The Bible is a Lamp to our feet and a light to our pathway. To know it thoroughly is to be kept from stumbling, and to walk in the light is fellowship with Him who is the heart of the Book.
The Bible is a Rock; to be familiar with its pages is to be established in character, in hope and in faith, and while we may sometimes tremble, the rock is immovable. The Bible is the true water of life. Mr. Moody used to say that it comes down from on high and rises again in mighty power to the throne on the principle that water seeks its own level. To know the Bible is, therefore, to live a heavenly life and to be filled with all the fullness of the spirit of Christ.
The author of this text book knows his Bible thoroughly and he has the God-given ability of making it plain to others. What is here presented he has worked out in the class room and in his own rich Christian experience. I count it a privilege to write this line of introduction. The members of the Young People's Societies in the churches, Christian Associations, Bible study classes and Christian workers generally will find it most helpful. A busy business man by means of it could think his way through much of God's Word. It is a timely presentation of a great subject. I am sure that God will bless it richly to all who attempt to study it.
J. Wilbur Chapman.
SEARCH Series of Bible Study Text Books
"Be Ye Explorers of the Writings."--John 5:39
Teachers of the Scriptures are issuing many valuable aids to Bible study. This series of text books is based upon the "Search" idea. We believe this idea is fundamental. It is commended to the student public for the following reasons:
It is the Divine Method.
"Seek ye out of the book of Jehovah" is the God-given command in Isaiah 34:16 "Search ye the Scriptures" is the command of the God-man in John 5:39. The God who wrote the Book and the God who knows man will prescribe the best method by which man shall become acquainted with the Book.
It is the Pedagogic Method.
"What seest thou?" One basic pedagogic principle is to train the pupil's physical and mental eyes to see things for himself. The first and largest gate to knowledge is the eye gate.
It is the Scientific Method.
The scientist searches for facts. He hunts for facts in the stars, in the rocks, in the plants, in the animals. From these facts he deduces principles. "What saith the Scriptures?"
The search of the hunter, the explorer, the experimenter, the excavator, the student, is a joyous labor. Every sense is alert There is no drudgery, no fatigue. The "eureka" stirs a song of gladness. There is much joy in bearing this testimony: "I have found Micah 6:8, or Isaiah 12, or Jeremiah 45:5, or Philippians 4:19," etc.
Now this is a Workable Method. The teacher can apply it. Give every pupil a certain definite Search task. The teacher can adapt it to every age, and to every degree of Biblical knowledge. This series of text books will suggest plans of applying this basic method of Bible study in becoming acquainted with the rich contents of the verses, the chapters, the books of this most practical Word of God.
This book is designed to be used in Bible Study Classes in churches, in communities, in academies, in colleges. The author has endeavored to furnish a text book of outlines and questions that shall unfold the general contents of the Word of God. Its primary aim is to impart a swift and comprehensive acquaintanceship with the material of the books of the Bible.
It is not an exhaustive study. From its aim it could not be such. Some of the sixty-six books are passed over in brief space, and some (chiefly in the prophecies and epistles) are omitted altogether. It is a surface study. The title so suggests. It does not enter into the deeper things. It simply aims to lay bare the surface facts. It is expressly designed to serve as a foundation for later detailed searching of the Word. It is flexible. The teacher can add or subtract as time or local conditions demand, and is earnestly exhorted so to do. One book may be omitted and another added at the teacher's discretion. A part of the questions may be omitted, or additional ones inserted. The outlines may be enlarged or diminished or changed to suit the needs of the class according to the teacher's personal judgment.
Let each scholar be provided with a cheap tablet, a well-bound blank book of two hundred pages, a small Bible Dictionary of recognized merit, and a copy of the American Revised Version of the Bible. (Standard Edition of Nelson & Sons, 1901, bourgeois 8vo, is good.) The teacher should provide for reference, to which the pupils should have constant access, a copy of the Rand-McNally Bible Atlas, by J.L. Hurlbut, D.D., a copy of Young's Complete Analytical Concordance, and a copy of a large and complete Bible Dictionary.
To secure the best results the following plan, tested by experience, is suggested: Let the assigned lesson be wrought out and recorded by the pupil in the cheap tablet. At the next recitation let this recorded lesson be read and corrected. At the following recitation this lesson first assigned and corrected is to be recited from memory. So at each recitation the following will be the general order: (1) The assigning of the advance lesson. (2) The reading and correction of the lesson assigned at the previous recitation. (3) The reciting from memory of the lesson corrected at the previous recitation.
