Studies in Old Testament History Part 1

Studies in Old Testament History.

by Jesse L. Hurlbut.

PREFACE.

THE New Testament is the outgrowth and development of the Old. There is no revelation in the gospels or the epistles which is not in its essence contained in the elder Scripture; though to make it manifest required the incarnation of G.o.d's Son and the descent of the Holy Spirit.

Therefore, to understand the New Testament it is necessary to study the Old Testament. We cannot appreciate Matthew's point of view of Christ as the Messiah until we have looked upon the throne of David, and Solomon in all his glory; the theology of Paul is blind until read in the light of Moses and Isaiah; and Hebrews will obtain a new meaning when placed side by side with Leviticus. Every chapter in the New Testament has its references to parallel pa.s.sages in the Old Testament.

When we open the Old Testament we find it, first of all, a book of history. We are apt to look upon the Bible as a dictionary of doctrine, wherein we are to search for sentences as proof-texts. But instead it contains the story of redemption in the form of a history. We see how G.o.d chose a family and pruned off its dead branches and caused it to grow into a nation; then, how he trained and disciplined that nation through fifteen centuries, until upon it blossomed the Divine Man. The history of the Bible is the history of humanity, of literature, of ethics, of religion, of doctrine; and no one who studies it carefully will fail of an abundant reward for his endeavor.

In most works upon Bible history the purpose of the author seems to be merely to arrange in chronological order a series of events without much regard to their importance or their relations to each other. The successive reigns of kings, the chronicles of courts, the reports of battles form the contents of most histories, whether sacred or secular.

Works like these have their value in the statement of those facts which form the basis and working material of history. But mere facts chronologically arranged do not const.i.tute a history, any more than words alphabetically arranged const.i.tute a literature. True history records processes, the relation of cause and effect, the formative influences and their result in national life. The true history of England shows not annals of kings and achievements of warriors, but the development of a mighty people. The true history of Greece gives the secret springs of that intense activity which in two centuries called forth more great men in more departments of life than all the rest of the world could produce in a thousand years. The true history of Israel--which is the history of the Old Testament--shows how a little people in their mountain-eyrie grew up to a destiny more glorious than that of the proudest empire of all the earth, the honor of giving religion to mankind.

The aim of this little book is to present the outlines of that remarkable history of the chosen people. What their mission was, how they were trained for it, and how the world was prepared to receive it together const.i.tute the three threads woven together in this work. It is a book of outlines to be studied, not of chapters to be read. The reader will doubtless find the paragraphs somewhat disconnected, but we trust that the student may receive from them suggestions for thought.

In the preparation of this book many works have been read and examined; but it is not my purpose to give a catalogue of them. I would name, however, a very few books which will be of service to the student, and will be almost a necessity for the teacher who expects to use these outlines in the cla.s.s, for one secret of successful teaching is for the teacher to have at his command a fund of knowledge vastly greater than that contained in the text-book. For this purpose the following works are named, none of which are too abstruse or difficult for the average reader:

1. _Outline of Bible History._ Bishop J. F. Hurst. A small book, containing merely the facts of the subject.

2. _Old Testament History._ William Smith. A larger work and valuable, but ending with the Old Testament canon. An additional chapter on the interval between Old and New Testament history would greatly improve the book.

3. _Lectures on the History of the Jewish Church._ Dean A. P. Stanley.

Three large volumes, in a brilliant but diffuse style, advanced to the knowledge of twenty years ago; not altogether sound in its critical point of view, yet to be read by all who would understand the subject.

4. _Hours with the Bible._ Cunningham Geikie. Six volumes, discussing Bible history in all of its aspects, particularly in its relations with secular history. Perhaps this is the best work on the subject for the reader who is not a specialist. But it is prolix, and could be compressed to advantage.

There is need, in my opinion, of a good semi-popular Bible history, in one volume or two, to present results rather than processes of thought, and to embody all the latest knowledge from the study of the Scriptures and the monuments of the ancient world.

It is needless to urge upon the student that the best book for the study of Bible history is the Bible itself. The historical books should be read with great care, even to their details of genealogical tables.

The most valuable doc.u.ment in the study of the origin of races is the tenth chapter of Genesis; and a catalogue of names in the opening of Chronicles will give a clew to the chronology of the sojourn in Egypt.

The prophetical books will aid the student, and the Psalms will irradiate certain dark periods. Whoever undertakes to use these outlines should examine every text cited for its suggestion upon the subject.

This book is commended to Bible students, to Sunday-school normal cla.s.ses, and to all who love the word, with a hope that it may be of service in calling attention to the Old Testament, and that it may lead some through the Old to enter into a better spiritual understanding of the New.

