tuliie0intj)f iift of ^aul BS2fo58 .SI6 5K- U* ^ ^^m^ B t^ ^ PC4 tf •i^i^ 03 o W ,| tf w >^ g OQ *«i"* ^ 1-3 CO ^ ^O ti 1^ v3 "8 o i 1 1— 1 .J 1— ( 1^ ^ g O P9 O » 1 s [^ es o Oh 5K. W ^ - ^ *X^ *»^ ^ By PRES. WILLIAM H. SALLMON. Studies in the Life of Jesus. (Fourteenth thousand.) Twenty-five studies, with special maps, bibli- ography and suggestions to leaders. Paper, 25 cents; cloth, 40 cents. Studies in the Parables of Jesus. (Eleventh thou- sand.) Fifteen studies of parables recorded by Matthew, with table, bibliography, suggestions to leaders, etc. Paper, 15 cents; cloth, 25 cents. Studies in the Miracles of Jesus. (Fifth thousand.) The twenty miracles recorded by Matthew, with table, bibliography, suggestions to leaders, etc. Paper, 20 cents; cloth, 30 cents. Studies in the Life of Paul. (Twenty-fourth thou- sand, revised.) Twenty-four lessons emphasiz- ing the character of the great apostle. Also an extension of the course, an outline of Epistle to Galatians, chronology of Paul's life, and sug- gestions to leaders. Paper, 25 cents; cloth, 40 cents. Systematic and Proportionate Giving. (Third edi- tion.) This pamphlet sets forth concisely, clearly and convincingly the advantages of systematic and proportionate giving, and also the Scripture principles underlying its practice. Paper, 5 cents. Among Australasian Students. (Second edition.) A resume of Mr. Sallmon's three years' work in Australasia, with appendix containing list of Australasian Unions, etc., and statistics. Paper, 5 cents. The Culture of Christian Manhood: Sunday Morning in Battell Chapel, Yale University. (Edited by William H. Sallmon.) (Second edition.) The six- teen contributors include some of the most promi- nent clergymen in America, with portrait and autograph of each. 12mo, cloth, gilt top, $1.50 postpaid. Young Men's Christian Association Press 124 East Twenty-eighth Street NEW YORK Stud JAN 15 1959 in the Life of Paul FOR BIBLE CLASSES AND PRIVATE USE By William H. Sallmon, M. A. REVISED EDITION TWENTY-FOURTH THOUSAND New York Young Men's Christian Association Press 1908 Copyrighted 1896 BY The International Committee of Young Men's Christian Associations. Copyrighted 1902 BY The International Committee of Young Men's Christlan Associations. [3580] CONTENTS. FASa Preface 9 Bibliography 11 Study I. Paul's Early Days .... 15 Study II. Paul the Student .... 20 Study III. Paul the Persecutor ... 25 Study IV. Paul the Convert .... 30 Study V. Paul the Con vert (con- tinued) 35 Study VI. Paul the Apprentice ... 40 Study VII. Paul the Missionary (First Journey) 46 Study VIII. Paul the Missionary (Second Journey) 52 Study IX. Paul the Missionary (Third Journey) 57 Study X. Paul the Companion and Friend 60 Study XI. Paul the Laborer .... 65 Study XII. Review 69 Study XIII. Paul the Preacher .... 70 Study XIV. Paul the Pastor 75 Study XV. Paul the Miracle Worker 79 Study XVI. Paul the Seer 85 Study XVII. Paul the Apologist .... 89 Study XVIII. Paul the Author 93 Study XIX. Paul the Author (continued) 96 Study XX. Paul the Prisoner .... 100 Study XXI. Paul the Hero 104 Study XXII. Pauline Principles .... 107 Study XXIII. Paul's Influence Ill Study XXIV. Review 113 Extension of the Course 114 Outline of Epistle to Galatians .... 115 Chronology of Paul's Life 118 Daily Readings 119 Suggestions to Leaders of Bible Classes . 134 PREFACE. These outlines are mainly the notes on "The Life of Paul" as they appear in the author's note-book. They were not written for publication, and are only permitted to see the light now in response to a general demand by college students for a course which has proved itself adapted to the needs of a college community. This course was taught by the author, assisted by Mr. Wil- liam Sloane, to the senior class at Yale Uni- versity, as part of the work offered by the Young Men's Christian Association, in 1894- 95, and at the same time to a class of busi- ness and professional men at Bridgeport, Conn., under auspices of the Association. It was presented in a modified form at the College Students' Conferences at Northfield, Mass., and Knoxville, Tenn., in 1895, and by request of the College Committee re- peated at Northfield in 1896. It was also given before the Conference of Young Women's Christian Associations at North- field, in 1896. The note-book of Mr. Anson Phelps Stokes, Jr., who taught it to the senior class at Yale in 1895-96, has been freely consulted. The course has been adopted as part of the Yale Association's system of permanent and progressive Bible study. Its object is to study the character of Paul rather than his work — to emphasize what he was more than what he did. Next to a contemplation of the life of our Lord, there is no biography better calculated to produce in us that mind which was also in Christ Jesus than that of this magnificent, many-sided hero of the faith. The "Suggestions to Leaders," which are largely the results of the conferences of a normal class, have been placed at the close of the book, because it is recognized that many will use these studies who are not leaders, and to whom the hints will not be so pertinent. It may be needless to add that the work from beginning to end is intended to be merely suggestive and to serve as a basis for further study. WHS Preface to Revised Edition. The wide acceptance which these studies have received in a few years, with a sale of over eleven thousand, justifies the issuance of a revised and enlarged edition, containing the results of later research. In re-arrang- ing the body of the work such changes have been introduced as would make it more acceptable to young people's societies and Bible classes outside of student com- munities, where hitherto it has been chiefly used. An introduction and a practical les- son have been added to each study, and a list of daily readings appended. The Epis- tles of Paul and the Epistle to the Hebrews have been so subdivided that by reading an average of fifteen verses each day they will be covered during the twenty-four weeks through which the studies run, W. H. S. lO BIBLIOGRAPHY. In addition to a good working Bible and note-book, Greek Text (for those who can use it). Revised Version, and Bible Diction- ary, the following are recommended : — The original sources are the Epistles of Paul and the Acts of the Apostles. Get saturated with these before consulting helps. 1. The Life and Epistles of St. Paul. Conybeare and Howson. The complete edi- tion, two volumes, with foot-notes (Long- mans, Green & Co.), $3.00 per volume, is the one referred to in these pages. A popu- lar edition, without foot-notes, costs $1.25. This treatise is thorough and comprehen- sive, aiming "to give a living picture of St. Paul himself, and of the circumstances by which he was surrounded." 2. The Life of St. Paul. James Stalker, D. D. 60 cents. A spirited sketch, in the form of a hand-book for Bible classes. 3. St. Paul: His Life and Times. James Iverach, M. A. 75 cents. A condesned but suggestive and spiritual work, in the usual vigorous Scotch style. 4. The Life and Work of St. Paul. F. W. Farrar, D. D. (E. P. Button & Co.) 2 vols., with foot-notes, $3.00; also popular edition, $2.00. The former is used in these references. Brilliant and picturesque. Probably the most attractive work for the average reader. The teacher or student who has access to these four works has a generous equip- ment and is on a fair way to a liberal edu- cation in the life of Paul. They have been selected with reference to a devotional study. Those who care to go more deeply into the subject are referred to the follow- ing:— 5. Paul the Missionary. W. M. Taylor, D. D. A series of sermons, making a con- tinuous biography, emphasizing the practi- cal lessons and missionary labors of Paul. 6. Spiritual Development of St. Paul. G. Matheson, D. D. An inner biography from conversion to death, tracing progres- sive spiritual development. Necessarily psychological and somewhat obscure to the average reader. 7. The Apostle Paul. A. Sabatier. Paul's doctrine an outgrowth of his inner life. A refutation of rationalistic criticism. A penetrating treatment by modern scien- tific and historical methods. 8. St. Paul the Traveller and Roman Citizen. W. M. Ramsay, D. D. Scholarly and reliable. An historical account of Paul's life, with interpretations founded on the results of a visit to Asia Minor and other scenes of Paul's labors. A fairly good pocket map of "The Pauline World" accompanies the volume. 