4 0^^ SF '? JUN 5 19 se •^\ ,v^- HOW TO STUDY THE OLD TESTAMENT BY FRANK KNIGHT SANDERS, Ph.D., D.D. PRESIDENT OF WASHBURN COLLEGE, TOPEKA, KANSAS AND HENRY A. SHERMAN NEW YORK CHARLES SCRIBNER'S SONS now TO STUDY THE OLD TESTAMENT HOW TO STUDY THE OLD TESTAMENT BY FRANK KNIGHT SANDERS, Ph.D., D.D. PRESIDENT OF WASHBURN COLLEGE, TOPEKA, KANSAS AND HENRY A. SHERMAN NEW YORK CHARLES SCRIBNERS SONS Copyright, 1915, bt CHARLES SCRIBNER'S SONS INTRODUCTION The aim of this course of study is to enjiljle each student to gain a clear, comprehensive and proportionate Ivuowledge of the chief characters, events, movements and ideas repre- sented by Old Testament history, and to secure a bird's-eye view of Old Testament Hterature and thinking. Method These outlines divide the year's work into 104 definite assigrmients so that the entire Old Testament may be covered in one year of private reading and study, in one year's college work (three hours a week), or in classes in one year of fifty- two weeks (two assigimients a week). The outhnes are based on Sanders' ''History of the Hebrews" and in each lesson the first reading reference is always to that work. The reading references to the four volumes of Kent's ''Historical Bible" present a clear translation and arrangement of the more important Old Testament writings and ^\ith the accompanying historical, geographical and literary inter- pretations furnish an ample basis for connected reading and study. It will always be understood that an essential part of the preparation for each lesson is the careful answering of the questions Avhich are placed at the beginning of each group of numbered sections of Sanders' "History of the Hebrews." (For example, section 33, page 25.) These questions are care- fully formulated in order to direct the Bible reading of the student and to save his time. If every question is answered thoughtfully from the Bible, and if the incidental references are looked up, the studcuit cannot fail to gain a complete work- ing knowknlge of the subject. At the end of each lesson addi- tional reading references iwc given which are entirely optional and are int(ui(l(Hl for those having acc(^ss to additional referc^nce books. These references may be utilized for advanced study or in the pre])aration of special ]")a]KM-s. In connection witli each l(\^son the outstanding facts are given and these should be carefully noted. The questions which are provided in connection with each lesson are to be vi INTRODUCTION fully answered. Where this outline is used in a class, the questions may be used by the instructor for the classroom discussions in which he tests or supplements the result of the student's previous reading. This method makes it possible to master thoroughly the field covered by the lesson, with the greatest economy of effort and time. In order to complete the course of study planned in the outline beginning on page 1, the following with the abbreviations that will be used are the Books of First Importance SHH, Sanders' History of the Hebrews. HBi, Kent's Historical Bible, Vol. I. Heroes and Crises of Early Hebrew History. HBii, Kent's Historical Bible, Vol. II. The Founders and Rulers of United Israel. HBiii, Kent's Historical Bible, Vol. III. The Kings and Prophets of Israel and Judah. HBiv, Kent's Historical Bible, Vol. IV. The Makers and Teachers of Judaism. Additional Books which are entirely optional but which will be found exceedingly helpful to those who wish further reading references or more detailed and fuller information. The more important books are starred. Breasted's History of the Ancient Egyptians. Driver's Introduction to the Literatiu-e of the Old Testament. Goodspeed's History of the Ancient World. Goodspeod's History of the Babylonians and Assyrians. *Gray's Critical Introduction to the Old Testament. ^Hastings' One Volume Dictionary of the Bible. Jastrow's Hebrew and Babylonian Traditions. *Kent's Israel's Historical and Biographical Narratives, Vol. II of The Student^'s Old Testament. *Kont's The Sermons, Epistles, and Apocalypses of Israel's Prophets, Vol. Ill of The Student's Old Testament. Kent's Israel's Laws and I^egal Precedents, Vol. IV of The Student's Old Testament. *Kent's Songs, Hymns and Prayers of the Old Testament, Vol, V of The Student's Old Testament. *Smith's The Religion of Israel. Smith's The Prophet and His Problems. Kent's The Beginnings of Hebrew History, Vol. I of The Student's Old Testament. HOW TO STUDY THE OLD TESTAMENT LESSON 1 THE HISTORICAL AND RELIGIOUS VALUE OF THE OLD TESTAMENT Read SHH, 1-15 (Sanders' History of the Hebrews, sections numbered 1 to 15 inclusive.) Note carefully the following facts: 1. That Hebrew liistory parallels that of the greatest nations of ancient times. 2. The Old Testament tells the story of the growth of the ancient world. 3. It interprets this development in terms of God. 4. It shows how the Hebrews became the religious teachers of the world. 5. The grouping of the books and their literary classi- fication. Questions to be answered: 1 . Why is it important for a thoughtful person to know Hebrew liistory? 2. With what nine great nations did the Hebrews come into contact? 3. Of how many centuries is Hebrew history a reasonably accurate record? 4. What gives it peculiar ^'alue as a record? 5. Why are the Apocryphal books omitted from the English Old Testament? 6. How did the Hebrew scribes group the books of the Old Testament? 7. Under how many literary types should the books of the Old Testa- ment be classified? 8. When and by whom were the Jewish Scriptures first collected into one volume? Optional Reading References: See SHH, Appendix 2, page 338, sections 2-11. LESSON 2 HOW THE OLD TESTAMENT CAME INTO BEING Read SHH, 16-20 (Sanders' History of the Hebrews, sections numbered 16 to 20 inclusive). 1 2 HOW TO STUDY THE OLD TESTAMENT Note carefully the following facts: 1. That the Old Testament is in every sense a great literature. 2. That it had a very gradual development. 3. That its books repre- sent many different methods of growth. 4. That the authors of many of the books are quite unknown. 5. That the value of the Old Testa- ment books is evidenced by their human message. Questions to be answered: 1. Some one has said that the Old Testament is "literature plus." Plus what? 2. To what five literary tests does the Old Testament respond? 3. How many centuries did the Old Testament require for its com- pletion? 4. Mention the books of the Old Testament whose authors are known by name. 5. What element other than known authorship gives value to a book? 6. What is the supremely valuable element in every bibhcal book? LESSON 3 THE ANCIENT WORLD Read SHH, 21-30( Sanders' History of the Hebrews, sections numbered 21 to 30 inclusive); HBi, 1-21 (Kent's Historical Bible, Volume I, pages 1 to 21 inclusive). Note carefully the following facts: 1. The relative smallness of the Old Testament world. 2. The remarkable progress of Babylonian and Egyptian civilization before 2500 B.C. 3. That the geographical location of Palestine was of great strategic value. 4. That the Hebrews and Babylonians be- longed to the same racial family. 5. That this racial inheritance was at least one of the factors which made the Hebrews a chosen people. Questions to be answered: 1. With what country of today would the Old Testament world fairly compare in size? 2. What ga\'e Babylonia its unquestioned dominance over the ancient world until about 2000 B.C.? 3. What was taking ]ilace in Egypt during the same early period? 4. What made Palestine so very desirable as a home for the Hebrews? 5. Why did not the Babylonians and Phcrnicians have in many resi)ects the same religious development as the Hebrews? Optional Reading References: See SHH, Appendix 2, page 338, sections 21-30. HOW TO STUDY THE OLD TESTAMENT 3 •LESSON 4 GOD REVEALED IN CREATIOxN Read SHH, 31-35 (Sanders' History of the Hebrews, sections numbered 31 to 35 inclusive); HBi, 36, 231-233 (Kent's Historical Bible, Volume I, page 36 and pages 231 to 233 inclusive). Note carefully the following facts : 1. That the sources that i^ecord the beginnings of the liistory of the Hebrews are found in the first five books of the Old Testament. 2. This record is chiefly conveyed through the form of stories. 3. That the dominant aim of these stories is religious. 4. That the first chapter of Genesis is really a poem about God. 5. That tliis chapter furnishes a remarkable introduction to the thought and teaching of the Bible as a whole. Questions to be answered: 1. What are the five biblical books which tell the story of the child- hood of the Hebrew people? 2. What indicates that Genesis 1 : 1 to 2 : 4^ is a stately poem? 3. What great event does it describe? 4. What are its four great ideas? 5. What is its real theme? Optional Reading References: See SHH, Appendix 2, page 338, sections 32, 33-35. LESSON 5 THE UNIQUE PLACE OF MAN IN THE UNIVERSE Read SHH, 36-41; HBi, 31-42. Note carefully the following facts: 1. The highly symbolic character of the narrative in Gen. 2:4i^ to 3:24. 2. Its concrcteness and vividness of expression. 3. The declaration that man is closely akin to God. 4. The clear assertion of the primacy of man in the world. 5. The equally clear fact of man's responsi):)ility for sin. Questions to be answered: 1 . What wonderful fact regarding man does Genesis 2 : 7 declare? 2. Why did God place in the Garden the tree of the knowledge of good and evil? 3. What noble conception of womanhood is conveyed by the story of Genesis 2: 18-25? 4. What makes an act sinful? 4 HOW TO STUDY THE OLD TESTAMENT 5. What four unexpected results follow^ from the sin of Adam and Eve? 6. What New Testament parable furnishes a remarkable parallel to this story of human experience? Optional Reading References: See SHH, Appendix 2, pages 338, 339, sections 36-38, 39-41. LESSON 6* MANKIND'S FRESH START Read SHH, 42-44; HBi, 52-65. Note carefully the following facts : 1. That all Semitic peoples had a story of the flood more or less like the biblical story. 2. The pecuhar moral interpretation of the flood made by the biblical narrative. 3. That the biblical story of the flood is really a combination of two independent narratives. 4. The constructive results of the flood. 5. God's great interest in upholding righteousness. Questions to be answered: 1. What are the original elements in the bibhcal story of the flood? 2. On what grounds was Noah exempted from destruction? 3. Was the flood an act of vengeance or a divine method of reforma- tion? 4. Which was the greater promise made to Noah, that of Gen. 8: 21-22 or that of Gen. 9:9-16? 5. How does the story illustrate God's persistent love for mankind? Optional Reading References: See SHH, Appendix 2, page 339, sections 42-44. LESSON 7 THE GREAT RELIGIOUS IDEAS OF GENESIS 1-11 Read SHH, 40-50; HBi, 65-72. Note carefully the following facts: 1. That chiipter 10 is the earUest knoAMi assertion of human brother- hood. 2. That Genesis 1-11 affirms a number of fundamental rehgious ideas. 3. That these ideas are conveyed in a form particularly suitable for impressive teaching. 4. That these ideas become an adequate introduction to biblical thinking about God, man and the HOW TO STUDY THE OLD TESTAMENT 5 universe. 5. That their distinctive value is religious rather than scientific. Questions to be answered: 1. What great principles are affirmed in Genesis 1-11 with which the world of today is in entire agreement? 2. What is the element in these stories wliich help them to drive home these great ideas? 3. What attributes of God do they emphasize? 4. What do they declare regarding man's greatest need and man's highest achievement? 5. What do they indicate regarding God's great plan for the world? Optional Reading References: See SHH, Appendix 2, page 339, sections 45-49. LESSON 8 ABRAHAM THE PIONEER Read SHH, 51-57; HBi, 73-78. Note carefully the following facts : 1. That with these chapters our attention centers on the origin of the Hebrew people. 2. That these narratives describe large tribal movements in the form of personal histories. 3. That the Abraham of the Hebrew story was well acquainted with Babylonian culture at its highest development. 4. That Abraham represents in the Bible a new and higher expression of religion. 5. That rehgious leadership was only possible to him by departing from the jurisdiction of the complex polytheism of Babylonia. Questions to be answered: 1. To what division of the human family did the people which Abraham represents belong? 2. What are the two traditions regarding Abraham's early home? 3. What sort of a man must he have been in order to measure up to God's plan? 4. Why did he settle in Canaan? 5. What great promises were made to Abraham as the forefather of the Hebrew race? 6. What details of the narrative indicate his deeply rehgious nature? Optional Reading References : See SHH, Appendix 2, page 339, sections 51-57. G HOW TO STUDY THE OLD TESTAMENT LESSON 9 ABRAHAM THE MAN OF STURDY FAITH Read SHH, 58-67; HBi, 79-94. Note carefully the following facts: 1. The commanding personality of Abraham. 2. The emphasis laid on his personal traits. 3. The remarkable teaching about God in the story of Sodom. 4. The significant interpretation of bibhcal names. 5. The great forward step taken by the Hebrews in re- gard to human sacrifice. Questions to be answered: 1. What were the essential differences between Abraham and Lot? 2. With what remarkable exploit is Abraham credited in Genesis 14? 3. What distinctive traits in Abraham's character are emphasized in these narratives? 4. "What made God's command regarding the sacrifice of Isaac a supreme test of Abraham? 5. What was the secret of Abraham's greatness? Optional Reading References: See SHH, Appendix 2, page 339, sections 59-67. LESSON 10 JACOB THE CRAFTY Read SHH, 68-74; HBi, 94-106. Note carefully the following facts : 1. That the stories about Jacob portray a story of moral gro^^i^h. 2. That in vividness they are unsurpassed in the Old Testament. 3. That Jacob and Esau are typical of their respective nations. 4. That a birthright carried ^^^th it privileges which a far-sighted man would value. 5. That Oriental peoples supposed that a father's dying blessing was significant. Questions to be answered : 1 . What is your opinion of Rcbekah as she is described in chapter 24? 2. In what respects did her two sons present a marked contrast? 3. Why did I^sau trade his birthright for a mess of pottage? 4. What far-reaching liistorical influence of this trade between Jacob and Esau does the Bible set forth? HOW TO STUDY THE OLD TESTAMENT 7 5. What palliation, if any, was there for the deception practiced by Rebekah and Jacob on Isaac? 6. What tragic consequences resulted to the conspirators? Optional Reading References : See SHH, Appendix 2, page 339, sections 68-74. LESSON 11 JACOB THE CHASTENED Read SHH, 75-82; HBi, 107-120. Note carefully the following facts : 1. That Jacob felt that he was fleeing not only from his home but from his God. 2. That his experience at Bethel helped liim to realize God's accompanying presence. 