The work as soon as corrected is to be recorded by the scholar in the blank book according to a simple set of rules. The following rules have been used with good results:
It would be well to place a printed copy of these rules in the hands of each student, to be pasted in the front of the blank book. These blank books should be examined and graded every four or six weeks and should constitute at least a third of the student's grade. The recording of the work in the blank books may be omitted in the community or church classes, at the option of the teacher. But the record of the work by pencil in a cheap tablet should be insisted upon as absolutely necessary for the best results. In the academy and college classes the painstaking record in ink has been found by experience to be a most valuable portion of the study.
Let the teacher review constantly. Drill the students, singly and collectively, in the recitation material. Emphasize the avoidance of mechanical study. Secure as much consecutive reading of the Word as possible. Feed upon rich truths. Make practical and personal applications of the Word. "All Scripture is profitable."
1. The sixty-six books are divided into ten groups, according to their relation to the Kingdom. In this connection the word Kingdom is not used in any restricted or technical sense. It is used to designate the Kingdom of God instituted to redeem the race from sin, under whatever form manifested.
2. Several of the books are not located in their exact places. Esther is located in Division Six because it is Captivity narrative. The Kings and Chronicles technically overlap two divisions. Lamentations and Jeremiah chronologically belong to the preceding division, but are placed among the books of the Captivity because their wails betoken that event.
3. The books in each division are arranged in chronological order. In Division Nine the fourteen epistles of Paul are placed first, in the order of their composition, then the seven general epistles in the order of their writing.
4. Where the books of a division are separated into two groups by a dash, those above the dash are historical, those beneath the dash are biographical, or poetical, or legal, or prophetical, or epistolary.
5. The teacher may exercise his own judgment in requiring the committal of this chart at the start, or part by part as the study proceeds.
Notes
1. Use full page in blank book, copying as above.
2. Place number of page on which above studies begin in blank book. This serves as index.
Most of the books in the first four divisions will be studied with this outline as a basis. In the pursuance of these lessons the numbers left vacant in the outline are to be wrought out by the pupils. In recording the work in the blank book the first page is to be given to the pictorial device. One of these will be printed in its appropriate place. Let students prepare the others. Urge the pupils to use originality of thought and pen in producing them. The aim of the device is to impress by a simple picture the contents of the book as a whole. Under No. 2 the kind of literature may be described, as history, law, discourse, biography, etc. Secure answers to Nos. 2, 3, 4, 5 in Bible Dictionary. As a rule, Nos. 7, 8, 9, 11, 12 will be given. Under No. 10 part of the chapters will be named, and part are to be read and named by the pupils. After the pupils present the names of these chapters in class, one must be agreed upon, so that the names will be uniform. When the names of chapters are given in the outline, require the pupils to glance over the chapters and verify them. Under No. 13 the foreshadowed facts of Christ are given, so as to manifest Him as the living center of the Book. Only the leading ones are selected. The teacher or pupil may add others. For convenience sake they are classified as follows: (a) Symbol; (b) Type; (c) Analogy; (d) Prophecy. Though the words symbol and type are not technically distinct, we have agreed to use the word symbol to designate an object or animal that prefigures Christ, as "star" or "lamb," and the word type to designate a person that prefigures Christ, as Melchizedek or Moses. We have also agreed to limit the symbols and types to those directly or indirectly mentioned in the New Testament. By analogy we mean a person who, though widely differing from Christ in many particulars, bears some one resemblance to Him in quality or deed. These analogies are not mentioned in the New Testament. The word prophecy in the outline is confined, then, to facts foretold regarding Christ. Under No. 15 let the teacher call for five or ten (suit the number to conditions) items of peculiar interest, touching the literary form, events, facts, teachings, etc. This topic is in accord with the first article of the Creed recorded on the opening page of the book. Under No. 16 let the teacher assign at least one chapter rich in contents for individual search upon the part of the pupils. Let the pupils record and number their individual finds. This in accord with the fifth article of the Creed. The purpose is to cultivate the "seeing eye" and to develop originality in Bible research.
Note.--In order to make the work and the method of recording it as clear as possible, the outline study of Genesis is printed in full, except the answers to the questions.
These questions must needs be few in number. If the time permits, let the teacher add others. They are designed to be mere surface questions, to secure acquaintanceship with a few of the great facts. In assigning the questions on each book of the Bible let the teacher go over them with the class, seeking their knowledge (or imparting it) as to the chapters in which the answers may be found. If the class has the time and desires a more thorough acquaintance with each book, let each member prepare two "large" questions on each chapter, or upon as many chapters as they desire. The following questions on Chapter 1 will serve as examples: (1) Name the seven purposes of the lights. (2) State the number of times the word God occurs.