9. The Life and Epistles of St. Paul. Thomas Lewin, M. A., F. S, A. This book is on the plan of Conybeare and Howson, but not so exhaustive or scholarly. It is rich in maps, charts, and illustrations, but is quite expensive. 10. The Student's Life of Paul G. H. Gilbert, D. D. A presentation of the his- torical facts of Paul's biography in compact form. The comments sometimes need modification and simplification. 11. The Man Paul. R. E. Speer, M. A. A sympathetic and practical series of studies on Paul's personality abounding in Scriptural references and literary quota- tions. 12. The articles on "Paul" in the En- cyclopaedia Britannica and Hastings' Bible Dictionary are valuable. Many good com- mentaries on the text are available, such as Cambridge Bible for Schools and Col- leges, Stokes on Acts in the Expositor's Bible, Parker's People's Bible, volume en- titled The Apostolic Age, Ryle's Ex- pository Thoughts, Meyer, Godet, Light- foot, etc. Findlay is good on the Epistles, and Stevens' Pauline Theology is the most readable and up-to-date theological hand- book on this subject in English. On the Apostolic Age there are McGiffert, Purves, Schaff, Bartlett, etc. Other volumes for reference are Bruce, St. Paul's Conception of Christianity; Somerville, St. Paul's Con- ception of Christ ; Abbott, The Life and Let- ters of St. Paul the Apostle; Cone, Paul the Man, the Missionary and the Teacher; Rees, The Life of Paul; Meyer, Paul a Servant of Jesus Christ; Smith, The Voy- 13 age and Shipwreck of St. Paul; F. W. H. Myers* poem, Saint Paul ; Bird, Paul of Tarsus, for young people. Any one may obtain these books, or in- formation about them, by applying to the International Committee Young Men's Christian Associations, 3 West Twenty- ninth street, New York. 14 STUDIES IN THE LIFE OF PAUL. STUDY I. PAUL'S EARLY DAYS. (For Daily Readings see page 120.) References. Study carefully, with Revised Ver- sion (and Greek), the texts referred to, also Acts vii. and viii. Paul looms up in the popular mind, as a man, energetic, commanding, masterful. We are apt to dwell in thought upon the extensive travels and varied experiences of his riper years, forgetting that he was once a boy. In the study of his early days let us associate him in our minds with the boy John, growing up in the lonely highlands of Judea, and with the boy Jesus, increasing in wisdom and stature among the hills of Galilee. In the environment of his boy- hood we shall find much to explain the youth and the man. The Home. I. His family, (i) Father. a. Roman. Acts xxii : 28. What was the significance of 15 this fact to Paul ? Acts xxii : 25, xxv : 16, xvi : 37. b. Pharisee. Acts xxiii : 6. Note that Paul was a Phari- see by birth ("a son of Pharisees") and by belief ("the hope and resurrection of the dead"). Cf. Acts xxvi: S; Matt, xxii: 23. c. Tribe of Benjamin. Rom. xi: I. (2) Mother. What does the absence of refer- ences by Paul to his mother imply? What trait of Paul is discover- able in Rom. xvi: 13? (3) Sister. Acts xxiii: 16. Paul never refers to his relations with his family. Why? 2. His religious training. (i) Circumcision. Phil. iii:5. He was thus admitted to the covenant relation of his fathers, and prob- ably received the Hebrew name of Saul at this time. (2) Memorizing of Scripture. Jewish children were taught the Shema, Deut. vi : 4-9, and the Hallel, Psa. cxiii-cxviii. (3) Jewish history. Deut. vi : 20-25, xi: 19. From what point of view were the children taught to interpret the history? (4) Trade. Acts xviii : 3. "What is commanded of a father towards his son?" asks a Talmudic writer. "To circumcise him, to teach him the law, to teach him a trade." 16 The City. 1. Situation. In what province was Tarsus sit- uated ? Acts xxi : 39, xxii : 3, xxiii : 34. On what river? " And southward to Cilicia's shore, Where Cydnus meets the billows' roar." Near what pass? Distance from the sea? Character of the region? See "Scenery of Tarsus," Conybeare and How- son, chap. ii. How account for the apparent indifTerence of Paul to this magnificent scenery ? "As compared with Luther and Zwin- gle, Calvin was indifferent to nature. Although living for so many years at Geneva, he made no allusion in his letters, says his biographer, to the wonderful beauty with which he was surrounded." Allen, Continuity of Christian Thought, foot-note, P- 344- 2. Features. " Surely in toil or fray, Under an alien sky, Comfort it is to say, 01 no mean city am I." — Kipling re Bombay^ " Seven Seas." (i) University center. Does Gal. iii : 24 (7rai5a7w76s, tu- tor) suggest that Paul attended school at Tarsus? If he did not, estimate the possi- ble influence upon him of the intellectual atmosphere. "It was one of the three princi- pal university cities of the period, the other two being Athens and Alexandria; and it 17 was said [by Strabo] to surpass its rivals in intellectual eminence." Stalker, 1 15. (2) Commercial center. Show the advantages of the sit- uation as a distributing point for the prov- inces. Products of the region? Stalker, IT 15. Coins of Tarsus bear the word fi-nrpoiroXii (metropolis). Note how Paul's language is in- fluenced by city life, while Christ's breathes that of the country. (3) Baal-worship center. See Stalker, 1 18, and Farrar, pp. 28-30. Probably the scenes witnessed here confirmed him in his pure Jewish faith and made possible the description of heathenism in Romans i. PRACTICAL LESSON. God's Purpose Manifested in the Earliest Surroundings of Each Life. Gal. i: 15. "Who does not see how fit a place this was for the apostle of the Gentiles to be born in? As he grew he was unawares being prepared to encounter men of every class and race, to sympathize with human nature in all its varieties, and to look with tolerance upon the most diverse habits and customs." Stalker, Life of St. Paul. "Nor is there any accident in the ordering of the place, the conditions, the circum- stances of any child of God." 18 •' Thou cam'st not to thy place by accident; It is the very place God meant for thee." — /. R. Miller, Building of Character. BIBLIOGRAPHY. Conybeare and Howson, Vol. I., pp. 26-63. Stalker, paragraphs 13-18. Iverach, pp. 1-3. Farrar, Vol. I., chapter ii. IQ STUDY II. PAUL THE STUDENT. (For Daily Readings see page 120.) References. Study carefully, with Revised Ver- sion (and Greek), the texts referred to. Probably Paul was about thirteen years of age when sent from Tarsus to study at Jerusalem. To most boys the departure from the birthplace is a sorrowful home- leaving. To Paul, the youthful patriot, it would really be a glad home-going. Imagine his joyous emotion as he drew near "the city of the great King." See Psa. cxxii, cxxxvii : 5, 6. Trace on a map the probable route by sea and land. Illustrate the student's position at the feet of the teacher. Cf. Luke x : 39. The custom became a proverb, "Place thy- self in the dust at the feet of the wise." In College at Jerusalem. Acts xxii : 3. I. His teacher. Note the four facts regarding Gama- liel mentioned in Acts v : 34. (i) Member of the Sanhedrin {kv Tu) ffvveSplif}, in the Sanhedrin), vs. 21, 27, 41. His dignity and influence would be com- parable to that of a member of the Supreme Court. 20 (2) Pharisee. Like what other Pharisees of the New Testament? In what respects different from the characteristic Pharisee? Acts v:38, 39. Cf. Matt, xxiii. (3) Doctor of the law. His title rabbi means more than D. D. — "a minister, a teacher and a lawyer, all in one." Stalker. Gamaliel was one of seven Jewish doctors who received the title Rabban, which means "my great teacher." (4) A popular professor, "had in honor of all the people." R. V. A thorough teacher. Acts xxii : 3. 2. His studies, (i) Bible. "The Old Testament was his chief text-book in the Jewish school." Stevens' Pauline Theology. What evi- dence can be adduced of his familiarity with all parts of the Old Testament? Why does Paul use the Old Testament for argument or illustration with Jews but not with Gentiles? Note that there are no quotations in I., II. Thess., Phil., Col. (2) Tradition. Gal i : 14, cf. Mark Wi: 3-13- Gamaliel was son of Simeon and grandson of Hillel, and Hillel's school placed tradition first, while the opposing school of Shammai placed the law first. 