DI

DIVINITY SCHOOL
TROWBRIDGE LIBRARY

GIFT OF
Hev. Prank H. Luckey

SUGGESTIONS
FOR THE STUDY 0F THE
English New Testament

By CHARLES HORSWELL, Ph.D.
Garrett Biblical Institute

KEW YORK : EATON & MAINS
CINCINNATI : CURTS & JENNINGS

Copyright, 1893, bv
HUNT & EATON
New York

Eaton & Mains Press,
150 Fifth Avenue, New York.

CONTENTS.

1'AGE
I. Introductory Statement . . '.  '.  5
II. Method in General.
I. Importance of Method  6
2. Varies as Material and Purpose Vary  6
3. Should be Analytic  7
4. Should be Comparative  7
5. Should be Constructive  -  8
III. Method in Detail.
1 . Analytic Process  8
2. Comparative Process  9
3. Constructive Process  IO
IV. Method Illustrated.
1. In the Gospels : Luke i, 1-4  n
2. In the Pauline Letters : Romans i, 1-7  16
V. Order of Study.
I. The Gospels: Luke, Matthew, Mark, John  20
2. The Pauline Letters :
(a) Chronological  21
(b) Order of Importance  21
VI. Helps. r. To the Study of Words  ,  22
2. To the Study of Books  22
3. To the Study of Topics  23
4. To the Study of History, Geography, Customs  23

SUGGESTIONS FOR THE STUDY
OF THE
ENGLISH NEW TESTAMENT.

I. INTRODUCTORY STATEMENT.
The word "Exegesis" is a Greek compound meaning to
" lead out." An exegete is an interpreter of the thought of
another. The term is applied to Christ as the Exegete of God,
in John i, 18 : " Deity no one has seen at any time ; an only
begotten God, who lives in the bosom of the Father, he inter
preted (God)."
The difficulty of New Testament exegesis is due to the fact
that the authors used a different language, lived in a different
i age, and amid surroundings different from our own. The task
is to master their language, transfer ourselves to their time, and
view facts from their standpoint.
There is also another difficulty. The New Testament has a
history stretching over nineteen centuries. During this time it
has given rise to a mass of literature whose colossal magnitude
daily increases. Here, then, is a great literature ; all of it of
value; some of it of the highest value. To be familiar with it
to some extent is a necessity. To become master of it is an
acquisition next in value to the mastery, of the contents of
Scripture. Now, some of this literature has had an obtrusive
and domineering influence upon the interpretation of the orig
inal. The interpretation is too often substituted for the thing
interpreted. There are millions for whom the little book we
call the New Testament is buried beneath the volumes written

6 SUGGESTIONS FOR THE STUDY OF
about it. Our knowledge of Jesus and of John and of Paul is
largely indirect. We have not heard what they themselves say,
but what has been said about them. From this sort of knowl
edge we must seek a divorce.
In view of these facts the student must not think more
highly of his present attainments than he ought to think. He
knows practically little of the New Testament and has many
things to unlearn. Its language is foreign to him ; its contents
an undiscovered territory ; the history of its interpretation a
sealed book. ,
II. METHOD. IN GENERAL. A
i. Importance of Method.
No one can afford to work without method. No one can
afford to employ a defective method. To work without method
is to work without results. It is toil without pay. To employ
a defective method is like working with a dull tool. There is
much effort, much fatigue, but ragged results. Time is saved,
strength is saved, courage is saved, and a finished product forth
coming, if we wield the instruments of the expert. The farmer
abandons the hoe and the scythe for the corn plow and the
harvester. The wide-awake student will be alert to employ
the methods of the masters. He will not waste time and money
running here or there for this man's key to Scripture or that
man's vagary of interpretation. The truth must be bought, but
the price is the sweat of the brow. There is no magic process.
No one can do the work for us. Keys there are, and they are
at our service — the key of language, of geography, of history,
and of logic. There is the key of common sense and of un
common diligence, of loyalty to fact and love of truth. These
never fail.
2. Varies as Material and Purpose Vary.
No two pages of the New Testament present exactly the
same problems. No two students come to the work with the
same mental equipment. The purposes of investigation may