JESSE L. HURLBUT.

HINTS TO STUDENTS.

Those who desire merely to _read_ this book or to look it over will not find it interesting. Those who already know how to study will not need these hints, and can use the book in their own way. But there are many who desire to study these subjects carefully, and yet do not know precisely how to do the work. For these students, earnest but untrained, the hints are given.

1. These studies should be pursued with the Bible close at hand, so that every Scripture reference may be at once searched out and read.

2. Begin each lesson by a general view; reading it through carefully, and memorizing the leading divisions of the outline, which are indicated by the Roman numerals I, II, III, etc. This will give the general plan of the lesson.

3. Now take up Part I of the lesson in detail; notice and memorize its subdivisions, indicated by 1, 2, 3, etc., and search out the Scripture references cited in it. If practicable, write out on a sheet of paper the reference (not the language of the text in full), and what each reference shows. Thus, with the references in the First Study, page 17, Part I:

BEGINNINGS OF BIBLE HISTORY. Part I. =Deluge.=

Gen. 7. Description of the flood.

Gen. 6. 5-7. G.o.d punished the world for wickedness.

Gen. 7. 23. Covered the inhabited earth.

4. It would be a good plan to write out in full, as a connected statement, all the facts in the section; thus: "The Bible says there was a deluge and the traditions of other nations attest it. The date commonly given is 2348 B. C. Its cause was G.o.d's anger with the wickedness of the race, and it covered the inhabited globe. G.o.d's purpose was to cleanse the world for a new epoch."

5. In like manner study out and write out all the facts obtained by a study of the lesson and the texts cited in it. This will greatly aid the memory in holding fast to the information gained.

6. Having done this, look at the blackboard outline at the end of the study, and see if you can read the outline of the lesson by the aid of the catch-words and indications which it affords. Study the lesson until you can read it with the blackboard outline, and then recall it without the outline.

7. Now read over the questions for review, one by one, and see if you can answer them. Do not cease your study until every question can be answered without the aid of the text.

8. Frequently review the lessons already learned. Before beginning the third study review the first and the second; before the fourth, review the first, second, and third, and at the completion of all the studies review them all. The knowledge gained by this thorough study will more than compensate for the time and trouble which it requires.

HINTS TO TEACHERS.

Cla.s.ses may be organized on various plans and out of varied materials for the study of these lessons.

1. A teachers' cla.s.s, composed of teachers, and also of senior scholars in the Sunday-school, may be formed to study the life of Christ, which is one of the most important subjects in the Bible. This may meet on an evening or an afternoon, and devote all the sessions to the study of the lesson, and to discussions upon it.

2. In many places a teachers' meeting is held for the study of the International Lesson, as a preparation for the Sunday-school cla.s.s. A part of the time might be taken at this meeting for the study of these subjects. In that case it would be well to follow the division into lessons, as given on page 14.

3. A normal cla.s.s may be organized among the brightest scholars in the Sunday-school, who should be trained to become teachers. This normal cla.s.s may meet on an afternoon or an evening, or may take a lesson-period in the Sunday-school session.

4. These studies may be pursued by the young people's society of the church, or by a cla.s.s formed under its auspices, meeting at such time and place as shall be found most convenient.

There are two methods in which these lessons may be taught: One is the _lecture method_, by which the instructor gives the lesson to the cla.s.s in the form of a lecture, placing the outline upon the blackboard as he proceeds, calling upon the students to read the texts cited, and frequently reviewing the outline in a concert-drill. By this method the students may or may not have the books, as they and the instructor prefer. While it is not necessary to supply the cla.s.s with the text-book, it will be a good plan to do so.

The other method, simpler and easier, is to let each student have a copy of the book, to expect the lesson to be prepared by the cla.s.s, and to have it recited, either individually or in concert. Let each student gain all the information that he can upon the subject of the lesson; let each contribute his knowledge; let all talk freely, and all will be the gainers.

It would be a good plan to have papers read from time to time upon topics suggested by the course and parallel with it. A list of subjects for such special papers is given at the close of each study.

THE COURSE DIVIDED INTO LESSONS.

IN many places it will be found impracticable to give an entire evening to the study of these lessons. They may be taught at the close of the prayer-meeting, or of the young people's meeting, in short sections; or they may occupy a part of the hour at the weekly teachers' meeting for the study of the Sunday-school lesson; or they may be taught to the Normal cla.s.s in the Sunday-school at the lesson hour. In the latter case, the regular lesson should receive some attention; and the members of the cla.s.s should be expected to prepare it, and should be questioned upon it.