21 (3) Greek. a. Addresses to Corinthians, Acts xviii:4, 8, ii; Athenians, Acts xvii: 22 seq. ; Bereans, Acts xvii : I2. b. Disputes with Epicureans and Stoics, Acts xvii : 17, 18. c. Quotations from Greek au- thors. Acts xvii : 28 ; I. Cor. xv : 33 ; Titus i: 12. In the College of Experience. Gibbon says we have two educations, one from teachers and one from affairs; one from books and one from the care, responsi- bility and experience of life. Study carefully Phil, iv: 11-13. 1. Adversity. He knew what it was "to be abased," "to be hungry," "to be in want." He knew also what it was to stand friendless and alone. H. Tim. iv: 16. " In times of prosperity friends will be plenty, In times of adversity not one in twenty." Like Christ (Heb. v:8) "he learned obedience by the things which he suffered." II. Cor. xi : 23-27. 2. Prosperity. He knew what it was "to be filled," "to abound." "God tries His people, not by a steady course of prosperity, or by long- continued and uniform adversity, but by transition from one to the other." Barnes. It is pleasant to think of the measure of 22 prosperity which Paul enjoyed in his old age. Acts xxviii : 30, 31. 3. His great lesson. Was it contentment with earthly or spiritual conditions? Phil, iii: 12-14. (Cf. I. Tim. vi:6, 8, and the thought of Heb. xiii : 5.) " Lord! I would clasp thy hand in mine, Nor ever murmur nor repine; Content whatever lot I see, Since 'tis my God that leadeth me." —J. H. Gilmore. PRACTICAL LESSON. Christ the Master Teacher. Col. ii: 3. "I have learned," '1 know," "I am in- structed" (Phil iv:ii, 12) — these are the words of a student. Ask Paul where did he learn. At the feet of Gamaliel? In the college of experience? Yes, much there, but most in the school, and at the feet of "Christ in whom are hid all the treasures of wisdom and knowledge." His training resulted in confidence, — "I can do all things," — ^and reliance upon Christ, — "through Christ which strengtheneth me" {iv tC) ivbvvanovvrl /tc = lit., "in him who dynamites me," or by him who imparts spiritual power). " The world sits at the feet of Christ, Unknowing, blind, and unconsoled; It yet shall touch His garments' fold, And feel the heavenly Alchemist Transform its very dust to gold." — IVhittier. 23 BIBLIOGRAPHY. Conybeare and Howson, Vol. I., pp. 63-78. Stalker, paragraphs 21-30. Iverach, pp. 4, 5. Farrar, Vol. I., chapter iii. For a good sermon on Gamaliel, illustrating his tolerance, see Brooks' Sermons in English Churches, p. 243. See also Matheson's My Aspira- tions, p. 21. STUDY III. PAUL THE PERSECUTOR. (For Daily Readings see page 120.) References. Study carefully, with Revised Ver- sion (and Greek) the texts referred to. Just how long Paul was a student under Gamaliel we do not know. Nor may we say with certainty where he spent the years between his graduation and his re-appear- ance at the stoning of Stephen. It is gen- erally conjectured that he either returned to Tarsus or lived with his sister at Jeru- salem. The point which strikes us with much force in this study is the absence of that spirit of tolerance for which his mas- ter, Gamaliel, was noted. His Spirit and Methods. Acts viii : 1-4, ix: 1, xxii: 4, 19, 20, xxvi: 11. How do the texts manifest a spirit, bit- ter, violent, uncompromising, thorough? Enumerate the methods employed by Paul. Is there any evidence that Paul himself killed anyone? "Paul was the heart and soul of the en- deavor to stamp out the Christian faith." Farrar. 25 His Explanations of His Conduct. Acts xxvi: 9-11; Phil, iii: 6; I. Tim. i: 13. Study the texts and see how he attributes his conduct to 1. Conscience, an inward conviction, arising from a false sense of duty. 2. Zeal, misdirected and without knowl- edge. 3. Unbelieving ignorance. He now re- gards as blasphemy what he once thought he ought to do. Other Probable Causes of His Oppo- sition to Christianity. 1. Christ's preaching against tradition. Mark vii : 3-13. See "Tradition" in Study n., 2 (2). Christ had preached against tradition over which Saul was so zealous. Saul was a Pharisee on account of his traditions. Probably the disciples preached as Christ did. 2. The suffering, crucified Christ's claim to Messiahship antagonistic to Paul's Phari- saic ideals. Find indications of this claim also in the preaching of Peter, Stephen and Philip. What inference regarding Paul's feel- ings at this time may be drawn from Rom. i:i6? 3. The increase of disciples. Acts i : 15, ii : 41, iv : 4. V : 14, vi : i, 7- 26 4. Stephen's address. Acts vii, espe- cially vs. 51-53. Estimate the effect of this address upon Paul. Note that the speech contained an echo of Jesus* denunciation of Pharisaism — an accusation of worldliness, hypocrisy and resistance of God's messen- gers — and showed how punishment or grace had no effect. Effects of the Memory of the Per- secution on Paul's Mind. I. Cor. XV : 9 ; Acts xxvi : 10 ; I. Tim. i : 15 ; Eph. iii : 8. PRACTICAL LESSON. Though Sin Be Forgiven Its Effects Remain. " Saint, did I say? with your remembered faces, Dear men and women, whom I sought and slew — Ah! when we mingle in the heavenly places, How will I weep to Stephen and to you! " —F. W. H. Myers' Saint Paul. Repentant and remorseful, Byron in- scribed these lines to his sister, Augusta Leigh : — " I can reduce all feelings but this one. And that I could not; for at length I see Such scenes as those wherein my life begun. The earliest — even the only paths for me— Had I but sooner learnt the crowd to shun, I had been better than I now can be; The passions which have torn me would have slept, I had not suffered, and thou hadst not wept." 27 BIBUOGRAPHY. Conybeare and Howson, Vol. I., pp. 87-96. Stalker, paragraphs 31-88. Iverach, pp. 9-14. Farrar, Vol. I., chapter ix. 28 51 ' ,§ £ -.3 ?M. ^i^^l ll 29 STUDY IV. PAUL THE CONVERT. (For Daily Readings see page 120.) References. Study carefully, with Revised Ver- sion (and Greek), Acts ix: 1-18, xxii: 5-16, xxvi: 12- 23. Lord Lyttleton and Gilbert West, Esq., who had imbibed principles of infidelity from a superficial view of the Scripture, de- termined to test the truth of Christianity by bringing the weight of their intellects to bear upon the conversion of Paul, and the resurrection of Christ, respectively. Each sat down to his task feeling that if these events could be successfully disproved Christianity could be overthrown. As a re- sult of their independent study each was converted to Christianity and their pub- lished conclusions are valuable apologetic literature. Three Accounts of His Conversion. 1. By Luke, Acts ix : 3-9. 2. By Paul on temple steps, Acts xxii: 6-11. 3. By Paul before Agrippa, Acts xxvi: 12-18. Note the significance of the fact that there are three accounts of this event in the brief book of Acts. In what important points do the accounts agree ? Make a parallel list of the differences in 30 the accounts, regarding the voice, the ef- fects, the words spoken. Study the text by the following outline : — I. The journey. See "Damascus" in Bible Dictionary. What is the distance and time of journey from Jerusalem to Damascus? What was the probable means of journeying? Trace the probable route upon a map. Dean Howson says: "No journey was ever taken on which so much interest is concentrated as this of Paul from Jerusalem to Damascus. It is so critical a passage in the history of God's dealings with man, and we feel it to be so closely bound up with all our best knowledge and best happiness in this life and with all our hopes for the world to come, that the mind is delighted to dwell upon it, and we are eager to learn or imagine all its details." 2. The light. How is the light characterized in the three accounts? ix:3, xxii:6, xxvi:i3. At what time did it appear? The bearing of this on the theory that it was a natural phenomenon? 3. The words spoken. Who heard the voice? Note the difference in Greek between T^v ^ di < >3 <3 » •s ■v» s •Si "vj 1 Q I, « '^ 8 s ^ H 1 1 '^ ^ ^ s fi (>. 38 PRACTICAL LESSON. The Call to the Christian Life is a Call to Service. To enter into a personal relation with Christ means more than personal salvation, which is self-interest ; it means service for the salvation and welfare of others, which is self-denial and self-sacrifice. It means laying down one's life for the brethren, which, being interpreted, is living for them, and possibly in the end dying for them. "The joyful life," said Henry Drummond, "is the life of the larger mission, the dis- interested life, the life of the overflow from self, the 'more abundant life' which comes from following Christ." " I will go where you want me to go, Lord, Over mountain, or plain, or sea; I will do what you want me to do, Lord, I will be what you want me to be." — Mary Brown. BIBLIOGRAPHY. Iverach, pp. 15-17. Keble's Christian Year, poem entitled "The Conversion of St. Paul." Sabatier, p. 47. 