THE ENGLISH NEW TESTAMENT. 7
differ very widely. The material we handle, the object we
have in view, the skill we possess, determine the choice of in
struments. Everyone must serve an apprenticeship, must sub
ject himself to discipline, must covet the best. We should
begin where we are and do the best we can. Our effort will
reveal our weakness and indicate what next to do.
3. Should be Analytic.
To take a thing to pieces necessitates a familiarity with the
individual parts and their relation to each other. It allows one
to fix his thought on one thing at a time. It draws the line
between the known and the unknown. As applied to words it
discloses form, origin, and content. As applied to thought it
reveals structure, relation, emphasis. It stimulates inquiry by
suggesting a variety of possibilities, starts questions and an
swers them, the answers becoming at once the source of further
questioning.
4. Should be Comparative.
The benefits of comparison are many. Its influence is ex
tensive and intensive. It broadens the field of information by
furnishing new data and varied standpoints, thus giving vantage
ground for new judgments that must react on decisions already
made, correcting them, expanding them, and establishing more
firmly what remains. Comparison is the secret of advance in
science to-day. It is the initial term for many a new depart
ment, as comparative physiology, comparative philology, and
comparative theology. The man who knows only his native
language cannot know that. Study separately the gospel of
Matthew and the gospel of Luke ever so minutely, then bring
the two side by side, institute comparisons, and at once new
light begins to flash on both. Soon there will appear differ
ences in style, in standpoint, in content, in emphasis, in pur
pose, that will correct false impressions, start new and profitable
investigation, and make the individuality of each work stand
out in its true light.

8 SUGGESTIONS FOR THE STUDY OF
5. Should be Constructive.
There is an added inspiration to the life of each day if as
we begin it we summon all the days and live each one in the
presence of the rest. There is added incentive to scholarly in
dustry if we feel that each day's work contributes to a plan
definite and far-reaching. As with the widow's mite, the spirit
back of it magnifies the gift and makes it monumental. We
must plan for the day, but plan the day for the decade.
Sometime the student will want to know what each book of
the Bible has to say about God, about man, about the man
of God. He will want to focus the work of years on a
given topic, say, parabolic teaching : When did this form
of instruction appear ? What gave rise to it, the mood of
Christ or the mind of man ? What is the purpose of it ?
What is the scope of it ? How accurately does it preserve
the thought of Christ ? What principles must be applied
in its interpretation, etc. ? To accomplish this with ease and
economy, it is all important to begin right. The first work
should be tributary to the final work. It will be if it is the
best possible and is preserved. The far-off goal kept con
stantly in view is a splendid spur to patient, persevering, crit
ical endeavor. III. METHOD IN DETAIL.
1. Analytic Process.
(a) Divide chapter into sections.
(&) Read the first paragraph to get the general meaning.
(c) Make a grammatical analysis of each sentence.
(d) Word study. Press each word for its significance, mak
ing constant use of concordance and dictionary, Revised Ver
sion and marginal readings.
(e) If there be references to history, topography, seek aid
now, not before.
(/) Read and re-read each section in the light of this in
vestigation, seeking to place yourself in sympathy with tW

THE ENGLISH NEW TESTAMENT. g
author's position and purpose. Pay especial attention to the
development and continuity of thought. Mark well his con
necting particles. They act as switches to throw you on or off
the track.
(g) Put into your own words now the author's thought, elab
orating where necessary, condensing if possible. Cleave closely
to his thought and purpose, but abandon his forms of expres
sion. This will be a most difficult undertaking, but experience
proves it to be a most helpful exercise.
(Ji) Classify your material for use and for further investigation.
Some things are known. Store these up. Further investiga
tion may modify your conclusions, but you must preserve those
you have reached. Some things are not known. Keep a list
of difficulties and unanswered questions. Ply each succeeding
page of the author for an answer. The majority of these he
will answer for you.
(/) While thus devoting yourselves to a small portion of the
text, minutely investigating each word, read each day continu
ously the author's entire work. This will react on your verbal
study, and "prove most beneficial.
(/) Review each day from beginning, seeking to obtain a
mental picture of the author's argument, so that away from his
written words you can reproduce and consider his thoughts.
" Meditate thereon day and night, . . . and then shalt thou
have good success." Meditation is the process by which one
gets into the middle of things. After having carefully analyzed
an author and torn his composition into shreds, meditation
acts as the spirit in the valley of dry bones.
2. Comparative Process.
Comparisons may be made as to
(a) Extent and scope of each writing.*
(£) What material is common to both.
* For this purpose the author has prepared a Synoptical Chart of the Gospels, which
shows on a single page, at a glance, the relation they sustain to each other.

