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THE METHODS OF 
BIBLE STUDY 



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METHODS OF BIBLE STUDY 



A Guide to the Books studied in the Course 



PREPARED BY 

REV. STALEY F. DAVIS, A.M., B.D. 



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1912 






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COPYRIGHT 1911^. 
By The 
CORRESPONDENCE SCHOOL OF 
THEOLOGY. 



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METHOD OF BIBLE STUDY. 



A Personal Word. 

This is serious business. Bible Study is 
not pastime, nor recreation, though it 
' ought to mean both pleasure and re-crea- 
tion. BIBLE Study is an effort to tap the 
main spring of life. It is an approach to 
the One Book Incomparable. The METHOD 
is STUDY. The PRICE is EFFORT. The 
RESULT is ENRICHMENT. 

This course is Bible Study planned for 
preachers. The professionalism of the 
preacher naturally colors his Bible Study. 
Preachers must ever be students of the 
Bible in a dual manner. First, that they 
may give their treasures to others. 
Second, like all other Christians, for per- 
sonal spiritual growth. Some preachers 
get so lost in grinding out sermons that 
they cease to open the Book for a personal 
message. Some are constantly feeding on 
the Word, searching for God's message to 
them, applying all they learn to their per- 
sonal life, and then, in the enrichment that 
follows, in the spirit of Christ, burdened 
by the needs of men, propelled by an ir- 
resistible inward compulsion, they share 
what they have learned with others. These 
are the great preachers — ever. So, while we 
will never forget that we are preachers, our 
main purpose will be to get hold of the 
Bible ourselves, and to learn those methods 
of approach which will most quickly and 
certainly lead us to the divine truth and put 
us in touch with God. 

So, After all, the above order is wrong. 
We first approach the Book as common 
mortals, seeking the truth of God's message 
for us. As we find it, we have our message 
for the world, and will be able to guide 
others to the Treasure House. 



How We Will Proceed. 

We learn by doing, in this as in all other 
realms of our education. You already know 
something of Bible Study. But the self 
taught man is almost certain to have ac- 
quired some bad habits along with the 
good. One may have sat under the mas- 
ters, and studied portions of the Bible un- 
der great teachers, but, acquiring his hab- 
its of Bible Study by absorption and with- 
out definite system, may still miss many 
proper points of view. Whatever your own 
theories of Bible Study, you are an ex- 
ception if you have not felt a sense of dis- 
satisfaction with the method you actually 
operate continuously. One learns by doing. 
But if what one does is done in a wrong 
way he may learn untruth, which is not 
learning at all. If the method is imperfect 
and not exhaustive, one learns imperfectly 
and partially. 

It is not possible, however, to lay down 
a set of rules which will be completely 
satisfactory for every man's study of the 
Bible. In a large measure each must work 
out his own method. But men have been 
studying the Book so long that surely some 
things are well settled. It ought to be 
possible to make some approach to a 
science of the study of the Scriptures. 

In this course, each student will con- 
struct his own method, and then test it by 
working it. But to help us in the construc- 
tion of that method we must first follow a 
guide. We will rather take four guides. 
We will give each a turn, test their methods, 
yield ourselves entirely to each at some 
points, and see if he can lead us out of 
the woods and within sight of the goal. 



CHAPTER I. 

The First Step. 

"The best way to begin the study of 
geography is to get a good look at a globe. 
It enables one to see the proportions of 
sea and land, the main outlines of con- 
tinents, and the relative sizes and positions 
of the various countries. So we ought to 
get a "Pisgah View" of the Bible, and this 
ought to be done, not from an analysis, but 
from the book itself. It will take some 
time, but in the long run this prelimin- 
ary rapid reading of the Bible will prove 
serviceable. We have to deal with sixty- 
six books by some forty different authors, 
ranging from about B. C. 1500 to A. D. 70; 
we have to study history, law, poetry, let- 
ters; we have to dive into the writings of 
kings, priests, princes, shepherds, fisher- 
men; and we need to get a bird's-eye view 
of the whole in order to give to each book 
its due position." Such is the explanation 
given by the Rev. R. B. Girdlestone, in his 
suggestive little book, "How to study the 
English Bible", of his first rule, which in 
brief is "Get an Idea of the Bible as a 
Whole". 

The First Work. 

Let us begin here. Before we take up a 
text book about Bible Study let us get a 
bird's-eye view of the Bible itself. Take 
your Bible, the American Revised Version. 
Thank God afresh for the privilege. Open 
to Genesis 1:1, and in as brief a time 
as possible go through every book to the 
end of Revelation. 



Read this First. 

This is intended as a fresh survey. No 
matter how many times you have climhed 
the mountain each new elimh reveals some 
feature of the landscape unobserved be- 
fore, and with each new climb the map of 
the whole landscape is more deeply im- 
printed on the mind. The writer is very 
grateful for the manner of his introduc- 
tion to the city of Washington. He went 
first in the early morning to the top of the 
Washington monument. There lay the 
the whole city under his gaze, the Capitol, 
the library, the white house, the govern- 
ment buildings, the beautiful Potomac, Mt. 
Arlington, the radiating avenues, all the 
outstanding features of the landscape and 
city. Then the dome of the capitol was 
climbed and a second and quite different 
general view was obtained. Then, as each 
of the different points of interest was visit- 
ed its relation to the whole was easily 
understood, and the locations readily fixed. 
When the name of the city is spoken today 
the mental picture that comes is not the 
White House, or the Capitol, or the Libra- 
ry wonderful, or the slopes of Arlington, 
but all these blended in one. 

The way to see New York is not to be- 
gin with the Sight Seeing Automobile, nor 
the boat which circles the crowded island. 
Go first to the top of the highest tower in 
the lower end of the city, gaze on the liv- 
ing map of the city, then go about filling 
in the details in almost any way you 
choose. 

So take a new look at the Bible in your 
own way through your own eyes and with 
no borrowed glasses. It would be profit- 
able to read it all thoroughly, and the bet- 
ter the knowledge and fresh familiarity 
with the entire Bible, the easier will be the 
6 



work to follow. But a rather hurried read- 
ing will be sufficient for present purposes. 
Only do not be satisfied with any other 
man's sketch. Climb the mountain your- 
self. 

How to Get the Bird's-Eye View. 

(1) Spend enough time with each book 
to mentally grasp its contents, its message, 
and its relation to the entire Bible. The 
most familiar portions will not need thor- 
ough reading. But those portions which do 
not immediately appear perfectly familiar 
should be read afresh with close attention. 
(2) Make a very brief outline, resume', 
or table of contents of each book as you 
go along, and sum up or underscore the 
heart of the book, the kernel, the key. Just 
a few words will suffice. Thus, for one 
book, 

The Book of Ruth. 
Elimelech — Bethlehem — Famine — 

Moab. 
Three widows — Naomi — Orpah — * 

Ruth. 
Boaz. 

1:16 "Intreat me not to leave thee." 

Ancestress of the Christ. 

(3) Mr. Girdlestone mentions two things 
that will certainly impress you as you read 
thus: First, the Unity of the Scriptures. 
"The Book is indeed one. ,, Second, that 
"All roads in the Bible lead to Christ." 
Make note of the indications of the truth of 
these points, if you find it so, keeping a 
separate set of notes for each of these 
ideas. (4) As you go along and when done, 
record in a miscellaneous section of notes 
the most vivid impressions that result. 
Note the Books and sections, and subjects 
7 



which you would most like to take up in 
special study, questions on which your in- 
formation is inadequate, texts which sug- 
gest good sermons and paragraphs which 
would be good for expositions. 

The First Report. 

Before proceeding with the study send in 
for inspection your original outline of the 
Bible, with notes on the two points sug- 
gested, the Unity and Christological char- 
acter of the Bible. This is the first require- 
ment. 



CHAPTER II. 

"HOW TO MASTER THE ENGLISH 
BIBLE" 

By James M. Gray 

BOOK NUMBER ONE. 

'How to Master the English Bible". — James 
M. Gray. 

"God wrote the Bible for the 'common 
people', and it is irreverent to suppose 
that they cannot be interested in the 
reading and explanation of it." 
"O Brethren of the Ministry and the 
laity, get back to the Bible". 

James M. Gray. 

The Author. 

Dr. Gray has been very successful in 
arousing great enthusiasm for Bible Study 
among large groups of people. He has 
made a name for himself as an expository 
preacher. These things command a respect- 
ful hearing for what he has to say about 
method. His message is in this book. 

Read the Publisher's Note. Just that, no 
more. 

The Title. 

Before you begin to read the book, pon- 
der the title, "How to Master the English 
Bible." What would you consider a "Mas- 
tery of the Bible"? Analyze the thought in- 
dependently. Write down in your note 
book your own answer. Do it NOW, before 
you go any farther. 



Part I. 

Now that you have your own idea of 
the "Mastery of the Bible", read "The Story 
of the Case", Part I, pages 13-27. What do 
you find the author means by "Master the 
Bible"? Is it to know everything about the 
Bible? Is the author's use a proper use 
of the term? Write out in your own words 
the author's idea. Is his ideal worth while? 
Do you consider it the logical first step in 
thorough going Bible Study? 

What has been your experience along the 
lines the author mentions on pages 15 and 
16? In Preparatory School? In College? 
In Seminary ? 

What is your opinion about the real 
knowledge of the English Bible possessed 
by Christian ministers? 

Help from a Layman. 

After reading carefully the author's ac- 
count of the discovery and development of 
his method of Bible Mastery, through the 
suggestion of a layman, notice in the para- 
graph on "The Author's Plan" the distinc- 
tion he makes between his plan and "Read- 
ing in course". 

Commit to memory the last sentence of 
this paragraph, page 21, as a summary of 
the author's method. 

Now read carefully the author's testi- 
mony as to the results of this method in 
his own life. Par. 3, page 23. Note five 
results stated. On page 22 he applies a 
new term to this method of study. Make 
note of it. 

Plenary Inspiration. 

Just what do you think he means by 
"Plenary Inspiration"? Does he mean to 
10 



lse the phrase in the sense of Webster's 
lefinition: — "That kind of inspiration 
which excludes all defect in the utterance 
)f the inspired message", of which McClin- 
tock and Strong say "Plenary Inspiration 
is a phrase nowhere warranted by the 
Scriptures themselves. Christ alone was 
plenarily inspired (John III, 34) of all hu- 
man beings. The term plenary authority 
would be more scriptural and definite"? 
Or does he mean what Robertson Smith 
means as quoted by Professor Denny, 
Studies in Theology, Lecture IX, "If I am 
asked why I receive Scripture as the Word 
of God, and as the only perfect rule of 
faith aud life, I answer with all the fathers 
of. the Protestant Church, Because the 
Bible is the only record of the redeeming 
love of God, because in the Bible alone I 
find God drawing near to man in Christ 
Jesus, and declaring to us in Him His will 
for our salvation. And this record I know 
to be true by the witness of His Spirit 
in my heart, whereby I am assured that 
none other than God Himself is able to 
speak such words to my soul"? If you are 
not sure what the author means, keep it 
in mind, and watch for indications of his 
ideas on Inspiration. One's theory of in- 
spiration is really a definition of his meth- 
od of approaching the Bible* 

Ponder the author's testimony about the 
results in his own work as a minister. Have 
you any desire to become a Master of 
Expository Preaching? Certainly one may 
not hope to succeed until the Word is 
hid in his heart, "Until it becomes a part 
of his very being". If Mr. Gray can show 
us how this can be done we will follow 
him as our guide. 

Test your mastery of the first chapter by 
answering the following questions. 

11 



Questions on Part I u 

1. How is mastering the Bible like mas- 
tering a farm? 

2. Is a knowledge of Greek and Hebrew 
necessary in order to "Master the English 
Bible"? 

3. What is the great defect which the 
author thinks exists in the curricula of col- 
leges and theological seminaries? 

4. How does he explain the rapid 
growth of Bible Schools? 

5. Does his experience in getting help 
from a layman suggest any value that 
would accrue to a minister if many of his 
members should "Master the Bible"? 