39 STUDY VI. PAUL THE APPRENTICE. (For Daily Readings see page 120.) References. Study carefully, with Revised Ver- sion (and Greek), the texts referred to, also Gal. i. In this study we see how the worker was further prepared for his work. He did not go at it immediately after his conversion, but had varied experiences and much train- ing. About three years were spent in Arabia and Damascus, and probably ten years in Syria and Cilicia (supposing the fourteen years of Gal. ii : i, to include the year at Antioch, Acts xi : 26, and three years al- lowed for the first missionary journey). Then we must take into account the in- fluences of his previous training and en- vironment, and the contributions from the dominant races which met in him. Period Between Conversion and First Missionary Journey, 1. At Damascus. Acts ix: S-ipa. (1) Meditation and Prayer, vs. 9-1 1. (2) Receiving instruction, vs. 17- 19a. Cf. xxii : 13-16. 2. In Arabia. Gal. i : 17. Stalker, If T[ 51-53. " If chosen men could never be alone In deep mid-silence open-browed to God, No greatness ever had been dreamed or done." 40 3- At Damascus. Acts ix : i9t-22. Preaching. Cf. Acts xxvi : 19, 20. 4. Visit to Jerusalem. Acts ix : 26-29. (i) Meets Barnabas. (2) Meets the apostles. The significance of these meetings ? 5. In Syria and Cilicia. Acts ix : 30, cf. Gal. i: 21. Stalker, HIT 68, 69. For evidence of the work done at this time, see Acts xv : 41. 6. At Antioch. Acts xi : 25, 26. Experience in practical missionary work with Barnabas. 7. Mission to Jerusalem. Acts xi : 27-30. Ramsay (St. Paul the Traveller, pp. 61-64) puts the trance of Acts xxii: 17-21 here, while Gilbert (Student's Life of Paul, p. 50) puts it during the visit of Acts ix. 8. Return to Antioch. Acts xii : 24, 25. Paul's Preparation for Missionary Work . Consider. 1. Importance of Roman citizenship. 2. Home training in Old Testament Scriptures. 3. Various influences of Tarsus. 4. Value of trade for self-support. 5. His training as a rabbi, 6. His divine call. 7. (14?) years' Christian experience. 8. Acquaintance with the apostles. 41 Preparation of the Known World for Paul's Work. Stalker, It 73-78. 1. Greeks. Consider how they prepared the way in preparing a universal language. 2. Romans. Consider how they prepared the way in furnishing roads for communication, and protection for Roman citizens. 3. Jews. Consider how they prepared the way in furnishing synagogues and in maintaining monotheism. In considering these points remember that Paul was a Greek in culture, a Roman in citizenship, and a Jew by birth. 42 PRACTICAL LESSON. The Gradual Development of Life-purpose and Life-work. If a man's life-purpose be to do the will of God, the plan of Gk)d for his life will be unfolded, for it is true, according to the title of one of Horace Bushnell's great sermons, that "Every man's life [is] a plan of God." The lives of Moses and Samuel, David and Paul show how the Divine plan was gradually revealed to them until they apprehended it and progressively realized it. Far more important than place, or pay, or prominence, is the question of doing the will of God. " And as the path of duty is made plain, May grace be given that I may walk therein, Not like the hireling for his selfish gain, With backward glances and reluctant tread, Making a merit of his coward dread; But, cheerful, in the light around me thrown, Walking as one to pleasant service led. Doing God's will as if it were my own, Yet trusting not in mine, but in His strength alone!" — WJnttter. BIBLIOGRAPHY. Conybeare and Howson, Vol. I., pp. 117-160. Stalker, paragraphs 51-53, 68-72. Iverach, pp. 29-43. Farrar, Vol. I. ; read selections from chapters xi. to xviii. See a splendid address on "St. Paul as a Mission- ary," dwelling on this preparatory period, in "Report of the American Inter-Seminary Mission- ary Alliance," 1893. Read Whittier's poem entitled " The Mission- ary," "Early Poems of Whittier," p. 202. 44 STUDY VII. PAUL THE MISSIONARY. (For Daily Readings see page 121.) References. Study carefully, with Revised Ver- sion (and Greek), Acts xiii., xiv., except the ser- mon. Draw a map of the journey. A working knowledge of the missionary journeys of Paul is fundamental, because they contain the material for most of the following studies. We omit a study of ser- mons, miracles, etc., for these are taken up under other headings. The routes and places mentioned should be thoroughly mas- tered so that the student can trace each journey from memory. Only scanty and condensed outlines are left to us, but they are sufficient to reveal a man of wonderful tact and courage, patience and endurance. First Journey . Acts xiii., xiv. I. The choice of the missionaries, vs. 1-3. For the rise and growth of the church at Antioch see Acts xi : 19-26. Through what agency would the will of the Holy Ghost be made known? For the prophet, as (i) foreteller of events, see Acts xi:27, 28, xxi: 10, 11; as (2) forthteller of truth, see I. Cor. xii:28, 29, xiv : 3, 5. How did the church manifest the im- portance it attached to the mission? 46 2. Companions. What facts known about Barnabas and Mark? 3. Cyprus, vs. 4-12. What led them to go to Cyprus first? Acts iv : 36, xi : 19, 20. Note the three following events at Paphos. (i) Elymas struck blind. The cause of his opposition? Cf. Acts xvi : 19. "The magician here was act- uated chiefly by the fear of losing his place in the governor's train." (Ramsay, St. Paul, etc., p. 79.) Note Paul's remarkable eyes. Acts xiii : 9, xiv:9, xxiii : i. What else is known of Paul's personality ? (2) Conversion of Roman governor. The power of the gospel shown in reaching an educated official, a-werds — "man of understanding." R. V. (3) Change of name from "Saul" to "Paul." What possible reason for the ex- clusive use of the latter name in the text thereafter? 4. Perga. v. 13. Mention probable reasons for Mark's desertion. "Either he did not like the work or he wanted to go and see his mother." Mat- thew Henry. 47 II. Cor. xi : 24-27 may suggest a reason. "Faintheartedness." Bartlett, Apos- tolic Age, p. 69. At any rate Mark's desertion was rep- rehensible. Acts XV : 38. 5. Antioch in Pisidia. vs. 14-51. Why so called? (i) First Sabbath, vs. 14-43. To whom was the sermon preached ? What information about the synagogue service? (2) Second Sabbath, vs. 44-48. To whom was the sermon preached and why? Results of the preaching? 6. Iconium. xiii : 51 — xiv : 5. The mission was characterized by (i) success, xiv: i; (2) opposition, vs. 2, 5; (3) healing ministry, v. 3; (4) party di- vision, V. 4. 7. Lystra. vs. 6-20. (i) Healing of the cripple, vs. 8-10. Why was Paul likened to Mer- cury and Barnabas to Jupiter? vs. 11-18. (2) The stoning of Paul. vs. 19, 20. How account for the revulsion of feeling? Note Lystra's bad prominence. II. Cor. xi:2S. 8. Derbe. v. 20. Probable convert here ? Acts xx : 4. 48 g. Return via Attalia, omitting Cyprus, vs. 21-28. Consider how Paul was at Derbe, within a short distance of Tarsus, his home, but, courageous hero that he was, he went back through the cities where he had been ill-treated, vs. 22-26. "The total distance traveled by the missionaries was about fourteen hundred miles, half by land and half by water. A conservative estimate of the time occupied by the tour is perhaps three years." Gil- bert, Student's Life of Paul, p. 86, foot-note. 10. Report of the tour. Picture the first missionary meeting at Antioch. v. 27. 11. Results of this journey. (i) Paul was henceforth to be a mis- sionary to the Gentiles. When he started out his intention was to labor among Jews only. "He must have returned to An- tioch with a firmer conviction than ever that his life-work was to be the evangelization of the heathen world, and with the fixed deter- mination to continue at the earliest oppor- tunity the campaign so successfully begun." McGiffert, Apostolic Age, p. 192. (2) Paul's supremacy as a religious teacher was established. When they started out it was Barnabas and Saul ; always af- terwards (with two exceptions easily ex- plained. Acts xiv:i2, XV : 12, 25) it was Paul and Barnabas. (3) Christian churches were founded wherever possible. 