SUGGESTIONS FOR THE STUDY OF

(c) What material is peculiar to each.
(d) In that which is common what variations occur in treat
ment : which is# the more meager, and which is the more com
plete, account.
(e) Note carefully statements that pertain to (i) author
ship, (2) time of writing, (3) parties addressed, (4) circum
stances that give rise to the writing, (5) specific purpose of the
author. (/) Observe how far the historic setting has controlled
(1) the material, (2) the argument, (3) the style of the author.
(g) Where no such statements as enumerated in (if) ex
pressly occur, to what extent are they to be inferred, and to
what extent can they be discovered from the writing itself.
(//) This broader study of a writing will greatly assist in the
interpretation of difficult and obscure passages.
3. Constructive Process.
(a) You are not yet prepared.to build your theological house.
You are prepared to store up material for it. Be sure that
you are doing this each day.
(0) Put the results of each hour — your paraphrase, your notes,
etc. — in written form.
(c) Seek to make these results as clear and definite as pos
sible. (d) You will need one book that will serve as a general store
house. From this you can select and classify for general refer
ence :
(1) Your results on word studies.
(2) Various contributions to any given topic.
(3) Unanswered questions.
(4) References to literature not yet available. Keep all such
and bide your time. Next to knowing a thing is to know
where to find it.
Twenty years of such searching and sifting and saving will
reward you beyond all expectation.

IT

luke 1,1-4. GRAMMATICAL ANALYSIS.

TO WRITE

SEEMED GOOD

FOR AS
MUCH AS

HAVING TRACED COURSE

ACCURATELY THE

FIRST)

THINGS

M"

ALL

MANY

HAVETAKEN IN HAND TO DRAW UP

NARRATIVE

THOU

MICHTEST KNOW

CERTAINTY

ur

THINGS

-\

THE

WHEREIN

THOU

WAST INSTRUCTED

WHICH

HAVE BEEN FULFILLED

>
O z

us- )

THEY DELIVERED

THEM

EYE WITNESSES
WERE a,
I MINISTERS

beginning!

VORD )

THE ENGLISH NEW TESTAMENT. 1 1
IV. METHOD ILLUSTRATED.
i. In the Gospels.
We now take up Luke i, 1-4, and apply the scheme of analy
sis found in III, 1, page 8. The author employs the two ver
sions, a concordance, and Vincent's Word Studies, using the
latter freely.
(a) The chapter may be divided as follows: Verses 1-4,
5-7, 8-25, 26-38, 39-45, 46-56, 57-66, 67-79, 80.
(b) The first section is an introduction, in which the author
states his decision to write, the reason on which this decision is
based, his purpose in writing, and the friend to whom he writes.
(c) The grammatical analysis (see diagram) discloses the
fact that the section is one involved sentence, containing one
principal statement ("to write to you seemed good to me"),
with subordinate clauses of various kinds as modifiers.
{d) Word study :
(1) Forasmuch as, " since, indeed, as is well known," a
compound conjunction occurring nowhere else in the New
Testament. Its position is somewhat emphatic.
(2) Many. The scope of this word corresponds to English
usage. How many must be determined by the context. Here
used of the writers of history, it would not naturally include
as large a number as the same word does in Matt, xxii, 14.
Who are the many ?
(3) Have taken in hand. Quite a literal translation. Used
by Luke only. Carries the sense of a difficult undertaking and
suggests, but does not necessitate, the idea of failure.
(4) To draw up (R. V.). " To set forth in order " (A. V.).
The old version is true to the root of the word, the Revised
Version gives well the force of the preposition. The word
occurs only here,
(5) Narrative (R. V.). " Declaration" (A. V.). The Re
vised Version is to be preferred. The word is singular and
implies thoroughness Tt occurs only here.