6. How did Dr. James Stalker get 
started in this method of Bible Study and 
with what results? 

7. Does Dr. Routh, in the conversation 
quoted, seem to have the same idea? In 
what does he differ from Mr. Gray and how 
do they coincide? 

8. What single term does the author 
use to designate this method? 

9 In what five ways did benefit come 
to the author in this method of Bible 
Study? 

10. What has been the result among 
Bible Students and teachers? What re- 
sults in popularizing Bible Study? 

PART II. 



Explanation of the Method. 

Synthetic Study. 
Read the entire chapter through, seek- 
ing an exact understanding of what the 
author means by "Synthetic Study", a 
phrase which appears here for the second 
time as a definition of his method. Afte^ 
reading come back to these notes and 
12 



questions to test your knowledge and the 
findings of the author. 

Synthesis and Analysis. 

Is his distinction between "synthesis" 
and "analysis" altogether a happy one? 
This sentence "The word synthesis sug- 
gests the opposite idea to the word analy- 
sis", seems to imply that his method 
avoids analysis and is contrary thereto. 
The Brittanica, XI Edition, in an article on 
"Analysis" says, "The processes of synthe- 
sis and analysis though formally contra- 
dictory are practically supplementary." 
Webster's Dictionary quotes Sir William 
Hamilton thus, "Analysis and synthesis^ 
though commonly treated as different 
methods, are, if properly understood, only 
the two necessary parts of the same meth- 
od. Each is the relative and correlative 
of the other." 

In fact, Mr. Gray uses both. In the next 
chapter, "The Plan at Work", he comes to 
"breaking up the whole in its essential 
parts", outlining, or naming the contents, 
which is analysis. 

The Real Point 

Then what is his real point? Read the 
first paragraph again, (p. 31) especially the 
closing words. Is it not just this: — begin- 
ning with a view of the Bible as a whole, 
proceed to get a view of each book, each 
individual piece of literature, as a whole; 
and continue in such a persistent look- 
at "the whole", before any formal effort 
at analysis, that the sense of the whole 
is never lost, no matter how minute the 
analysis that may follow. Surely, the sur- 
geon very often forgets that man is a 
Spirit, as he becomes absorbed in dissect- 
13 



ing a body, and the chemist and geologist 
often forget that there is a world to ex- 
plain, in the fascination of the study of 
an element or of tracing the history of a 
rock. As the earth is greater than a stone 
and the man, a Spirit, greater than the 
body, so the greatest message in any book 
of the Bible is its total message. If that 
be missed, however rich the nuggets found 
in picking the book apart piecemeal, the 
best is missed. 

Another Witness. 

"lit is desirable that we should look for 
a little at the book by itself, in the form 
in which we have it, and allow its own 
voice to be heard on its character and 
place in the economy of revelation. * * * 
It may gravely be questioned whether 
this constant discussion going on about 
the Bible, — this minute dissection and 
analysis of it, and perpetual weighing of 
its parts in the nice scales of a critical 
balance, — has not at least one harmful 
effect, that, viz., of coming between men 
and the devout, prayerful study of the 
Bible itself, out of which alone can grow 
that sense of its harmony and proportion, 
and experience of its saving and sanc- 
tifying power, which yield the best proof 
of its divine origin. The dissecting 
chamber is necessary; but it is not 
exactly the best place for acquiring a 
sense of the symmetry and beauty of ihe 
living body, or for cultivating reverence 
for it. It is hardly less difficult to grow 
into a spiritual appreciation of Scripture, 
when we are not permitted to make ac- 
quaintance with a Biblical book till it 
has first been put upon the critic's table, 
and there sliced, served, and anatom- 
ized, till all the palpitating life has gone 
14 



out of it, and we are left, as chief re- 
sult, with dry lists of the sections, ver- 
ses, or parts of verses, supposed to belong 
to the different narrators or editors. The 
Bible has a character and power of impres- 
sion which belong to it as a living book; it 
is right that these should have justice done 
to them before the process of disinte- 
gration begins." 

James Orr, "The Problem of the Old 
Testament". 

Questions on Part II. 

11. Define Synthesis and Synthetic 
Study. 

12. Explain clearly the difference be- 
tween Synthesis and Analysis. 

13. Do you think one should engage in 
destructive criticism of the Bible without 
constructive work being done at the same 
time? 

14. Does the author's reasoning on 
pages 32-33 convince you that the study 
of the whole should precede the study of 
detail? 

15. Does the fragmentary verse by verse 
method prevail largely now? Is it a good 
way to study the Bible? 

16. Is Dr. Gregory's criticism of the In- 
ternational Uniform Lesson System, in use 
in the Sunday Schools since 1872, a just 
one? Is it true in your case, especially 
the middle paragraph, page 35? Do you 
think many faithful scholars who have 
spent from ten to fifteen years in the 
Sunday School leave without an adequate 
knowledge of the Bible? 

17. Do the following two paragraphs on 
"Rationalism in the Sunday School,"* apply 
to the New Graded Lessons, International 
Course? 

18. Do you think these new lessons will 

15 



help remedy the apparent defects of the 
Sunday School instruction and develop a 
better knowledge of, and method of ap- 
proach to, the Bible? 

19. Which comes first in Bible Study, — 
Telescope, or microscope? 

PART Ml. 



The Plan at Work. 

Six Rules. 

It will be sufficient for our present pur- 
pose if we get clearly in mind the author's 
six rules for Bible Study, and the reasons 
therefor. Read the chapter, note the rules, 
then return to the following discussion. 

Where Begin. 

Write the six rules out in the shortest 
sentences possible. 

Read more carefully the two paragraphs 
on the first rule. In the closing sentence 
the author seems to imply that the arrange- 
ment of books in their present order in the 
Bible is inspired. Do you believe that 
such is the case? Can you recall any 
ground for it, other than the fact of the 
present arrangement? Is there anything 
you know in the history of the canon that 
throws light on the matter? Do you think 
the author to be right in his conclusion 
about the place to begin or would you 
begin somewhere else? 

Look up in the concordance, under the 
word "read", all the references in the four 
Gospels where Jesus asks such questions 
as "Have ye not read", as in Matthew 
19:4, and consider these numerous queries 
in the light of Rule 2. "After all", as 
General Gordon said, "the chief proof that 
16 



the Bible is good food is the eating of 
it." 

The Kernel. 

Rules three, four and five contain the 
kernel of Dr. Gray's method. They are 
the explanation of his definition on page 
21. Notice his use of analysis in the ex- 
planation of these rules, showing that the 
synthetic view of the whole naturally leads 
to analysis. 

Direct Contact. 

What is your observation of the rela- 
tive independence of most Bible students? 
Do you think that present Sunday School 
methods induce first hand knowledge of the 
Bible, or direct contact thereby? Do you 
think the Bible gives evidence of a divine 
intention that its message should reach 
men just by reading in one's own familiar 
language, as naturally as reading other 
history, or letters from a friend, or the 
published correspondence of one whose bio- 
graphy is studied? If that be so, can any 
study of the Bible, with whatever aid, be 
so important as direct first-hand contact 
with the books as they are given a chance 
to make their own impression? 

"Lord, this morning I read a chapter 
in the Bible. I therein observed a me- 
morable passage of which I never took no- 
tice before. Why now and no sooner did 
I see it? Formerly my eyes were as 
open and the letters as legible. Is there 
not a thin veil laid over thy word which 
is more and more rarified by reading 
and at last wholly worn away?" — Thomas 
Fuller. 



17 



Questions on Part III. 

20. What is the author's first rule? Why 
does he say begin with Genesis? Is the 
reason conclusive? 

21. State the second rule. Are people 
generally more ready to read books about 
the Bible than the Bible itself? Has it 
been true in your own case? 

22. What is the meaning of the third 
rule? 

23. Why is the American Revised Ver- 
sion better for such reading? 

24. Why read a book through at one 
sitting? 

25. What is the purpose in such repeat- 
ed readings of the same book as is called 
for by rule 4? See page 21. 

26. What three distinct advantages 
come from the observance of the fifth 
rule? 

27. In the light of Rule six, what is 
the difference between getting a truth, or 
a text, from the Bible, and getting it from 
God? 

PARTS IV AND V. 

Results in the Pulpit. Expository Outlines. 

Go carefully over the balance of the 
book, in which the author works out the 
natural results of his method in the pulpit. 
Then read the paragraph following and test 
yourself by the questions. 

Whether or not we are willing to should- 
er any of the responsibility for the present 
day decadance of family worship, and the 
woful lack of first hand contact with the 
Bible, and consequent lack of real knowl- 
edge of the Bible, we may well ask if Mr. 
Gray has not pointed out a way whereby 
18 



the preacher may lead his people back to 
the Book. 

Expository Preaching vs. Textual Preach- 
ing. 

In reading his criticism of textual preach- 
ing as distinguished from expository 
preaching, bear in mind that textual 
preaching may be expository. One may 
take as a text, Luke 15:2, "And both the 
Pharisees and the Scribes murmured, say- 
ing, This man receiveth sinners and eateth 
with them", and "insulate" it, and preach 
a topical sermon on "The selfish conserva- 
tism of vested interests", that might not 
even mention the gospel. But one may 
knock the insulation off, and take the 
text as the key to the entire 15th chapter, 
and expound the same as a threefold pic- 
ture of what God is like. In an expository 
sermon is it not best to get hold of a text 
which sums up the teaching of the entire 
passage? The Bible abounds in such short, 
terse, living sentences, which sum up great 
stretches of truth. If the preacher refuses 
to be satisfied with any but the great texts, 
he can hardly escape being an expository 
preacher. 

Questions on Parts IV and V. 

28. Do you think the ministers are re- 
sponsible for the decadence of family wor- 
ship and the neglect of Bible Reading and 
Study? 

29. Is it true as Mr. Leslie M. Shaw 
says, that the Bible is seldom taught in 
the pulpit? 

30. What do you think of Dr. Alexand- 
er's strictures upon preaching from "in- 
sulated texts"? 

31. Do you believe with the author that 

19 



expository preaching is the easiest preach- 
ing? 

32. What do you think of the author's 
ideal of a church, expressed at the close 
of the first paragraph, page 71? How fully 
is your church a Bible Training School? 

33. What are the five important and val- 
uable results of expository preaching 
named by the author? 

34. Do you believe that the Bible is 
truly for the common people? If so what 
is the implication for the work of the 
preacher? 

35. Is the author expecting too much in 
his summary of what he thinks will fol- 
low the thorough introduction of synthetic 
study of the Bible and expository preach- 
ings? Pages 83-84. 

Your Judgment on the Book. 

Without having put it to the test by trial, 
what do you think of Dr. Gray's method? 
Does he offer a complete method of Bible 
Study? If not, wherein is it lacking? He 
leads us to the mountain top and gives 
us the broad view, the outstanding peaks, 
and the stretch of land between. Then 
he takes us along the highways and lanes 
until we become really familiar with all 
the territory. But his own book implies 
the necessity of further analysis and the 
application of different method. There are 
many by-ways we would explore, and places 
where we would tarry. 

Other Methods Needed. 

Here is a farm, and the expert farmer 
has pointed out how to lay out the land 
and properly locate the different crops. 
Now comes the tilling of the soil. This 
field is for oats. Hew shall we prepare 
20 



the earth? Just what enrichment is 
needed? How shall we secure the best 
seed? How shall we sow and when, to get 
the largest possible crop of the best 
possible oats? 

The character of the soil is of great 
variety. We shall need many methods. 
The topography of the country is various. 
We shall travel by many kinds of con- 
veyance. So for a time let us change 
guides and trust ourselves to other ex- 
perts. 



21 



CHAPTER III. 
BOOK NUMBER TWO 



"A KEY TO UNLOCK THE BIBLE" 
By Joseph Agar Beet, D. D. 