3. That his experiences with Laban mirrored to Jacob Ms own previous meanness. 4. That through deep moral struggle Jacob finally became a changed man, God's prince. 5. That he proved his sincerity by making peace with his brother also. 6. That the belief that Jacob was the immediate ancestor of the twelve tribes of Israel may be interpreted racially. Questions to be answered : 1. What was the meaning of Jacob's dream? 2. Why did he set up a stone next morning? 3. What changes resulted from his twenty years of life with Laban? 4. What tremendous moral struggle on Jacob's part does the story of the wrestling at Jabbok describe? 5. What proof did he afterward give that he truly deserved the name Israel? Optional Reading References : See SHH, Appendix 2, page 339, sections 76-82. LESSON 12 JOSEPH THE DREAMER Read SHH, 83-88; HBi, 121-133. Note carefully the following facts: 1. The dramatic unity and charm of the Joseph stories and their noble ideals. 2. The value of suffering in the development of char- acter as illustrated in the case of Joseph as well as in that of Jacob. 3. The im|)()rtant reference to the caravan traflic carried on from time innnemorial between the Eui)lirates region and Egypt. 4. That 8 HOW TO STUDY THE OLD TESTAMENT tiie Pharaoh who appointed Joseph to a high official position must have belonged to one of two periods of Egyptian history. 5. The remarkable testimony of the Tel-el- Amarna letters to conditions which would have made possible the appointment of Joseph. Questions to be answered : 1. In what way was Jacob responsible for Joseph's boyish egotism? 2. What, if any, justification for their attitude toward Joseph did his brothers have? 3. What was it in Joseph that brought him to his exalted position in Egypt? 4. Why can we say with confidence that the Pharaoh who appointed Joseph must either have been a Hyksos king or a member of the eighteenth dynasty? 5. How can Joseph's sweeping changes in land tenure be justified? Optional Reading References : See SHH, Appendix 2, page 339, sections 83-88. LESSON 13 JOSEPH THE TRUSTED STATESMAN Read SHH, 89-95; HBi, 134-150. Note carefully the following facts : 1. The wonderful pathos of these narratives, especially the im- passioned appeal of Judah to Joseph. 2. That while the Hebrews were treated hospitably by the Pharaoh they remained nevertheless foreigners and retained their nomadic life. 3. That Jacob's dying blessing is a poem from the days of the kingdom and not to be under- stood as coming from the patriarch's lips in its present form. 4. The substantial archaeological accuracy of the Joseph stories. Questions to be answered : 1. What induced Joseph's brothers to journey down to Egypt? 2. By what series of tests did Joseph prove their loyalty to Jacob and Benjamin? 3. What was liis generous explanation of all that had happened? 4. How can the small number of those who entered Eg^^pt be ex- plained? 5. What impressive fact regarding Jacob and Joseph appears in the closing chapters? Optional Reading References: See SHH, Appendix 2, page 340, sections 90-95. HOW TO STUDY THE OLD TESTAMENT 9 LESSON 14 THE ANCESTRAL HISTORY OF THE HEBREWS Read SHE, 96. Note carefully the following facts : L That the previous thirteen lessons complete the study of the Book of Genesis. 2. That some chapters for ob\ious reasons have been omitted. 3. The astonishing variety of material in the Book of Genesis and consider the real reason for it. 4. The fine rehgious interpretation of life from the first chapter to the last. 5. That the Book of Genesis as a whole continues the introductory value of the first eleven chapters. Questions to be answered : 1. What answers should be given to the questions in section 96 of SHH (page 48)? 2. What is the most impressive fact stated in the Book of Genesis? 3. What is the most helpful fact stated? 4. What is the most interesting fact stated? 5. What is the best illustration of God's wisdom given in the Book of Genesis? 6. What aspect of the Divine Character as set forth in Genesis comes home most closely to men and women of today? Optional Reading References : See SHH, Appendix 2, page 340, section 96. LESSON 15 THE HEBREWS IN EGYPT Read SHH, 97-101; HBi, 151-157. Note carefully the following facts: 1. That the details of tlie earl}' chapters of Exodus center around Moses rather than the sojourn in Eg^'pt. 2. That a great dynastic change took place in Egypt. 3. That this wholly altered the situa- tion for the Hebrev\^. 4. That it is highly probable that Ramses H was the Pharaoh who knew not Joseph. 5. That I'igyi)t with its ancient, stable, and varied cultural resources offered op])ortunities of which some of the Hebrews may have taken advantage in various ways. Questions to be answered : 1. What was the advantage to the Egyptians of settling the Hebrews on the northeastern frontier? 10 HOW TO STUDY THE OLD TESTAMENT 2. What grounds are there for identifying Ramses II as the Pharaoh who knew not Joseph? 3. What were the historical results of Ramses II's prolonged warfare with the Hittites? 4. What other nation of western Asia was gradually coming into l^rominence during his hfetime? 5. What two varying estimates of the duration of the sojourn of the Hebrews in Egypt seem to be reflected in the Bible? 6. In what way did Egypt and her people probably exert the deepest influence upon the Hebrews? Optional Reading References: See SHH, Appendix 2, page 340, sections 99-101. LESSON 16 THE GREAT LEADER OF THE EXODUS Read SHH, 102-111; HBi, 157-178. Note carefully the following facts : 1. Moses' thorough preparation for leadership. 2. That after the death of Ramses II, there followed a dozen years of weak government which probably afforded Moses his opportunity to free the Hebrews. 3. That the bibhcal story of the Exodus is evidentl}^ a combination of three earher narratives of these events, each of much interest and importance. 4. That the Passover, W'hether it originated on the night of the departure or is the adaptation of a still earlier national feast, became for all time the amiiversary of a most significant event in Israel's history. 5. That the numerical statements found in the earUest biblical narratives are quite indefinite. Possibl}^ the large estimates found in Exodus and Numbers corresponded to the writer's sense of the importance of the movement. 6. That the word Jehovah was originally written in Hebrew without vowels, JHVH. Just how it should be pronounced, no one will ever know. The pro- nunciation Jehovah arises out of the fact that the Jewish rabbis, some ten centuries ago, to avoid giving the real pronunciation wliich they deemed too sacred for utterance, gave to these consonants the vowels of the word ADONAI (Lord) so that whenever a reader came to the sacred name JEHOVAH he would substitute the word ADONAI. Questions to be answered : 1. What other Ijiblical stories match the story of the birth of Moses in charm and romantic interest? 2. How was ^Moses related to Abraham and Jacob? 3. What made Moses the leader of the Hebrew people? 4. What three great reasons led Moses to champion his people? HOW TO STUDY THE OLD TESTAMENT 11 5. What was the significance of the new name of God henceforth adopted by the Hebrews? 6. By what sjanboUsm does the Passover celebration, even today, emphasize the critical events of their departure from Egypt? Optional Reading References: See SHH, Appendix 2, page 340, sections 103-111. LESSON 17 THE GREAT DELIVERANCE Read SHH, 112-116; HBi, 179-184. Note carefully the following facts : 1. The clear reference of the narrative to the two great ancient highways out of Egypt to the north and to the east. 2. That the exit from Egypt toward the desert was carefully guarded and probably shut off by a wall wliich ran practically along the hne of the present Suez Canal. 3. That the story of the crossing of the Red Sea is a combination of two curiously different narratives, one highly poetic, the other a plain statement. 4. The impressive use of symbolism in driving home the great religious facts of the Exodus. 5. That the Exodus was a creative epoch in the Ufe of the Hebrew people. Questions to be answered : 1. What was the commanding reason that influenced Moses to lead his people out into the desert? 2. What reason is given in the prose narrative for the sudden op- portunity of the Hebrews to get around the fortified barrier? 3. What were the far-reaching results of the disaster which befell the Egyptian army? 4. What great thought regarding Jehovah, their God, was impressed upon the Hebrew mind by the events of the Exodus? 5. What was the most important result of their deliverance? Optional Reading References: See SHH, Appendix 2, page 340, sections 113-115. LESSON 18 THE JOURNEY TO SINAI Read SHH, 117-121; HBi, lS.5-189. Note carefully the following facts : 1. The great scarcity of data regarding the next generation of Hebrew history. 2. That the Book of Ixniticus contains no his- 12 HOW TO STUDY THE OLD TESTAMENT torical data. 3. The utter impossibility of being sure of the details about the journej^ through the desert. 4. The two possible identi- fications of ]\lt. Sinai, one at the lower end of the peninsula, the other in the Mt. Seir region. 5. That the holy mountain, wherever it stood, was unquestionably the birthplace of the Israehtish or Hebrew people. Questions to be answered : 1. How many of the numerical estimates of this story of the Exodus are stated in round numbers? 2. AMiat gain would there be in knowing the exact location of Mt. Sinai? 3. What powerful desert tribe oegan at tliis time a warfare of cen- turies with the Hebrews, and for what reason? 4. What interesting statement is made regarding their food supply? 5. For what reason should Sinai be of universal religious interest? Optional Reading References: See SHH, Appendix 2, page 340, sections 119-121. LESSON 19 THE STAY AT SINAI Read SHH, 122-127; HBi, 190-201. Note carefully the following facts : 1. A fourth narrative of the events at Sinai is to be found in Deu- teronomy. 2. That the blood covenant into which the Hebrews entered with Jehovah was the most solemn form of covenant known to Semitic peoples. 3. That Exodus 34: 14-26 contains a decalogue of worship. 4. That Exodus 20: 1-17 contains a decalogue of personal obligation. 5. That a large part of Israelitish legislation is written in groups of five or ten laws. 6. That a great reorganization of the social and religious life of the Hebrews seems to have been instituted at Sinai. Questions to be answered : 1. Why was it necessary for the Hebrews to stay at Sinai for a con- siderable period? 2. What was the meaning to an early Hebrew of the solemn blood covenant entered into with Jehovah? 3. What were the ten commandments of the ceremonial decalogue, Exodus 34: 14-26? 4. In what respects did the decalogue of Exodus 20 enlarge the rehgious thinking and obligations of a Hebrew beyond that of Exodus 34? 5. What kind of a Deity is reflected in these decalogues? HOW TO STUDY THE OLD TESTAMENT 13 6. What assistance other than divine did Moses have in his work of organization? Optional Reading References : See SHH, Appendix 2, page 340, sections 123-127. LESSON 20 THE PERIOD OF TRAINING IN THE WILDERNESS Read SHH, 128-13G; HBi, 202-229. Note carefully the following facts : 1. The value placed by Moses on sacred symbolism. 2. The great importance of the tent of meeting. 3. That Kadesh, wdth its com- paratively abundant water supply, naturally became the headquarters of the Hebrews during a generation of desert life. 4. The strength of Canaan on its southern frontiers. 5. The intensely dramatic quahty and charm of the story about Balaam. Questions to be answered : 1. What is the permanent value of symbolism in religion? 2. What provision did Moses make for the care of the sacred ark? 3. What did the Hebrews gain from their desert experience? 4. What nations did the Israehtes avoid on their journey from Kadesh to the Jordan and what nation did they conquer? 5. What personal quahties most impress the student of the hfe of Moses? 6. What did Moses do for his people? Optional Reading References : See SHH, Appendix 2, page 341, sections 129-136. LESSON 21 THE BIRTH OF ISRAEL Read SHH, 137. Note carefully the following facts: 1. That the previous 20 lessons cover the historical data of the first five books of the Old Testament. 2. That a large amount of interest- ing legal material has been left for later consideration. 3. That this omitted material includes the major and distinctive portions of the Books of Leviticus, Numbers and Deuteronomy. 4. That the high hterary standards of Genesis are continued in Exodus 1-20 and in the narrative sections of Numbers. 5. That notwithstanding the meager- ness of historical detail these chapters fully describe the first stage in Hebrew progress. 14 HOW TO STUDY THE OLD TESTAMENT Questions to be answered : 1. What answers should be given in section 137 SHH (pages 68, 69)? 2. Compare Moses with Joseph in qualities of leadership. 3. Which life is the more directly helpful in rehgious thinking? 4. What unique inspiring conception of God does the story of the Mosaic period convey? LESSON 22 THE LAND OF CANAAN Read SHH, 138-142; HBii, 1-3. Note carefully the following facts : 1. That the period of history next to be considered is presented, as in the earlier bibhcal books, in personalized fashion. 2. That Hebrew history really begins with the crossing of the Jordan. 3. That the Book of Judges furnishes through its vivid stories a first-hand source of information. 4. The influence of the variety of climate and products of Canaan on the development of the Israelites. 5. The remarkable conjunction of events which gave the IsraeUtes the oppor- tunity to conquer Canaan. Questions to be answered : 1. Wliich of the three parts into which the Book of Judges may be divided contains the important history? 2. What is the Uterary value of the framework into which each judge narrative is set? 3. What made Palestine so valuable as a home for the Hebrew people? 4. Which of the seven peoples mentioned in Exodus 3 : 8 were the most important? 5. "WTiat various factors contributed to Israel's providential op- portunity? Optional Reading References : See SHH, Appendix 2, page 341, sections 139-142. LESSON 23 THE ENTRANCE INTO CANAAN Read SHH, 143-148; HBii, 3-21. Note carefully the following facts : 1. That the story of the crossing of the Jordan combines more than one account of the event. 2. That the subsequent movements of the Hebrews were determined by conditions which still persist. 3. That HOW TO STUDY THE OLD TESTAMENT 15 the story of the conquest in Joshua must be supplemented by that in the first chapter of Judges. 4. That the more important part of the process of conquest was a slow assimilation of the Canaanites. 5. That tlie_ settlement in Canaan was the first step in socializing Israel's rehgion. Questions to be answered : 1. What was the chief value to the Hebrews of crossing the Jordan and the capture of Jericho? 