12 SUGGESTIONS FOR THE STUDY OF
(6) Matters (R. V.). " Things " (A. V.). Original implies
something done ; a fact or event.
(7) Which have been fulfilled (R. V.). " Fully established "
(margin). "Which are most surely believed " (A. V.). Lit
erally, "Which have been, and yet are being, brought to ful
fillment." The Revised Version is the better rendering, as the
word appiies to things. Compare 2 Tim. iv, 5, 17.
(8) Even as, ox, just as, refers to the "many " who drew up
a narrative just as it was delivered unto them.
(9) They which from the beginning were eyewitnesses and min
isters of the word. *
These words form the subject of the verb " delivered."
They refer to the apostles who from the first stood in close re
lation to Christ and afterward became ministers of his truth.
Note carefully that these eyewitnesses are the original source ;
they hand down the facts to the many, who seek to put them
into written form. The author places himself as one among
the " us " to whom the facts are handed. He does not claim
to be an eyewitness.
From the beginning. From the beginning of Christ's min
istry. Compare Acts i, 1, 21, 22; John xv, 27.
Eyewitnesses and ministers. Personal knowledge and per
sonal experience were necessary elements of an apostle. The
word eyewitnesses occurs only here.
(10) Delivered, handed over. It may be written material, or
more likely oral traditions. The Greek word " tradition " is
derived from the same root.
(n) // seemed good. The word implies deliberation issuing
in a decision. The decision may be right or wrong (1 Cor. iii,
18; Acts xv, 28). The author speaks of his purpose to write
much as a Bancroft or a Motley might.
?There is an unnecessary ambiguityin both versions due to the position of the clause
" which were eyewitnesses from the beginning " — "which" has as its antecedent the subject
of the verb " delivered." Read, u Even as they which were eyewitnesses from the be
ginning delivered them unto us.

THE ENGLISH NEW TESTAMENT. 13
(12) To me also. The author modestly places himself among
the many who have undertaken.
(13) Having traced the course (R. V.). " Having had perfect
understanding" (A. V.). The latter is incorrect. The verb
means to follow closely, to walk in the footsteps of another.
It refers to the author's process of acquisition rather than to
the result.
(14) All things indicates the scope of his research.
(15) Accurately. A word that reflects the genius of the
Greek — that patience in perfecting which left its stamp upon
their language, literature, and art.
(16) From the first. The explanation of these words is seen
from the fact that the first three chapters, one hundred and
seventy verses (about one sixth of the entire gospel), present
wholly new material.
(17) To write unto thee, most excellent Theophilus. The gos
pel is written for an individual. The name " Theophilus "
means " Friend of God." Who he was is not certainly known.
(18) In order. Used by this author only. The word indi
cates that there is a connection between the facts and events
narrated, but does not state the nature of that connection,
whether it be time connection or thought relation; whether it
be a chronological array of facts or a logical development of
the history.
(19) That thou- mightest know. The word is a compound
and indicates clear, full knowledge.
(20) Certainty. This word expresses the supreme object of
the writer. It indicates steadfastness, stability, security against
error. (21) Concerning the things. R. V. margin, " words." Things
only in the sense of things spoken.
(22) Wast instructed. To teach by word of mouth. The
word means literally to echo back. Our word " catechumen "
is derived from it.
(e) Theophilus. Consult authorities.