"The value to all Christians, and espec- 
ially to all Christian workers, of this 
careful consecutive and comparative 
study of the New Testament, in order 
to learn from it the actual teaching of 
Christ and its significance for us, cannot 
be overated * * *it gives a sure founda- 
tion for faith and hope and * * *affords 
the richest nourishment of the spiritual 
life." — Joseph Agar Beet. 
Here is a great explorer of the wonderful 
shrine of divine truth, who has walked 
through all the corridors and become fa- 
miliar with all the chambers and has 
brought forth much to help his fellows, of- 
fering us his own key. Here is a great 
expositor telling us the secret of his own 
successful approach to the Book of books. 
Read section by section and test your 
knowledge of each step by the questions 
which here follow. 

SECTION I. 



The Bible as a Book. 

1. What is the author's definition of a 
book, and by what three figures does he il- 
lustrate the value of books? 

2. How do "Book Religions" compare 
with other religions? 

3. What good things in human develop- 
ment have come from the circulation of 
the Bible, other than the spread of the 
religion of the Bible? 

4. What does the author consider to be 

22 



the first step in understanding any particu- 
lar book? 

5. What two results may be expected 
from a comparison of books written by the 
same author? 

6. Why compare books written by dif- 
ferent contemporaneous authors? 

7. What may be learned by a com- 
parison of books written in different ages? 

8. Is the Bible a divine or a human 
product? 

SECTION 2. 



The Bible as an Ancient Book. 

9. Why does the ancient origin of the 
Bible make it difficult to understand? 

10. In what two ways does difficulty 
arise in understanding the Bible on account 
of its original languages? 

11. On the other hand, what definite 
value comes from the effort to reproduce 
the atmosphere of ancient times? 

12. How does the fact that our Bible 
is a translation affect the certainty of 
our conclusions from a study of the Eng- 
lish Bible? 

13. Can a student of the English Bible, 
with no command of Hebrew or Greek se- 
cure results that are trustworthy? 

SECTION 3. 



The BibJe as the Book of God. 

14. In what is the Bible a unique book? 

15. What is its relation to morals? 

16. Does the fullest Christian reverence 
for the Bible hinder or stimulate thorough 
and truthful study of the Bible? How? 

17. In what does the author find hope 
for the unity of doctrine and faith? 

23 



PART I. 
THE NEW TESTAMENT. 



SECTION 4. 
Contents and Purpose. 

18. Why is it important to know who 
the author is before we study any New 
Testament book? 

19. What is the conclusion about the 
thirteen Epistles ascribed to Paul? On 
what does the author base his belief? 

20. What are the " Synoptic Gospels"? 
Why so called? 

21. What conclusion is implied by the 
alternative stated at the bottom of the 
25th page? 

22. What reason is there for thinking 
that the three writers drew upon some 
common source for their material? Is 
there anything known of the existence of 
any such possible common source? 

23. Give the author's evidence of the 
historic truth and accuracy of the Gospel 
by John. 

24. What internal evidences indicate 
that John the Apostle is the author of the 
fourth Gospel? 

25. What reason is assigned for the con- 
fidence that this gospel gives a correct 
account of the teachings of Jesus? 

26. What reason is there for believing 
that John wrote the first Epistle bearing 
his name? 

27. What internal evidences point to 
Luke as the author of the Acts? 

28. What grounds are there for ascrib- 
ing the First Epistle of Peter to Peter? 

29. Does Hebrews XI: 3 prove that the 
Epistle to the Hebrews was not written 
by an immediate follower of Jesus? That 

24 



it could not have been written by Paul? 
Why does the author conclude that Paul 
was not the author? 

30. What internal confirmation is found 
of the tradition as to the authorship of the 
Epistle of James? 

31. What is the conclusion about the 
Second Epistle of Peter? 

32. What are Dr. Beet's conclusions 
about the Second and Third Epistles of 
John and the Book of Revelation, and his 
grounds therefor? 

33. Which books are probably earliest 
in date? What about the balance? 

34. What important suggestion does the 
author make in the concluding paragraph 
as a help in studying the New Testament? 



SECTION 6. 



Correctness of Our Copies and Versions. 

35. What is our author's answer to his 
own first question? 

36. What percentage of words are open 
to doubt in the Greek New Testament, 
according to Westcott and Hort? 

37. What is the "Received Text" and 
the "Critical Text"? 

38. In what lies the fundamental su- 
periority of the Revised Version of the 
English Bible? 

39. What is the significance of the mar- 
ginal readings in the Revised Version? 

40. What is the relative significance of 
each of the expressions: — 

"Many ancient authorities read." 
"Many very ancient authorities read." 
"Most of the ancient authorities read." 
"Some ancient authorities read." 
"Some authorities read." 

41. What preliminary directions does 

25 



the author give relative to doubtful pass- 
ages? (page 35). 

42. How is his second question answered 
by a comparison of the three great ver- 
sions, R. C. V., A. V., R. V.? 

43. How does the R. V. compare with 
the A. V. as a true reproduction of the 
sense of the original? 

44. Give illustrations of some of the 
minor blemishes of the R. V. 

45. What four rules are given to in- 
sure safety in basing your study upon 
any English version? 

46. Can you give any illustrations of 
error through an over-valuation of one or 
a few Bible passages? 

47. What is the significance of italics in 
the English Bible, and what the subse- 
quent rule? 

48. What is the relation of devotion to 
success in Bible Study? 

Lay aside the text book for a time and 
take up your copy of the American Re- 
vised Version. 



THE HOLY BIBLE. 



Revised Version. 

American Standard Edition. 

A. D. 1901. 

It will add greatly to your appreciation 
of the American Revised Version and your 
ability to use the same with the greatest 
profit, if you make now a thorough study of 
the prefaces, in which the origin of this 
version and the nature of the changes made 
from previous versions are fully explained. 

Read first the ''Preface to the Edition of 
1881", the English edition of the New Tes- 
tament. Follow that with the "Preface to 
26 



the Edition of 1885", the English edition 
of the Old Testament. Then read the "Pre- 
face to the American Edition", both Old 
Testament and New. Read a little at a 
time with the following questions before 
you. 



"Preface to the Edition of 1881". 

The (1) Of what translation is 

New this a revision? 

Testament (2) Who laid the foundation 
for the English Bible? 
(3) Wiclif's translation preceded Tyn- 
dale's by 143 years. Why then is it not 
considered "the true primary translation"? 
(4) What are the three successive 
steps of revision, with the dates, following 
the work of Tyndale? 

(5) What other version affected the 
King James Revision? 

1. The 1611 (6) What were the sources 
Version of the text from which the 

1. Greek Text King James Revisers made 
their translation? 
7) How old are the manuscripts from 
which this text was taken? 

(8) When did more ancient and hence 
more reliable manuscripts become avail- 
able? 

2. Character (9) What was the primary 

of rule governing the work? 

Translation What the modifying rule? 
How far were both follow- 
ed? 

10. What other versions, not mentioned 
in their directions, influenced their render- 
ings? 

(11) What rule governed the rendering 
of words admitting of different transla- 
tions? 



27 



(12) What blemish is found in their 
work in this regard? 

(13) What was the rule about marginal 
notes and how closely followed? 

(14) What other two rules are here 
mentioned? 

(15) By what method of division of la- 
bor and final editing was the work of trans- 
lation done? 

(16) How long was the work in process 
of being accomplished? 

(17) What opinion did the revisers of 1881 

hold of the work of 1611? 

II. (18) How was this work 
The Revision originated? When actual- 
ly begun? 

(19) If the rules adopted were adhered 
to, would you call the result a new trans- 
lation or a revision? 

(20) What vote was required to make 
a change in the English text? Was this 
a wise rule? 

(21) In what manner did the American 
Committee join in the work? 

(22) How many members were there in 
the English Company and what the aver- 
age attendance as they worked? 

(23) How ancient are the authorities 

and manuscripts consulted in 

III. securing a correct text as the 
Particulars basis for the present work? 

(24) What five classes of changes were 
made by the revisers from the English text 
of the A. V.? 

(25) Which is best in Bible translation, 
to seek variety in rendering one word with 
different possible meanings, as did the 1611 
Revisers, or to seek uniformity and consis- 
tency, as did the 1881 revisers? 

(26) Were many changes made for 
grammatical reasons? 

(27) What was the rule governing the 

28 



language used in introducing alterations, 
and how fully adhered to? 

(28) What was their treatment of 
/'archaic expressions"? 

(29) What are the four main groups of 
marginal notes? 

(30) What use is made of italics in the 
R. V.? 

(31) How is the arrangement of the R. 
V. in paragraphs an improvement on the 
chapter and verse divisions? 

(32) What rule has guided tne printing 
of quotations from the Old Testament in 
the New Testament? 

(33) What policy was followed in punc- 
tuation? 

(34) Were the Titles of Books revised? 

(35) Why is it impossible to have a per- 
fect translation? 

"Preface to the Edition of 1885". 

(36) What two meanings are given to 
the word "Text" as found in rules 1 and 



The Old (37) Get the exact statement 
Testament of the purpose of the revisers 
as they interpret Rules 1 and 
2, "not to make a new translation etc". 

(38) Note fully the attitude toward 
archaisms as more fully explained here. 

(39) What modifications are found in the 
use of the pronouns "its" and "his". 

(40) What changes are made in printing 
the poetical portions? 

(41) Describe the exact method by 
which the work of the Company was done. 

(42) What is the short expression of 
purpose found in the last sentence of the 
last paragraph but one? 

29 



PREFACE TO THE AMERICAN EDITION. 



Old and New Testaments. 

See that you thoroughly understand the 

differences between the American Edition 

and that of the English Revisers. 

Note Look up enough passages to see for 

yourself the differences and to note 

their significance. 

(43) What was the arrangement for the 
publication of the different conclusions of 
the English and American re- 
Old visers? 
Testament (44) Why was not an Amer- 
ican Edition published sooner? 

(45) Is this American Edition anything 
more than an incorporation into the text 
of the variant renderings of the American 
Companies? 

(46) What changes are noted in the use 
of the words "Jehovah", "Sheol", "Who"? 

(47) Give examples of changes made for 
euphemism. 

(48) What changes are made in the use 
of "will" and "shall"? 

(49) What about the elimination of He- 
braisms? 

(50) What changes for accuracy and 
perspicuity? 

(51) What differences are found in 
marginal references? Paragraphing? 
Punctuation? 

(52) What were the "suppressed devia- 
tions" of the American Company, and why 

were they suppressed? 
New (53) What changes were 

Testament made in the titles of books? 
(54) What are the two 
most noticeable changes? 

(55) Do any of the variant readings 
found in the margin represent more than 
a majority sentiment in the committee? 

30 



(56) What is the hope of the American 
Revisers as expressed in the last paragraph 
of the Preface to the New Testament? 

A KEY TO UNLOCK THE BIBLE. 

(Continued.) 



SECTION 7. 

Directions Take your copy of the A. R. 
V. along with the text, and as 
you come to the analysis of the Book of 
Romans, mark with a pencil in the margin 
of the text. Draw a double line between 
the verses where a primary division occurs, 
a single line where there is a secondary 
division. Extend the lines to the edge of 
the page, and under each, on the margin, 
write the designation of the division. A 
single word will often do for the subordin- 
ate divisions. 

Ater that is done, make from it an ana- 
lytical outline, in your note book, just by 
copying down the divisions and references. 

Emphasize in your thought that this is 
a preliminary analysis and that the final 
analysis will be made after a 
Preview thorough-going study of all parts 
and of the book. The best way to in- 
Review troduce a visitor to New York 
City is indeed by way of one of 
the high towers, whence he may see ALL 
the City before getting acquainted inti- 
mately with its parts. But there is a pe- 
culiar value in a climb to this elevation by 
an old resident, or one who knows all the 
varied life of the great city, all the nooks 
and corners, the landmarks ancient and 
modern. That one will SEE more than the 
stranger. Your RE-view of a book will 
yield more permanent value than your 
PRE-view. 



31 



The Art of Interpretation. 

49. Give the five steps in the author's 
outline of method in the study of a single 
book of the Bible. 

A 50. State the three steps 

Preliminary in making the preliminary 
Analysis analysis. 