2. What portion of the country was settled by Judah and Simeon? 3. What barrier isolated them, more or less completely, from the other Hebrews for the next century? 4. Into what part of Canaan did Joshua and his tribesmen make their way? 5. How did Joshua compare with Moses as a leader?* 6. On the whole was the entrance into Canaan a step upward or a step downward? Optional Reading References: See SHH, Appendix 2, page 341, sections 144-148. LESSON 24 EARLY CONDITIONS IN CANAAN Read SHH, 149-154; HBii, 22-41. Note carefully the following facts : 1. The extraordinary number of wrong acts involved in the story of the origin of the sanctuary at Dan. 2. The relatively low religious standards with which the people were contented. 3. The redeeming fact that they were eager to honor Jehovah. 4. That the Song of Deborah is unquestionably one of the oldest pieces of Hebrew litera- ture. 5. That the struggle with Sisera was a turning point in Hebrew history. Questions to be answered : 1. Why did the Danites need to find a new home in the north? 2. How may their high-handedness be justified? 3. What is inost impressive in the Song of Deborah, Judges 5? 4. What qualities did Deborah ]jossess that are worthy of admiration? 5. What inspiring conceptions of Jehovah are mirrored in the poem? Optional Reading References: See SHH, Appendix 2, page 341, sections 149-154, 16 HOW TO STUDY THE OLD TESTAMENT LESSON 25 THE HEBREW HEROES Read SHH, 155-158; HBii, 41-62. Note carefully the following facts : 1. That some of these "Judges" must have been contemporaneous. 2. That many of tha judges are little more than names. 3. That they represent extremely different types of leadership. 4. That the Israel of their day was di\dded into a great number of small com- munities. 5. That the only unity continuously recognized was that inspired by their relationship with Jehovah. Questions to be answered : 1. What five qualities of efficient leadership did Gideon possess? 2. What did he really do for his people? 3. How could a superstitious man like Jephthah be recognized as a leader? 4. What place in the life of his people did Samson fill particularly well? 5. AVhat are the religious lessons of his career? Optional Reading References : See SHH, Appendix 2, page 341, sections 156-158. LESSON 26 ISRAEL'S FINER LIFE Read SHH, 159-161. Note carefully the following facts : 1. That each of the narratives which describe the life of these days was written centuries later. 2. That nevertheless they portray facts which must be assumed as substantially true if we are to account for conditions in David's time. 3. That the story of Ruth takes first rank as literature. 4. That the story of the boyhood of Samuel is noteworthy for its religious insight. 5. That these two narratives present an unusual number of fine types of character. Questions to be answered : 1. What noble elements of character find good illustration in Ruth? 2. Which was the nobler, Ruth or Naomi? 3. What curious customs are reflected in the story of Ruth? 4. What great character was a lineal descendant of Ruth? HOW TO STUDY THE OLD TESTAMENT 17 5. Which is the finer character in the story of Samuel, the boy or his mother? 6. What were the influences that made him a marked lad? Optional Reading References: See SHE, Appendix 2, page 342, sections 160-161. LESSON 27 THE ISRAEL OF 1050 B.C. Read SHH, 162. Note carefully the following facts : 1. That the previous lesson closes the period of the Judges. 2. That lessons 22 to 26 cover the Books of Joshua, Judges, and Ruth. 3. That the latter half of the Book of Joshua is largely given up to the description of the final settlement of the different tribes. 4. That these books include much interesting and instructive historical material. 5. That the narratives portray a people potentially strong but still undeveloped, pohtically, socially, and religiously. Questions to be answered : 1. Into what four distinct geographical divisions had the Hebrews become grouped at this time? 2. Which was the leading group? 3. What gave the Philistines an advantage over the Hebrews during this century? 4. What were the good and bad results of their close association with the Canaanites? 5. \ATiat saved them from going the way of the Canaanites? Optional Reading References: See SHH, Appendix 2, page 342, section 162. LESSON 28 THE BOOKS OF SAMUEL Read SHH, 163, 164; HBii, 65, 66. Note carefully the following facts: 1. That these two books were originally one continuous writing. 2. That they must hiivG been written by a man of inteiLse patriotism and of the prophetic habit of mind. 3. That these books represent the highest type of historical writing. 4. That the books describe one of the most fascinating, as wvW as important, periods, of Old Testament history. 5. That these books represent a careful survey 18 HOW TO STUDY THE OLD TESTAMENT of the period made several centuries later rather than a contem- poraneous record. Questions to be answered : 1. What four great leaders of the Hebrew people are described in these two books and in I Kings 1-11? 2. Into what four divisions does the history of this period naturally fall? 3. Notice that the narrative of the first chapter of I Kings follows directly that of II Samuel 20. Why were the intervening chapters appended? 4. From this rapid survey of these books what impression is gained of the dominant purpose of the "UTiter? Optional Reading References: See SHE, Appendix 2, page 342, section 164. LESSON 29 THE SUPREMACY OF THE PHILISTINES Read SHH, 165-169; HBii, 63-74. Note carefully the following facts : 1. That the Philistines had become formidable rivals of the Hebrews. 2. That Shiloh w^as a place of considerable religious importance because of the presence of the ark and its guardians. 3. That the ark was regarded by the Hebrews and the Philistines alike with superstitious awe. 4. That the Philistines maintained tyrannical authority over the Hebrews for several decades. Questions to be answered : 1. Where had the Philistines established themselves and under what pecuUar organization? 2. What impression regarding their characteristics does this narrative give? 3. \\'hy notwithstanding Eh's evident piet}^ did he make so con- spicuous a failure? 4. Why did both Philistines and Hebrews feel as they did about the ark? 5. Notwithstanding the superstitious awe with which the ark w^as evidently regarded by the Hebrews, what was its value to them? 6. What steps did the Phihstines take to assure their complete con- trol over the Hebrews? Optional Reading References: See SHfl, Appendix 2, page 342, sections 165-169. HOW TO STUDY THE OLD TESTAMENT 19 LESSON 30 THE SELECTION OF SAUL AS THE FIRST HEBREW KING Read SHE, 170-173; HBii, 74-76. Note carefully the following facts : 1. That the portraiture of Samuel as given in these chapters differs materially from the one suggested in the preceding chapters. 2. That the bitterness of the oppression of the Philistines was the moving factor in bringing about a great change in Hebrew organization. 3. The natural fitness of Saul for the task of deliverance. 4. That the prophetic bands had no small share in arousing patriotism among the people. 5. That of the two underlying narratives, one seems to regard the setting up of the kingdom as a retrogression; the other as a mark of progress. Questions to be answered : 1. Taking all the facts of this period into view, what place did Samuel really fill among his people? 2. What fitted Saul to respond to his call? 3. What led the people to accept him as their king? 4. Was the inauguration of the kingdom a blunder or an advance? Optional Reading References: See SHH, Appendix 2, page 342, sections 170-173. LESSON 31 THE EARLY PART OF SAUL'S REIGN Read SHH, 174-177; HBii, 77-83. Note carefully the following facts: 1. The enormous difhculties which Saul had to face. 2. The splendid qualities of his son Jonathan. 3. That the supreme self- confidence of the Philistines led to their own defeat. 4. That ihe length of Saul's reign is unknown. 5. That Saul's royal palace was his own farmhouse. 6. The signal victories over Israel's foes that marked the early years of his reign. Questions to be answered : 1. What qualities .made Jonathan the dominating personaUty in the deliverance from the Philistines? 2. In the opinion of the historian in what respects did he surpass his father? 3. To what aspects of royalty as usually understood was Saul oblivious? 20 HOW TO STUDY THE OLD TESTAMENT 4. What supreme service did he render to his people? 5. What makes the narratives of chapters 9-11 and 14 so fascinating? Optional Reading References: See SHE, Appendix 2, page 342, sections 174-177. LESSON 32 THE RISE OF DAVID Read SHE, 178-183; EBii, 84-98. Note carefully the following facts : 1. The fine vivid quahty of the narratives which tell of David's youth and training. 2. The evident duphcation in the story of Da\dd's introduction to the court of Saul. 3. The gradual deteriora- tion of Saul as the representative of his people. 4. The equally gradual establishment of Da^dd in the esteem and expectancy of the Eebrew people. 5. That the friendship of Jonathan was a real factor in the gro^vth of Da\dd's finer self. Questions to be answered : 1 . What led to the estrangement of Samuel and Saul? 2. Eow did Da\dd gain his recognized standing at court? 3. ^Yhat is the most impressive trait in the bibhcal portrait of Jonathan? 4. What was the secret of Saul's gradual loss of influence? 5. What saved Da^'id from the influences of his outlaw environment? Optional Reading References : See SHE, Appendix 2, page 342, sections 178-183. LESSON 33 THE CLOSE OF SAUL'S CAREER Read SEE, 184-189; EBii, 108-127. Note carefully the following facts: 1 . That Saul's failure was largely due to liimself . 2. That the bil)lical narrative emphasizes the providential guidance of David. 3. The important foundations laid by Saul notwithstanding his weaknesses. 4. The immediate result of Saul's death was the forma- tion of two httle Eebrew kingdoms. 5. That both of these kingdoms paid tribute to the Philistines as vassal states. Questions to be answered : 1. \\\um Da\id went to Phihstia why did he not lose his reUgion as he seemed to fear in I Samuel 26: 19? 2. What makes the story of the death of Saul so saddening? HOW TO STUDY THE OLD TESTAMENT 21 3. How did David give proof of his real love for Saul? 4. Why was Abner able for so many years to prevent David from becoming the King of Israel? 5. How much did Saul really do for his people and why did he not accomphsh more? Optional Reading References: See SHH, Appendix 2, page 342, sections 184-189. LESSON 34 THE UNITED KINGDOM Read SHH, 190-195; HBii, 128-134. Note carefully the following facts : 1. That the long story of David's reign is the finest unbroken narrative in the Old Testament. 2. That David's first .task was to subjugate the Phihstines. 3. That his genius for ruUng was shown in the quickness with which he centralized his authority. 4. That he showed great wisdom in the choice of Jerusalem as a capital. 5. That his greatest asset after all was the absolute loyalty of liis people. Questions to be answered : 1. What crowning instance of devotedness to David is narrated as an episode of the successful war against the Phihstines? 2. What contributed to the downfall of the fortress of Jebus wliich had stood in the way of Israel since Joshua's day? 3. Why was Jerusalem so well suited to be Da\id's capital? 4. What measures did David take to make it a real capital? 5. Why did he attach so great importance to the bringing up of the ark? Optional Reading References: See SHH, Appendix 2, page 342, sections 190-195. LESSON 35 THE CROWNING IMPORTANCE OF THE UNITED KINGDOM Read SHH, 196-199; HBii, 134-146. Note carefully the following facts : 1. The relatively small size of David's kingdom at the outset. 2. The extent of empire which finally acknowledged liis rule. 3. The remarkable difference between his conception of a properly organized kingdom and that of Saul. 4. The instances of religious crudity 22 HOW TO STUDY THE OLD TESTAMENT recognized in the narrative. 5. That Da\id transformed his sub- jects from a peasantry into a people. 6. The impulse given to Hebrew literature at this period. Questions to be answered : 1. With what state of the United States would David's original kingdom of Judali most closely compare in size? 2. With what state would his empire compare? 3. What seven or eight officers of state formed David's cabinet? 4. How did Da^^d justify himself in permitting the seven sons of Saul to be executed? 5. What literature may fairly be credited to the age of David? Optional Reading References: See SHH, Appendix 2, pages 342, 343; sections 196-199. LESSON 36 DAVID'S GREAT SIN Read SHH, 200-203; HBii, 146-175. Note carefully the following facts: 1. The dramatic sequences narrated in chapters 11 to 20. 2. The ethical soundness of the judgments underljdng the narratives. 3. The unquestioned responsibihty of Da\dd for tlie events which almost brought his kingdom to destruction. 4. That the rebeUions were crushed through the splendid loj^alty of his close followers. 5. The rapidly gro\\1ng influence of the prophets at this period. Questions to be answered : 1. What causes gradually lowered David's moral standards? 2. What chain of bitter consequences followed upon his crime? 3. What were some of the good consequences of Absalom's conspiracy? 4. What gave rise to the rebellion of Sheba and how was it quelled? 5. How many personalities worth noting are described in chapters 11 to 20? Optional Reading References: See SHH, Appendix 2, page 343, sections 200-203. LESSON 37 DAVID'S LAST DAYS Read SHH, 204-207; HBii, 175-182. Note carefully the following facts: 1.^ That the closing j^ars of DaWd's hfe were marked by inertia. 2. That Da\'id assumed the right to name Ms own successor. HOW TO STUDY THE OLD TESTAMENT 23 3. That Solomon was probably selected by Da\id because he was natu- rally fitted for the kingship. 4. That Da\id was the real founder of the Hebrew nation; before his day it was a loose aggregation of tribes. 5. That D'dvid all in all was probably the most representative member of the Hebrew race up to his tune. Questions to be answered : 1. How did David learn of the plotting of Adonijah? 2. What steps were taken to indicate David's choice of Solomon as liis successor? 3. How can Da\dd's apparent vindictiveness on his deathbed be explained? 4. Wiat were David's most characteristic qualities? 5. What great services did he render to his people? Optional Reading References : See SHH, Appendix 2, page 343, sections 204-207. LESSON 38 SOLOMON'S PEACEFUL REIGN Read SHH, 208-213; HBii, 183-191, 201-206. Note carefully the following facts : 1. The unique character of the historical material describing Solo- mon's reign. 2. The genius for organization and management dis- played by him. 3. His miquestioned fitness to become an ideal ruler. 4. The transformation of Jerusalem during his reign. 