PRINCETON, N. J. Division J5S2-5S5^ Shelf Section Number THE COMPOSITION OF THE FOUR GOSPELS THE COMPOSITION OF THE EOUB GOSPELS A CRITICAL INQUIRY Rev. ARTHUR* WRIGHT M.A. FELLOW AND TUTOR OF QUEENS' COLLEGE CAMBRIDGE Hontion MACMILLAN AND CO. AND NEW YOEK 1890 All rights reserved iva emyvcos ncpl a>v KaTij^drjs \6yoav ttjv dcr(f)aA€iav. S. Luke i. 4. CAMBUIDOB: PKINTKD BT 0. J. CI.AY. M.A. AM) SONS, AT THE UNIVERSITY PRK3S. PEEFACE. fTlHESE chapters were written during the leisure of -*- a sea voyage in the long vacation of the year 1889. I had with me Mr Rushbrooke's Synopticon, Drs Westcott and Hort's Greek Testament and a pocket concordance, but no other books bearing on the subject nor even my own notes. I mention these facts to account for the paucity of reference to the works of other writers. A few passages I revised after landing in England. The publication of Mr Rushbrooke's Synopticon in 1880 greatly facilitated the study of the Gospels. I only regret that the necessarily high price keeps this book out of the libraries of many young students. Those who wish to work out for themselves the line of study suggested in these chapters should if possible procure the Synopticon, but, if that is out of their reach, Tischendorf s Synopsis Evangelica is cheap and useful. Though my opinions differ widely from some of Dr Abbott's, I owe much to his work and critical insight. aS VI PREFACE. Dr Bernhard Weiss I have often found suggestive. Dr Westcott and the late Bishop Lightfoot have been my chief guides during residence at Cambridge. My obligations to other authors I have tried, as far as possible, to indicate in the course of the book. Some readers, I fear, will regard this work as an attack upon the Gospels, rather than a defence of them. They will think that it surrenders too much, that its teaching is arbitrary and likely to produce doubt and perplexity. They will prefer the certainty which older expositors offer to the probability with which criticism bids us to be content. To such objectors I would say that the acceptance of the oral theory of the origin of the Gospels, which has been general amongst English scholars for at least the last thirty years, involves the admission of most of the principles which are expounded in this book. Being convinced that the theory is true and adequate, I have endeavoured to show how it is supported by allusions in Scripture, how it explains and justifies the language of the earliest Fathers of the Church, and what results necessarily follow from it. We live in anxious times. An effort is making to minimise or get rid of the supernatural in revelation. The Incarnation and the Resurrection are called in I I in •stion or denied. The resources of scholarship arc used to propagate a Christianity without a Divine Christ. PREFACE. Vll Now, scholarship can only be met by scholarship and criticism by criticism. The old method of ignoring or explaining away difficulties will no longer suffice. Difficulties must be acknowledged, faced and their lessons learned. In this book I have endeavoured to define the conditions under which I think the defence of the Gospels can be maintained. Our citadel may be immeasurably strengthened by abandoning a few untenable outposts. The critical study of the Gospels is still in its infancy. All that I can hope to do is to assist and guide my juniors in bringing it to maturity. " We are powerless against the truth, but we can do something to defend the truth " (2 Cor. xiii. 8). I am confident for the ultimate result, because I believe in the reality of the work of the Holy Spirit and because I see a growing earnestness and honesty of purpose in those whose duty it will be to maintain for the next generation the cause of our most holy faith. CONTENTS. CHAPTER I. PAGE The work of the eatechists 1 CHAPTER II. The status of the eatechists 8 CHAPTER III. S. Mark a catechist 14 CHAPTER IV. Analysis of the first three Gospels 25 CHAPTER V. The first cycle of oral gospel : S. Peter's memoirs ... 32 CHAPTER VI. Genealogy of the three extant editions of S. Peter's memoirs . 41 CHAPTER VII. Deterioration in the oral teaching 48 X CONTENTS. CHAPTER VIII. PAGE The second cycle of oral gospel : S. Matthew's Utterances of the Lord 60 CHAPTER IX. The third cycle of oral gospel : Anonymous. Current in Gentile Churches only 85 CHAPTER X. The dates of the compilation of the three cycles ... 92 CHAPTER XL Fragments of oral gospel outside the three cycles : Anonymous. Current locally only 100 CHAPTER XII. Non-oral gospel : Anonymous. The result of local inquiry . 