51. (After studying the 
author's analysis of Romans as directed 
above.) Is it important that such an analy- 
sis be made of every part of the Bible 
as studied? Why? 

52. Just what is here meant by a study 
of the words ? 
The Words of 53. Are we safe in inter- 
the Bible preting words in the Eng- 
lish Bible according to the 
current use of the words? 

54. How are the general meaning of a 
family of words and the specific meaning 
of one of them to be found? Can any- 
thing take the place of a concordance in 
this? 

55. (After a careful verification of the 
author's study of "justify" and cognate 
words.) What is the value of opposites 
in determining the meaning of a word? 

56. What is the essential in studying 
the meaning of a family of words? 

57. Is the study of Old Testament equi- 
valents necessary for the understanding 
of New Testament words? 

•58. Illustrate how the meaning of a 
word is sometimes deepened by a better 
understanding of the nature of that which 
the word commonly denotes. 

59. Illustrate how the meaning of a 
word is sometimes determined by another 
word with which it is contrasted. 

60. Illustrate how some words derive 
their significance from ancient institutions 
now passed away, and the consequent nec- 

32 



essity for a Bible student to understand 
the life of the day when the books were 

written. 
Phrases 61. What is meant by a 
"phrase"? 
62. How does a study of the phrase 
"Righteousness of God" illustrate the im- 
portance of making a special study of the 
connection of words in addition to their 
simple meaning? 
Analysis 63. To what peculiarity in 

of the construction of sentences in 

Sentences the Greek language does the 
writer call attention? 
64. What is to be gained by such analy- 
sis of sentences as he suggests? 

65. What does the author 
Line of mean by "Line of Thought'*? 
Thought 66. Is the aim of a Biblical 
book usually stated therein? Re- 
call all the instances you can where it is 
so stated. 

67. What are the usual aims of New 
Testament writers? 

68. What portions of the New Testa- 
ment are hardest to understand? 

69. What is the first aid in tracing the 
line of thought? 

70. What is the second step? 

71. How is such relation usually ex- 
pressed? 

72. When not expressed how is it to be 
discovered? 

73. What is the third rule? 

74. What must always be the chief aid? 

75. Do Dr. Gray's rules two and three 
have any increased significance in the light 
of this chapter? 

76. What rule is laid down for grasp- 
ing the argumentative books? 

77. Is a student to place reliance upon 
the Holy Spirit to interpret Scripture to 
him, or upon his own efforts guided by 

33 



such rules as here laid down? 

78. To what extent are these methods 
applicable to the study of the Old Testa- 
ment? 

SECTION 8. 



The Art of Interpretation, Continued. 

Metaphor and Parable. — Quotations. 

79. What is metaphor? 
Metaphors 80. What relationships be- 
tween metaphors can be traced 
in the Bible? 

81. What three rules are given for the 
interpretation of metaphors? 

82. What grave danger may result from 
neglecting to observe rules two and three? 

83. Illustrate how the defect of one met- 
aphor is often supplied by another. 

84. What is a parable? How 
Parables does it differ from a fable? How 
like a metaphor? 

85. How fully are the rules for inter- 
preting metaphors applicable to the inter- 
terpreting parables? 

86. What is the great difficulty in in- 
terpretating parables? 

87. Have parables any value as a basis 
for doctrine? What is the safe rule pro- 
posed by the author? 

88. What is the chief use of parable? 

89. What three rules are given to de- 
termine the extent of the spiritual coun- 
terpart to the details of the parable? 

90. Is the "parallel structure" in the Old 
Testament properly called poetry? 

91. What important rule 

Quotations is given for the elucida- 

from the tion of New Testament 

Old Testament quotations from the Old 

Testament? 

34 



92. From the author's illustrations would 
you think that there is any considerable 
value for a New Testament student in be- 
ing acquainted with the Septuagent (the 
Greek Old Testament designated by LXX) ? 



SECTION 9. 



The New Testament as Biography and 
History. 

93. Why must our study of the New 
Testament be biographical and historical? 

94. How does a knowledge of the geog- 
raphy of Palestine help in such study? 

95. Why is chronology so 
Chronology important? 

96. Indicate the most evi- 
dent notices of date in the New Testa- 
ment. 

97. How do such chronological refer- 
| ences help in interpreting the narratives? 

98. After constructing an outline of New 
Testament history chronologically, what is 
the next step? 

99. How begin a study of the 
Life of Life of Christ? 
Jesus 100. What is the most conspicu- 
ous turning point in the Life of 
Jesus? Name five other turning points. 

101. After determining these main di- 
visions in the life of Jesus what is the 
next step? 

102. Each student working for a degree 
in Philosophy, in some institutions, is re- 
quired to write his own history of philoso- 
phy. Do you think that each student of the 
life of Jesus should write his own story of 
that life? 

103. How would the author have you 
conclude your study of the life of Jesus? 
(page 92). 

35 



104. Repeat his characterization of the 
four Gospels as given here. 

105. Outline the method for 
Paul getting the portrait of Paul. 
and 106. How is the Book of Acts 

The Acts divided biographically? 

107. What character marks 
the turning point, in the author's opinion? 

108. What is the author's final state- 
ment as to the value of the study of the 
New Testament as history? 

109. In such study are the same histori- 
cal tests applicable as are used in study- 
ing other history? 

SECTION 10. 



The New Testament as Doctrine. 

110. How does Dr. Beet define the theo- 
logical teaching of the New Testament? 

111. Through what medium does this 

teaching come to us? 
Method 112. What course as to method 

does this fact mark out for us? 

113. Name the four steps outlined as the 

means for learning the doctrinal content 

of a book. 
Order 114. What is the best order in 

which to take up the New Tes- 
tament books for such doctrinal study? 

115. Is it practical for each person to 
thus work out for himself a system of 
theology? Will such a system be as valu- 
able to you as some great thinker's sys- 
tem? 

116. After reading carefully and testing 
the correctness of his summary of the 
teaching of the First Gospel, state clearly 
your conception of the value of working 
out such a summary of doctrinal teaching 
book by book. 

117. What is to be gained in such work 

36 






by a comparison of the different books writ- 
ten by the same author? 

118. What three fruits will come from 
such doctrinal study by books? 

PART II. 



THE OLD TESTAMENT. 



SECTION 11. 



Contrast of the Old and New. 

119. In the binding and circulation of 
the Old and New Testaments together and 

' apart what is indicated as to the relation 
and relative values of the two for Chris- 
tians generally? 

120. What is the New Testament esti- 
mate of the Old Testament? 

121. Compare and contrast the two Test- 
aments. 

122. What is the value of alternate study 
of books from the New and the Old Testa- 
ments? 

SECTION 12. 



Contents, Authorship, and Date, of the Old 
Testament. 

123. How did the Jews divide the Old 
Testament? 

124. Copy this outline in your note book 
and place under the four heads all the 
books of the Old Testament where they 
belong. 

125. Where will you find the history in 
the Old Testament and how do the two 
histories differ in character? 

126. What historical value have the 
books of the Prophets? 

127. What are the distinctive contribu- 

37 



tions of the Psalms? Proverbs? Job? 

128. In what way is the book of Daniel 
distinctive? 

129. Is the book of Genesis truly anony- 
mous? Can you produce any direct evi- 
dence of Mosaic authorship? 

130. What strong reason does the author 
give for believing that the Pentateuch is 
from different authors? 

131. What does the author say about the 
authorship and date of the following 
books: 1. Joshua, 2. Judges, 3. Samuel, 
4. Kings, 5. Chronicles, 6. Psalms, 7. Prov- 
erbs, 8. Job, 9. Ecclesiastes,, 10. Daniel, 11. 
Ezra, 12. Nehemiah? 

132. For what reasons may we believe 
that we have a reliable Hebrew text of 
the Old Testament, in spite of the fact 
that no Hebrew manuscript of date earlier 
than 700 A. D. exists? 

133. Is there any early Jewish literature 
extant outside the Hebrew Bible, which is 
our Old Testament? 

134. What is the Apocrypha and what 
is its value? 

SECTION 13. 



The Old Testament as History. 

135. In what way is the Old Testament 
a broader field for historical study than the 
New? 

136. Why is geographical knowledge of 
Palestine and the surrounding country of 
so great importance, and more so for the 
Old Testament study than for the New? 

137. What unique thing do you find in 
O. T. history not found in any other ancient 
literature? 

138. What second noteworthy thing not 
paralleled in any ancient history before 
Christ? 

38 



139. In what order should O. T. history 
be studied? In what order of books does 
this order appear? 

140. What is the main object in Old 
Testament historical study? 

141. In such study what is the first step? 
(page 126.) 

142. By what method is this to be ac- 
complished, and how is the significance 
of each period to be judged? (page 129) 

143. What is the second step in this his- 
torical study? (page 128) 

144. What is the outcome of these meth- 
ods? 

145. What new point of view valuable 
for historical study is given by the 
Prophets? 

146. What should supplement the his- 
torical study of the Old Testament and 
why? 

147. How does the history of the He- 
brew people compare with other ancient 
histories? In what does the superiority of 
the historical matter consist as compared 
with the annals of the Pharaohs, for ex- 
ample? 

SECTION 14. 



The Religious Teaching of the Old Testa- 
ment. 

148. What additional distinctive element 
of the Old Testament history is here men- 
tioned and made the basis for the study of 
the Religious Teaching of the Old Testa- 
ment? 

149. What method is given for such 
investigation? 

150. In what order shall the books be 
studied? 

151. Is there in the Old Testament a 
development of the monotheistic idea? 

39 



152. In what is there a development in 
the teaching about God in the Pentateuch? 

153. How does the author sum up the 
central religious teaching of the Pen- 
tateuch? Three points. 

154. What relation have the Prophets 
to these teachings? And the Psalms? 

155. Name five points of manifest su- 
periority and advance of the New Testa- 
ment over the Old Testament in spiritual 
teaching. To what one source are all 
these advances due? 

SECTION 15. 



The Interpretation of Prophecy. 

156. What is the only safe method for 
the interpretation of unfulfilled prophecy? 

157. What principle 'as to the fulfillment 
of prophecy is derived from a study of the 
prophecies referred to? 

158. Is it always possible to distinguish 
between figurative and literal meanings in 
prophecy? 

159. How does the book of Daniel dif- 
fer from all other Prophecies? 

160. In what prophetic ideal does the 
writer see the clearest evidences of divine 
revelation? 

161. To what are the special difficul- 
ties of the Book of Revelation due? 

162. What is the chief aid in its inter- 
pretation? 

163. Is its main teaching clear, and what 
is it? 

164. What is Dr. Beet's conclusion about 
the much controverted passage of Rev. XX, 
1-10, and what is the inference of his con- 
clusion? 

165. What does he mean by the moral 
purpose of prophecy, and how does its re- 
cognition safeguard the interpretation of 
prophecy? 

40 






SECTION 16. 



The Bible and Science. 

166. State the two steps in interpreting 
those portions of the Bible dealing with 
matters within the domain of Natural 
Science. 

167. How did the author of Genesis an- 
ticipate modern science? 

168. How did he go beyond the con- 
clusions of science? 

169. Was he seeking to instruct in Nat- 
ural Science or to meet religious needs? 

170. Do you think the point well taken 
that he could not have done this better 
with all the scientific knowledge we now 
have? 

171. How does the author understand 
six days of creation? The story of the 
rib? The death penalty for sin? 

172. Note the third step; and summarize 
all three steps as repeated in the closing 
paragraph. 

SECTION 17. 



The Bible in the Church. 

173. Give the author's argument for the 
divine origin of the Scriptures, Old Testa- 
ment and New Testament. 

174. Why read the Bible? 

Before laying aside this book to take up 
another guide, Master section 
Emphasis seven, the five steps in general 
method, so that you can hold 
in mind and repeat from memory the out- 
line and explain the full meaning of each 
step. 



41 



CHAPTER IV. 
BOOK NUMBER THREE. 