5. The shrewd protection and promotion of his country's welfare and the preserva- tion of an unbroken peace. Questions to be answered : 1. What three consi)irators were condemned by Solomon as soon as he was convinced of their treason? 2. What two illustrations are given of Solomon's remarkable capacity for rulership? 3. How did he improve on David's organization of the kingdom? 4. What building operations did he conduct in Jerusalem? 5. What was liis real purpose in building the six strategically located fortresses? Optional Reading References: See SHH, Appendix 2, page 343, sections 208-213. 24 HOW TO STUDY THE OLD TESTAMENT LESSON 39 SOLOMON'S TEMPLE Read SHH, 214-218; HBii, 192-200. Note carefully the following facts : 1. That the resources available to Solomon for the building of the temple had probably for the most part been the spoils secured by David in his wars. 2. That the temple was comparatively small in size. 3. That it was not a house for worship but was intended to be the abode of Jehovah. 4. That provision was made for a simple but ceremonial worship. 5. That for some time the temple was a royal rather than a popular sanctuary. Questions to be answered : 1. How did Hiram help Solomon to build the temple? 2. How long was the temple in building? 3. What were the details of its construction? 4. What were its furnishings for ceremonial purposes? 5. What gave it such great rehgious significance? Optional Reading References: See SHH, Appendix 2, page 343, sections 214-218. LESSON 40 SOLOMON'S FATAL AMBITION Read SHH, 219-223; HBii, 201-208. Note carefully the following facts: 1. Solomon's wonderful genius as a ruler shown in the schemes which awakened and dignified his people. 2. His overwhelming am- bition for international recognition. 3. That he failed to see that the resources of his kingdom were insufficient to enable him to reahze these ambitions. 4. That the prophets as a body would not endorse his pohcies. 5. That nevertheless Solomon's reign contributed con- structively to the material development of the Hebrew nation. Questions to be answered: 1. Whsit was the geographical range of Solomon's enterprises? 2. On what grounds does Solomon's reputation for greatness rest? 3. Why were the people opposed to his poUcies? 4. Why did the i)rophets actively combat them? 5. What was Solomon's real contribution to his age? Optional Reading References: See SHH, Appendix 2, page 343, sections 218-222. HOW TO STUDY THE OLD TESTAMENT 25 LESSON 41 THE ISRAEL OF 937 B.C. Read SHH, 224. Note carefully the following facts: 1. That the previous lesson marks the close of the age during which the Hebrews developed into a nation. 2. That this period is covered in the Books of First and Second Samuel and First Kings 1-1 L 3. That these books are not only of great value historically but also present accurate pictures of the inner life of the people. 4. That they portray a people with a national consciousness and a national outlook but as yet rather provincial. 5. That the age had made enormous progress reUgiously and morally, yet exhibited many traces of primi- tive religious thinking. Questions to be answered : 1. What are the answers to the questions given in section 224? 2. Trace the gradual broadening of the conception of rulership from Samuel to Solomon. 3. What was the peculiar contribution of Samuel, Saul, David, and Solomon to their country's welfare? 4. What three great forward steps religiously were taken in this period? 5. What is the vital message to the man or woman of today in the history of this period? Optional Reading References: See SHH, Appendix 2, page 343, section 224. LESSON 42 A SURVEY OF HEBREW HISTORY TO 1000 B.C. Read SHH, 225. Note That these fifty questions have been formulated with considerable care so that none of them can be answered by direct reference to a particular paragraph, the object being to promote a thorough survey of this portion of Hebrew liistory. No question is asked which should not be answered satisfactorily by any one who has thorouglily studied the preceding forty-one lessoas. It is recommended that time be taken to consider each question thoughtfully. Whoever is able to answer them with reasonable clearness has a fair mastery of the history, literature, and life of the Hebrews up to 1000 B.C. 26 HOW TO STUDY THE OLD TESTAMENT LESSON 43 THE DISRUPTION OF THE UNITED KINGDOM Read SHE, 226-232; HBiii, 1-7. Note carefully the following facts: 1. That the most revolutionary period of Hebrew history, both poUtically and religiously, begins mth the separation of Northern Israel from Judah. 2. That the records of the period differ in many ways from those heretofore utihzed. 3. That these records include not merelj^ historical material, but nine prophetical books and much non-biblical material. 4. The remote beginnings of the causes which led to the disruption. 5. The distinctive differences between the two Uttle kingdoms which were the result of the disruption. Questions to be answered : 1. Why did the author of the Book of Kings put his material regard- ing each reign into a sort of framework? 2. How does his use of this method differ from that of the author of the Book of Judges? 3. What nine prophetical books throw light upon the conditions of the age? 4. What were the remote causes which led to the disruption of the United Kingdom? 5. What were its immediate causes? 6. Wiy should there have been such a marked difference between the national character and history of Judah and Northern Israel? Optional Reading References: See SHH, Appendix 2, page 343, sections 227-232. LESSON 44 THE HALF CENTURY OF MUTUAL HOSTILITY Read SIIII, 233-239; HBiii, 6, 8, 9, 13, 14, 120. Note carefully the following facts : 1. The rapid changes of dj^iasties in Israel as compared with the un})roken dynasty of Judah. 2. How deliberately and thoroughly Jeroboam drew a line of demarcation between liis country and Judah. 3. The serious results to Judah of Rehoboam's mental and moral weakness. 4. The ^dgorous pohcy by which Asa restored to Judah some measure of strength. 5. The far-reaching political wisdom of Omri. HOW TO STUDY THE OLD TESTAMENT 27 Questions to be answered : 1. What six Israelitish kings belonging to four dynasties paralleled the first three kings of Judah? 2. What specific means did Jeroboam employ to forestall any renewal of allegiance to Rehoboam? 3. How did he thereby injure his people? 4. What shows the decadence of Rehoboam? 5. Why did Asa's invitation to Benhadad practically nullify the good results of his earlier reign? 6. Why did the historian of Kings dignify Zimri's one week's reign by classif jdng him with the other rulers who founded dynasties? 7. What were the splendid advantages of Samaria as Omri's new capital? Optional Reading References : See SHH, Appendix 2, pages 343, 344, sections 235-239. LESSON 45 OMRI'S POLICY OF ALLIANCE Read SHH, 240-244; HBiii, 14-17. Note carefully the following facts : 1. The extraordinary value of the Moabite Stone as an authority for this period. 2. That Omri like David and Solomon cemented his alliances by marriages. 3. The remarkable personality and influence of the Phoenician princess Jezebel. 4. The strength of Jehoshaphat as a royal leader. 5. That tliis is the period to which is attributed the earliest and most important of the great liistorical narratives of Israel. Questions to be answered : 1. How would a fair-minded historian of today modify the sweeping judgment of I Kings 16: 25? 2. What masterful sovereign appeared to Omri's shrewd mind the most dangerous man in southwestern Asia? 3. How did Omri prepare to meet his ambitious plans? 4. Why were the incidental religious results of Omri's policy so dis- astrous? 5. What was Jchoshaphat's distinctive policy at this time? G. What three imj^ortant literary works now inclutlcd within the Bible were probably known by his people? Optional Reading References: See SHH, Appendix 2, page 344, sections 241-244. 28 HOW TO STUDY THE OLD TESTAMENT LESSON 46 THE ELIMINATION OF PHOENICIAN BAALISM FROM ISRAEL Read SHH, 245-253; HBiii, 17-50. Note carefully the following facts : 1. That the narratives describing this period are of exceptional dramatic interest and value. 2. That the three great personalities of tliis period were each vitally necessary to the execution of its great task. 3. The extent to wliich the prophetic guilds, notwithstanding their defects, were an important factor in the reformation. 4. The marked differences in the method of the two great prophets, Ehjah and EUsha, in promoting the rehgious reform. 5. The steady advance of Assyria as a world power. Questions to be answered : 1. Of tliis wonderful collection of prophetic stories which has the deepest rehgious significance to a man of today? 2. Which is the finest character sketch in the large collection? 3. What weakness of the prophetic situation did Micaiah denounce? 4. Why did Ehjah find it necessary to challenge the prophets of Baal to the contest at Mount Carmel? 5. What was Elisha's place in the suppression of Baalism as com- pared with that of Elijah? 6. What is Ahab's real place in Hebrew history? 7. What would have been the verdict of an intelligent jury of that day if Jehu had been tried for murder? Optional Reading References : See SHH, Appendix 2, page 344, sections 246-253. LESSON 47 THE ARAMEAN SUPREMACY Read SHH, 254-259; HBiii, 51-53, 121. Note carefully the following facts: 1. The extreme difficulty of knowing the exact chronology of this period. 2. That the temporary weakness of the Assyrian successors of Shalmaneser H opened the way for Aram's aggressive pohcy toward Northern Israel. 3. The series of disasters which befell Northern Israel. 4. That for six years, Athahah maintained herself on the throne of Judah. 5. The disappointing outcome of the promising reign of Joash over Judah. HOW TO STUDY THE OLD TESTAMENT 29 Questions to be answered : 1. Why was the northern kingdom so helpless before the aggression of the Arameans? 2. What enabled Athaliah to maintain her authority over Judah for so many years? 3. How was the enthronement of Joash brought about? 4. WTiat was liis one great service to his people? 5. Wliat great misfortune happened to Judah in his day? Optional Reading References: See SHH, Appendix 2, page 344, sections 256-259. LESSON 48 THE GLORIOUS AGE OF UZZIAH AND JEROBOAM H Read SHH, 260-264; HBiii, 51-53, 121-127. Note carefully the following facts : 1. The curious coincidence that their reigns were almost exactly con- temporaneous. 2. That this period testifies to the rapid growth in influence of the temple and its priesthood. 3. The remarkable in- crease in the real prosperity of Judah under Uzziah. 4. That under Jeroboam H the northern kingdom fared equally well. 5. That not later than the days of Jeroboam II the second of the great Hebrew histories had appeared. Questions to be answered : 1. What three moral and rehgious steps of advance were recognized in this period? 2. What, according to the Chronicler, did Uzziah do for his people? 3. If these two rulers were such great sovereigns why were they almost ignored in the record of II Kings? 4. How did Jeroboam's kingdom compare in size with that of Solomon? 5. Which all in all was the greater sovereign? Optional Reading References: See SHH, Appendix 2, page 344, sections 261-264. LESSON 49 ASSYRIA, THE WORLD MENACE Read SHH, 265; HBiii, 105-106. Note carefully the following facts: 1. That by the eighth century B.C\ Assyria liad become the dominant power in western Asia. 2. That it had established a reputation for 30 HOW TO STUDY THE OLD TESTAMENT savagery and persistent aggression. 3. That it had developed a definite policy of universal conquest and the dismemberment of conquered peoples. 4. The next step in this poHcy was the steady acquisition of the territory from the Euphrates to the Nile. Questions to be answered : 1. From what sources is gained a knowledge of the details of Assyrian history? 2. AVhat is the biblical value of these facts? 3. Referring to the map facing page 138, with what empire of today would Assyria under Shalmaneser H compare in size? 4. What great Assjaian conqueror inaugurated the fulfillment of Assyria's colossal ambitions? Optional Reading References : See SHH, Appendix 2, page 344, section 265. LESSON 50 THE RELIGIOUSLY SIGNIFICANT HALF CENTURY (750-700 B.C.) Read SHH, 266-268. Note carefully the following facts : 1. That four great prophets did their work within this half century. 2. That they insisted on expressing rehgion predominantly in terms of character. 3. That much of the bibUcal material recording the events and ideas of the age, is first-hand material. 4. That the con- tact of the Hebrew people with all-conquering Assyria forced them to a new and infinitely broader conception of the world and of Jehovah as its supreme ruler. 5. That the chronology contains several in- soluble problems. Questions to be answered : 1. Who were the four great prophets of this period? 2. What change of emphasis in rehgion did they advocate? 3. What varied material descriptive of this period is found in II Kjngs? 4. What Assyrian records contribute to a thorough comprehension of the period politically? 5. What two great historical events are attested by both bibhcal and Assyrian records? Optional Reading References : See SHH, Appendix 2, page 344, section 268. HOW TO STUDY THE OLD TESTAMENT 31 LESSON 51 THE PROPHET AMOS Read SHH, 269-271; HBiii, 53-79. Note carefully the following facts : 1. That the prophecies of Amos are read today in substantially their original form. 2. That they were directed by Amos, a Judean shepherd, against the people of the northern kingdom. 3. That his purpose was to show that Jehovah being righteous demands righteous- ness above all other tilings from his people. 4. That his most rev- olutionary assertion was that ceremonialism is worthless if unaccom- panied by righteousness. 5. That in the approach to the charge of Israel's guilt, in the support of that charge and in the declarations of judgment, he showed remarkable skill of presentation. 6. The force and freshness of his style. Questions to be answered : 1. What was Amos' leading thought about Jehovah? 2. On what aspect of the religious life did he lay the most emphasis? 3. Why did he beUeve that Jehovah would be compelled to destroy Israel? 4. What is the most impressive passage in his prophecy? 5. Taking the prophecy as a whole, should the last seven or eight verses be regarded as a later addition? Optional Reading References: See SHH, Appendix 2, pages 344, 345, sections 269-271. LESSON 52 THE PROPHET HOSEA Read SHH, 272-274; HBiii, 80-102. Note carefully the following facts : 1. That while Hosca's prophecies were addressed to the same audience and asserted the same sins they differed radically from those of Amos. 2. That Hosca, unlike Amos, was speaking to his own people. 3. That Hosea's unusual experience gave him a fresh conception of the persistent love of Jelio\'ah, no less than that of his righteousness. 