112 CHAPTER XIII. Editorial notes 116 CHAPTER XIV. The dates of the writing of the Gospels 128 CHAPTER XV. The First Gospel 133 CHAPTER XVI. S. Luke's Gospel 141 CONTENTS. XI CHAPTER XVII. PAGE S. Mark's Gospel 149 CHAPTER XVIII. S. John's Gospel 153 CHAPTER XIX. On the Inspiration of the Gospels 160 Index of subjects 165 Index of texts 173 CHAPTER I. THE WORK OF THE CATECHISTS. Education in the East, I am told, still consists largely in learning by heart the maxims of the wise. The teacher sits on a chair, the pupils arrange them- selves at his feet. He dictates a lesson, they copy it on their slates and repeat it till they have mastered it. Then the task is over, the slates are cleaned and put by for future use. Substitute for the slates and pencils a writing tablet and stylus, and you will have a scene which must have been common in the days of the Apostles. The teacher is a catechist, the pupils catechumens, the lesson a section of the oral gospel ; for we are thinking of a time when written gospels were not yet contemplated. Nor must we deem it strange, if many catechists could repeat an amount of oral narrative considerably longer than one of our Gospels. S. Paul, when he sat at the feet of Gamaliel, could do more than this, W. G. 1 2 THE COMPOSITION OF THE GOSPELS. for "he made progress beyond many of his class mates, being zealous of the traditions of the fathers " (Gal. i. 14). At that date those traditions were not in writing, and every scribe who was "catechised out of the law" (Rom. ii. 8) could repeat large portions of matter by no means so easy to remember as the gospel sections. Indeed the memory, if you care to train it, is capable of great feats. S. Augustine ex- pected candidates for Holy Orders to know in some degree all the Scriptures, because in those days when manuscripts had no intervals between the words, it was impossible to read aloud in church without hesita- tion unless you knew the chapter. And many of the Maori of New Zealand now, I am told, would satisfy S. Augustine's requirements in this particular. S. Luke represents the work of catechising as commencing soon after the great day of Pentecost. The converts, he writes, "were persevering in their attendance upon the teaching of the Apostles" (Acts ii. 42). And S. Peter, Papias indirectly tells us, was the teacher, as indeed that Apostle took the lead in everything in those earliest days. We may picture his meeting the first class of learners. On his tablet, as I suppose, is written in his native Aramaic some short gospel narrative. We must not think that he had anxiously consulted his fellow Apostles about the exact wording of the lesson. We cannot assert that he had a full idea of the importance THE WORK OF THE CATECHISTS. 3 of what he was doing. Expecting daily the return of their Lord, the early Christians took little heed of the distant future. Enough for them to supply the press- ing need of the moment. The class may have been small, the learners obscure, the lesson of comparatively little present interest to them. It was some time before even the Apostles seem to have realised what was most important in the message with which they were en- trusted. S. Peter did not think his manuscript worth preserving. The same tablet sufficed for all his lessons. None of his pupils inscribed the words on vellum, which might have been legible to this day. They had the living witness amongst them and could consult him at any moment. His presence was worth more to them than anything which he could write. And so the opportunity was lost. We do not possess the hand- writing of any Apostle, nor do we possess the first and freshest recollections of S. Peter's memoirs of our Lord. Day by day and week by week the lessons were continued. Unsystematic and incomplete they neces- sarily were, for each one was perfect in itself and probably had no connexion with any other. Certain parts of our Lord's life, such as the Passion, were pretty fully detailed : other parts, as the early Judaean ministry, were almost untouched. S. Peter's work at Jerusalem appears to have been cut short before he had either completed his narratives or reduced them to order. Many pupils would become irregular and stay 1—2 4 THE COMPOSITION OF THE GOSPELS. away, but others would take their place. Many would prove forgetful, carrying away imperfect and distorted recollections. But while all would learn something, a few young men with retentive memories and unflagging zeal would form the crown of the undertaking. These were " instructed in the word " (Kar^^/jbivot rov \6joi>, the tense indicating the completion and permanence