"HOW TO READ THE BIBLE" 

By Walter F. Adeney.* 

" — the historical method * * * we put 
ourselves in the circumstances of the 
authors, so as to read the book as much 
as possible with the eyes of the men who 
were inspired to write it." — W. F. Adeney. 

Directions. For the present read only 
the Preface and Introduction 
and Part I of the book, ending with page 
51. This will give you the author's method, 
which he illustrates and expands and ap- 
plies in Part II. 

After reading as above, go through a sec- 
ond time with the following questions, 
making sure that you understand the author 
and the significance of all he has to offer. 

1. Why is it that methods of popular 

interpretation of the Bible, 
Preface worthy of such strong condem- 
nation as the author gives, are 
so prevalent? 

2. Who were the originators and the 

worst offenders in the use of 
The eccentric methods of inter- 

Introduction pretation. 

3. How did the belief in 
the inspiration of the Law lead to error 
in method of interpretation? 

4. Explain the mystical sys- 
Modern tern of the Cabbala. 
Cabbala 5. What is the modern coun- 

terpart of this method? 



* Pronounced Ade-ney, two syllables. 
42 



6. What was the style of interpretation 
developed by Philo of Alexandria? 

7. What two advantages made the al- 
legorical method so attractive? 

8. Is all Scripture then to be taken in 
exact literaliness? 

9. What two erroneous methods are 
prevalent to-day? 

10. Define and criticise each. 

11. What does the author consider the 
only correct method? State clearly what 
this method is. Is it new? Who was its 
most brilliant early exponent? 

Rule I. "Be careful to work on a correct 
Text." 

Part I. 12. What is a correct text? 
Principles 13. Why can we not be 
sure of an absolutely correct text? 

14. In which Testament are 
1 the most numerous variations? 

A Correct Why? 

Text 15. Describe the work of the 

Massoretes on the Old Testa- 
ment Text. 

16. How many manuscripts of the New 
Testament are known? 

17. How many variant readings have 
been discovered by their comparison? 

18. What percentage of the words of the 
New Testament are affected by these vari- 
ations? 

19. What proportion of these variations 
are important? Dr. Hort's estimate? See 
Beet, A Key to Unlock the Bible, p. 33. 

20. Is it very important that for this 
one thousandth part the correct text be 
discovered? Can one word in a thousand 
make much difference? 

21. What is the science of 
Textual "Textual Criticism"? 
Criticism 22. As the result of the 
43 



growth of this science practic- 
ally in the last three hundred years are we 
in possession of a purer text than was 
known in 1611? Note six striking illus- 
trations. 

Rule 2. "Endeavor to understand the exact 
meaning of the words and phrases stud- 
ied." 

Grammar 23. What is involved in a 
really thorough process in Bible 
Study? 

24. For a strictly English study what 
is the next best thing? 

25. Is there anything in the claim that 

the old version, A. V., is more de- 

A- V. sirable for devotional reasons? 

Why does the author think not? 

26. It has been said that the A. V. is a 
greater literary achievement than either 
the O. T. is in Hebrew or the N. T. in the 
Greek language. It is the great English 
classic. But is literary merit as an English 
work the measure of value for a student of 

the Bible? 
A. R. V. 27. In what fundamental way 

is the A. R. V. superior as an 
aid to study? 

28. Are the changes referred to on pages 
25-26, very important for an understanding 
of the Bible? 

29. What three requisites does the au- 
thor add to govern our approach to a dif- 
ficult passage? 

30. Why should we first approach any 
passage unaided by any commentary? 

31. What is the danger of solitary Bible 

Study? 
Helps 32. How then should commen- 

taries be used? 



44 






Rule 3. "Read every passage in the light 
of its context." 

Literary 33. How did our Bible come 

Continuity to be divided up into chapters 
and verses? 

34. How was the Bible originally written 
in this regard? 

35. Turn to the passages referred to in 
illustration of the importance of the con- 
text and read through in the light of the 

author's comments. * 
Large or 36. Which is the most im- 

Small Views portant in the study of any 

book, to work out' all the im- 
plications of any one happy and meaning- 
ful phrase, or all such, separately and col- 
lectively; or to seek the main purpose and 
message of the entire book? 

Rule 4 "Note the distinctive character and 
purpose of each book of Scripture." 

Purpose 37. Compare the references, 
Gen. I and II, and Mark VIII and 
IX, in the A. V. and A. R. V. Is the wrong 
paragraphing corrected? Compare also 
Twentieth Century New Testament, Mark 
IX: 1. 

38. Are Messrs. Adeney and Gray in 
agreement in the plan for a method of ap- 
proach to a single book? 

39. What first inquiry does the author 
suggest about any particular book? 



* Good sermon suggestions. Matt. VI: 
19-34. Exposition. Text, "Be not Anxious", 
subject, "Worry is Sinful Worldliness". 
Matt. XI: 28-29, "I will give you rest", sub- 
ject, "The Way to Find Rest". 

45 



40. Write down all the different kinds 
of literature that you can recall 
Variety as found in the Bible. 

41. What is the second step 
suggested? 

Rule 5 "Make a separate study of the 
works of each Scripture writer, and in 
reading any passage consider it especial- 
ly with regard to the rest of the writings 
of its author." 

42. Does your theory of 
The Complete the inspiration of the Bible 

Works of permit a human element in 
An Author the product as we have it? 

43. Can we discover dis- 
tinctive traits in the various authors? 

44. In studying one author is it the pur- 
pose to seek to eliminate the personal ele- 
ment and get at the basic impersonal truth, 
or to discover and thoroughly understand 
the personal view-point and peculiarities? 

45. What double method does the author 
suggest for the study of one author's works, 
like the Epistles of Paul? 

46. Read pages 113 to 124, and write 
down a concise but complete analysis of 
the author's method for studying the Epis- 
tles. 

47. What rule is laid down for drawing 
conclusions from the silences of authors on 

certain subjects? 
"General 48. In interpreting the mean- 
Usage" ing of certain words can we rely 
upon the "general usage of 
Scripture"? 

49. What danger is there in the use of a 
Reference Bible or Concordance? 



46 



Rule 6. "Study each part of the Bible in 
connection with the period in which it 
was written, and take into account the 
circumstances of its origin.' 

Epochs 50. How does the Bible differ 
from the Koran in the manner of 
its production? 

51. How is the Bible comparable to 
the whole body of English literature? 

52. Are there distinctively marked 
epochs in Biblical literature? 

53. What does the author consider as 
properly "the main course of study"? 

54. What result will such 
The chief "epochal" study have upon 
study most of the common misappre- 
hensions of Scripture? 

55. What is the absurdity of assigning 
"cannon to the Battle of Actium"? 

56. Which is worse, to attempt to read 
the ideas of later periods into the earlier, 
or to cramp the meaning of the fuller reve- 
lation by trying to bring it within the forms 
of the earlier? Can you give illustra- 
tions of both mistakes? 

Rule 7. "Trace the historical development 
of revelation". 

Development 57. What is the chief 
purpose of such study, which 
can be realized in no other way? 

58. Note and write down the different 
lines of teaching which are here suggested 
as profitable, and add any other topics that 
occur to you as desirable for future investi- 
gation. 

Rule 8. "Study the Bible in sympathy with 
the spirit in which it was written". 

Pious 59. What spirit is necessary 

47 



Criticism in order to understand the Bible? 
60. What mental attittude is 
essential? 

61. In what way then are the critical 
and devout study of the Bible to be re- 
lated? 

62. Memorize the author's twofold state- 
ment ot his conclusion 

Rule 9. "Use common intelligence in the 
reading of Scripture." 

(un-) 63. In what two regions of 

Common Biblical interpretation is undis- 
Sense ciplined thinking most riotous? 
64. Define the two terms. 

65. Have YOU ever been guided in 
your interpretation of a passage by your 
desire that it SHOULD mean a certain 
thing? 

66. What practical question should con- 
stantly be held in mind? 

67. Does this bar all analogies or types? 

68. What rule does the author deduce 
from the method of the Epistl« to the He 
brews? 

PART II. 

Part II is a very excellent brief introduc- 
tion to the Bible, and as you take up the 
study of different portions the notes here 
will prove very helpful and suggestive. 

Now glance through the portions of Part 
II not already studied and look for indica- 
tions of method, noting the application of 
the Historical Method to each of the var- 
ious kinds of literature in the Old Testa- 
ment. 

Read with especial care pages 90 to 112, 
to which the following questions apply: 



48 



69. What has the author to say about the 
relative importance of the study 
The of the Gospels? 
Gospels 70. What is the significance of 

the statement that the Gospels 
Portraits are f portraits rather than biogra- 
phies? 

71. What caution does he give as of su- 
preme importance? 

72. What relation do the four Gospels 
have to each other? 

73. What is a "Harmony 
A Harmony of the Gospels"? 

74. Turn to Stevens' and 
Burton's "Harmony of the Gospels" and 
read the Preface to the First Edition. Are 
these joint authors in agreement with Prof, 
i^deney as to the function of a Harmony? 
75. Are there any irreconcilable differ- 
ences between the Gospels? 

76. What are the Synoptics 
Synoptics and why so called? 

77. What are the distinctive 
advantages of Mark over the other Synop- 
tists? Of Matthew? Of Luke? 

78. What characteristics mark out 
John the Fourth Gospel as standing, in 
a class by itself? Fully characterize 
the Gospel by John. 

79. After studying each Gospel for its 
portrait of Jesus, what further study, based 
upon the record of all four writers, does 
he suggest? 

80. In what order should the study of 

the Teachings of Jesus be 

The taken up? 

Teachings 81. What is the peculiar val- 

of Jesus ue of proceeding in this order? 

82. Outline the advance in 

the Teaching of Jesus as observed by the 

author, in eight steps. 

83. Could any tool be quite so useful in 

49 



such a study as a reliable Harmony, such 
as Stevens and Burton's? 

84. What other way is suggested for 
studying the Teachings of Jesus? May 
this take the place of the chronological 
method or should it follow up and supple- 
ment that method? 
Parables 85. How is a Parable de- 

fined? 

86. What two principles are laid down 
as a guide in interpreting Parables? Is 
the author in agreement with Dr. Beet at 
this point? 

87. Is it wise either to push the analogy 
of a Parable as far as possible or to seek 
to draw as many lessons as possible from 

the analogy? 
Aphorisms 88. What is said about the 

interpretation of Aphorism and 
the conversations of Jesus? 



60 



CHAPTER V. 



WORKING OUT YOUR METHOD. 

1. First, let us review the methods of 
the three authors whose books we have 
been studying, summing up the points made 
by each and comparing them. 

Dr. Gray (l)Dr. Gray's method, which 

he calls the "Synthetic Meth- 
od", is briefly summed up by himself as 
follows, (p. 21) "The plan was 
Synthetic to read and reread each book 
Study by itself and in its order, as 

though there were no other in 
existence, until it had become a part of 
the very being." His rules are as follows: 
1. "Begin at the beginning, i.e. Gen- 
esis, and proceed in the order of the 
books as they are found in the 
Rules Bible." 

2. "Read the book." 

3. "Read it continuously (at a single 
sitting)." 

4. "Read it repeatedly." 

5. "Read it independently." 

6. "Read it prayerfully." 

This method is not opposed to analytical 
study, and does not pretend to 
Not be exhaustive. This only 

Exhaustive gets one familiar with the 
books and enables one to get 
a working outline. "Then", in the words 
of the author, "he can successively begin 
his finer work, and analyze his outline, and 
study helps, and gather light, and accumu- 
late material, without confusion of thought, 
without a false perspective, and with an 
ever increasing sense of joy and power." 



51 



(2) Dr. Beet differs from Dr. 
Dr. Beet Gray in his very first proposition, 
and strongly advises that we be- 
gin with the New Testament. 

A. The first step he suggests is to get a 
view of the entire Testament to be studied. 

B. After this general view, he would 
have one concentrate on a single book. His 
method in so doing is outlined under five 
heads. 