49 PRACTICAL LESSON. The Christian Worker's Methods. Paul was always building for the future. He trained men {e. g., Timothy, Gaius), established self-governing and self-support- ing churches, converged on the centers of population, and was never off duty in per- sonal endeavor to lead men to Christ. In this latter art — the greatest art in the world — he was a master. He knew that man's will had to be influenced and his heart turned, and he adapted his methods accord- ingly. Thus did Henry Drummond, who at the age of twenty-two, wrote a paper on "Spiritual Diagnosis," arguing for a science in seeking to guide an awakened sinner to Christ. " We who so tenderly were sought, Shall we not joyful seekers be, And to Thy feet divinely brought, Help weaker souls, O Lord, to Thee? " Celestial Seeker, send us forth! Almighty Lover, teach us love! When shall we yearn to help our earth. As yearned the Holy One above? " BIBLIOGRAPHY. Conybeare and Howson, Vol. I., pp. 161-244. Stalker, paragraphs 79-88. Iverach, pp. 47-57. Farrar, Vol. I.; read selections from chapters xix. to xxi. Purves, The Apostolic Age, chapter vi. 50 tOc; /W / -4 P X / H / ' ^ ^/ i / PI i^ / s \ n / pi » i: /^ ^^ ^'y^ D § a P r i- • 1 STUDY vin. PAUL THE MISSIONARY.— Continued. (For Daily Readings see page J 21.) References. Study carefully, with Revised Ver- sion (and Greek), Acts xv: 36 to xviii: 22 (omit speeches, miracles, and visions, which will be studied separately). Draw a map of the journey. The account of the conference at Jerusa- lem recorded between the first and second journeys is taken up under "Paul the Apolo- gist," and the speeches, miracles and visions are studied separately. "This journey," says Dr. Stalker, "is perhaps the most mo- mentous recorded in the annals of the hu- man race. In its issues it far outrivaled the expedition of Alexander the Great, when he carried the arms and civilization of Greece into the heart of Asia, or that of Caesar, when he landed on the shores of Great Britain, or even the voyage of Colum- bus, when he discovered a new world." Second Journey. Acts xv: 36 to xviii: 22. 1. Primary objects of the journey. XV : 2i^. 2. Companions. (i) Silas, a delegate from the Jeru- salem church to the Antioch church, xv : 27 ; a prophet, tlv.Z'^', chosen by Paul, xv : 40. Where is Mark? xv:39. Why did Paul refuse to take Mark ? xv : ZT^ 38. 52 (2) Timothy. xvi:i. Probably a convert of the first journey. (3) Luke. xvi:io, 11. His advent indicated by change of personal pronoun. The party — Silas the prophet, Timothy the apprentice, Luke the physician, and Paul the missionary. 3. First stage. Through Asia Minor to Troas. Acts XV : 40 — xvi : 10. The route by provinces was (i) Syria and Cilicia, a single Roman province, xv: 41 ; (2) Derbe and Lystra, a region of the Province Galatia, xvi: 1-5; (3) Phrygian Galatia, xvi: 6; (4) Asia, xvi: 6-10. Note the existence of churches in Syria and Cilicia. Who joins Paul at Lystra? Acts xvi : I. How did he prepare him and why? V. 3. Note the guidance of the Spirit in vs. 6 and 7. Consider the tremendous importance of this leading — the gospel goes to Europe and not to Asia. The direct influence on us? Who joined Paul at Troas? Cf. "they" in xvi : 7 with "we," "us" in xvi : 10. The significance of the vision? 4. Second stage. Through Macedonia. Acts xvi : 1 1 — xvii : 14. (i) Philippi. xvi: 12-40. Three notable conversions, Lydia, damsel, jailer. Three national types, Asiatic, Greek, Roman. 53 Three religious types, Jewess, Greek Pagan, Roman Pagan. Three social conditions, rich merchantwoman, slave, subordinate officer. The summary is an illustration of the universality of the gospel. (2) Thessalonica. xvii : 1-9. Luke remains at Philippi. Note "they," v. I. He rejoined Paul on the third journey. xx:6. (3) Berea. xvii : 10-14. Silas and Timothy remain here. What is noteworthy in Paul's reception at Berea? 5. Third stage. Through Achaia. xvii: 15 — xviii : 17. (i) Athens, xvii: 15-34. How did Paul adapt himself to existing conditions? The results of the work in Athens? (2) Corinth. Acts xviii : 1-17. His stay with Aquila and Pris- eilla. vs. 1-3. Rejection by Jews. vs. 4-6. Welcomed by Gentiles, vs. 7, 8. How long did Paul stay at Corinth? vs. 11, 18. How was he employed? 6. Return to Antioch. vs. 18-22. Why did Paul hasten to Jerusalem? V. 21. The extent of the journey from Antioch back to Antioch was about twenty-five hun- dred miles, occupying about two and a half years. 54 7. Results of the journey. (i) Paul met Luke, "the beloved physician," who afterwards became his biographer. (2) Paul wrote his first two letters — First and Second Thessalonians. (3) Paul made many converts. Acts xvi:i4, IS, 18, 33, 34, xvii:4, 12, 34, xviii : 8. PRACTICAL LESSON. The Christian Worker's Message. Paul's message centered in such thoughts as "Jesus Christ and him crucified," "That in all things he might have the preemi- nence." See Acts xvi : 31, xvii : 3, xviii : 5. " Yea, thro' life, death, thro' sorrow and thro' sinning, He shall suffice me, for He hath sufficed; Christ is the end, for Christ was the beginning, Christ the beginning, for the end was Christ." —F. W. H. Myers' Saint Paul. BIBLIOGRAPHY. Conybeare and Howson, Vol. I., pp. 292-503; much can be omitted. Stalker, paragraphs 89-108. Iverach, pp. 78-119. Farrar, Vol. I.; read selections from chapters xxiv. to xxviii. 55 STUDY IX. PAUL THE MISSIONARY.— Continued. (For Daily Readings see page 121.) References. Study carefully, with Revised Ver- sion (and Greek), Acts xviii: 23 to xxi: 15 (omit matter studied under other headings). Draw a map of the journey. Most of the time during the third journey was spent at Ephesus, the capital of Asia. It would be well therefore to know something about its commerce, for it was a meeting- place for the nations ; its worship, for there was the magnificent temple of Diana with its one hundred and twenty-seven columns, each the gift of a king; its belief in magic, Ephesian letters, amulets, etc., in place of which superstition Paul would supply the liberating gospel of Christ. (Concise three- minute papers might be prepared on these subjects.) Third Journey. Acts xviii: 23 to xxi: 15. 1. Revisitation of Galatia and Phrygia. xviii : 23. What was the starting-point of the journey and the reason for the revisitation? Cf. xiv : 21-23. 2. Paul's stay at Ephesus. xix : 1-41. Why did Paul return to Ephesus? xviii : 20, 21. 57 What was the teaching at Ephesus regarding baptism, by Apollos? xviii:24- 28; by Paul? xix: 1-7. Note that two years and three months' labor are condensed into xix: 8-12. A picture of the triumph of Chris- tianity over superstition, xix: 13-20. What reasons for the uproar of xix: 23-41 ? What results of Paul's three years of labor? Acts xix: 10, xx:3i. See Epistle to Ephesians and Rev. ii : 1-7. 3. Revisitation of Macedonia and Greece. Acts XX : 1-6. Note the places visited and the com- panions. He stopped at Troas expecting to meet Titus (II. Cor. ii:i2, 13) with news of the effect of I. Cor. 4. The journey home. Acts xx:6 — xxi: 15. (i) Restoration of Eutychus. xx: 7-12. (2) Route from Troas to Miletus. XX : 13-16. (3) Farewell to Ephesian elders at Miletus. XX : 17-38. (4) Events during the rest of the journey. Acts xxi : 1-17. 5. Results of the journey. (i) Paul strengthened the churches. Acts xviii:23, 27, xx: i, 2, 17, seq. (2) Paul promoted a collection for the poor at Jerusalem. Gal. ii : 10 ; Rom. 58 xv:25; I. Cor. xvi:i-4; II. Cor. ix : 2-4, 12, 13- (3) Paul wrote five letters: First and Second Corinthians, Galatians and Romans, and another letter to the Corinth- ians which has been lost. See I. Cor. v : 9. PRACTICAL LESSON. The Christian Worker's Motive. If Paul were asked to state the motive of his labors he could sum it up in the words of his Master, "to do the will of him that sent me" (John vi : 38. Cf. Acts xxi : 13, 14). There can be no higher motive for a God-sent man in any sphere of life. The propelling power in such a man is the con- straining love of Christ (II. Cor. v: 14). BIBUOGRAPHY. Conybeare and Howson, Vol. II., pp. 1-294. Stalker, paragraphs 109-114. Iverach, pp. 129-157. Farrar, Vol. II., chapter xxxi. and chapter xL, pp. 272-292. 