Spiritual Literacy in John Wesley's Methodism
Reading, Writing, and Speaking to Believe

Vicki Tolar Burton argues that John Wesley wanted to make ordinary Methodist men and women readers, writers, and public speakers because he understood the powerful role of language for spiritual formation. His understanding came from his own family and education, from his personal spiritual practices and experiences, and from the evidence he saw in the lives of his followers. By examining the intersections of literacy, rhetoric, and spirituality as they occurred in early British Methodism-and by exploring the meaning of these practices for class and gender-the author provides a new understanding of the method of Methodism.

Acknowledgments                                                                                                     

Preface                                                                                                                       

Abbreviations

1. Introduction: John Wesley and the Rhetorical and Literacy Practices of Early Methodism

2. John Wesley’s Literacy Genealogy: Parental Patterns and Practices

3. Writing to Believe: Diaries and Journals as Spiritual Literacy

4. Speaking to Believe: Literacy and Rhetorical Practices of Traveling Preachers

5. Walking in Light, Walking in Darkness: Methodist Women’s Changing Rhetorical Space

6. The Mystic and the Methodists: Account of the Experience of Hester Ann Rogers

7. Reading to Believe: John Wesley’s Book Inventory (1791)

8. Climbing Boys and Spinning Girls: School on Sunday for Laboring Children

Conclusion: The Witness of Their Own Spirits

Appendix A: Samuel Bradburn’s Rules for Preaching                                              

Appendix B: John Wesley’s Book Inventory                                                            

Compiled at the Time of His Death (1791)

Notes                                                                                                                          

Bibliography                                                                                                              

Index              

Vicki Tolar Burton (Ph.D. Auburn University) is Associate Professor of English and Director, Writing Intensive Curriculum, Oregon State University.