of their knowledge). From them was organised the new order of catechists, who were not only the recognised repositories of gospel history, but were ordained and authorised to teach others also. S. Peter then was the author of the first cycle of oral teaching, which, though incomplete, covered more ground than any other and formed the framework of the first three written gospels. S. Matthew, we shall see, was the author of the second cycle, which was supple- mentary and originated also in Jerusalem. An unknown Christian, perhaps at Antioch, was the author of a third cycle which obtained currency in Pauline churches only. The catechists of the first school could only teach the first cycle. A later school perhaps could teach the second cycle only, but, as time went on, it was found necessary for a catechist to master both the first and second cycles or he could not do the work required of him. S. Paul at first drew his catechists from Jeru- salem, but in course of time he employed local catechists who had mastered as much of all three cycles as was current in the Gentile churches. THE WOEK OF THE CATECHISTS. 5 The name catechist does not occur in the New Testament, for it was not as yet invented. The technical term for the new order was 'the catechisers' {ol Karrj^ovvre^). Participles however are inconvenient for daily use. They do not freely admit of a vocative. And in ordinary language the pupils addressed their master as 'Teacher' (w ScSdcrfcaXe), and 'teachers' with the verb 'to teach' and the noun 'teaching' are in frequent use. S. Luke in his preface uses a new phrase "ministers of the word" {vir^peraL rod \6you, Luke i. 2), and if this was a usual name for them in the West, it would certainly be abbreviated into 'ministers,' as we shall have occasion to remark hereafter. Of the number of catechists we can form no certain estimate. There must have been at least one in every considerable church, but the smaller communities may have been served by itinerant teachers. In large churches daily classes must have been required and weekly classes for the less leisured members. It was hard work. "Toil" (kottos) is the term applied to it by S. Paul. And if we would picture to ourselves the life of the church of the earliest time, the catechetical classes must form a prominent feature in it. It may well be that the Gentiles preferred S. Paul's lectures, which resembled more closely the teaching of their own philosophers and which we are told in an interest- ing Western reading (Acts xix. 9) which is credible though not authentic, S. Paul delivered daily from 6 THE COMPOSITION OF THE GOSPELS. the fifth hour to the tenth — 11 a.m. to 4 p.m. But S. Paul himself did not encourage his disciples to shirk the wholesome labour of committing gosjDel narratives to memory. From his frequent mention of the catechists it is plain that he valued and upheld their work. 'Toil' it certainly was: not perhaps carried on five hours a day like S. Paul's, nor making such demands on the intellect. The word 'catechise' (Karrj^eay) is derived from ?J%o<>, which with its collateral forms fyr/ and i]%oq (our 'echo') signifies an irrational noise or din, a sound apart from its meaning. And KaTrj^elv is to din a thing into a person by noise and repetition. Scarcely was this an intellectual operation. It de- manded none of the higher spiritual gifts, but only fidelity, sympathy and patience. It testifies also that learners were dull then as now, and that teaching had its drudgery as well as its rewards. Many of the scholars must have been older and richer than the teacher who dictated to them: men of position like Theophilus, dignified burghers little accustomed to submit to a junior, grey-headed men who despaired of mastering the lesson. But as years rolled on and Christianity had passed its infancy, the catechumens would be more confined to the children of Christian parents. And at all times there would be one great difference both in East and West between the modern Sunday-school and the ancient catechetical class. No girls would be present. To educate a THE WORK OF THE CATECHISTS. 