4. That iastead of men^ly condemning the existing form of worsliip, as Amos did, Hosea taught that true spiritual worship was Israel's greatest need. 5. Tliat in contrast to the prophecies of Amos those of Hosca are without clear logical unity. 6. That the wonderful spirituality and originality of Hosea's message made it a favorite with the great religious teachers of subsequent ages. 32 HOW TO STUDY THE OLD TESTAMENT Questions to be answered : 1. WTiat light do chapters 1 to 3 throw on his call to prophesy? 2. \Vhat sins of Israel did he specify again and again? 3. By what beautiful figures did he describe the attitude of Jehovah to His guilty people? 4. What ultimate significance did he see in the punishment he pre- dicted? 5. What were his two great remedies for the rehgious condition of his people? 6. Why should a message of hope be a thoroughly appropriate con- clusion to Hosea's prophecies? Optional Reading References : See SHH, Appendix 2, page 345, sections 272-274. LESSON 53 THE DOWNFALL OF THE NORTHERN KINGDOM Read SHH, 275-278; HBiii, 103-llL Note carefully the following facts : L The rapid succession of dynasties in the northern kingdom during its separate existence. 2. The quick disorganization of Jeroboam H's kingdom after his death. 3. The fatal results to Northern Israel of the aUiance between Ahaz and Tiglath-pileser IV. 4. The three powerful rulers who sealed Northern Israel's fate. 5. That neither the bibhcal nor Assyrian records, when fully understood, afford any basis for the theory that the "ten tribes" were deported and "lost." Questions to be answered : 1. What was the real reason for the many dynastic changes in the northern kingdom? 2. How did the Assyrians gain a foothold in the affairs of Israel and Judah? 3. By what stages did they bring the northern kingdom to an end? 4. \Vhat policy did they adopt with the conquered northern kingdom and its people? 5. Notwithstanding the disastrous conclusion of Northern Israel's history what important contributions did its progressive people make to Hebrew development? Optional Reading References: See SHH, Appendix 2, page 345, sections 276-278. HOW TO STUDY THE OLD TESTAMENT 33 LESSON 54 THE EARLY MESSAGES OF ISAIAH Read SHH, 279-285; HBui, 127-150. Note carefully the following facts: 1. That the Book of Isaiah is virtually in itself a literature. 2. That chapters 2 to 10, while not in chronological order, contain the record of Isaiah's earliest preacliing. 3. That chapters 11 and 12, which conclude "the little volume of discourses about Jerusalem," contain material of a very much later date. 4. Note the strongly social character of Isaiah's early messages. 5, That the failure of the people to respond to the early messages of the prophet was due in no small degree to the stubbornness and incapacity of King Ahaz. Questions to be answered : 1. AVhat overwhelming conviction regarding Jehovah explains the enhstment of Isaiah for prophetic service? 2. How did Isaiah describe the Jerusalem of Jotham's day? 3. What two great ideas led Isaiah to declare that the inevitable punishment for the sins of Judah would not after all mean a failure of Jehovah's plans? 4. Why was Isaiah's advice to Ahaz politically shrewd, as well as religiously \^dse? 5. Why was it necessary that Isaiah should remain quiet during the remainder of the reign of Ahaz? 6. What are the essential differences between the early messages of Isaiah and those of Amos and Hosea? Optional Reading References: See SHH, Appendix 2, page 345, sections 281-285. LESSON 55 THE CONTEMPORARY MESSAGES OF ISALVH AND MICAH Read SHH, 286-292; HBiii, 150-150, 101-169. Note carefully the following facts: 1. The uncertainty regarding the date of Hezekiah's enthronement. 2. That the great task of Isaiah between 715 and 701 B.C. was to prevent an alhance of the Palestinian states with Egypt. 3. That the energetic Assyrian king, Sargon, was succeeded in 705 B.C. by liis equally powerful son, Sennachenb. 4. That Isaiah's oj)position to a general alliance against Sennacherib accounts for some of the 34 HOW TO STUDY THE OLD TESTAMENT finest prophetic passages in Scripture. 5. That the work of Micah, Isaiah's contemporary, was social and religious rather than political. Questions to be answered : 1. What shows Hezekiah's farsightedness and abihty as a ruler? 2. What various reasons caused the Palestinian peoples to plan to throw off their allegiance to Assyria? 3. Why did Isaiah so seriously protest against an alliance with Egypt? 4. What do the keen declarations of Micah about the sins of society reveal concerning the prophet himself? 5. In what unique and remarkable way did he convey his conviction that judgment was imminent? Optional Reading References: See SHH, Appendix 2, page 345, sections 288-292. LESSON 56 THE GREAT DELIVERANCE OF JERUSALEM Read SHH, 293-298; HBiii, 159-161, 171-179. Note carefully the following facts : 1. That notwithstanding the variety of expert opinions regarding the date of the events in 701 and later, the general sequence of the events is perfectly clear. 2. Sennacherib's early success and the ample payment of tribute by Judah. 3. That when Sennacherib again demanded the surrender of Jerusalem, Isaiah advised strongly against comphance, declaring Jehovah would protect his cit3^ 4. That Isaiah's confidence and consistency throughout these critical years was the result of his searching analysis of the motives of the Assyrian invader and of his behef that Jerusalem was essential re- ligiously to the furtherance of Jehovah's plans for the world. Questions to be answered : 1. By what stages did Sennacherib compel the abject submission of Hezekiah? 2. What caused Sennacherib to demand the surrender of Jerusalem, after he had accepted the tribute? 3. What was Isaiah's attitude with reference to Sennacherib's de- mands? 4. Why did he beheve that Jerusalem would be protected by Jehovah? 5. In what way was Sennacherib's purpose actuallj^ frustrated and the city dehvered? Optional Reading References : See SHH, Appendix 2, page 345, sections 295-298. HOW TO STUDY THE OLD TESTAMENT 35 LESSON 57 ISAIAH'S CLOSING YEARS Read SHH, 299-304; HBiii, 169, 170, 179-181, 190, 191. Note carefully the following facts: 1. That the great reformation, though credited by the Chronicler to Hezekiah's early years, was probably not completed until after the dehverance from Sennacherib. 2. That the literary adjustment of certain beautiful portions of Isaiah 28-33, and of Micah 4-7 is extremely perplexing. 3. The wonderful part which Isaiah's birth and training enabled him to take in the affairs of his country for half a century. 4. The remarkable comprehensiveness of jMicah 6 : 8 as a summary of the prophetic teaching of this half century. 5. That wonderful as was the progress of the age religiously under these four prophets, there were still many religious problems to be solved. Questions to be answered : 1. What great social and religious reforms were carried through by Hezekiah and his people? 2. How did Isaiah and Alicah definitely contribute to this movement? 3. What majestic thought about Jehovah was the secret of Isaiah's quiet confidence during his later j'^ears? 4. What other reasons may be given for Ms remarkable influence? 5. What was the particular contribution of each of the four prophets to the religious advance of the age? Optional Reading References: See SHH, Appendix 2, page 345, sections 299-304. LESSON 58 THE REACTION UNDER MANASSEH Read SHH, 305-310; HBiii, 181-189. Note carefully the following facts: 1. That with the accession of ^^lanasseh came revolutionary' changes in Judah both politically and religiously. 2. That Manasseh was the contemporary of three great Ass3'riun sovereigns. 3. That in his day the religious and literary influence of Assyria became as marked as its political power. 4. That the practical result of the jiersecution and the enforced retirement of the prophetic party turned their activity into important literary channels. Questions to be answered : 1. How did Alanasseh's policies differ from those of Hezekiah? 2. What influences encouraged his extreme hostiUty to the prophets? 3(3 HOW TO STUDY THE OLD TESTAMENT 3. What effect did this persecution have on the prophets themselves? 4. What three great hterary works were probably carried through during tliis period? 5. What were the definite advantages to Judah of her close contact v,ith AssjTia? Optional Reading References : See SHH, Appendix 2, page 346, sections 307-310. LESSON 59 JOSIAH'S EARLY YEARS Read SHH, 311-316; HBiii, 192-198. Note carefully the following facts : 1. The return of the prophetic party to influence upon the acces- sion of Josiah. 2. The evident indications of the decadence of the once all-powerful Assyrian empire. 3. The specific illustration of this weakness through the fierce Scythian invaders. 4. The shock which the stirring message of Zephaniah must have given to the complacent people of Jerusalem. 5. The skill with which Zephaniah made his message turn on two interpretations of "Jehovah's Day." Questions to be answered : 1. What were the natural consequences of Josiah's friendliness with the prophetic party? 2. What were the poHtical conditions of Judah during the first twelve years of Josiah's reign? 3. What was happening in the Assyrian empire? 4. On what did Zephaniah base his conviction that the Day of Jehovah's wrath was at hand for Judah and other peoples? 5. On what basis did he look forward to a futui'e for Judah? Optional Reading References : See SHH, Appendix 2, page 346, sections 313-316. LESSON 60 JEREMIAH'S CALL TO SERVICE Read SHH, 317-320; HBiii, 199-209, 247-254. Note carefully the following facts: 1. That the Book of Jeremiah, though representing the messages of a half century, needs much rearrangement in order to be read chronologically. 2. That Jeremiah, like Moses, entered upon his HOW TO STUDY THE OLD TESTAMENT 37 work of service \\'ith great diffidence. 3. Tliat his early sermons, like those of Zephaniah, attack the social and reUgious conditions of Judah. 4. That "the foe from the north," to wliich he frequently refers, is probably the Scythian invaders. Questions to be answered : 1. How soon after Zephaniah's declaration of doom did Jeremiah begin his ministry? 2. How did Jeremiah's call differ from that of Isaiah? 3. Why was he so reluctant to enter upon the task? 4. What significance did the visions of the blossoming ahnond and the huge caldron have for Jeremiah? 5. What ideas did he emphasize in his early preaching? Optional Reading References: See SHH, Appendix 2, page 346, sections 318-320. LESSON 61 THE BOOK OF THE LAW Read SHH, 321-326; HBiii, 209-236. Note carefully the following facts : 1. The many factors which contributed to definite measures of reform when Josiah attained his majority. 2. The extraordinary effect of the discovery of the book of the law upon the king and the people. 3. The various con\'incing reasons for identifying it with the bibhcal book, Deuteronomy. 4. The probabihty that Deuter- onomy was written by the projihets of Alanasseh's reign and was a careful reformulation of the earher national laws in the light of the teachings of Amos, Hosea, Isaiah and Alicah. 5. The wonderful in- fluence of the work of this age upon subsequent ages. Questions to be answered : 1. How may the young king's zeal for national reform be explained? 2. With what specific enteri:)rise did he begin? 3. What were the immediate results of the discovery in the temple of the long-forgotten law book? 4. Why is this book generally identified \\'ith the biblical book, Deu- teronomy? 5. What accounts for the remarkable influence and popularity' of the Book of Deuteronomy from this time forward? 6. What great changes did it bring about? Optional Reading References: See SHH, Appendix 2, page 346, sections 322-320, 38 HOW TO STUDY THE OLD TESTAMENT LESSON 62 THE GREAT REFORMATION Read SHE, 327-330; HBiii, 214, 215, 243, 244. Note carefully the following facts : 1. The thoroughgoing character of the reform that Josiah instituted. 2. The pre-eminence it gave the temple at Jerusalem. 3. The great prosperity of the kingdom under Josiah. 4. The possible reason for Jeremiah's silence during the closing years of Josiah's reign. Questions to be answered : 1. What were the various steps in the process of religious reform? 2. What provision was made for the priests of the destroj^ed shrines? 3. What good results followed from the strict centralization of worship at the temple in Jerusalem? 4. What were the outward good results of the nation's obedience to the law? 5. What con\dction regarding the legal method of making a people righteous seemed to impress Jeremiah, as he silently watched the nation? Optional Reading References: Sec SHE, Appendix 2, page 346, sections 328-330. LESSON 63 THE BEGINNING OF JUDAH'S DECLINE Read SEE, 331-337; EBiii, 236,244-247. Note carefully the following facts : 1. The absolute suddenness and unexpectedness of Josiah's death. 2. The brevity of Egypt's control of Syria and Palestine. 3. The revolutionary change in the internal affairs of Judah that followed the accession of Jehoiakim. 4. The consequent echpse of Jeremiah's influence and the meagre results of liis message of repentance. 5. That this bitter experience opened the way to an important religious advance on his part. Questions to be answered : 1. Why did the Pharaoh seek to establish an Egj^ptian dominance over western Asia at this time? 2. What gave Josiah the courage to resist his advance? 3. What was the immediate result to Judah of Necho's overlordship? HOW TO STUDY THE OLD TESTAMENT 39 4. What was the unmediate result of Jehoiakim's elevation to the throne? 5. How did these changes affect Jeremiah? Optional Reading References : See SHH, Appendix 2, page 346, sections 334-337. LESSON 64 THE DOWNFALL OF THE ASSYRIAN EMPIRE Read SHH, 338-342; HBiii, 183-190, 264,265. Note carefully the following facts : 1. The remarkable vividness of the poetic prophecy by Nahum of Nineveh's downfall. 2. That the combined attack of Assyria's bitter enemies brought upon Nineveh an incredibly quick and com- plete destruction. 3. That Chaldea took as its share the country from the Tigris to the Mediterranean. (See map SHH facing page 218.) 4, That the following year Prince Nebuchadrezzar put an end to Egyptian dominance. 5. That both Jeremiah and Habakkuk conceded Chaldean mastery and discussed its significance. Questions to be answered : 1. For what reasons did Nahum predict the certain downfall of Nineveh? 2. What was the religious significance of his message? 3. What place did Jeremiah assign to the Chaldeans in Jehovah's plan for the world? 4. Why was Habakkuk justified in denouncing them? 5. What comfort did the prophecy of Habakkuk give to those who were oppressed and despondent? Optional Reading References: See SHH, Appendix 2, pages 346, 347, sections 338-342. LESSON 65 JEHOIAKIM'S LAST SEVEN YEARS Read SHH, 343-346; HHiii, 258-267. Note carefully the following facts: 1. That in the year following the victory at Carchemish Nebuchad- rezzar began a long and notable reign over western Asia. 2. That 40 HOW TO STUDY THE OLD TESTAMENT his ambition was for internal development rather than conquest. 