known figure of the new birth, to present to him the novel comparison of the Messiah and his death, to the brazen serpent and its effects; a comparison quite incongruous with his Jewish ideas.15 In the first three Gospels Jesus pursues an entirely different course. In these, where a misconstruction betrays itself on the part of the disciples, Jesus (except where he breaks off altogether, or where it is evident that the Evangelist unhistorically associates a number of metaphorical discourses) applies himself with the assiduity of an earnest teacher to the thorough explanation of the difficulty, and not until he has effected this does he proceed, step by step, to convey further instruction (e.g. Matt. xiii. 10 ff., 36 ff., xv. 16, xvi. 8 ff.).16 This is the method of a wise teacher; on the contrary, to leap from one subject to another, to overburthen and strain the mind of the hearer, a mode of instruction which the fourth Evangelist attributes to Jesus, is wholly inconsistent with that character. To explain this inconsistency, we must suppose that the writer of the fourth gospel thought to heighten in the most effective manner the contrast which appears from the first, between the wisdom of the one party and the incapacity of the other, by representing the teacher as overwhelming the pupil, who put unintelligent questions on the most elementary doctrine, with lofty and difficult themes, beneath which his faculties are laid prostrate.