r4 SUGGESTIONS FOR THE STUDY OF
(f) Thought analysis.
There were eyewitnesses and ministers who handed over the
facts. There were many who received and undertook to write an
exact account.
The author, as one of these and yet not one of them, decides
to write.
His reasons for writing are : (i) Others have ; he may.
It is not wrong. (2) His conscious equipment for the task —
" It seemed good to me also to write."
(g) Paraphrase :
In view of the fact that a number have undertaken to write
an account of the events that have taken place among us (in
exact conformity to the tradition handed over to us by compe
tent witnesses), I have thought it wise, friend Theophilus, to
prepare a systematic statement (inasmuch as I have spared no
pains to inform myself fully and accurately), that you
may apprehend the reasonableness of the faith you already
hold. (h) Classification of material, etc. :
About the author as a man.
His modesty. Renan pronounced this " to be the most
beautiful book ever written." The author excuses himself for
writing it, because many had made the attempt.
One. who had rare ability in the use of the Greek language.
A sentence more perfect cannot be found.
A believer in the contents of his book. He is assured that
his narrative carries conviction with it.
He is interested in the well-being of his friend and spares
himself no pains to serve him.
About the author as an historian.
He knows the value of sources. He receives his material
first hand from eyewitnesses, etc.
He knows how to handle these sources. He has access
to the accounts of the many which have been drawn up in

THE ENGLISH NEW TESTAMENT. 15
exact accord with tradition, but he goes over everything accu
rately from the beginning.
He knows how to carry on original investigation. The para
bolic teaching gleaned by him is a treasure in itself. The
Two Debtors, the Good Samaritan, the Importunate Friend,
the Rich Fool, the Barren Fig Tree, the Lost Piece of Silver,
the Prodigal Son, the Unjust Steward, Dives and Lazarus, the
Unjust Judge, the Pharisee and Publican, occur nowhere else.
He has the spirit of the historian. He knows what order
and development are. He desires to convert traditional knowl
edge into historic certainty, to produce conviction.
About the many.
It is of interest to know that numerous efforts to write the
Gospel narrative were made by contemporaries of the apostles
— at least within one generation of them — and while the events
of the Gospel history were reaching fulfillment.
These attempts are praiseworthy and good as far as they go.
They imply a connected narrative, and doubtless contributed
to the Gospel as we have it.
That the accounts of Matthew and John are not included
is certain, as Matthew was an eyewitness, and John too ; the
fourth gospel being a much later product anyway. In regard
to Mark, it is not so certain. The question must be settled by
a minute comparison of Mark and Luke.
About the author's writing.
Based on previous efforts.
The account to be pushed back further.
To be more comprehensive ; it contains a very large amount
of new material.
To be more critical.
To be more logical in its development.
The decision to write, the result of deliberation.
The work is prepared for and given to an individual.
(i) Some unanswered questions :
(1) Who was the author ?

16 SUGGESTIONS FOR THE STUDY OF
(2) Who was Theophilus ?
(3) Who were the many ?
(4) What the character of their attempts, and wherein did they
fail ?
(5) Is Mark included among the -nany ?
(6) Was the material handed over written or oral tradition ?
(7) To what extent were these accounts used by the author ?
To what extent modified by him ?
(8) Is his work largely a translation and compilation of the
many? (9) What were the sources of material peculiar to this gospel ?
(10) One of the chief characteristics of Greek style is com
plexity of structure. The principal sentences are few ; the sub
ordinates are legion. Of this style Luke's first sentence is a
magnificent illustration. One of the chief characteristics of
the Hebrew and Aramaic style is simplicity of structure.
Nearly all the sentences are coordinate ; the most com
mon conjunction is and. In Luke i, 1-4, there is but one and;
in the next ten verses there are eighteen ands. How is this
change of style to be explained ?#
(11) Is the absence of any statement as to his inspiration
significant ?
2. In the Pauline Letters: Romans i, 1-7.
(a) The chapter may be divided as follows : 1-7,8-15,16-17,
18-27, 28-32.
(b) The section is a greeting, wherein is set forth the author
ity of the messenger and the importance of the message.
(c) Grammatical analysis. (See diagram.)
(d) Word study :
(1) Paul. The author makes himself known at once. For
the history and significance of the word consult concordance
and Conybeare and Howson's Life and Epistles of St. Paul,
P- 159-
(2) Servant. R. V. margin, "bond-servant" — a slave. A

ROMANS!. 1-7. GRAMMATICAL ANALYSIS,

PAUL

SERVANT)