3. That the rebellion of Jehoiakim is best explained as having been influenced by Egypt. 4. Jeremiah's extreme pessimism regarding the inevitable fate of king and people alike. 5. How the Rechabites illustrate the persistent conservatism of the East. Questions to be answered : 1. What promising quahties did young Nebuchadrezzar exhibit at the beginning of his reign? 2. Why did Jehoiakim rebel against him and refuse to pay tribute? 3. What was Jeremiah's characterization of Jehoiakim? 4. What did he think would be the outcome of Jehoiakim's policy? 5. What use did he make of the Rechabites who had fled to Jerusalem? Optional Reading References : See SHH, Appendix 2, page 347, sections 343-346. LESSON 66 THE FIRST CAPTIVITY Read SHH, 347-352; HBiii, 268, 269, 279-291. Note carefully the following facts : 1. The extreme brevity of the reign of Jehoiachin and his lament- able fate. 2. The relatively mild measure of punisliment taken by Nebuchadrezzar. 3. That Jeremiah definitely predicted the long absence of the captives from their home country. 4. That this with- drawal of the choicest of the leaders of the people created a very difficult situation for the new king Zedekiah. 5. That only the influence of Jeremiah prevented another rebelUon almost immediately. Questions to be answered : 1 . What was Jeremiah's opinion of Jehoiachin? 2. What were the consequences of the capitulation of Judah? 3. What were the resulting conditions in Judah? 4. What policy did the new leaders and even the prophets favor? 5. What was Jeremiah's opinion of both the leaders and the prophets? Optional Reading References: See SHH. Appendix 2, page 347, sections 348-352. HOW TO STUDY THE OLD TESTAMENT 41 LESSON 67 EZEKIEL'S EARLY MINISTRY TO THE CAPTIVES IN BABYLONIA Read SHE, 353-357; HBiii, 269-279. Note carefully the following facts : 1. The well-editQcl character of the Book of Ezekiel and its unique- ness of content. 2. The marked differences between Ezekiel and his prophetic predecessors. 3. The possibihty that Ezekiel substituted written messages and symbohc actions for pubhc speeches. 4. That what Ezekiel saw in Babylonia day by day may have influenced the form of his teaching. 5. That his great task at this time was to persuade the Jewish exiles to stay in Babylonia contentedly. Questions to be answered : L Into what four divisions must the Book of Ezekiel be grouped? 2. What were Ezekiel's quaUfications for the important task under- taken by Mm? 3. What influenced liim to assume his prophetic career? 4. What were his reasons for believing with Jeremiah that Jerusalem was certain to fall? 5. What means did he take to impress this upon the people? Optional Reading References: See SHH, Appcndi.x 2, page 347, sections 354-357. LESSON 68 THE DESTRUCTION OF JERUSALEM Read SHH, 358-365; HBiii, 291-302. Note carefully the following facts: 1. That notwithstanding Jeremiah's steady opposition King Zede- kiah was finally forced into rebellion. 2. That with all the resources of Nebuchadrezzar Jerusalem withstood the siege for a year and a half. 3. That during the siege there was a noteworthy illastration of the irreligiousness of the leading men of Jerusalem. 4. That Jeremiah's steadfastness came near costing him liis life at their hands. 5. That after the second capture of Jerusalem Nebuchadrezzar felt justified in taking the severest measures. 6. That his policy involved the dismantling and destruction of the walls of Jerusalem rather than the deportation of vast numbers. 42 HOW TO STUDY THE OLD TESTAMENT Questions to be answered : 1. What were the influences that overcame Jeremiah's counsels? 2. How did the temporary ^\ithdrawal of tlie Chaldeans bring out in bold rehef the worthlessness of the Hebrew nobles? 3. What happened to Jeremiah when he denounced their perfidy? 4. How did he show his confident belief that Judah still had a future? 5. What great step forward in religion did his certainty regarding the destruction of Jerusalem make him take? 6. "WTiat measures did the victorious Chaldeans put into practice? Optional Reading References : See SHH, Appendix 2, page 347, sections 360-365. LESSON 69 SEVENTH CENTURY PROPHECY Read SHH, 366-369. Note carefully the following facts : 1. The continual struggle from the time of Josiah's accession be- tween the congenital heathenism of Judah and prophetic idealism. 2. How Jeremiah gradually discovered that the Deuteronomic method of producing righteousness was inferior to the religious education of the individual. 3. To him, therefore, Jerusalem and Judah no longer seemed essential to Jehovah's purpose. 4. That Zephaniah, Nahum, Habakkuk and Jeremiah form a second group of prophetic thinkers who carried further toward completion the splendid work of the prophets of the eighth century. 5. That tliis was a very fruitful century from the standpoint of hterature. Questions to be answered : 1. Mention in their order the nine prophets from Amos to Ezekiel inclusive. 2. What distmctive ideas did the prophets of the eighth century develop regarding Jehovah and his people? 3. What was the distinctive message of each one of the seventh cen- tury prophets? 4. What great advance in religious thinking did this second group of prophets bring about? 5. What were the hterary achievements of this century? Optional Reading References: See SHH, Appendix 2, page 347, sections 367-369. HOW TO STUDY THE OLD TESTAMENT 43 LESSON 70 A REVIEW OF ISRAEL'S AND JUDAH'S CAREERS Read SHH, 370. Note carefully the following facts : L That Lessons 43 to 69 cover the Books of I^ngs, Chronicles, Deuteronomy and nine prophetical books. 2. That the Books of Chronicles afford many details supplemental to those found in the Books of Kings, especially ecclesiastical details. 3. That these three and a half centuries witnessed a half dozen revolutionary changes in the social and religious condition of the people. 4. That the great prophets interpreted these changes as a growing revelation of the character, purpose and power of Jehovah. 5. That during the period the Hebrew people changed from pettiness and provincialism into a cultured, broad-minded people. Question to be answered : 1. What answers should be given to the questions in section 370? LESSON 71 THE NEW AGE THAT BEGAN WITH THE EXILE Read SHH, 371-374; HBiv, 3S-40. Note carefully the following facts : 1. That the exilic period covered a httle less than two centuries. 2. That during this period the Hebrews, cut off from political re- sponsibilities, devoted their energies and genius to commerce, htera- ture, and religion. 3. That from this time on they were distinctively known as ''the Jews" and their country as Judea. 4. That the most important bil^lical sources are found in the Books of Ezra, Nehemiah, Lamentations and in a group of the prophetical writings. Questions to be answered : 1. What great changes did the Exile produce in the Hebrew people? 2. What was the probable reason for the change in the name by which they were generally known? 3. What important changes in their method of reckoning time dated from the seventh century? 4. What two biblical books are the principal historical sources con- cerning this period? 5. What non-biljlical material is of great importance? Optional Reading References: See SHH, Ai)pendix 2, page 3 17, sections 372-374. 44 HOW TO STUDY THE OLD TESTAMENT LESSON 72 THE SCATTERED PEOPLE Read SHH, 375-381; HBiv, 7-12; HBiii, 303-307. Note carefully the following facts: 1. That the first effect of the Exile upon the Jews was to benumb and dishearten them. 2. That the first result of the disastrous war was the distribution of many Jews among three countries. 3. That the great body of the Jewish peasantry remained in their own land with a governor of their own race. 4. That the responsibility for the disasters that came upon this group of the Jews was their own. Questions to be answered : 1. How did Nebuchadrezzar show his friendly spirit to the Jews left in Palestine through his appointment of their governor? 2. WTiy was the murder of Gedahah so deplorable? 3. Why did Jeremiah ad\T[se the excited people against fleeing to Egypt? 4. WTiat was his last message concerning Jehovah's attitude toward them on account of their unfaithfulness? 5. What was the most impressive characteristic of Jeremiah's long ser\dce as a prophet? 6. What was his greatest contribution to religious thinking? Optional Reading References : See SHH, Appendix 2, page 347, sections 375-381. LESSON 73 THEIR POINT OF VIEW Read SHH, 382,383; HBiv, 1-7. Note carefully the following facts : 1. That Ezekiel in chapters 25 to 32 expressed the feeling of the Jews regarding surrounding nations. 2. The interesting figures of speech by wliich each country is characterized. 3. The strong con- fidence in Jehovah's ultimate action on behalf of liis oa\ti people. 4. The elaborate poetic structure of the Lamentations. 5. Their \'ivid descriptions of the misery of the dispossessed people. Questions to be answered: 1. W hk'h is the most effective of the prophetic figures used by Ezekiel in chapters 25 to 32? 2. What great underljing conviction justified the prophet in these keen expressions of judgment? HOW TO STUDY THE OLD TESTAMENT 45 3. What peculiar literary form did the author of the Lamentations employ? 4. Consider the bearing of this fact upon Jeremiah's authorship of these poems. 5. What do they state regarding the condition of the Jews immediately after the Exile? Optional Reading References: See SHH, Appendix 2, page 348, sections 382,383. LESSON 74 EZEKIEL'S CONSTRUCTIVE LEADERSHIP Read SHH, 384-388; HBiv, 12-23. Note carefully the following facts : 1. That notwithstanding the advantages of their new environment the Jews in Babylonia were greatly depressed. 2. That Ezekiel's messages were the chief means of restoring them to hopefulness. 3. That Ezekiel was the one who thought out the future in terms of a new emphasis on formal rchgion. 4. His purpose was to compel the whole people to be holy and worshipful. Questions to be answered: 1. How did Ezekiel's vision of the dry bones (chapter 37) epitomize the condition of the people and his helpful messages to them? 2. What did the Exile come to mean to them socially? 3. What did Ezekiel seek to make it mean to them religiously? 4. By what striking figure did he set forth his scheme for Israel's future? 5. What fundamental results did he seek to accomphsh through this scheme? Optional Reading References: See SHH, Appendix 2, page 348, sections 386-388. LESSON 75 THE CHALDEAN RULE Read SHH, 389-395; HBiii, 265-267; HBiv, 23-33. Note carefully the following facts : 1. The internal direction of Nebuchadrezzar's ambitions. 2. The rapid passing of the empire after his death. 3. The remarkable rise of Cyrus into prominence and power. 4. The splendid influence of 46 HOW TO STUDY THE OLD TESTAMENT the Babylonian en\ironnient upon the hterary and legal activity of the Jews. Questions to be answered : 1. In what three ways was Nebuchadrezzar a notable sovereign? 2. What was the real reason for the rapid decadence of the Chaldean empire? 3. Into what three political di\dsions had western Asia separated when C3TUS began his conquering career? 4. What varied influences caused the exilic leaders to become men of literature? 5. What great school of writers developed and what important his- torical books did they contribute to the Bible? 6. What legal code, in addition to that of Ezekiel, may fairly be attributed to that period? Optional Reading References: See SHH, Appendix 2, page 348, sections 389-395. LESSON 76 THE COMING DELIVERANCE Read SHH, 396-400; HBiv, 60-64. Note carefully the following facts : 1. The various prophetic anticipations of the fall of Babylon. 2. The difficulty of being certain whether Isaiah 40-48 was written before or after Babylon's fall. 3. How an adequate conception of Jehovah underlies the promises of Israel's redemption. 4. The same conception enables the prophet to ridicule the habits of Babylonia. 5. The deliverance is not merelj^ a rescuing of the people but their introduction to an infinitely greater task. Questions to be answered : L How were the Jews justified in their joy over the approaching do\\'nfall of Babylon? 2. Into what three sections does Isaiah 40-60 divide? 3. What supreme conception concerning Jehovah is expressed in Isaiah 40 to 48? 4. What new responsibility did it declare Jehovah would place upon his people? 5. What great objective did it ascribe to Jehovah? Optional Reading References: See SHH, Appendix 2, page 348, sections 398-400. HOW TO STUDY THE OLD TESTAMENT 47 LESSON 77 ISRAEL'S HIGH DESTINY Read SHH, 401-403; HBiv, 95-104. Note carefully the following facts : 1. That these chapters 49 to 55 formulate the crownmg conception of Old Testament religious thinking. 2. That this conception is set forth in four special passages culminating ^\ith Isaiah 53. 3. That it interprets Israel's destiny in terms wliich only the life of Jesus could make clear. 4. That all of the promises of Israel's future glory are conditioned upon the complete repentance and entire loyalty of the people. 5. That nothing in Old Testament literature surpasses Isaiah 40 to 55 in range, trutlifulness, and power. Questions to be answered : 1. What is the dominant idea set forth in Isaiah 49 to 55? 2. Why is it greater than any idea wliich the prophets of the eighth century developed? 3. What details do the "servant passages" put into his complete picture? 4. How do these chapters describe Israel's future? 5. What nine great ideas describe the philosophy of Israel's history? Optional Reading References: See SHH, Appendix 2, page 348, sections 401-403. LESSON 78 THE RETURN TO JUDEA Read SHH, 404-408; HBiv, 26, 30-34. Note carefully the following facts : 1. That the 2000 years of Semitic dominance ended with the down- fall of the Chaldean empire. 2. The wonderful capacity of C>tus for world-rulership. 3. That Cyrus* policy regarding conquered peoples enabled the Jews to return to their own country. 4. That only a small percentage of the Jews availed themselves of tiiis op- portunity. 5. That the newly returned exiles prepared the way for the resumption of regular forms of worsliip. Questions to be answered : 1. What circumstances co-operated to make easy the conquest of Babylon by Cyrus? 2. WTiat made Cyrus so successful as a ruler? 48 HOW TO STUDY THE OLD TESTAMENT 3. How did the Jews regard him? 4. Why did so few of the Jews take advantage of his permission to return to Judea? 5. What was their first task on reaching Judea? Optional Reading References : See SHH, Appendix 2, page 348, sections 405-408. LESSON 79 HAGGAFS STIRRING APPEAL Read SHH, 409-413; HBiv, 35-37, 41-42. Note carefully the following facts : 1. That Cyrus was within a decade succeeded by Cambyses, who was his direct opposite as a ruler. 2. That Darius was not the Hneal successor of Cambyses. 