Chapters 10, or 23, or 37, or all. Or each of these three chapters could be assigned to a third of the class.
Section I. Introduction
From personal knowledge and reading, from perusal of articles in Bible helps and dictionaries, write out in your own language a two-hundred-word description of the book as a whole, its purpose, its nature, etc.
Section II. Narratives
(To be memorized and told, with care in regard to all details.)
Section III. Geography
Locate by chapter and verse, naming the thought, or fact, or person connected therewith, the following geographical terms: Uz, Sabeans, Chaldeans, Temanite, Shuhite, Naamathite, Buzite, Tema, Sheba, Ophir, Rahab, Ethiopia. (Locate chapter and verse by reference to concordance.) (Make record in blank book on same page as map.)
Draw full-page map, locating each place as far as known.
Section IV. Nature of Job's Disease
Write out the descriptions as narrated in the following verses: 7:5; 13:28; 19:20; 30:17, 18, 30. Describe in your own words the characteristics of the disease as noted in these verses. Give name of disease, as agreed upon by interpreters.
Section V. Speakers and Speeches
In order to secure a skeleton idea of the book write out the names of the speakers in consecutive order and the chapters containing the speeches. Space in each line could be reserved to fill in at a later study the general thought of each speech. At the close make any observations regarding the number and order of speeches. The following is a sample of the first four speeches:
Historical Introduction. Chapters I and 2
Section VI. The Argument
Analyze the argument of Chapters 3 and 4. The following is a sample:
Job's First Speech. Chapter 3
Section VII. The Conclusion
Give narrative, with details, as recorded in Chapter 42:7-17.
Section VIII. Questions
Originate one, or omit.
Notes and Suggestions
Under No. 5 fail not to compare length of time covered by different books. Under No. 7 ask pupils to show the appropriateness. Under No. 9 teacher may require committal of location or not, as is deemed advisable. Under No. 12 show the truth of these universal lessons through the march of history. Under No. 13 copy the references, be able to explain their meaning, and to show the likeness between the symbol, the type, and Christ. In copying this outline work the pupil may or may not omit the names of the fourteen topics, according to the teacher's judgment. For the inspection of friends it would be preferable to have the words of these topics repeated with each outline, as in Genesis. As an aid to concert recitation let the teacher place the topics of the outline upon the blackboard and repeat names and answers together.
Select ten.
Chapters 2, 7, 20, 23, 35.
A full-page outline plan of the Tabernacle and Tabernacle court. Locate the articles of the court and Tabernacle. Record the dimensions in cubits in the appropriate places. The description of the Tabernacle is in Exodus 25 to 30, but its services form the contents of this book.
(Where in American history are these words recorded?)
Select five.
Chapters 1, 11, 23.
Draw outline map of Palestine. This includes the Mediterranean shore line, Jordan River, the Sea of Galilee and the Dead Sea. Locate Jericho and Mount Nebo. Draw in miniature, opposite Jericho, the Tabernacle and twelve small squares representing the camps of the twelve tribes, three on each side. (See Numbers 2.) Place on map as key thoughts the words "Remember" and "Seven Speeches." Make any original addition suggested in the study.
Note.--Verify these, as well as names of all leading chapters, by glancing over them and noting the correctness of the naming. This prevents mechanical committal, and fastens the location more firmly.
Note.--Describe the Jewish phylacteries.
Select five.
Chapters 5, 27, 32.
Draw map of Palestine, locating the tribes. See Map 3 in Bible. Make an opening in the Jordan River, where the crossing occurred. Locate Jericho and Ai, scenes of first victory and first defeat. Locate Mounts Ebal and Gerizim. Place over the map an appropriate phrase from Chapter 1. Draw two dotted lines in a general easterly and westerly direction through the country to indicate the Northern, Central and Southern campaigns.
Note.--Let the teacher question as to the basis of these leading lessons, also explain the thought, and render the same practical in every-day life.
Note two likenesses between Jesus and Joshua.
Note.--If the time permits, let the teacher add several questions, especially about the battles.
Select ten.
Chapters 2, 10, 22.
Originate one, or omit.
Give to each of these (save Chapter 5) the name of the person described therein.
Quotation.--"This period has been called the Heroic age of Hebrew history. It abounds in wild adventure and desperate feats of individual valor. Personal activity, daring and craft were the qualifications which raised the judges to their title and eminence. They appear as gallant insurgents, or guerrilla leaders, rather than as grave administrators of justice or the regular authorities of a great kingdom." Copy in blank book.