UJ

APOSTLE|
(an) (calleF)

SEPARATED UNTO

[EVEN )

{ JESUS CHRIST OUR LORD )

( WHO | WAS DECLARED TO BE,SON

^ [^^oinr

RESURRECTION)
-FH 

DEAD )

THE ENGLISH NEW TESTAMENT. 17
self-imposed and favorite title. The word coming immediately
after his name blots out at once any apparent self-exaltation.
(3) Jesus. The historic name announced to Mary (Luke i, 3 1).
(4) Christ. Official title designating him as the Messiah.
(5) Apostle. Embassador. One sent away with a message.
(6) Called. The word is passive in its force. Our word
chosen is a close synonym. A called apostle is " one called to
and sent from."
(7.) Separated. 1. Taken from something. 2. Shut up to
something. 3. The tense indicates completeness in time and
in degree.
(8) Gospel. Literally good tidings, a glad announcement.
(9) Of God. This good news is of God. Thus far we have
( a slave of Jesus Christ,
Paul as ¦< a chosen embassador,
( wholly devoted to God's glad tidings.
(10) Promised afore. The Gospel was long ago in the mind
of God and made known.
(11) Through his prophets. The priest maintained the temple
service. The prophet received and proclaimed the thought of
God. (12) In holy writings. This phrase occurs only here. It
contains an appeal to a written historic record.
(13) Concerning his Son. The supreme center of interest.
" Search the Scriptures, . . . these are they which testify of me."
The Gospel fulfills a long-standing promise, made to men of
God and preserved in writings, bearing witness to his Son.
(14) Seed of David. This states the human, Jewish, Davidic
descent. (15) Declared to be the Son of God. R. V. margin, " deter
mined." The word translated " separated " in verse 1. There
it is a compound, meaning taken away, from something.
The word means to limit, to mark off, and gives us our word
horizon. The clauses that follow clearly indicate that this
marking off is in the mind of men and not of God.

1 8 SUGGESTIONS FOR THE STUDY OF

(16) With power . Modifies marked off:
(17) According to the spirit of holiness. (There is no article
in the original.) A spirit of holiness.
These words cannot refer to the Holy Spirit.
They contain that characteristic which made Christ con
spicuous in the minds of men as Son of God.
This characteristic is according to spirit, spirituality. God
is a spirit, the Son of God is spirit.
This spirit was one of holiness, in nature and majesty akin
to God.
(18) By the resurrection of the dead (R. V.). The A. V.,
wrongly, "from the dead." This is the inost difficult phrase
in the section. There are three possible interpretations.:
The general resurrection of the dead. John xi, 24.
The son of the widow of Nain, the daughter of Jairus, Laz
arus, and Christ.
The word death may refer to spiritual death, and the resurrec
tion to. the life-giving power of Christ. "I am the resurrection,"
etc. (Johnxi, 25, 26). Further study must determine your choice.
(19) Lord. Implies authority and is appropriate, as the
author in the next line makes him the source of apostolic grace
and power.
(20) V/e received. Whom does Paul associate with him
self ? There are several possibilities :
No one. It is an editorial we.
Translate, we received grace and I apostleship.
Chapter xvi, 7, calls attention to two of the Roman Church
who are of note among the apostles. It may be that he has
these in mind.
Recent investigation goes to prove the broader use of the
term apostle. If it is admitted that Andronicus and Junias were
regarded as apostles, it is possible that Paul associates them
with him here.
(21) Grace and apostleship. Grace sets forth the absolute
freeness of the loving-kindness of God to men.