3. That the accession of Darius w^as the signal for disturbances which made his domination over the whole empire uncertain. 4. That the prophet Haggai took this opportune time to stir up the little Jewish community to rebuild the temple. 5. The patriotic hopes which Haggai expressed regarding their future. Questions to be answered : 1. What made Cambyses such a failure as a ruler? 2. What was the underl>dng secret of the success of Darius? 3. Within how many months were Haggai's messages deUvered? 4. What reasons did he give for building the temple? 5. How did he seek to arouse their enthusiasm for their task? Optional Reading References : See SHH, Appendix 2, page 348, sections 411-413. LESSON 80 THE PROPHET ZECHARIAH Read SHH, 414,415; HBiv, 43-52. Note carefully the following facts : 1. That the first eight chapters of the Book of Zechariah relate to the period of the building of the temple. 2. The remarkable series of visions through which the prophet expressed his thought. 3. Their singular effectiveness in presenting moral and rehgious ideas. 4. The representative character of chapter 8. 5. That Zechariah's ideas and methods were complemental to those of Haggai. HOW TO STUDY THE OLD TESTAMENT 49 Questions to be answered : 1. How many chapters of the Book of Zechariah relate to the building of the second temple? 2. Through what eight visions did he encourage the people in their task? 3. What moral conditions did the prophet emphasize for the future Judea? 4. In what fine way did he answer the question of the deputation regarding the observance of the regular fasts? 5. In what definite ways did he describe the happy future of his people? Optional Reading References: See SHH, Appendix 2, page 349, sections 414, 415. LESSON 81 THE COMPLETION OF THE SECOND TEMPLE Read SHH, 416-422; HBiv, 42,43, 51,52. Note carefully the following facts : 1. The incidental but accurate Ught thrown on the character of Darius by this narrative. 2. The differences between the new temple and the old. 3. The enormous value of the completed temple to the Jews as a people. 4. The curious disappearance of Zerubbabel from history and its effect upon prophecy. 5. That the Exile brought about a mmiber of marked changes in the religious life of the people. Questions to be answered : 1. From the standpoint of the Jewish people which was the greater ruler, Cyrus or Darius? 2. Notwithstanding all that the second temple lacked, what gave it a great advantage in the eyes of the people over Solomon's temple? 3. What was its positive value to the scattered Jewish race? 4. Why was the disappearance of Zerubbabel no real religious calamity to the Jews? 5. What six changes in religious thought and worsliip were noticeable among the Jewish j^eojilc after the building of the second temple? Optional Reading References: See SHH, Appendix 2, page 349, sections 417-422. 50 HOW TO STUDY THE OLD TESTAMENT LESSON 82 TWO GENERATIONS WITHOUT BIBLICAL RECORD Read SHE, 423-428; HBiv, 60, 70. Note carefully the following facts: 1. That these years were for some reason years of probable dis- appointment and disillusion on the part of the Jewish community. 2. That the Persian empire passed the zenith of its power durinc; this time. 3. That the Greek peoples began to be aggressive and ambitious for Asiatic conquest. 4. That toward the close of this period the Edomites, the hereditary enemies of the Jews, were ex- pelled from Petra and driven northward. 5. That the prophecy of Obadiah, as well as of Malaclii, seems to refer to and rejoice over tliis humihation. Questions to be answered: 1. What reasons can be given for the silence of the biblical historians wdth reference to these years? 2. What kept the Persian empire dominant in Asia for a century not^^'ithstanding its weaknesses and failures? 3., By what stages did the Greeks develop an ambition to become a world power? 4. What reasons does the Book of Obadiah suggest for the hatred that the Jew felt for an Edomite? 5. On what outcome of the struggle between the two nations did a religiously minded Jew confidently count? Optional Reading References: See SHE, Appendix 2, page 349, sections 423-428. LESSON 83 THE REFORMER WHO WROTE THE BOOK OF MALACHI Read SHH, 429,430; HBiv, 64-72, 117-119, 123. Note carefully the following facts : 1. That the problems discussed in Isaiah 34, 35, 56 to 66 (see section 399 SHH) are similar to those which the author of the Book of Malachi confronted. 2. They are all community problems involving gro^wlh in character. 3. That the Book of Malachi employs a formal method new to prophecy. 4. The name jNIalachi may be impersonal, meaning "My Messenger." 5. That the Book of ISIalachi includes the cmious HOW TO STUDY THE OLD TESTAMENT 51 combination of a stirring etliical message and a display of bitter apocalyptic temper. Questions to be answered : 1. How can the apocalyi)tic message of destruction in Isaiah 34 be reconciled with the contrasting message of chapter 35? 2. What is the finest passage among the character studies of Isaiah 56-G6? 3. "Wliat was Malachi's great criticism of the community of his day? 4. W^iat solution did he offer for its betterment? 5. What was liis picture of the future wliich they should anticipate? Optional Reading References: See SHH, Appendix 2, page 349, sections 429, 430. LESSON 84 EZRA THE SCRIBE Read SHH, 431-434; HBiv, 130-133. Note carefully the following facts : 1. That the material relating to Ezra comes from the pen of the Chronicler two centuries later than Ezra's da3\ 2. Some authorities regard Ezra as a mere personification of the movement toward Judaism under scribal leadership. 3. The question whether Ezra preceded or followed Nehemiah is in any case an open one. 4. That the notable fact of the period is the transfer from Bab^donia to Judca of that pas- sionate zeal for the law wliich estabhshed Judaism at Jerusalem. Questions to be answered : 1. Of what group of Israel's teachers was Ezra a leader? 2. What great motive inspired hhn and his followers to make the pilgrimage to Judea? 3. According to the biblical record what reform did he quickly at- tempt? 4. If Ezra really attempted to ])uild the walls of Jerusalem why should his enterprise have been frustrated? 5. What impression do these narratives give of the personal char- acteristics of Ezra? Optional Reading References: See SHH, Appendix 2, page 349, sections 432-434. 52 HOW TO STUDY THE OLD TESTAMENT LESSON 85 NEHEMIAH THE GOVERNOR Read SHH, 435-441; HBiv, 104-126. Note carefully the following facts : 1. The unusual first-hand value of most of the records regarding Nehemiah. 2. The remarkable fullness and clearness of the portrait they present. 3. The importance of the enterprise which enhsted his ser\ices. 4. The thoroughgoing way in which he reorganized the community at Jerusalem. Questions to be answered : 1. How much of influence and dignity was involved in the position which Nehemiah held at the Persian Court? 2. What combination of motives caused him to hsten ta the plea of Ms countrymen? 3. What far-reaching plans for the Jewish community in Palestine did he gradually execute? 4. W^at hght does the narrative throw upon bis qualities for leader- ship? 5. What series of schemes did three enemies plan for his downfall and how did he meet them? 6. What gave Nehemiah his tremendous hold upon the people? Optional Reading References: See SHH, Appendix 2, page 349, sections 436-441. LESSON 86 THE ADOPTION OF THE NEW LAW Read SHH, 442-446; HBiv, 126-131. Note carefully the following facts : 1. That the establishment of the new law is ascribed to Ezra and Nehemiah jointly. 2. That the leadersliip in its adoption by the ' l)eople was taken by Ezra.- 3. That the covenant into wliich the l)eople entered was put into writing. 4. The Book of Ruth is con- sidered by many to have been a protest against the exclusive spirit of the day. 5. The new law created a closely unified people entirely separated from the rest of the world. 6. Its complete transformation of the Jews into a rabbinically ruled people was the work of centuries. Questions to be answered : 1 . What significant place does Ezra take in regard to the public adop- t ion of the law? HOW TO STUDY THE OLD TESTAMENT 513 2. Wliat results followed from his public interpretation of the meaning of the new law? 3. What four piincipal obligations did the people assume? 4. Why did the masterly protest of the Book of Ruth fail to prevent the law against the marriage of a Jew ^\^th an alien? 5. What was the most significant result of the entire series of reforms under Ezra and Nehemiah? Optional Reading References : See SHH, Appendix 2, pages 349, 350, sections 443-446. LESSON 87 THE ESTABLISHMENT OF JUDAISM Read SHH, 447-452; HBiv, 132-134. Note carefully the following facts : 1. That one great result of the hundred and fifty years following the Exile was the gradual elaboration of a comprehensive code of law by those whose motives and methods were distinctively priestly. 2. This code was truly Mosaic in the sense that it grew out of the original principles laid down by Moses and embodied all subsequent attempts at defining the rehgious duties of the people. 3. That parallel A\'ith tliis law code was prepared a third great history of Israel, emphasizing mainly its institutional development, wliich is commonly known as P. 4. The combination of the prophetic his- tories with these priestly works, carried through by an unknown person, accounts for the remarkable variety, breadth, and power of the Hexa- teuch of today. 5. That with all the defects of Judaism, as viewed from the standpoint of today, it seems to have been the form of organ- ized life wliich best enabled the Jewish people to stand the trials of the next four centuries. Questions to be answered : 1. By what means did the scribal editors of the priest's code aim to compel the people to be righteous and holy? 2. What great contributions did the priestly historian make to the complete survey of Israel's history? 3. How many centuries did it take to complete the Hexateuch? 4. What represents the prophetic and the priestly elements in religious development today? 5. Wiat was the effect of Judaism on the individual? 6. How much of the Old Testament was available in substantially its present form about 400 B.C.? Optional Reading References : See SHH, Appendix 2, page 350, sections 447-451. 54 HOW TO STUDY THE OLD TESTAMENT LESSON 88 ISRAEL AFTER THE EXILE Read SHH, 453. Note carefully the following facts : 1. That the previous seventeen lessons cover the historical data furnished by the Books of Ezra, Nehemiah, Lamentaiions, and five prophetical books, beside portions of Jeremiah and Ezekiel. 2. That it was the greatest creative period in the history of Israel. 3. That the Exile instead of being a disaster was Israel's great op- portunity. 4. That the high- water mark of religious development was reached during this age. 5. That religion became the supreme interest of the people. Questions to be answered : 1. What answers should be given to the questions in sections 453 SHH (page 262)? 2. As a character study, with what other personalities in Hebrew histor}^ can Nehemiah be justly compared? 3. How extensive was the dispersion of the Jewish race by 400 B.C.? 4. Which was more important in the execution of Jehovah's purpose, the Israel in Judea or the Israel abroad? LESSON 89 A GENERAL SURVEY FROM 1000 B.C. TO 400 B.C. Read SHH, 454. Note: L The fifty questions given in tliis section have been so formulated that none of them can be answered by direct reference to a particular paragraph, in order to promote a thorough survey of Hebrew and Jewish history from 1000 B.C. to 400 B.C. Time should be taken to consider each question thoughtfully. Any one who is able to answer these questions satisfactorily has a reasonable mastery of the history, literature, and life of the Hebrews and the Jews to 400 B.C. LESSON 90 THE LAST FIVE HUNDRED YEARS Read SHH, 455, 456. Note carefully the following facts: L That while this i)eri()d is often termed "the period of silence,'' it should be called ''Judaism's renaissance." 2. That it was also HOW TO STUDY THE OLD TESTAMENT 5o a very iinportant period intellectually, the sages, scribes, and many uncanonical writers being active. 3. That Judea came during these centuries under the control of three successive world empires. 4. The passing of dynastic hopes caused the apocalyi)tic t}'-pe of thinking among the Jews to overshadow all other types except during the Maccabean period. 5. The record of these centuries is important as sho^^^ng how Christianity expresses the soul of Judaism. 6. That a thorough understanding of the period is essential for a compre- hension of the life and thought of Jesus. Questions to be answered : 1. AMiat was Judaism's great task during this period? 2. Why should the apocalyptic type of thinking have been the most popular tj^pe during these centuries? 3. Why was the formalism of Judaism no bar to the development of a very real spirituality in the individual? 4. What were the distinctive interests of a religiously minded man in the days of Judaism? Optional Reading References: See SHH, Appendix 2, page 350, section 456. LESSON 91 THE PROPHET JOEL AND THE CHRONICLER Read SHH, 457-459 and 462; HBiv, 135-145. Note carefully the following facts : 1. Although the Book of Joel has been regarded by many scholars in the past as possibly the very earliest prophecy, it is generally agreed today that it voices the rehgious thought of the last centur}- of Persian rule. 2. It contains some remarkably beautiful and graphic pas- sages. 3. That not later than tliis period the Samaritans, through the establishment of a rival temple which duplicated th(> traditions of that at Jerusalem, aroused a lasting and bitter enmity between the two communities. 4. This fourth century B.C. wtnessed the writing of a new history of the two kingdoms which interpreted that history from an ecclesiastical point of view. 5. As historical sources the Books of Chronicles are inferior to the Books of Kings but they add many valuable and unicjuc details to a complete survey of the history. Questions to be answered : 1. What recurring disaster gave the prophet Joel a basis for his stirring appeal for repentance? 2. What extraordinary series of inspiring promises did Jehovah make the repentant people? 50 now TO STUDY THE OLD TESTAMENT 3. How does the third chapter of Joel harmonize with the great mis- sionary aspirations of some of his prophetic predecessors? 4. What started the long-continued feud between Samaritans and Jews? 5. What is found in Chronicles that is not found in Kings? 6. What bibUcal books or sections furnish illustrations of the three types of historical composition? Optional Reading References : See SHH, Appendix 2, page 350, sections 457-459 and 462. LESSON 92 THE BOOK OF JOB Read SHH, 460, 461; HBiv, 73-95. Note carefully the following facts: 1. That the Book of Job is the study in dramatic form of a problem which is vital to the experience of every human being. 