1. Preliminary Analysis. 

2. Study of the words. 
Rules 3. Study of the Phrases. 

4. Grammatical Analysis. 

5. Tracing the Line of Thought. 

C. After each book has been thus stud- 
ied, he would have us make an historical 
and biographical study of the same mater- 
ial. 

D. This, he suggests, should be followed 
by Doctrinal Study. First, by books; sec- 
ond, by writers; third, by comparison, not- 
ing contrasts and underlying harmony. 

E. He gives special suggestions for the 
interpretation of Metaphors, Parables, Quo- 
tations, and Old Testament History and 

Prophecy. 

Dr. Adeny (3) Dr. Adeny characterizes 
his method as the "Historical 
Method", which he considers as the only 
correct method. Here are his eight rules 
grouped together for comparison with the 
others. 

1. "Be careful to work on a correct 
text." 
Rules 2. "Endeavor to understand the ex- 
act meaning of the words and 
phrases studied." 

3. "Read every passage in the light of 
its context." 



52 



4. "Note the distinctive character and 
purpose of each book of Scripture." 

5. "Make a separate study of the 
works of each Scripture writer, and in 
reading any passage consider it especially 
with regard to the rest of the writings of 
its author." 

6. "Study each part of the Bible 
Epochs in connection with the period 

when it was written, and take in- 
to account the circumstances of its 
origin.' , 

7. "Trace the historical development 
of revelation." 

8. "Study the Bible in sympathy with 
the spirit in which it is written." 

9. "Use common intelligence in the 
reading of Scripture." 

The heart of this method is in Rule 6. 
Under that head he says, "This should be 
the main course of study, a study of epochs 
in their entirety." Rules 8 and 9 are gener- 
al rules governing the attitude toward the 
Bible. Rule 5 is closely related to Rule 6. 
Rules 4, 3, and 2 are for guidance in the 
more particularized study of the book and 
its divisions. Rule 7, the suggestion for a 
general survey of all Scripture. 

(4) Valuable for comparison with these 
authors are the general rules laid down by 
Mr. Girdlestone in his book "How to Study 
the English Bible." Ten rules. 

1. "Get an idea of the 
Dr. Bible as a whole." 

Girdlestone's 2. "Read each book as a 
Rules whole." 

3. "Read each book in 
the light of its age." 

4. "Read each verse in the light of 
the context." 



53 



5. "Examine the meaning and usage 
of the words." 

6. "Compare Scripture with Scripture/' 

7. "Study the Quotations." 

8. "Take notice of small details." 

9. "Attend to the figurative language." 

10. "Analyze and paraphrase." 

Mr. Girdlestone gives special suggestions 
for the study of doctrine, warning us first 
that we must try to get rid of all mental 
and ecclesiastical bias, and not expect to 
find any systematic treatise on doctrine, 
nor any set of rules and regulations for 
the church. He gives "Seven Methods for 
Searching for Truth", as follows: 

1. Historical study of a Doctrine. For 
example, Hebrews XI. 

2. Comparing aspects of one quality. 

As 1 Cor. XIII, on Love. 
Study of 3. Contrasting the Dispensa- 
Doctrines tions. As Paul does often. 

4. A single book. Just what 
are its teachings? 

5. Tracing the revelation of the Na- 
ture of God in the history given. 

6. Subjects about Jesus in the follow- 
ing order: the Gospels, the Epistles and 
other N. T. books, then the O. T. 

7. Doctrines considered as laws of the 
spiritual world. 

2. With these outlines before 

What shall you, your next step is to de- 

YOUR termine your own method for 

method future study, constructing both 

be a general outline of the order 

in which you will take up the 

study of the Bible, looking to a complete 

mastery of the Scriptures, and a particular 

outline of the method for the study of a 

single unit of Biblical Literature. That 

unit is generally a single book. 



54 



Not thinking of the Psalms or 

How Proverbs, but having in mind a 

Study a typical book of the Bible, outline 

Book? now what you consider the best 

complete method of studying 

a single book. 

SEND IN TO THE OFFICE YOUR TWO 
OUTLINES, a general outline of 
order, a particular outline of 

REPORT method for the study of one 
book. This will be your report 
upon this stage of your work in 

the course. 

3. The Instructor of this course appends 
here, and at the close of the booklet, his 
own outline of a general order of procedure. 

Immediately following is his out- 

The line of method for the study of 

Writer's a single book. This is not bind- 

Method ing upon the student. Each must 

work out his own method, or, 
adopting a method suggested by another 
believe in it so thoroughly that he is de* 
termined to put it into real practice. How- 
ever, nothing which is less exhaustive, or 
which will not insure as thorough a study, 
or as full results, will be acceptable. If 
the outlines submitted are defective or 
open to serious criticism, you will be so 
informed. 

There will be no objection to your adop- 
tion of the writer's outline, if you are 
convinced of its value as your best method. 
After you have worked through one book 
by such a thorough method you will have 
a method of your own. 

I. A Brief Outline of General Method. 

1. Begin with the New Testament. 
55 



The position of Dr. Beet, page 18, and 
Dr. Horton, in "The Bible a Missionary 
Book", is logical and conclusive. 

2. Make a chronological outline. 

Include the principle dates of history, 
and the probable date of composition of 
each book. It is not so important that 
chronology be exactly followed in the or* 
der of study, as that it be always reck- 
oned with and each book as it is studied 
be properly placed in relation to the 
epoch of which it is a product. Do not 
at the beginning make an exhaustive 
study of chronology, but accept the find- 
ings of some modern reliable scholar, as 
you will find them in any good Intro- 
duction to the Bible, or O. T. or N. T., or 
in an article on chronology in a Bible Dic- 
tionary. Taking such a chronology as a 
standard, you will have something for a 
norm to which you can relate your work, 
and as your own knowledge increases, 
you can test the dates for yourself. 

3. Begin with a Book by Book study of 
the Four Gospels, and the rest of the 
New Testament in the order of books 
found in the 20th Century New Testa- 
ment. 

4. Follow up the Book by Book study with 
the study of Epochs. 

5. Take up the Old Testament in the same 
general way. 

Rules 3, 4, and 5 will be found ampli- 
fied, modified and particularized in tne 
fuller outline at the close of the booklet. 

II. How to Study a Book of the Bible. 

1. Study the Book Synthetically. 

This is Dr. Gray's method. Apply all 
five of his rules, namely: Read the BOOK, 
read it continuously; repeatedly; inde- 

56 



pendently; prayerfully. Nothing can take 
the place of this first-hand contact with 
the author's mind and the effort to grasp 
the total message of the book. Read it 
in the A. R. V. Read it until every para- 
graph, yea, every word, is as familiar as 
the face of a familiar friend. 
. Analyze the Book. 

With the first reading look for indica- 
tions of the controlling motive, the chief 
purpose, be it simple or complex. Mark 
the turns of thought, the natural cleav- 
ages, seeking a division that will break 
the book into parts, so its contents can 
be held in the mind and better under- 
stood. Do not hesitate to mark your 
Bible. Mark also striking and significant 
verses, and expressions, and possible key 
verses, until THE key verse for the en- 
tire book be located. This is to be con- 
sidered a preliminary or working outline. 
Make it general, not too minute. Include 
the entire book in the outline, but leave 
the details of the sub-divisions to be filled 
in later. Endeavor in these early read- 
ings to get a clear idea of the author's 
purpose and the relation of each part 
thereto. 
Study the significant words. 
As you read, mark, and record in your 
note book, the Key words, words which 
recur again and again, favorite words, 
and unusual words. After having become 
familiar with the book and having made a 
preliminary outline, take up these words, 
one at a time. Turn to your Strong's 
Concordance, and locate each occurrance 
of the word. Compare the author's use 
of the word with the usage of other 
writers. See if he uses it in any peculiar 
sense. Compare the different versions. 
Having read the book repeatedly in the 

57 



A. R. V. read it clear through in the A. 
V., and note what changes have been 
made therefrom in the A. R. V. This will 
often put you in touch with key words and 
give you a key to the meaning of a word. 
If a New Testament book, read again in 
the 20th Century New Testament, especial- 
ly comparing where the vital words are 
found. If you read Greek and Hebrew, you 
will of course refer to the Greek and He- 
brew text and the corresponding Lexicons. 
But if you do not, then make use of lexi- 
cons found in Strong's Concordance, find- 
ing the words by the numbers given, ac- 
cording to directions found there. Study 
related words, synonyms and opposites. 
See Beet, pp. 47-61. 
i. Study the Phrases. 

If the phrase is peculiar to the author 
compare his use of it in all his known 
writings. If the phrase is common to 
more than one author, with the help of 
the concordance, trace it throughout the 
Bible. Discover its origin, any differ- 
ence in its use by different authors, 
and its meaning in each case in the 
book being studied. See Beet, pp. 61-64. 
(The method and possibility of phrase 
study will be illustrated by the study of 
the phrase "in Christ", to follow.) 
5. Make a Grammatical Study and Ex- 
position, paragraph by paragraph, per- 
fecting the Analysis, and Paraphrasing. 

See Beet, Rule D. pp. 64-67. 

There is no exercise quite equal to 
paraphrasing to test your comprehen- 
sion of a passage and to fix in mind its 
salient features. Webster defines a para- 
phrase as "a statement of a text, pass- 
age, or work, expressing the meaning 
of the original in another form, generally 
for the sake of its clearer and fuller 
58 



exposition; a setting forth of the signi- 
ficance of a text in other and ampler 
terms." 

A good paraphrase is one of the best 
possible commentaries. Such a complete 
commentary on the entire Bible is to be 
found in "The Messages of the Bible" 
series, edited by Prof. Frank K. Sanders, 
late of Yale, and Prof. Charles F. Kent, of 
Yale University, a paraphrase of the en- 
tire Bible in 12 volumns. Vol. XI is "The 
Messages of Paul", by George Barker 
Stevens. His paraphrase of 1 Cor. 15, 35- 
44, reads as follows: "But some will raise 
the objection: How can resurrection be 
conceived? With what sort of a body do 
men come forth from the realm of the 
dead? A thoughtless objection! In the 
reproduction of grain death is necessary 
to fuller life which issues from the seed 
sown; and, moreover, the product which 
issues from the seed is something new 
and something greater than the seed it- 
self. God, in the mysterious processes 
of nature, clothes the life of various seeds 
in new forms which are appropriate to 
their various natures. Another analogy 
carries us a step farther. In nature we ob- 
serve a great variety of bodies adapted to 
the elements — earth, sea, air — in which 
various creatures are to live. In like man- 
ner, as between heaven and earth there 
is a difference in the bodies of their 
inhabitants as respects dignity and 
beauty; likewise airfong the heavenly 
bodies, sun, moon and stars, there is 
wide difference in brilliancy. There is 
an equal difference between the resur- 
rection body and that which dies and 
is buried; the latter is subject to the 
law of corruption, decay, and death, shar- 
ing the fate of nature, while the former 
59 



is free from the law and belongs to a 
higher order. As the present body is 
adapted to this perishable order of na- 
ture in which we now live, so the fu- 
ture body shall be adapted to the life 
of the world of the Spirit." 

Now compare this with the A. R. V. or 
even the 20th Century New Testament, 
which is NOT a paraphrase, and you will 
get a good idea of the nature and value of 
a paraphrase. MAKE YOUR OWN PARA- 
PHRASE. 
. Trace the Line of Thought. 

This means the final perfecting of the 
analysis, the testing of the supposed mo- 
tive of the book, and the relating of all 
parts thereto. Write out the argument, 
or program of the book from memory. 
Preach a sermon on the book as a whole, 
which shall be the presentation of the 
great message of the book. Plan a ser- 
ies of fuller expositions for sermons or 
prayer meeting studies. That will test 
your grasp of the book. 
. Conclude with a Topical Study of the 
Book. 

Let this include biography and doctrine. 
If it is a Gospel, try to get the particu- 
lar author's portrait of Jesus. Notice 
whatever revelation the author makes of 
his own character and life. Note all 
that is given about other characters. As 
you read the book make notes of any 
sidelights fori characters - appearing tin 
the narrative. Where a life is given 
with some fulness, make a thorough 
study of that life as a whole. 