7 woman was considered superfluous. "Let them ask their husbands at home" is S. Paul's advice in a similar case to such as wanted instruction. And so closely were they kept within doors, at least those of the wealthier classes, that they had no desire for better treatment. Though S. Paul taught that "in Christ there is... neither male nor female" time was needed to break down the barriers of sex. CHAPTER II. THE STATUS OF THE CATECHISTS. To understand the position which the catechists held amongst church workers in the early days, it is necessary to sketch briefly the different orders of clergy, premising that changes and developements were ex- ceedingly rapid at first. The Apostles during their life actively superintended everything. Next to them are placed the Prophets, on account of the high spiritual gifts which they possessed for preaching. But prophets were few in number and the routine work of preaching was mostly done by itine- rants of lower rank who are called Evangelists, and who, coming from Jerusalem, were often out of sympathy with S. Paul and even corrupted the faith of his con- verts : for the same zeal which " had compassed sea and land to make one proselyte " distinguished the Pharisees for good and for evil when they became Christians. It is not improbable that these evangelists THE STATUS OF THE CATECHISTS. 9 went on circuit, never staying long at one station. The Presbyters of the earliest period were, I apprehend, churchwardens rather than clergy. They were, I mean, local governors, prosperous business or professional men, of sixty years old and upwards, chosen for their dignity and probity. Their duty was — not to preach, teach or officiate ; they were too old to learn a new profession — but to suppress disorder, superintend money matters, preside at church councils, and above all see that a regular supply of evangelists and catechists was provided to conduct the services of their church. Amongst the Gentiles, however, a patriarchal form of government like this was not popular. Greeks pre- ferred in their rulers the activity of youth to the conservatism of age. As in politics, so in religion, they often appointed men under forty to govern and ad- minister. And as it would be absurd to call such men ' presbyters ' or ' elders ', they used the title ' overseers ' (iirlaKOTTOL, commonly translated 'bishops') instead. This I take to be the true distinction between "elders" and " bishops " in the New Testament. In all other particulars the terms are quite interchangeable. With the later developement of the meaning of the word, I am not now concerned. Deacons and deaconesses were chiefly engaged in visiting the sick, carrying round doles to the widows and poor, giving counsel and ad- monition privately, nursing and helping. The deacons also prepared the room for public worship, handed the 10 THE COMPOSITION OF THE GOSPELS. books and otherwise assisted. They were not, as is commonly thought, finance officers and had no con- nexion with " the seven " (Acts vi.), who are never called 'deacons' in Scripture. Lastly, the catechists were the teachers. When we remember the high esteem in which teaching and teachers were held in the East, such men as Gamaliel who were " teachers of the law " being honoured above all their contemporaries, we must not be surprised that the Christian catechist, though he had none of the judicial functions of the Jewish, but had merely the simplest of stories to remember and repeat, received some of the honour which was freely lavished on his class. None of the gospels having been written, he was the sole authority to most converts for the mysteries of their faith. S. Paul always ranks the catechists high amongst Christian workers, but the exact place assigned them is different at different periods according to the changes which were rapidly taking place. In the Epistle to the Ephesians (iv. 11) S. Paul gives the order thus: (1) Apostles, (2) Prophets, (3) Evangelists, (4) Presbyters and Catechists (irotfieve^ real SiSdaKaXot.) Here presbyters and catechists are counted as one class, because already at that period the presbyters were " stirring up the gift that was in them by the laying on of hands" and entering the list of church workers. They are not yet preachers, for evan- THE STATUS OF THE CATECHISTS. 11 gelists still remain: but they are becoming teachers. They have not quite superseded the catechists, but so many presbyters had qualified as catechists, so many catechists had been elected presbyters, that in this encyclical letter addressed to a great variety of churches S. Paul groups them together. At an earlier period (1 Cor. xii. 28) S. Paul writes before this change had taken place, and arranging them once more not according to social standing but to spiritual gifts, puts presbyters and catechists in a quite different order : (1) apostles, (2) prophets, including perhaps the evangelists, who only differed in degree, (3) catechists, (4) workers of miracles, (5) healers of the sick, (6) succourers of the aged, the sick and the poor {avTL\r}fjLy\rei iral, \6yios /cat