59 STUDY X. PAUL THE COMPANION AND FRIEND. (For Daily Readings see page 121.) References. Study carefully, with Revised Ver- sion (and Greek), the texts referred to. Carlyle in Sartor Resartus speaks of "the now obsolete sentiment of friendship," and in these rushing modern times we are bidden, if we would not lose friends, to "keep our friendships in repair." From Paul we may learn some of the elements of true friendship, its faithfulness, — "faith- ful are the wounds of a friend," — its con- stancy, — "once a friend always a friend," — its ardency, its eternity. We may compare Paul and his friends with Christ and His friends. Barnabas and Paul. I. Facts about Barnabas, (i) Name. Acts iv 136. (2) Relationship to John Mark. Col. iv : ID. (3) Of a religious order. Acts iv : 36. (4) Inhabitant of Cyprus. Acts iv : 36. 60 (5) Personal appearance. Acts xiv : 12. (6) His character. Acts xi : 24, iv : 36, xiv : 12, iv : 37. 2. The colaborers. What brought Paul and Barnabas to- gether ? Acts ix : 27. How did Barnabas show his apprecia- tion of Paul's ability ? Acts xi : 22-26. Duration and results of their joint labors in Antioch ? Acts xi : 26. On what service did they go to Jeru- salem together ? Acts xi : 29, 30, xii : 25. The extent of their joint missionary travels? Acts xiii, xiv. On what occasion did the two go a second time to Jerusalem? Gal. ii:i, 9; Acts XV : 2, 12, 30. What further labors at Antioch? Acts XV : 35. 3. The separation. What difference in creed led to the separation? Gal. ii:ii, 13. What difference in practice led to the separation ? Acts xv : 36-39. What results followed the contention? Acts XV : 40, 41. "Paul had to part in anger from the man to whom he probably owed more than to any other human being; and Barnabas was separated from the grandest spirit of the age." Stalker. 61 " That to be wroth with one we love Doth work like madness in the brain; And each spake words of high disdain And insult to his heart's best brother. They parted— ne'er to meet again; But never either found another To free the hollow heart from paining." — Coleridge's '•'■Christabel.^' Silas and Paul. What was the standing of Silas in the Jerusalem church ? Acts xv : 22. What function did Silas discharge as a prophet ? Acts xv : 32. Paul's companion on second missionary journey. Acts xv:40 — xxi:i7. Note Ro- man citizenship, xvi : 37. Willing to en- dure hardness, xvi : 19. Special work at Berea, xvii : 14, and at Corinth, xviii : 5 ; II. Cor. i : 19. What traits did he have in common with Paul? Timothy and Paul. What is known of Timothy's early home and religion ? Acts xvi : i, 2, 3 ; I. Tim. i : 2 ; II. Tim. iii: 15. How did Timothy assist Paul? Acts xvii : 14, xviii : 5 ; I. Thess. iii : 2 ; I. Tim. 1:3. A companion on the last journey to Jeru- salem. Acts XX : 4. Paul's regard for his spiritual welfare. I. Tim. i : 18, iii : 15, iv : 14, v : 21, vi : 11. Paul's affection for him. I. Tim. i : 2 ; II. Tim. i : 2 ; Phil, ii : 19-23 ; I. Cor. iv : 17, xvi : 10 ; II. Tim. iv : 9. 62 Their names are associated in six of Paul's letters. What dissimilarities may have attracted the one to the other? Luke and Paul. Where did Luke join Paul? Acts xvi : 8-10. "We," "us." What indications that Luke remained at Philippi? Acts xvi: 40, and that he rejoined Paul ? Acts XX : 6, xxi : 15, xxvii : i. Study the references to Luke in Paul's Epistles. Philem. 24; Col. iv: 14; II. Tim. iv: II. Note the practical combination of the in- dustrial with the medical missionary. Luke shared Paul's journeys, dangers, and shipwrecks; cheered his imprisonment and became his biographer. " Two converts watching side by side, Alike his love and greetings share: Luke the beloved, the sick soul's guide, And Demas, named in faltering prayer." Keble's Christian Year. Paul and Other Friends. Rom. xvi. It has been said of Paul that "he had a thousand friends and loved each as his own soul, and seemed to live a thousand lives in them, and to die a thousand deaths when he must quit them." Had Paul learned the secret of true friendship ? John xv : 13. The common bond between Paul and his friends? 63 PRACTICAL LESSON. Christian Love the Highest Friendship. The deepest soul-satisfaction in this world springs from that fellowship which we have one with another, because of our common bond in Christ. " Blest be the tie that binds Our hearts in Christian love; The fellowship of kindred minds Is like to that above." — Faucet t. BIBLIOGRAPHY. Conybeare and Howson, Barnabas, Timothy and Luke in Index. Stalker, paragraphs 71, 72, 79-82, 90, 91. Iverach, pp. 69-71, 78, 87. Farrar, Barnabas, Timothy, and Luke in Index. Read St. Luke and St. Barnabas in the Christian Year. Trumbull's book, Friendship the Master Pas- sion, and Emerson's essay on Friendship will yield some good thoughts. Ian Maclaren's chapter on " The Goodman of the House," in The Upper Room, tells of Christ's private friends. Companionship vs. Friendship, in Homiletic Review, February, 1895. Companion Characters, by Hill, p. 278. 64 STUDY XI. PAUL THE LABORER. (For Daily Readings see page 121.) References. Study carefully, with Revised Ver- sion (and Greek), the texts referred to. Some men work through fear, and it is slavery; some through desire of gain sim- ply, and it is sordidness; some through the joy of activity, and it is less sordid yet not the highest motive. Kipling writes of the time " When only the Master shall praise us, and only the Master shall blame; And no one shall work for money, and no one shall work for fame; But each for the joy of the working, and each ia his separate star, Shall draw the thing as he sees it, for the God of things as they are." Paul rose above servility, acquisitiveness, and the mere joy of the working, to the la- bor impelled by love, and has thus set the highest standard for all workers. Trades Among the Jews. Trades mentioned in the New Testament. Mark vi : 3, cf. Matt, xiii : 55 ; Acts ix : 43, xvi : 14, 15, xix : 24 ; IL Tim. iv : 14. The three great duties of Jewish parents 6« to a son: (i) Circumcision; (2) teaching the law; (3) teaching a trade. "If a man does not teach his son a trade he teaches him to steal." Talmud. Cf. Eph. iv : 28. "It was customary for every rabbi to learn a trade, for according to the law they were not allowed to receive pay for their advice and instruction. But there were many ways of evading this, and probably very few rab- bis actually lived from the income of their trade." Thatcher, Apostolic Church, p. 95. The following description of tradesmen in a Jewish synagogue may explain how Paul found Aquila and Priscilla: "The people did not sit mixed together, but gold- smiths by themselves, and silversmiths by themselves, and ironworkers by themselves, and miners by themselves, and weavers by themselves ; and when a poor man came there he recognized the members of his craft and went there, and from there was his support and that of the members of his family." Paul's Trade. Acts xviii: 1-3. What material did Paul use in his trade? Significance of the name? Compare Song of Solomon, i : 5 ; Rev. vi : 12. As Peter the fisherman was called to catch men (Mark i: 17), and David the shepherd was called to feed them (Psa. Ixxviii : 70-72) , so Origen says Paul the tent-maker shall become the maker of ever- 66 lasting tabernacles. "For he is building heavenly tabernacles when he teaches the way of salvation to any one of us, and shows us the way to the blessed mansions in the heavens." Paul's Motives as a Laborer. 1. Self-support. Acts xx: 33, 34; I. Tim. v: 18; Titus iii: 14. Labor viewed as means to an end. like the shoemaker, who, when asked what his business was, said that his business was to glorify God, but he made shoes to pay living expenses. 2. Example. Acts xx : 35, R. V., *Tn all things I gave you an example." II. Thess. iii : 9. Compare Tolstoi's practical method of enforcing his ethical system. See "My Religion." 3. Charity. Acts xx : 35. Paul learns the lessons of charity from Him Who gave Himself. Cf. Eph. iv : 28. 4. Independence. I. Thess. iiip; II. Thess. iii: 8-12. Who does not admire such a spirit I "May thy precious sweat of toil lighten our labors." "May thy faithfulness in daily la- bors make us faithful in our part." Mo- ravian Liturgy. 