Make a study of the teachings of the 
book on all subjects within the purpose 
of the author. This will pave the way 
for a complete Biblical Theology of your 
own. 

60 



CHAPTER VI. 

THE GOSPEL ACCORDING TO MARK AN 
ORIGINAL EXPOSITION. 

Work to be Having determined your 
.submitted, own method for the study of 
a single book, and having sub- 
mitted the same, proceed to make an 
original study of the Gospel according to 
Mark. Follow carefully the method you 
have outlined, and test your results by 
reference to the suggestions of the dif- 
ferent authors studied and the present 
writer. 

When completed, submit an original ex- 
position of Mark for examination. The 
requirements are that this exposition shall 
contain a statement of the purpose of the 
book; a demonstration that the 
Require- purpose is correctly stated; a 
merits complete outline; a running expo- 
sition which will show the line or 
thought, explain obscure passages, and im- 
press the teachings of the book; and 
an original paraphrase of Chapter II, 
1-22. This work must be original 

work. It will be better if you ignore 
commentaries altogether for this piece of 
work. Read the book. Discover for your- 
self the writer's purpose. Make your own 
outline, and analysis. Do your own para- 
phrasing. If you do make any use of a 
commentary let it be after your practical 
completion of the exposition as required 
just to seek light on any difficult passages 
which have puzzled you. For the sake of 
establishing self confidence as a Bible 
exegete hold yourself rigidly to independent 
study until you have a thoroughly tested 
method of your own. 



61 



CHAPTER VII. 

A Study of the Bible as a Missionary Book 

BOOK NUMBER FOUR. 



"THE BIBLE A MISSIONARY BOOK" 

By Robert F. Horton, D. D. 

The Bible is "essentially and absolute- 
ly a missionary "book; it is from first to 
last the announcement of a truth which 
from the nature of the case must be an- 
nounced to the world; it is the record of 
missionaries, the sole object of which is 
to engage all who hear to become mis- 
sionaries themselves." 

— Robert F. Horton. 

The next step in this course is the study 
of the entire Bible as a Missionary Book, 
using Dr. Horton's book as our guide, and 
the preparation of an original essay on that 
subject. 

Such a study might most profitably fol- 
low the completion of the study of the 
Bible historically and epochally, book by 
book. And yet such a study now will give 
a new and valuable bird's-eye view. The 
study will be easier, the more thoroughly 
each book is known. But whatever amount 
of labor is required to follow our guide in 
this exploration will be amply re- 
Right paid. The right method of as- 
Topical sembling the teachings of the 
Study Bible upon the great themes can- 
not be better illustrated than by 
following Dr. Horton, while at the same 
time we will be getting to the very heart 
of the Biblical message. 



62 



I — Getting the Point of View. 

In a very lucid preface the author states 
his attitude toward critical questions and 
his method of approach to the Bible. The 
preface to the second edition reveals the 
whole sweep of the argument for a mis- 
sionary religion, and the relation of this 
study thereto. The author's attitude and 
method are more fully revealed in Chapter 
I, "The Method of Study." 

Take the book and at a single sitting 
read with great care the two prefaces and 
Chapter I. Mark the points. Then test 
your grasp of the matter with the follow- 
ing questions: 

1. How does Dr. Horton characterize the 
two best known encyclopedias of the Bible? 
Which one represents the general attitude 

taken by the author? 
Modernism 2. Why is there any antag- 
onism between piety and 
scholarship? Should there be? Can it be 
eliminated? 

3. Do missionaries have to meet the 
modern view of the Bible, and can they 
remain indifferent thereto or neutral? 

4. Does the author think the modern 
view of the Bible strengthens or weakens 
the missionary appeal? 

5. Is the modern view in any way an 
impediment to a vital Christian experience? 

6. State the threefold argument for the 
missionary propoganda. 

7. Just what has modern scientific 
"criticism" of the Bible done? 

8. Why is it that in seeking a Biblical 
basis for the missionary argument resort 
is so generally had just to certain iso- 
lated texts and the "intrinsic missionary 
purpose" of the whole Bible has not been 
realized or exploited? 

63 



9. Candidly, would the loss of the text 
containing the Great Commission destroy 
for you or in any degree lessen the authori- 
ty for Missions? 

10. Analyze the author's expression of 
his purpose, a threefold process (p. 30). 
What result does he anticipate? 

11. Why does he begin his survey with 
the New Testament? Is his reasoning 
sound? 

12. In your present memory do you think 

the author's statement correct, 
O. T. that "The Old Testament is only 
and missionary in the sense that it is- 

Missions sues in the New... The Old Tes- 
tament in itself has never had 
a missionary message to the world"? 

Does not the narrowness of the Jews 
only show that as a race they never lived 
up to their book, that God called them 
to a world-wide service, but they refused 
the call? 

13. How then does the author relate 
the Old Testament to this study? 

Four 14. What are the four contem- 
Streams porananeous, separate yet in- 
termingling streams in the 
Old Testament? 

15. How does this determine the meth- 
od of study? State the author's purpose 
in the fourfold method of procedure as to 
the Old Testament. 



As a second step, read through Chap- 
ter II, "The Burden of the New Testa- 
ment". Read it over a second time, and 
until you are sure you have not 
Proof (?) missed any of his points. Un- 
Texts derscore and bracket his most 
telling sentences. Be sure that 
64 






you get his viewpoint. It is not to find 
proof-texts to support a missionary move- 
ment, but "we find its missionary teaching 
....in its very structure and texture", and 
to think of the New Testament apart from 
Missions would be like thinking of Beetho- 
ven without thinking music. 

3. 

When you have fully grasped the au- 
thor's contention test it by a thorough go- 
ing over of the New Testament, seeking to 
catch fully its missionary content. 

4. 

The search for the missionary message 
of the Old Testament is taken up un- 
der the four divisions of the Old Testa- 
ment material, as recognized by the Jews 
and mentioned in the first chapter. 

Here two methods are possible for you and 

your choice will be determined by the tools 

you possess. If you have access 

\ to Hastings' Bible Dictionary or 

Two Driver's Introduction to the Old 

Methods Testament, it will be well for 

you to read the articles in the 

dictionary to which the author 

refers (pp. 7-8), and to make such a study 

of the Introduction as to understand that 

view of the Scriptures upon which the 

author builds his work. If you can agree 

with the general principles of the modern 

point of view you will find the argument of 

this book irresistible, and you will much 

better catch the spirit of the author. 

But if these modern tools are not in 

your possession, then you must take for 

granted the author's position in 

order to get the full strength of 

65 



Develop- his argument. The great word 
ment is "development". The Law was 
the Key a development, beginning with 
a simple code, a decalogue, elab- 
orated to meet the needs of a 
developing social life. The History is a 
record of such an expanding national life, 
which is essentially a constant upward 
movement. Prophecy shows a like develop- 
ment in the clearness of a Messianic hope 
and in the consciousness of a world-wide 
mission. The imaginative and philosophi- 
cal writings, including the Psalms, reflect 
the same development. 

Read Chapter III through and 
Chapter III then review with the follow- 
ing questions. 
16. What was primarily the Bible of 
Judaism? 

17. What was the Jewish view 
The Law of the finality of the Law? 

18. What was the result of this view in 
the religious system of the Jews? 

19. Examining, as the author suggests, 
Exodus, Deuteronomy and Jeremiah, write 
out a statement of the development you 
are able to discern. 

20. Compare likewise Ezekiel with Lev- 
iticus and write out your conclusions. 

21. Is there in the Law any inherent 
missionary principle? 

22. Why did the Jews miss it and be- 
come so exclusive a nation? 

23. How does the Epistle to the Hebrews 
furnish a key to the Law? Just what is 
the key? 

5. 
The Missionary Promise in the History 
of Israel. Chapter IV. 

Proceed through the book using the ques- 
tions. 

66 



O. T. 24. Do we find in the O. T. any 
"History" history in the modern sense? 

Just what is the "modern 

sense"? 
tory? Is there any history here in this 
sense? 

25. What was Thucydides' idea of his- 
otry? Is there any history here in this 
sense 

26. Illustrate the character of O. T. His- 
tory and the constrasts presented there- 
in. 

27. What is there about it as a whole 
which makes its interpretation from a 
Missionary point of view so difficult? 

28. What is the traditional 
Decadence method in detail of meeting 

this difficulty and interpreting 
the history? 

29. What is the modern scientific meth- 
od? 

30. What are the conclusions of such 
study as to the date of composition of the 
different parts of the history of Israel? 

31. What is the general effect of this 
method, and what the changed view as to 
the highest point in Hebrew racial achieve- 
ment? 

32. In your opinion which word cor- 
rectly sums up Hebrew history to the com- 
ing of Christ, Decadence or Development? 

or 33. What is the missionary 

Develop- significance of the historical de- 
ment? velopment of Israel? 

34. What was the chief work of the 
Prophets? 

67 



35. How prominent is the Mis- 
The sionary element? 

Prophets 36. What is the cause of the 
greatest difficulties in the inter- 
pretation of the Prophetic books? 

37. What are the five prophetic books, 
according to the Hebrew arrangement? 

38. Is it important for our purpose to 
determine accurately the dates and chron- 
ology of these writings? 

39. What assumption does the author 
consider justified in arriving at the approx- 
imate date? 

The 40. Who were the earliest pro- 

Earliest phets whose writings are pre- 
Prophets served? To which kingdom did 
they belong? What was the 
burden of their message? Was there any 
particular missionary content? 

41. Who were the next two prophets 
and in what kingdom? What was their 
mission? How did their particular mes- 
sage lead to a larger message of great 
missionary significance? Find and mark 
the passages (in the two Prophets) where 
this is most clearly stated. 

42. What was Jeremiah's task? What was 
the missionary outlook of his message? 
How did Zephaniah join him in this? 

43. Whose is the great undoubted Book 
of the Exile? What is its mission- 

The ary significance? Note and mark 
Exile the significant passages. 

44. What does the author consider the 
greatest utterance of the Exile period? 
Sum up the message briefly. How does its 
missionary content and significance com- 
pare with previous prophets? 

45. Who are the two prophets of the 
days of Zerrubabel? What was their func- 
tion? What their missionary message? 

68 









46. Review the remaining seven proph- 
ets and note their missionary significance, 
especially Jonah, Joel and Daniel. 

47. Memorize the dates of the Prophets, 

as given on page 152, which chron- 
Dates ology represents the conclusions of 

reliable conservative scientific schol- 
arship of today. 

48. What is revealed by the most casual 

examination of the imaginative 
Poetry and philosophical writings as to 
their missionary significance? 

49. What is the significance of the fact 
that the Psalms and wisdom literature are 
so vital a part of the religious literature of 
Western races? 

50. How wide an outlook is revealed in 
these writings? Wide enough to be a real 
missionary outlook? 

51. What significance does the writer 
attach to the fact that the name of God is 
not found in the book of Esther? 

Wisdom 52. How much "cosmopolitan 
Books ism" is found in the Wisdom 
Books? 

53. How does the theory that the book 
of Job was produced during the Captivity 
affect the missionary significance of the 
book? 

54. In what way does the author find a 
missionary content in the book of Pro- 
verbs? 

The 55. What are the evidences of a 
Psalter world-wide value in the Psalter? 

56. What is the one most evident note 
there of world-wide import? 

69 



57. How does the author reconcile this 
fact with the imprecations of the Psalms? 

58. What is the still more significant in- 
dication of the Missionary character of the 
Psalms? 

59. What does the author take as the 
keynote of the Psalms? 

60. What is the explanation of the fact 
that the Psalms, composed largely for rit- 
ualistic use, scarcely refer to ritual form 
but do express spiritual realities? 

61. Do you think it important that the 
church at large and missionaries in par- 
ticular should see how essentially the Bible 
is a missionary book, under the interpreta- 
tions of modern scientific methods? 

Prepare and submit an essay, about the 
length of a sermon, on "The Bible a Mis- 
sionary Book". 



70 






CHAPTER VIM. 