THE ENGLISH NEW TESTAMENT. 19
Apostleship makes man the official bearer and distributer of
this grace.
(22) Obedience of faith. An obedience which issues from
faith. (23) Among all the nations. The Gentiles — the sphere of his
apostleship. (24) For his name's sake. The motive of all his activity.
(25) Among whom. Among these Gentiles are ye also.
(26) To all. Paul to all, etc. Of these Christians at Rome
he says : they are chosen of Jesus Christ, beloved of God,
chosen for holy service.
(27) Grace to you and peace. The first is the Western
salutation, the second the Eastern. The Gospel unites the
two. (e) The authority of the messenger.
Due to his relation to a great historic character.
The nature of that relation: (1) personal, (2) official, (3)
professional. (f) The importance of the message.
It issues from God.
Along lines historically outlined.
Culminating in an historic personage.
Of human descent (according to the flesh).
But demonstrated by his character and work to be the Son
of God.
Now effecting his purpose for the race through human agen
cies personally chosen and divinely qualified.
(g) Paraphrase :
Paul, Christ's slave and chosen embassador wholly devoted
to the glad tidings of God, tidings the fulfillment of promises
made long ago to men of God and preserved in their sacred
records as you know, of a son who as surely as he was of royal
Jewish lineage was as surely demonstrated to men by his char
acter and his works to be the Son of God, who now as Lord
over all nations is carrying out, through us, his gracious pur-

20 SUGGESTIONS FOR THE STUDY OF
poses for the race ; yes, for all, yourselves included — you who
live at Rome, grace to you and peace from God our Father and
the Lord Jesus Christ.
(h) Unanswered questions :
(i) Why so long and so elaborate a greeting? The letter is
no longer than First Corinthians.
(2) Does. a Pauline greeting contain an epitome of the epistle ?
(3) How much of this material is peculiar to this greeting ?
(4) If the greeting contains a condensed statement of the
author's argument, what will be the prominent questions dis
cussed in the letter ?
(5) Paul had just written aletter to the Galatians, reprimand
ing them for yielding to the influence of Jewish proselytes. Is
he writing to the Romans to prevent their yielding ? To hold
Rome against Judaizers and make it a center of missionary
activity in the West ?
(6) Does the greeting make clear that the rank and file of the
Roman Church were Gentiles ?
V. ORDER OF STUDY.
1. The Gospels.
For the following reasons it is well to take up first the gos
pel of Luke .
(a) It is the longest gospel. The author treats nearly all the
fundamental themes of the history : the childhood of Jesus and
John, the early ministry of Jesus and John, the temptation of
Christ, the teaching in Galilee, the sermon on the mount, para
bolic teaching, the sending of the twelve and the seventy, the
transfiguration, the crucifixion, death, resurrection, and ascen
sion of Christ. The study of this gospel will give a broad basis
of comparison with the others.
(b) The author claims to write in order. Whether it be a
strictly chronological order may be an open question, but there
is no doubt that there is a very systematic arrangement of the
material.

THE ENGLISH NEW TESTAMENT. 21
(c) He writes from the standpoint of a Gentile to a Gentile
to produce certainty of conviction. The student will find it
easy to come into sympathy with his method and purpose.
Matthew : This Gospel follows naturally as it covers some
what closely the same ground.
Mark : The brevity and compactness of the narrative will
be seen at once. Its resemblance in outline and content, as far
as it goes, to Matthew, and yet its independence, will appear.
John : The study of the synoptic gospels necessarily prepares
the way for a better understanding of the unique relation to
them of the gospel of John.
2. The Pauline Letters.
(a) May be studied to great advantage if taken in chrono
logical order. (Note the order as given in the Helps.) This
reveals the development of thought in the author's mind as no
other method. Let us observe, as we do this, that we are
studying the earliest literature of the New Testament.
(b) It is a mistake to study with equal care everything an
author writes. There are masterpieces that contain the rich,
ripe fruit of a life. This is true of Paul. Hjs letter to Rome
deserves and requires especial care. It might well be made the
starting point and all other work done on this author made
subordinate and tributary to it.
VI. HELPS.
Let there be no confusion in the mind of the student as to
the distinction between sources and helps. The text is source,
and it alone contains the author's thought. Helps you must
have, but they must be thought of as helps and never used till
you have exhausted your own resources. "Your center of
gravity must never be in anybody's commentary, but in the
author himself." Let the student anchor himself to the text, and
struggle with the difficulties. Out of the struggle come strength
and independence and conviction. You are called to be in-