67 PRACTICAL LESSON. Every Honorable Occupation is a Divine Ministry. "God does not reckon by the shape of your tools, but the place of your work; so that a man does his work ministering to the soul and the body, doing his work in the love of the Christ of God and for His glory; then it is accepted. The chief point is, not what are you doing as they publish it in the directory, or over the store; not what are you doing, as men name it in the profession; the one great dividing question of life is, 'Is the work that you or^ doing, the work to which God calls you ?' " Alex. McKenzie. " Think not if thou art not called To work in mission fields Of some far distant clime, That thine is no grand mission. Every deed that comes to thee, In God's appointed time, Is just the greatest deed that thine can be, Since God's high will appointed it to thee. " No service in itself is small, Nor great, though earth it fill; But that is small which seeks its own. And great which seeks God's will." 68 BIBLIOGRAPHY. Conybeare and Howson, Vol. I., p. 58. Stalker, paragraph 20. Iverach, p. 116. Farrar, Vol. I., pp. 93, 24, 559-561. Jewish Artisan Life, by Delitzsch. Jewish Social Life, by Edersheim. The Religious Conception of Labor, in the Out- look, June 29, 1895. Brough, The Early Life of our Lord, chapter xi. Hepworth, Hiram Golf's Religion. STUDY xn. REVIEW. 69 STUDY XIII. PAUL THE PREACHER. (For Daily Readings see page 121.) References. Study carefully, witti Revised Ver- sion (and Greek), Acts xiii: 16-41, xvii: 22-31. Of the three of Paul's sermons preserved in the Acts, we study two, one to Jews and one to Gentiles. In preaching to the Jews, who relied upon Scripture, Paul appealed to historical facts and to prophecy. But to his pagan hearers, with whom Scripture would go for naught, he appealed to the darkened conscience, endeavoring to turn them from the vanity of idol-worship and other sin to the invisible true God revealed in Jesus Christ. Sermon at Antioch (to Jews). Acts xiii: 16-41. Theme: Jesus the Messiah. I. Historical introduction, vs. 16-22. Compare Stephen's historical method. Acts vii. Connect "God" and "he" in the verses. What is the predominant thought of the section? 70 2. The text. v. 23. This promise is the keynote of the sermon. Compare Stephen's keynote, ingrati- tude. 3. The proofs, vs. 24-29. (i) The declaration of the forerun- ner, vs. 24, 25. (2) The Scriptures fulfilled in the condemnation and death, vs. 26-29. (3) The resurrection according to the Scriptures, vs. 30-37. 4. The application, vs. 38-41. How does Paul assert that men are freed from sin and set right before God? The germ of what epistles is found here? Sermon at Athens (to Gentiles). Acts xvii: 22-31. Theme : The True God. 1. The unknown God. vs. 22, 23. How does the introduction illustrate Paul's tact? What is his true purpose in using the inscription as a text? 2. Creator, vs. 24-27. How is this view opposed to the Epi- curean view of God? "Epicureanism was yet further [than Stoicism] from inspiration to nobleness. Atheistic and materialistic, the followers of this easy-going philosophy scoffed at the notions which hinted of a Creator, a moral government, or a life for man beyond the grave." Selden, In the Time of Paul, pp. 107, 108. 3. Preserver, v. 28. How is this view opposed to the Stoic's view of God? "God was the soul of the universe from Whom all things come, to Whom all things return, in cycles which are repro- duced in a rhythmic manner, governed by unchanging law." Iverach, St. Paul, p. 109. Thus the Stoic's view was pantheistic. 4. Father, v. 29. What a vast difference between the Christian conception of God as Father, and the pagan conception of God as progenitor ! " From Jove begin we — who can touch the string, And not harp praise to heaven's eternal king? He animates the mart and crowded way. The restless ocean and the sheltered bay. Doth care perplex? Is lowering danger nigh? We are His offsprings and to Jove we fly." —Aratas of Cilicia {about 270 B. C). Trans, by Lewin. Life and Epistles of Paul ^ I. 284. 5. Judge, vs. 30, 31. By whom will God judge the world? Rom. ii : 16 ; I. Cor. iv : 5. Characteristics of Paul's Preaching. I. His Method. (i) Reasoning from the Scripture. Acts xvii : 2, 3. 72 (2) Seeking common ground — with the Jews, the Scriptures — with the heathen, Acts xvii : 23, ^. (3) The use of a text. Acts xiii : 23, xvii: 23. (4) The historical method. Acts xiii : 16-22. Compare Christ's method of preaching. 2. The effects of his preaching. Belief, mockery, and procrastination. Acts xvii : 4, 12, 32, 34. Compare the effects of Christ's preaching. Compare Paul with Christ as preacher in (i) boldness; (2) power; (3) gracious- ness; (4) authority. We may say of Paul as Prof. Blackie wrote of John McNeill : — " Well, here 's a man who knows what preaching means,— Not with nice phrase to make a sounding show. As studied player struts before the scenes, But with a weighty arm, blow upon blow, To smite each crested sinner's haughty head Direct from God. The time had need of such, 'Mid seas of godless people widely spread To thrill the numb soul with electric touch Of heaven-lit truth. Ev'n go thy way, and preach On the old gospel's heart-assailing plan, And cut the gangrene, like a practiced leech. With firm, sure hand, and fear no face of man; Call vile things vile; wash the fair paint from sin, And give to glare of day the foul-faced sore within." 73 PRACTICAL LESSON. The Universal Effectiveness of the Gospel Message. "There is a sense in which preaching must be the same in all ages, dealing as it does with the everlasting evangel of the Divine love. There is a sense in which preaching must differ with every age, ad- dressed as it ought to be to the changing conditions of life and thought. Christ is not one, but many; and therein He has proved Himself the Son of man and the Saviour of the world. There is the Eternal Spirit, which is the Spirit of God, and there is the time spirit, which is the spirit of man. He who feels the breath of the human spirit only is a secularist — ^there are such, although they know it not, in the Christian pulpit — and he who feels the breath of the Divine Spirit only is an ascetic. It is best when the soul lies open to both influences, for so the preacher is in touch with God and man, a go-between and a Mediator." Watson, The Cure of Souls, p. 67. BIBLIOGRAPHY. Conybeare and Howson, Vol. I., pp. 207-217, 443- 450. Stalker, paragraphs 84, 104, 105. Iverach, pp. 51, 52, 107-114. Farrar, Vol. I., pp. 371-376, 530-552. Paul the Preacher, by John Eadie, D. D. Yale Lectures on Preaching, by Beecher, Vol, I., pp. 6, 80, 208. Ad Clerum in None Like it, by Parker. 74 STUDY XIV. PAUL THE PASTOR. (For Daily Readings see page 122.) References. Study carefully, with Revised Ver- sion (and Greek), Acts xiv: 21-28, xx: 17-38; I. Cor. xvi: 1, 2. Paul was a powerful preacher, but he was also an effective pastor, organizing churches, correcting abuses, regulating gifts, and taking a personal interest in everybody. Dr. Cuyler says of the sainted McCheyne that "his ministry was richly successful largely because he kept in touch with his people and was a pastor as well as a powerful preacher." Again he says, "Faithful pastoral labor requires brains, and patience, and consecration." Study Paul from this point of view and measure the influence of his personal oversight of the churches and of individuals. Glimpses of a Pauline Church. Acts xiv: 21-28; I. and II. Cor. I. Organization. Acts xiv: 23. "Elders," translated from i-rriaKowos and irpe Eph. vi: 1-9. 6, Eph. vi: 10-24. 7, Phil, i: 1-14. Study XVI. I, Phil, i : 15-30. 2, Phil, ii : 1-13. 3, Phil, ii: 14-30. 4, Phil, iii: 1-16. 5, Phil, iii: 17 to iv : 7. 6, Phil, iv : 8-23. 7, Col. i : 1-17. Study XVII. I, Col. i : 18-29. 2, Col. ii : 1-15. 3, Col ii : 16 to iii: II. 4, Col. iii: 12-25. 5, Col. iv. 6, I. Thess. i. 7, I. Thess. ii. Study XVIII. I, I. Thess. iii. 2, I. Thess. iv. 3, I. Thess. V. 4, II. Thess. i. 5, II. Thess. ii. 6, II. Thess. iii. 7, I. Tim. i. Study XIX. I, I. Tim. ii. 2, I. Tim. iii. 3, I. Tim. iv. 4, I. Tim. v: 1-20. 5, I. Tim. v:2i to vi: 10. 6, I. Tim. vi:ii-2i. 7, II. Tim. i. Study XX. I, II. Tim. ii : 1-14. 2, II. Tim. ii : 15-26. 3, II. Tim. iii. 4, II. Tim. iv. 5, Titus i. 6, Titus ii. 7, Titus iii. Study XXI. I, Philemon. 2, Heb. i. 3, Heb. ii. 4, Heb. iii. 5, Heb. iv. 6, Heb. v. 7, Heb. vi. Study XXH. I, Heb. vii. 2, Heb. viii. 3, Heb. ix : 1-12. 4, Heb. ix : 13-28. 5, Heb. x : i-io. 6, Heb. x: 11-25. 7, Heb. x: 26-39. Study XXni. I, Heb. xi:i-io. 2, Heb. xi: 11-29. 3» Heb. xi 130-40. 4. Heb. xii: i-ii. 5, Heb. xii: 12-29. 6, Heb. xiii: 1-8. 