"IN CHRIST" 
A Phrase Study in the Writings of Paul. 

The final piece of original work re- 
quired in this course is a study of the Paul- 
ine phrase "In Christ". This will illus- 
trate the study of phrases, will give you 
further practice in using your tools, and 
will enable you to get hold of the heart 
of the Gospel according to Paul. 

The Books to be studied are particularly 
the thirteen recognized Epistles of Paul, 
Romans to Philemon. The tools, chiefly 
the A. R. V. and Strong's Exhaustive Con- 
cordance. 

First take the Concordance and read care- 
fully the General Preface and Directions, 
and Explanations of the Concordance, 
turning to the different departments of the 
book, thoroughly familiarizing yourself with 
its contents and methods. 

Look up in the Concordance the word 
"kingdom". Note the references where oc- 
cur the related phrases "Kingdom of God", 
"Kingdom of Heaven" and "Kingdom of 
Christ". Count the number of times these 
phrases are found in the Gospels. How 
many times used by Paul? 

Look up all these passages where Paul 
uses the phrases, and see how rully you can 
construct his idea of the Kingdom from the 
use of this phrase (and similar phrases), 
which was Jesus' favorite expression. 

Now turn in the Concordance to "Christ" 
and look for the phrase "in Christ". 

Make note of all the passages wnere the 
phrase is found. Examine each occurrence 
of the name "Christ" and "Jesus" to dis- 
cover their use with the preposition "in". 
71 



Count the number of times. Is it found in 
each Epistle? If any exception, make note, 
and later see if there is any similar ex- 
pression in that Epistle, or some other ex- 
pression of the same idea. 

Trace the occurence of the phrase else- 
where. How often in the Gospels? In the 
Acts? In other Epistles? In all the writ- 
ings of John? Of Luke? Of Peter? Is 
it distinctly and emphatically a Pauline 
phrase? Does it impress you as his pecu- 
liar designation for the Kingdom? 

Now take up the references one by one. 
Read the Epistles through, marking the oc- 
currence of the phrase and similar phrases. 
Study each in its setting until the mean- 
ing becom.es clear. Seek to arrive at a 
clear understanding of just what Paul means 
by the expression "In Christ". What is it 
to be "in Christ"? What is life "in Christ"? 
Is it a chance phrase? A pet phrase with- 
out great significance? Or is it a deliber- 
ately chosen expression to convey a central 
truth? Find other related expressions mean- 
ing the same thing, or expressing the same 
fundamental truth. Especially in Romans 
VIII see if several such phrases are not to 
be found. List all such phrases that you 
discover, and see if they occur elsewhere. 
With the aid of the Concordance look them 
up under the leading word, studying the 
references to arrive at the exact meaning, 
and seeking therefrom "sidelights" on the 
phrase "in Christ" . 

Study the Gospels and the words of 
Jesus for similar expressions, or words 
conveying the same idea. See Beet (pp. 
63-64). 

After you are sure that you have grasped 
the reach of this glowing phrase, write an 
exposition cf from one to two thousand 

72 



words and submit it to the School. Then 
preach a sermon on "The Gospel according 
to St. Paul" using as the text "In Christ'*. 



73 



APPENDIX I. 
OUTLINE FOR FUTURE STUDY. 

1. Work out in the beginning a chrono- 
logical outline of the history, and the dates 
of the books. 

2. The Gospels, a book at a time in the 
order (1) Mark, (2) Matthew, (3) Luke, 
(4) John. 

3. The Life of Jesus, with the Teach- 
ings of the Gospels about his person. Based 
upon Stevens' and Burton's Harmony of the 
Gospels. 

(If you wish further guidance, take 
"Studies in the Life of Christ" by H. 
Burton Sharman, in the Y. M. C. A. 
Series, a study based upon the above 
Harmony.) 

4. The Teachings of Jesus, Doctrines 
and Ethics. 

Make the Harmony the basis and 
chief tool. 

Look always for light from parallel 
passages. 

Make a special study of the different 
forms of teaching, Parables, Miracles, 
Epigrams. 

Study the development of His teach- 
ing chronologically. Finally construct 
His teaching systematically under such 
heads as 

The Kingdom of God. 
The Fatherhood of God. 
Jesus' Self-Estimate. 
Jesus' Teaching about Old Testa- 
ment Law; The Sabbath; Pray- 
er; Righteousness; Love; Humil- 
ity; Money; etc. 

5. The Book of Acts, with Luke as a 
background. 



This might follow the Study of Luke, 
2-(3). 

6. The Acts and the Epistles. A Study 
in the Apostolic Church. 

(An excellent guide is the Y. M. C. A. 
Course, "Studies in the Acts and Epis- 
tles", by Edward I. Bosworth, based 
on "The Records and Letters of the 
Apostolic Age", by Ernest Dewitt Bur- 
ton.) 

7. The Pauline Epistles, studied chron- 
ologically for Teachings. 

8. .The Epistles of John. Might fol- 
low the study of John's Gospel 2- (4). 

9. The Epistles of James, Peter and 
Jude. 

10. The Teachings of Paul, Doctrinal 
and Ethical. (Might follow No. 7, or a re- 
view of 5, 6 and 7). 

11. The Books of the Law, the Hexa- 
teuch in its present form. 

Ignore the critical problem for the 
present. You will be equipped to take 
up the critical problem only after hav- 
ing become thoroughly familiar with 
each book by a study of the book as it 
is, according to the methods developed 
in this course. In the Providence of 
God each book has come down to us in 
its present form. How that form was 
attained is a very important question, 
but not the most important. The mes- 
sage of the book as it is, this is of 
primary importance. The mastery of 
the book as it is will pave the way for 
its critical study and will safeguard 
the student from the excesses of theo- 
ries that are not well grounded. 

12. The Historical Books, or Earlier 
Prophets. Joshua to II Kings. A book at 
a time. 

75 



13. The Prophets., Isaiah to Malachi. A 
book at a time. 

14. The Hagiographa, or Miscellaneous 
books. A book at a time. 

15. A Critical Study of the Hexateuch, 
with the aid of Introductions and com- 
mentaries, testing the Modern View of the 
composition of these writings. 

16. A Critical Study of the Prophets, es- 
pecially Isaiah. 

17. A Critical Study of the entire Bible 
may follow its thorough mastery as it is, 
by the preceding outline. 

(Note. A different order, with some 
alternating of New and Old Testament 
study would have some advantages.) 

18. The Epistle to the Hebrews, with 
the Old Testament Law as a background. 

19. Biographical Studies. 
Jesus 

Paul 

Apostles 

Patriarchs 

Women of Bible 

Un-Named Heroes 

Little-known characters like Epaph- 

ras 
Great Sinners, etc. 

20. Doctrinal Studies. 
(The Teachings of Jesus.) 

The Teachings of the Gospel Writers, 
apart from teaching of Jesus. 
Matthew. Mark. 
Luke, from Gospels and Acts. 
John, from Gospel and Epistles and 

Revelation. 
The Teachings of Paul 
The Teachings of the Epistle to the 

Hebrews. 
The Teachings of the Epistles of 

James, Peter, Jude. 
The Christian Teaching systematiz- 
76 



ed, making the Teachings of Jesus 
the norm., nothing admitted that 
is contrary to His Teaching, "but 
noting the elaboration of His 
Teachings in those of His follow- 
ers. 
The Teachings of the Bible, tracing 
the development of Religious ideas 
through both Testaments. Such sub- 
jects as 

The Idea of God. 

The Holy Spirit. 

The Law of Sacrifice. 

Atonement. 

Immortality. 

Conversion. 

Sin. 

Holiness. 

Sanctification. 

Assurance. 

21. Ethical Studies. 

The ethics of the Mosaic Code. 

" " Deuteronomic Code. 

" " Psalms. 

" " Prophets. 
The Commands of Jesus and the laws 

of the Kingdom of God. 
Paul's Idea of a Christian Man. 

22. Topical Studies, miscellaneous. 
Baptism. 

The Lord's Supper. 

The Early Church. 

The Sabbath. 

The Passover. 

The Kingdom of God. 

Prophecy fulfilled and unfulfilled. 

The Holy Spirit in the growth of the 
early church, based on the prophe- 
cy of John XV: 26 and XVI: 13-14 
and illustrated by a rapid reading 
of the Acts and Epistles in chron- 
ological order. 

77 



Revivals. 

The Promises of the Book. 

The Virtues. 

Etc. 

23. Words and Phrases. 

Discover the important ones in your 
own study of each book. 

Get Key-Words for books and chapters. 

Get Key-Words for men, as Love for 
John; Hope for Peter; In Christ, for 
Paul; Good Works for James. 

24. Supplementary and Complementary 
Studies. 

Ancient Manners and Customs. 
Customs of Hebews and their neigh- 
bors. 
Political History of all periods of Bible 

History. 
Geography, physical and political, of all 
countries involved in Biblical history.. 
The Critical Problems of the Bible. 
After a first hand mastery of the Bible 

as it is. 



78 



APPENDIX II. 



SOME DON'TS FOR BIBLE STUDENTS. 

Don't expect to understand everything at 
once, or to master the Bible in a day. 

Don't be discouraged by the magnitude of 
the task, but begin at once. 

Don't take your first view of the Bible 
or a Book through another's glasses. 

Don't belittle the value of the results of 
the studies of others, but magnify the im- 
portance of a first hand study made by 
yourself. 

Don't permit any commentator to do your 
thinking for you. That's the point. 

Don't let books about the Bible crowd 
the Bible out. 

Don't take another's word for what the 
Bible says. Look yourself. 

Don't think that anything will take the 
place of hard work and persistent study. 

Don't use the microscope before you use 
the telescope. 

Don't dissect until you have admired the 
beauty and symmetry of the flower and 
enjoyed its fragrance. 

Don't despise scholarship or think that 
piety and good intentions will make you a 
master of the Bible. 

Don't think that scholarship can make 
faith and prayer unnecessary. 

Don't depend on the Authorized Version 
when you want to be sure of a correct text 
or the exact meaning. 

Don't give all parts of the Bible equal 
weight. An ass, and even the devil, have 
some sayings recorded in the Bible. 

Don't forget the author and the circum- 
stances which produced the t)ook being 
studied. 

79 



Don't interpret any portion of Scripture 
without a clear grasp of the purpose and 
teaching of the book as a whole in which 
the passage is found. 

Don't use any text as a proof text or a 
sermon text without a thorough study of 
the text and its context. 

Don't interpret Bible words according to 
present theological meaning without a thor- 
ough word study, seeking without prejudice 
the exact Biblical and immediate mean- 
ing. 

Don't base your belief in any fundament- 
al matter upon one text, and your interpre- 
tation thereof, or one passage unsupported 
by other Scripture. 

Don't seek a double meaning for any 
Scripture. A particular passage means one 
thing. Discover that. 

Don't engage in Topical Study that is not 
based upon conclusions from a thorough 
study of books and authors. 

Don't think that the order of books in 
the English Bible, the Titles, the chapters 
and verse divisions, are inspired. They are 
all the works of periods subsequent to the 
composition of the books. 

Don't practice "Eisegesis" and call it "Ex- 
egesis". 

"Don't make Scripture a 'nose of wax' 
capable of being bent in every direction." 

Don't depend upon magic even in devo- 
tional Bible Study, that is, opening the 
Bible at random expecting God to point out 
thus the message you need. 

Don't rely on "Inward Light" or the Holy 
Spirit until you have exhausted all means 
of understanding the language of the Book. 

Don't multiply "Types", which are not al- 
ready recognized by the Bible. 

Don't trim. 



k 



Don't let your desire to back up your 
opinion by Scripture lead you to even shade 
the real exact meaning of the word. 

Don't live long without the best Bible 
Dictionary you can buy. This is the age of 
encyclopedias. 

Don't let sermon-making or any other 
thing crowd out your unhurried approach 
to the Bible for your own spiritual food. 



V 



\ 



81 



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9 



»12 



One copy del. to Cat. Div. 



JAM 10 1912