ait %. oie Abo\ be 42 £ 25; Rad eas Se oe warets bee. “spt i* > phy ta Td one si e feebse ise ot rth t ( Noves ial . ) \Be. wv fA t iS RCCL hha. Tsai 4 wh Digitized by the Internet Archive in 2022 with funding from Princeton Theological Seminary Library https://archive.org/details/oedagogyofstpaul0Okuis THE PEDAGOGY OF ST. PAUL SE HOWARD TILLMAN KUIST, a.m., pu.p, va! deo , Le iAay ee ee ih t* 4 > Ng y ss a y ’ T* ay Pies ‘ : Dy ‘ : ed oe? * 4 A “ : a eae ; rirans ‘ ‘ re : Pa y "4 ve he 1 i! a : ' So Nira: WME a ia he Oe meh ; Pea) aon Oy, Ie er q>9 By Permission of George P. Brown & Co. HEAD OF ST. PAUL From painting by Raphael THE “PEDAGOGY OF ST: PAUL yy TVS Data oN OF Pah SESS eh “Ay Wf 25 1931 ie al ad en LOGICAL S eww HOWARD TILLMAN KUIST. A.M.) ~PE PROFESSOR IN THE BIBLICAL SEMINARY IN NEW YORK NEW fee YORK GEORGE H. DORAN COMPANY COPYRIGHT, 1925, BY GEORGE H. DORAN COMPANY THE PEDAGOGY OF ST. PAUL oe PRINTED IN THE UNITED STATES OF AMERICA Dedicated to HERMAN HARRELL HORNE Educator—Teacher—F riend Who First Suggested the Present Study and Whose Guidance Has Been a Constant Inspiration ae ay Dea WRG eM - \ M y) pp { * eal i er . i) oh nn M Mee la : a fsa a oN \ Tet OL wee ¥ ' a“ ae Ake i} Wy fei » cD pall Tr 7, 8 hie ky aye ; d { 2 BF SA Seely y . aa, x eo a & J im cee . Fr 4 es het’ ahh ed ie ve Whe Wy 5 , a Mabe fi ri f FOREWORD By HERMAN HARRELL HORNE, pup. [warv.] Professor of The History of Education and The History of Philosophy, New York University There are those who say frankly that religion has no place in education, that education should be con- cerned with facts, not with faith. Many educational writers imply the same by omission of all references to religion in education. Such a view is short- sighted, in that it fails to see religion as a part of life, man as an heir of eternity, and the Scriptures as a portrayal of life in true perspective. The field of what. may. be called Biblical Pedagogy is practically an unworked mine. A few rich nug- gets of rare promise have been turned up here and there, an earnest of many discoveries sure to reward the worker who digs zealously. The Proverbs, the Psalms, the Prophets, the Law, the Gospels, the Epistles, are veritable treasures of educational wis- dom. These writings have nourished the souls of peoples for hundreds of generations. They are lit- erature of power rather than information. Their content, their aim, their methods await exploration, discovery, analysis, and presentation. The worker finds richest return both for himself and his readers. The Bible is the greatest collection of educational masterpieces we possess. Our very appreciation of the tutelage of Scripture has perhaps led us to neg- lect its pedagogical study. The most influential figure in human history, next to Jesus of Nazareth, is probably Saul of Tarsus. He became the accepted expositor and interpreter of Vil Vili FOREWORD Christianity. He did not lay a new foundation but he built upon the foundation laid by Jesus. Though some have gone so far as to regard him as the real founder of Western Christianity, he did not so re- gard himself, teaching instead: ‘‘Other foundation can no man lay than is laid in Christ Jesus.’’ St. Paul helped to give to Christianity what was essen- tial if it was to become a system of thought and a practical working organization as well as the life of God in the soul of man. Let any reader say some- thing about Christianity and he is likely to find him- self, perhaps unconsciously, quoting the phrases of Paul. Try it! At the moment it occurs to me to ask, ‘What is Christianity?’’ and the answer comes: It is ‘‘the life hid with Christ in God.”’ The author of the present work, Dr. Howard Tull- man Kuist, sees that education without religion is incomplete,—lacking in dynamic and in goal. He also sees that the Bible is the source-book for much that is best in modern educational theory and prac- tice. He also recognizes in St. Paul a master teacher second in greatness only to the Master himself. He brings to his study a first-hand knowledge of his Greek New Testament, a scholarly technique of in- vestigation, organization, and presentation, and a readable, interesting, literary style. The critical reader will sense here a contribution of first importance among available literature to our knowledge of ‘‘the Pedagogy of St. Paul.’’ Let no reader be deterred by the practical term ‘‘Peda- gogy’’ in the title, doubtless used for alliterative reasons, from seeking here the profoundest possible educational insight concerning man’s wisest way of reaching his greatest goal,—the knowledge of God and the service of mankind. What influences shaped St. Paul as a teacher? What are his qualifications as a teacher? At what did he aim as a teacher? What are the psychological “at . —L - — ———— FOREWORD 1x elements in his appeal? What methods did he use? What results did he accomplish? How should his pedagogy be evaluated? What literature is avail- able on this subject? What similar studies are pos- sible? The interested reader will find answers to these questions, and many similar ones, in the fol- lowing pages. Especial attention is directed to the treatment of Romans 1-8 in Chap. VIII. The subscriber esteems it a distinct privilege and honor to have his name associated with this master- piece of scholarship in dedication and sponsorship. Each week during the winter of 1923-1924 our Sem- inar in the History of Modern Education would be thrilled with the exhibit of latest findings in this virgin mine. He confidently promises and predicts that all those who sense their indebtedness to the great ‘‘Apostle to the Gentiles’’ will be grateful to Dr. Kuist for this new and valuable portraiture of him as a teacher of the human race. Herman Harrecu Horne, New York City. ¢ 1% ‘ i 2, yeu uC ay ia he! eee i ee, — oe Ss, . A J _“ . Tne ' e , ai ) es A v ri ef a nS — oe INTRODUCTION In the preface to his recent volume (1923) en- titled, ‘‘The Apostle Paul and the Modern World,’’ Francis G. Peabody calls attention to the fact that ‘The Library of the Theological School in Harvard University contains more than two thousand vol- umes dealing with the life and letters of the Apostle Paul, or more than one for each year since his time, not to speak of the multitudinous commentaries and histories in which the teaching of Paul has an impor- tant place.’’ Asa brilliant gem excites interest and invites the closest scrutiny, so does the personality of the great apostle. His influence has spanned twenty centuries and encircles the globe. What place then is to be assigned to him in educa- tional history? Or, Is the Apostle entitled to recog- nition as an Educator at all? True it is that he did not discuss pedagogy, but of necessity he was faced by pedagogical problems! The purpose of this study is to bring together, somewhat more fully than can easily be found in one place elsewhere, the material for making an estimate of the man from a pedagog- ical point of view. The problem briefly stated is this: In the light of his times and his life work, what can be learned regarding the origin, nature, results and value of his pedagogy? It may be asked whether such an inquiry is worth undertaking. Pasteur is said to have glowed with enthusiasm whenever he read the life of an illus- trious person, and was kindled with the ambition to imitate him. He once said: ‘‘From the lives of men who have marked their passage with a trail of en- during light, let us piously gather, for the benefit X1 Xii INTRODUCTION of posterity, every detail, down to the slightest words, the slightest acts calculated to reveal the guiding principles of their great souls.’ * Paul was a great soul who devoted himself with whole-hearted enthusiasm to teaching and influenc- ing men. That he succeeded is written boldly on the pages of history. It is in the detail of his life expe- rience as exhibited in his words and acts that we should discover how he taught and influenced men. It is not at all surprising to find instructive ‘‘teaching situations’’ * in his career, e. g., at Antioch of Pisidia,* and on Mars Hill in Athens,* from which one may learn with profit how he sensed problems, found points of contact, secured interest, and cap- tured attention; how he framed and called forth questions; how he drew conclusions and shaped his appeals. In short, certain principles of modern pedagogy are discernible in his contacts, which in- vite most thoughtful study. Our present interest therefore is rather in St. Paul the teacher, than in the teachings of St. Paul. As an embodiment of Hebrew education; as a reflec- tion of that which was best in Greek culture in the first century; as a Christian teacher and traveler in the Roman world, St. Paul in his manifold experi- ences furnishes a study of genuine interest and of practical worth to the Educator. The following chapters have been worked out in- ductively. The historical sources of his racial heritage and educational environment were first in- vestigated, then ‘‘the cameo-like pictures of St. Luke and the self-revelations of St. Paul’s Epis- tles,’’ ° in their original Greek setting were examined 1 Albert Keim and Louis Lumet: Louis Pasteur. Published by Stokes, New York, 1914. Cf. title-page. 2 Horne: Jesus the Master Teacher. 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