2. That wliile probably the principal character was an historical personage, the ques- tion of his historicity is not at all vital to the religious value of the book. 3. That the three friends who discuss the question of re- sponsibility for sin with Job represent three distinct types of religious tliinking. 4. One interesting inference from the book is that such a problem cannot be solved by argument alone. 5. Its great value lies in its revelation of Job's own spiritual growth. Questions to be answered : 1. Name the eight characters in the drama of Job. 2. What conditions in Judea made this study of the significance of suffering so opportune? 3. A\Tiat were the themes of the three rounds of debate between Job and his friends? 4. "WTiat solutions of the problem are suggested in the discussion? 5. Through what impressive rehgious suggestion on the part of Jehovah was the solution of the problem reached? Optional Reading References : See SHH, Appendix 2, page 350, section 46L HOW TO STUDY THE OLD TESTAMENT 57 LESSON 93 THE HELLENIZATION OF ASIA Read SHH, 463-467; HBiv, 146-155, 190,191. Note carefully the following facts : 1. The astonisliing swiftness with wliich Alexander the Great conquered the Asiatic world. 2. Our adequate information concern- ing the Greek domination of Asia from both Jewish and Greek sources. 3. That Alexander's plan was to stamp upon the world a cosmopolitan ci\"ilization dominated by Greek influence. 4. That this aggressive- ness had the effect of consohdating and intensifying Je\\ish loyalty to their o^vn ideas and institutions. 5. That for a century Hellenic culture had a commanding opportunity to influence Judaism. Questions to be answered : 1. What w^as Alexander the Great's place in history as compared wdth that of Tiglath-pileser IV (see SHH, section 278), Nebuchad- rezzar or Cyrus? 2. What was the first effect of Alexander's conquest upon Judaism? 3. Why were Hellenism and Judaism bound to clash eventually? 4. By what two groups of the successors of Alexander was Palestine strongly coveted and why? 5. What were the general results of the dominance of the Ptolemies during the century following Alexander's death? Optional Reading References : See SHH, Appendix 2, page 350, sections 463-467. LESSON 94 THE VARIED LITERARY ACHIEVEMENTS OF THE THIRD CENTURY B.C. Read SHH, 468-475; HBiv, 140, 141, 159-167, 172-177. Note carefully the following facts: 1. That the first effect of Greek influence was to stimulate reflective composition among the Jews. 2. That this Uterature reveals both the jiractical religious wisdom of the age and its serious limitations. 3. The growing l)itternoss and extravagance of apocalyj^tical thought as exjircvssed in Isaiah 24 and Z(X'hariah 14. 4. The wonderful con- trast presented by the suggestive story of Jonah. 5. The impression 58 HOW TO STUDY THE OLD TESTAMENT through all this variety of literary production of the vigor and cathoHcity of Jewish thinking during this age. Questions to be answered : 1. What is the greatest value to the rehgious thinker of today of the collection of varied wdsdoni material in the Book of Proverbs? 2. Notwdtlistanding the pessimistic outlook of Koheleth, what real values did he find in life? 3. What wonderful outburst of sacred lyrics must be attributed to this age? 4. What real religious value is in the Song of Songs? 5. What is the great teaching of the Book of Jonah which gives it enduring value? Optional Reading References : See SHH, Appendix 2, pages 350,351, sections 468-475. LESSON 95 THE RELENTLESS POLICY OF ANTIOCHUS Read SHH, 476-479; HBiv, 186-20L Note carefully the following facts : 1. The ambitious plan of Antiochus to create a pan-Hellenic con- federacy. 2. That the Jews were the one great obstacle in his way because of their devotion to Judaism. 3. The combination of circumstances which caused him to vow to extirpate Judaism. 4. The frightful and paralyzing consequences of his policy in Judea. 5. The sudden uprising among the Jews in defense of their rehgious institutions. Questions to be answered : 1. What various purposes entered into the ambitious pohcy of An- tiochus? 2. What goaded him into such intense fury against liis Jewish subjects? 3. To what extent did he carry their humihation? 4. In what uncanonical books is the thrilhng story of the revolt against Antiochus described? 5. What made the outbreak so important to the Jews and so dangerous to the Syrians? Optional Reading References: See SHH, Appendix 2, page 351, sections 476-479. HOW TO STUDY THE OLD TESTAMENT 59 LESSON 96 THE APOCALYPTICAL WRITINGS OF DANIEL AND ENOCH Read SHE, 481, 482; HBiv, 201-203. Note carefully the following facts : 1. The astonishing appropriateness of the Book of Daniel in this crisis of Jemsh history. 2. Tlie inspiring character of the five nar- ratives of the book for those who were struggUng to be faithful to Jehovah. 3. That the four \'isions of the book conclude \vith Persian ascendency and with the days of Antiochus. 4. The author of the book seems to have belonged to the period of greatest disaster just before the overthrow of the plans of Antiochus and his death. 5. That both Daniel and the apocryphal Book of Enoch abound in assertioDs of the assurances of reUgion. Questions to be answered : 1. What are the rehgious values of the five splendid narratives in Daniel 1 and 3 to 6? 2. What four kingdoms were represented by the great image and by the four great beasts? 3. What makes it clear that the "httle horn" represented Antiochus Epiphanes? 4. What confident predictions regarding his end were made? 5. What gave the writer tliis glorious confidence in the face of the awful situation? Optional Reading References: See SHH, Appendix 2, page 351, sections 481, 482. LESSON 97 THE LE.\DERSHIP OF JUDAS AND JONATHAN Read SHH, 480, 483-487; HBiv, 203-231. Note carefully the following facts: 1. The remarkable cai)acity of Judas for military leadersliip. 2. That witliin two years he re-entered Jerusalem and re-established regular worsliip. 3, That Ids downfall was largely due to the treachery of the liigh priest and the curious shortsightedness of many of his people. 4. That Jonathan by his shrewd diplomacy took advantage of the weaknesses of Syria. 5. That the struggles of rival candidates for the throne of Syria really gave Judea her independence. 60 HOW TO STUDY THE OLD TESTAMENT Questions to be answered : 1. ^Vhen Antiochus V granted full religious liberty to the Jews why was it not satisfactory to such leaders as Judas and Jonathan? 2. In his six years of activity what did Judas accomplish for his people? 3. By what stages did Jonathan secure a practical control of Palestine? 4. Why may the Books of Esther and Judith be appropriately as- signed to this age? 5. In what Jewish group could the Book of Tobit have originated? Optional Reading References : See SHE, Appendix 2, page 35.1, sections 480 and 483-487. LESSON 98 THE PROSPEROUS REIGNS OF SIMON AND JOHN HYRCANUS Read SHH, 488-491; HBiv, 231-246. Note carefully the following facts : 1. That Simon entered into full possession of independent sover- eignty. 2. In his day the great rehgious hymnal of Judaism, the Psalter, was brought to completion. 3. John Hyrcanus made a thorough conquest of the Samaritans and the Edomites and greatly enlarged his dominions. 4. The great weakness of the Hasmonean dynasty was its combination of royalty with the high priesthood. 5. During John's reign Jerusalem became a much more beautiful and well-defended city. Questions to be answered : 1. By what means did these sovereigns attempt to give their kingdom permanence? 2. What two peoples did they compel by force to become their sub- jects, and \vith what results? 3. How did they use the treasures wliich they secured in warfare? 4. How did their mihtary success contribute to the downfall of their kingdom? 5. What are the great themes of the Psalter? 6. What gives it its abiding hold upon mankind? Optional Reading References: See SHH, Appendix 2, pages 351, 352, sections 489-491. HOW TO STUDY THE OLD TESTAMENT Gl LESSOX 90 THE GREAT JEWISH PARTIES Read SHH, 492-495; HBiv, 247-254, 260-262. Note carefully the following facts : 1. That these parties grew naturally out of the conditions of the age. 2. That the cessation of the struggle for independence led to an ever- increasing emphasis on differing points of view. 3. That the virtual completion of the Old Testament canon was followed by a tremend(jus growth in the authority and the influence of the Scriptures. 4. At the same time the synagogue and the scribe became increasingly important factors in Jewish community Ufe. 5. The completion of the Septuagint (or Greek version) made the Old Testament uni- versally available. Questions to be answered : 1. Whsit were the essential differences between the two great parties in Judaism? 2. ^Yh.y were the Pharisees always far more numerous than the Sad- ducees or the Essenes? 3. In what respect did the editors of the Greek Old Testament im- prove it? (See also sections 11 and 14 SHH.) 4. What books of the Old Testament were probably added to it in the second century B.C.? 5. AVhat was the significance of the universal prevalence of the syna- gogue in Jewish community life? Optional Reading References : See SHH, Appendix 2, page 352, sections 492-495. LESSON 100 THE GOLDEN AGE OF ALEXANDRA Read SHH, 496-502; HBiv, 246-247, 262-274. Note carefully the following facts: 1. That wliile Alexander Jannacus nominally controlled a great kingdom he really ensured its certain downfall. 2. That Alexandra's reign was remarkable for sound constructive measures under Pharisaic leadership. 3. Nevertheless the Pharisees intensified the feud^ with the Sadducees, their great rivals, and thus brought about the civil stnfc wliich wrecked the kingdom. 4. During this age the author _of tlie Book of Wisdom made a notable advance beyond Kolieh^th. ;>. The apocalyptic writings of the age form a significant introduction to the New Testament writings. 62 HOW TO STUDY THE OLD TESTAMENT Questions to be answered : 1. Wh}^ did the great prosperity of Alexandra's age fail to make up for the mistakes of that of Jannseus? 2. What permanent contributions to the life of Judaism were made in her day? 3. What important religious belief is recorded for the first time in Jewish literature in the Book of Wisdom? 4. How did the Roman general Pompey secure the opportunity to become the master of Palestine? 5. What were the permanent results of the century of Maccabean rule? Optional Reading References : See SHH, Appendix 2, page 352, sections 496-502. LESSON 101 THE BEGINNINGS OF ROMAN OVERLORDSHIP Read SHH, 503-507; HBiv, 275-285. Note carefully the following facts: 1. The great unwillingness of the Jews to accept the Roman yoke. 2. The sinister influence of Antipater the Idumean, the prime minister of Hyrcanus 11. 3. The remarkable skill of Antipater in keeping on good terms with his successive Roman masters and in promoting the influence of his family. 4. The unquestioned fact that Herod won his kingdom as a result of his brilliant ser\dces as governor. Questions to be answered : 1. What sweeping changes did Pompey make in the territory of the former Hasmonean kingdom? 2. Under whose leadersliip did the Jews of Palestine revolt four times \\dthin the fii'st twelve years of Roman domination? 3. By what stages did the family of Antipater become, in the eyes of the Romans, the natural rulers of Palestine? 4. What nobler side of Pharisaism do the Psalms of Solomon illustrate? 5. What incident in Herod's early career vividly illustrated the lack of common sense of the Pharisees? Optional Reading References: See SHH, Appendix 2, page 352, sections 504-507. HOW TO STUDY THE OLD TESTAMENT G3 LESSON 102 HEROD THE GREAT Read SHH, 508-514; HBiv, 285-310. Note carefully the following facts : 1. That the dominance of Rome in western Asia brought about results as profoundly significant and far reaching as Alexander's conquest 300 years before. 2. Herod's remarkable genius a.s a ruler. 3. That in proportion to Ms resources no ruler who came in contact ^\dth the Jews surpassed him in the variet}^ and importance of his achievements. 4. That his rebuilding of the tem})le was more significant than even he could have realized. 5. That without in any way intending to do so Herod by his policy brought the messianic expectations of the Jews to fever heat. Questions to be answered : 1. What were the outstanding characteristics of Herod? 2. Notwithstanding his unusual abilities and services why was he hated by the Jews? 3. What contribution did Rome make to Asiatic civilization? 4. In what varied ways did Herod try to benefit his jDcoplc? 5. Which of the three types of the messianic hope found greatest favor \\dth the Jews during Herod's reign? Optional Reading References : See SHH, Appendix 2, pages 352, 353, sections 508-514. LESSON 103 THE TRAGIC CLOSE OF JEWISH HISTORY Read SHH, 515-533. Note carefully the following facts : 1. The moral responsibility of the Herodian family for its own do^\^lfall. 2. The astonishing shortsightedness ami l)igotry of the Pharisaic leaders of the Jewish people. 3. The unscrupulousness and brutality of the Roman procurators. 4. The permanence of Jewish unity even after the downfall of Jerusalem. 5. The per- sistence of Jewish hopefulness until the absolute destruction of tlie Jewish nation under Hadrian. 6. The gradual estabhshment of Christianity as the real expression of Jehovah's purpose for the world. Questions to be answered : 1. Wliat were the varied reasons for the revolt of the Jewish i^cople which in turn led the Romans to lay Jerusalem m ruuis.^ (54 MOW I'O STUDY THE OLD TESTAMENT 2. What interesting apocalyptic books assisted in maintaining the finer hfe of the people in these days of distress? 3. What marked changes in Jewish life were brought about by the destruction of the city and temple by the Romans? 4. On what hopes did the Rabbinical leaders of later Judaism base their repeated and useless rebellions? 5. What five permanent contributions to the world's reUgious heritage did Jewish nationalism make? Optional Reading References : See SHH, Appendix 2, page 353, sections 515-532. LESSON 104 A SURVEY OF JEWISH HISTORY FROM 400 B.C. TO 135 A.D. Read SHH, 534. Note: 1. That these thirty questions have been so formulated that none of them can be answered by direct reference to a particular paragraph, in order to promote a thorough survey of this portion of Jewish his- tory. No question is asked which should not be answered satis- factorily by any one who has thoroughly studied the preceding four- teen lessons. It is recommended that time be taken to consider each question thoughtfully. 2. That Appendix 1 of Sanders' ''His- tory of the Hebrews" provides a well-balanced survey of the whole range of Hebrew and Jewish history in a form which promotes either memorization or review. PAMPHLET BINDER - Syracuse, N. Y. ZZZZ Stockton, Colif. \' BS1194.S21 How to study the Old Testament, Princeton Theological Seminary-Speer Library i 1 1012 00011 9539