22 SUGGESTIONS FOR THE STUDY OF
terpreters of God's message to men. You are to body forth the
divine word as it incarnates itself in you. - Learn early to rely on
your own judgment. " Knock, arid it shall be opened unto you."
i. To the Study of Words :
(a) The Revised Version with its marginal readings. The
renderings of the American Committee recorded at the close of
the volume are often of great value. The excellence of this
translation for purposes of exegesis cannot be overstated.
(b) The Englishman's Greek Concordance of the New Testa
ment, or Young's Analytical Concordance. The former is to
be preferred if the student has the slightest knowledge of Greek.
The Index, English and Greek, at the close, makes its treasures
easy of access even to the English student. Everyone who
has made systematic, persistent use of the concordance appre
ciates its value. It is the one indispensable aid to an exact
knowledge of the New Testament. There are Greek words
that have as many as forty-seven different renderings in the
English. The • Englishman' s Concordance places them on a
single page before us and enables us at a glance to see the scope
and varied usage of each word. Surely " others have toiled
and we have entered into their toil."
(c) Word Studies in the New Testament,hy Professor Marvin
R. Vincent.
This work, in three volumes, contains a vast amount of valu
able material. " Taking a position midway between the exeget-
ical commentary and the lexicon and grammar, it aims to put
the reader of the English Bible nearer to the standpoint of the
Greek scholar by opening to him the native force of the sepa
rate words of the New Testament in their lexical sense, their
etymology, their history, their inflection, and the peculiarities
of their usage by different evangelists and apostles."
2. To the Study of Books.
Matthew : The Cambridge Bible. A. Carr, M.A.
Commentary. Dr. John A. Broadus.

THE ENGLISH NEW TESTAMENT. 23
Mark : The Cambridge Bible. G. F. Maclear, D.D.
The Expositor's Bible. G. A. Chadwick, D.D.
A Practical Commentary. James Morison, D.D.
Luke : The Cambridge Bible. Canon Farrar.
Commentary. Godet.
John : The Cambridge Bible. Rev. A. Plummer. .
The Bible Commentary. Canon Westcott.
I— II Thessalonians : Speaker's Commentary. Lord Bishop
of Derry.
Commentary. Vol. I. Jowett.
I -II Corinthians : Cambridge Bible. Professor Lias.
/ Corinthians : Commentary. Principal Edwards.
Galatians : Canon Lightfoot.
Romans: The Cambridge Bible. H. C. G. Moule, M.A.
Commentary. . Godet.
Commentary. Vol. II. Jowett.
Philippians : Commentary. Canon Lightfoot.
Colossians and Philemon : Commentary. Canon Lightfoot.
Ephesians : The Cambridge Bible. H. C. G. Moule, M.A.
I Timothy, )
II Timothy, [¦ Commentary. Vol. II. Ellicott.
Titus, )
3. To the Study of Topics.
(a) Studies in the Life of Christ. Fairbairn.
(b) The Parabolic Teaching of Christ. Alex. Balmain Bruce.
(c) The Kingdom of God. Professor Bruce.
(d) The Gospel of the Resurrection. Westcott.
4. To the Study of History, etc.
The Life and Times of Jesus the Messiah. Edersheim.
Life and Epistles of St. Paul. Conybeare & Howson. " The
purpose of this work is to give a living picture of St. Paul
himself and of the circumstances by which he was sur
rounded."

24 THE ENGLISH NEW TESTAMENT.

The Life and Work of St. Paul. Farrar. " My chief object
has been to give a definite, accurate, and intelligible impression
of St. Paul's teaching ; of the controversies in which he was en
gaged; of the circumstances which educed his statements of
doctrine and practice ; of the inmost heart of his theology in
each of its phases ; of his epistles as a whole, and of each
epistle in particular as complete and perfect in itself."
The Messages of the Books. Farrar. " My object is to
point out the general form, the peculiar characteristics, the
special message of the sacred books one by one."
Palestine in the Time of Christ. Stapfer.
Society in Rome under the Ccesars. A prize essay. William
Ralph Inge.
A General View of the History of the English Bible. West
cott.

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