Select ten.
Chapters 5, 11, 16, 21.
Note.--As these three pairs of books are so closely related in their historical contents, it is deemed best to study them together, though they overlap the two divisions of IV and V.
Chart A. General Contents
Note.--Biblical scholars differ as to the number of kings in the divided kingdoms. Twenty is assigned to each, based upon authority of Philip Schaff.
Note.--Verify contents of above chart.
DIFFERENCES BETWEEN KINGS AND CHRONICLES
CHART C. SUMMARY OF THE KINGDOMS
CHART D. CHRONOLOGY OF THE KINGDOMS
CHART E. KINGS OF DIVIDED KINGDOMS
Note.--Let the teacher assign as many kings as is deemed best, to be wrought out on the chart from the books of I and II Kings. Work out the kings of Israel on a like chart.
Kings of Judah.
Narratives to be recited in class and to be recorded briefly.
Draw map, showing the two kingdoms and their capitals, also the regions of Assyria and Babylon. Let the map include the Tigris, Euphrates and Chebar Rivers. See Map 4, also Bible Atlas. Draw dotted lines from the capitals of the two kingdoms to the countries into which they were taken captives.
Note.--To be recited, but not recorded save the titles and references.
Note.--Name in a sentence, opposite the names given, a fact illustrating the lesson.
In all probability the book of one hundred and fifty psalms, as it now stands, was compiled by Ezra about 450 B.C.
They are divided into five books, each closing with a benediction, evidently added to mark the end of the book. Note the number of psalms in Books 1 and 2.
Note.--Select a sentence from any psalm, illustrating each characteristic, and record the same in its appropriate place, giving the chapter and verse.
Heman, author of the 88th; Ethan, 89; Moses, 90; Solomon, 72 and 127. The sons of Korah (who were they?) wrote eleven. Examples 42 to 49. Asaph (who was he?) wrote twelve. Examples 73 to 83. David wrote seventy-three.
Note.--Select a phrase from the psalm, or state the reason, upon which the name is based.
Name three peculiarities of this psalm.
The word Hallelujah is the Hebrew for "Praise ye the Lord."
Study meaning and description in Bible Dictionary. Why would David be fitted to write such psalms? Note three features of these psalms: 1. Kingship. 2. Unlimited rule. 3. Unending dominion. Note also the basis for the following names:
Give the meaning of each.
It is probably an allegorical drama. It pictures the love of Solomon to a princess, typifying, as many believe, the love of Christ to the Church. Read Ephesians 5 and be prepared to answer questions thereon. Richard Moulton describes it as containing seven idyllic poems.
Note.--Write these phrases in full, with locations.
Note.--Select and record one proverb of each of the above kinds.
The proverbs may be largely classified under one of the following topics: (1) Tongue. (2) Chastity. (3) Society (4) Business. (5) Wisdom. (6) Home. (7) Character. (8) Law.
Explanation.--Under No. 1 name whether major or minor. Under No. 2 secure the points of the commission in references given. No. 3 is to be gathered from the contents of the prophecy itself. Under No. 4 work out from the prophet's life, character or message an appropriate title by which he may be remembered. Under letter (a) of No. 5 state whether the message is to Israel or Judah. Under letter (b) name the kings during whose reigns the message was delivered. Topics 14 and 15 are the same as in the Historical Outline.
Notes.--The first prophecy to be taken up, that of Jonah, will be studied by a series of questions. In the succeeding prophecies the outline will be followed, though not so rigidly as in the case of the Historical Outline.
Note.--The study of this book is by questions.
Find one in each of the third, fourth and sixth chapters.
Select five.
Chapters 1, 2, 6.
Name the vivid descriptions, the predictions, fulfillment.
7:14; 9:2, 6, 7; 11:1-5 and 10; 28:16; 32:1; 40:11; 42:1-4; 49:2; 50:4, 5, 6; 52:14, 15. Three facts in the closing days of Christ's life in Chapter 53.
Note three leading characteristics predicted:
(Called by Luther "the little gospel." Note the four parts, by reading verse 6 first, then verse 5.)
Select fifteen.
Chapters 1, 5, 12, 35, 36, 61.
Select fifteen.
Chapters 1, 13, 22, 36, 38.
Recite, but record only titles and references.
Illustrate each of these by events in Daniel's life.
The study of this book is by chapters. Commit the names of the chapters.
Prepare two questions.