7, Heb. xiii: 9-25. Study XXIV. (Review.) Select readings from Acts. 123 SUGGESTIONS TO LEADERS. Meeting of Committee. Emphasize : — 1. Their responsibility for all details, care of room, in airing, heating and light- ing, placing of books, etc. 2. Their responsibility for preparation of lessons in advance, in order to cooperate by answering and asking questions in the class. 3. Their responsibility to look up ab- sentees and increase the membership. 4. Their responsibility to understand the object of the course thoroughly, so as to be able to present its merits with intelligence and conviction. First Meeting of Class. 1. Organization: Announce names of committee, appoint secretary, secure list of names and addresses by passing slips for each to sign. 2. Explain the object of the course and its connection with the plan of permanent and progressive study, if such is in use. 3. Explain the method to be pursued. 4. Explain how to prepare a lesson, using points in the next section, and illus- trating by a concrete example. Do not as- sume that the class know how to study in private. Probably four-fifths of them have no well-defined plan. 124 5- Present introduction to the course, and arouse as much interest in it as possi- ble. Present it as the sine qua non, and emphasize the value of personal private preparation. Order for Private Study. Preparation should be commenced a week in advance, in somewhat the following or- der :— 1. Prayer. That the Holy Spirit, who inspired holy men of old as they wrote, may inspire us in handling aright the Word of Truth. "Lord, open Thou mine eyes/* should be the spirit of daily prayer. 2. Study of the texts in their connection, examining all cross-references, using the Bible, and nothing but the Bible. It is a grave mistake to introduce crutches until forced to it. Read and re-read the text until saturated with it. 3. Study of parallel passages and com- parison of texts; that is, compare Author- ized Version with Revised Version, Greek, German, French, and any other texts which may be read. Those who have tried this plan testify to its effectiveness for a mas- tery of the text. If the Authorized Ver- sion is used as a basis, the comparison with the Revised Version will throw much light on the text. In the same manner the read- ing of Greek, German, French and other texts will add flavor to the study, and fre- quently, by the idiom of languages, will serve to explain obscure passages and al- lusions. 125 4. Use Commentaries and Concordance. Young's Analytical Concordance is prob- ably the best in English. Cruden is unsat- isfactory because so incomplete. In the matter of commentaries there are certain standard works to which all students of the Scriptures should have access if possible, e. g.: Edersheim, for The Life of Jesus; Trench, for Parables and Miracles; Conybeare and Howson, for The Life of Paul ; and the Cambridge Bible for Schools and Colleges, for the text. 5. Practical lessons. Lessons which grow out of the event or circumstances for the people of the times under review. Without any reference to our own times, what did it all mean to them? 6. Application. First, apply the lessons personally. Then select one or two which can be presented with earnestness and con- viction. Never lug in an application. The personnel, surroundings, and needs of the class should constantly be kept in view, and the application such as will appeal to the best there is in them, and inspire to nobler living. Order of Exercises. Time, fifty minutes. Investigation and experiment lead to the conclusion that or- dinarily classes lasting for more than an hour grow tiresome. Some of the larger col- leges have discovered that better work can be secured in fifty minute than in sixty minute periods. This order is intended to be suggestive only, and may be varied ac- 126 cording to circumstances. Whatever time- limit is adopted should be rigidly adhered to, and the leader should not make the mis- take of occasionally transgressing because he thinks that the study, or perchance he, is more interesting than usual. 1. Sing (three minutes). A hymn ap- propriate to the main thought of the study. 2. Roll-call (three minutes) ; omit if de- sirable. 3. Scripture reading in concert (three minutes). Introduce variety, reading some- times verse about, sometimes in unison, and where the text is disconnected, inter- spersing with the study. Above all, read reverently. 4. Prayer by member of the class (two minutes). The request should be made in advance, to insure preparation. 5. Leader answers questions of previous week from question-box (three minutes). Brief, direct answers written on the pa- per which contains the question. Fre- quently this may be handed to the asker if his name is known, and thus save the time of the class. 6. Questions in review (three minutes). Summing up the gist of the previous study. 7. Study of lesson (thirty minutes). Realize the brevity of the time, and do not waste a minute. 8. Prayer by leader (three minutesj. This should be the crown of it all, carry- ing the entire class into the very presence of God. 127 Aids to Interest. 1. Blackboard. Write outline of study each time. 2. Map. Encourage drawing of maps by class, and use maps and charts so made. 3. Question-box. Lack of time pre- vents satisfactory discussion of questions continually arising. Ask that such ques- tions be written out and placed in the box for answer the following week. 4. Note-books. Set example by keeping a clean, orderly, and systematic note-book, and stf-ongly advise it in the class. 5. Illustrations. Be on the constant lookout for all side-lights. They may be found in daily reading, clippings from re- ligious weeklies, extracts from sermons, personal conversations, etc. Keep large en- velope for clippings. Method of Teaching. May be either the lecture system or the question and answer system. The former has many disadvantages: — 1. It savors of the formal lecture-room. 2. Fails to secure active interest of the class. 3. Lacks incentive to study. 4. Places no premium on independent thought. 5. Wearies flesh and spirit, especially if the leader uses the "hammer and tongs method"; i. e., seeks to make impressions by doing all the talking. 128 6. Where a student is the leader, places him in a position of unnatural superiority. Some of the advantages of the question and answer system are : — 1. Its informality. 2. It stirs independent thought. 3. Keeps logical chain of thought. 4. Holds attention of larger numbers. 5. Secures mutual acquaintance of class and leader. Much depends upon the careful prepara- tion by the leader of a series of connected questions, parallel with the printed outline, in order to develop for the class the line of thought in his own mind, and to draw out the practical lessons. Indiscriminate asking of questions should not be allowed, and the leader should keep the questioning pretty much in his own hands, giving an opportunity to the class at the close of each section. All questions should be aimed at : — 1. Revealing knowledge or ignorance of the matter in hand. 2. Fixing truth in the mind. 3. Fixing the meaning of the section studied. 4. Applying the practical lessons to the individual heart. The method may be abused by: — 1. Adopting the methcl so rigidly that positive teaching is excluded. 2. Asking too many simple questions. 3. Asking too many questions which are left hanging in the air unanswered. 129 4. Asking questions which may be an- swered by "yes" or "no." 5. Asking ambiguous questions. Where there are two or more teachers, it will pay well to have a normal class for the discussion of such topics as are here treated in brief. 130 BIBLE STUDY and DEVOTIONAL PUBLICATIONS. Studies in the Life of Jesu* Christ. Edward I. Bos- worth. Cloth, 90 cents; paper, 60 cents. Based upon the Gospels by Mark and John; with briefer surveys of the Gospels by ^latthew and Luke. Issued as an alternate course for the first year in the Student Cycle. Studies in the Life of Christ. H. Burton Sharman. Based on "A Harmony of the Gospels for Histor- ical Study," by Stevens and Burton. Studies in cloth, with Harmony in cloth and a map of Pales- tine, $1.25. vStudies in paper, with Harmony in paper and a map of Palestine, 75 cents. Studies m cloth, 75 cents. Harmony in cloth, with a map of Palestine, $1.00. Map, 10 cents. 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