Prepare two questions.
Prepare a name and two questions.
Prepare a name and two questions.
Pictorial Device: A Broken Wall.
Draw three layers of stone forming lower part of wall. On this draw four portions of the wall intact, with three breaks between. In these three breaks place the words: "Temporal, 3 to 6;" "Civil, 5;" "Religious, 8 to 13." On the unbroken portion of the wall place the figure "52" and the phrase: "A Great Work." Over the device place the word God. Add any original touches suggested by the book.
A Study of the Four Brief Prophecies of the Book
Prophecy Number One: Chapter 1:1-15.
Prophecy Number Two: Chapter 2:1-9.
Prophecy Number Three: Chapter 2:10-19.
Prophecy Number Four: Chapter 2:20-23.
Questions:
Record and commit, with chapter location.
Commit and locate the following:
Give meaning. State what other books of the Bible contain the phrase.
(Use concordance in finding location.)
Give the four names by which the Christ is described. See 3:8, 9:9, 13:7.
Name four events in Christ's life prophesied in the following verses: 9:9, 11:12, 13:1, 13:7.
Note.--The Gospels were originally sermons, and the authors preachers. They are not designed as biographies. One has described them as "memoirs of a life, to teach a religion." Hence one need not expect chronological order. Their purpose is not to record the life of Christ, but to win a lost world to the Savior.
To aid in filling blanks in this chart and in the following one, read accounts of the four authors in Bible Dictionary.
Note.--This verse outlines the progress of the kingdom in this book during one generation. It also outlines the plan of God touching the work of each disciple, each individual church, and the church universal. Here is the pattern. With hunger to know and willingness to do should every disciple study this pattern book. Am I measuring up to the plan of God? Is this church measuring up to the plan of God?
The ten following questions are to be answered in the first ten chapters, one in each consecutive chapter as numbered. If desired, ask pupil to be ready to answer any question propounded by the teacher on these chapters.
Draw full-page map, locating thereon the following: (1) Place of Birth. (2) Place of Student Life. (3) Place of Conversion. (4) Place of Wilderness Sojourn. (5) Place of Pastoral Work. (6) Place of Imprisonment and Death.
1. Location in Bible: Acts 13 and 14. 2. Name the workers. 3. Name the preparation.
Draw map of Mediterranean Sea and surrounding countries. Locate the provinces of Asia Minor, the fourteen places on the chart, and trace the route.
Record the words of address as found in the opening of each epistle. The following is given as an example:
Romans: "To all that are in Rome, beloved of God, called to be saints." 1:7.
Draw full-page map of Mediterranean Sea and surrounding countries, locating the churches, seven in number.
Record the names addressing the epistles as given at the beginning of each, together with descriptions attached. Describe the persons whose names are made companion with Paul's. Note whether they are regarded as writers, and why Paul adds their names. Note I Cor. 16:21, Phil. 1:21, and II Thes. 3:17. The following two are given as examples:
Romans: Paul, a servant of Jesus Christ.
I Corinthians: Paul, called to be an apostle of Jesus Christ, * * * and Sosthenes, our brother.
Sosthenes was ruler of a Jewish synagogue (Acts 18:17). He was probably converted later. He is not regarded as aiding in the authorship. It was probably sent in his name to add weight.
Secure these by reference to Bible Dictionary. The following is given as an example:
Romans and Galatians: The doctrines of sin and grace.
(Complete the phrases and locate.)
(Complete the phrases and locate.)
3:16; 13:1; 15:58.
11; 13; 15.
Give total number of times the words "wise" and "wisdom" are found in the first three chapters. Underline these two words in these chapters.
(Finish the phrases and locate them.)
(Complete the phrases and locate.)
Read the book three times, slowly, thoughtfully, prayerfully. Enter as far as possible into the surroundings and feelings connected with this last letter of the martyr Paul--this personal letter to this loved son in the faith. Then write your impressions and ideas regarding its contents, using three hundred words.
See Bible Dictionary.
See the beginning of each letter. The following is an example:
James: "To the twelve tribes which are of the Dispersion."
See Bible Dictionary. The following is an example:
James. Jerusalem. About 62 A.D.
See Bible Dictionary. The following is an example:
James. A book of practical morals. Also to comfort the scattered and persecuted Jewish Christians.
The two letters of Peter afford splendid opportunity for noting the impress of the writer's character and experience upon his writings. Let the teacher judge as to the extent of this study. The following are suggested:
I Peter 1.
The thought of the verse and the number of the chapter are given. Find the verse and record it.
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