Front matter
A GENSRAL INTRODUCTION TO THE
STUDY OF THEOLOGY
EXEGETICAL, HISTORICAL, SYSTEMATIC, AND PRACTICAL
Introduction
CHAPTER PAGK
1. Education o 3
3. Encyclopaedia 6
4. Formal and Material Encyelopgedia 8
5. General and Special Encyclopaedia 8
6. Theological Encyclopaedia 9
7. Methodology and Bibliography 10
8. Division and Arrangement 10
9. History and Literature 11
10. A Select List of Works Introductory to the Study of Theology. . 12
Book I. Religion And Theology
FIEST SECTION: EELIGION.
11. General Definition of Religion 17
Part I. — Objective Religion
12. Science of Religion 19
13. History of Religion 19
14. Philosophy of Religion 20
15. Value of the Science of Religion * 20
16. The Religious World.— Statistics 21
17. Classification of Religions 29
18. Natural and Revealed Religions 29
19. Dualism, Polytheism, Pantheism, Monotheism 31
20. Civilized, Semi-civilized, and Barbarian Religions 32
21. Sensual, Ascetic, and Ethical Religions 33
22. Division according to Psychological Faculties 33
23. Turanian, Semitic, and Aryan Religions 34
24. Division according to the Ruling Ideas and Aims 35
25. Tribal, National, and Universal Religions 35
26. Designations of Ethnic Religions 36
VI CONTENTS.
CHAPTER PAGE
27. The Origin of Idolatry 37
28. The Bible View of the Heathen World 38
29. Fetichism 41
30. Confucianism 41
31. Brahmanism 43
33. Zoroastrianism 49
34. The Religion of Ancient Egypt 50
35. Classical Paganism 52
36. The Scandinavian and Teutonic Mythology 53
37. The Jewish Religion 55
38. Mohammedanism 57
39. Christianity 59
Part II. — Subjective Religion
40. The Religious Constitution of Man 63
41. Religion and the Mental Faculties. — The Psychology of Religion 64
42. The Intellectual Theory. — Piety and Knowledge 65
43. Piety and Orthodoxy 67
44. The Moral Theory.— Piety and Morality 69
45. The Emotional Theory. — Piety and Feeling 71
46. The Life Theory 73
47. Individual, Denominational, and Catholic Piety 75
SECOND SECTION: THEOLOGY.
48. Definitions of Theology 77
49. Natural and Revealed Theology 79
50. Theology and Religion 80
51. Theology and Philosophy 82
52. Theology and the Gospel Ministry 85
53. Hints for the Study of Theology 87
54. The Student's Library 91
65. Division of Theology 92
BOOK n.
EXEGETICAL THEOLOGY.
EXEGETIC— BIBLICAL LEARNING.
56. General Conception of Exegetical Theology 93
67. Departments of Exegetical Theology 94
58. The Bible 94
69. General Hints for the Study of the Bible 96
Select Tributes to the Bible 97
CONTENTS. Vli
FIRST SECTION: BIBLICAL PHILOLOGY (PHILOLOGLA.
SACRA).
CHAPTER PAGB
60. Importance of the Study of the Original Languages 101
61. Classification of Languages 103
62. The Semitic Languages 1 04
63. The Hebrew 106
64. History of Hebrew Learning 109
65. The other Semitic Languages 114
66. The Aramaic Languages 115
67. The Biblical Aramaic and the Rabbinical Hebrew 116
68. The Syriac and the Samaritan 117
69. The Assyrian 118
70. The Arabic 121
71. The Study of the Classics 123
72. Christianity and the Greek Language 123
73. The Dialects of the Greek Language 125
74. The Hellenistic Dialect 126
75. The Septuagint 127
76. The Apostolic Greek 127
77. Peculiarities of the New Testament Writers 130
78. History of the Study of Hellenistic Greek 135
79. The Sub-Apostolic Greek 137
80. The Ecclesiastical Greek 138
SECOND SECTION : BIBLICAL ARCHEOLOGY (INCLUDING
GEOGRAPHY, NATURAL HISTORY, AND SACRED
ARCHiEOLOGY).
81. Idea of Biblical Archasology 140
82. Parts of Archaeology 141
83. Sources of Archaeology 142
85. Natural History of the Bible 144
86. Archaeology Proper 145
87. History of Archaeology 146
88. Literature of Archaeology 148
THIRD SECTION: BIBLICAL ISAGOGIC (HISTORICO-CRITICAL INTRODUCTION TO THE BIBLE).
89. Nature of Isagogie * 149
90. Object and Value of Isagogie 150
91. Method and Arrangement of Isagogie 150
92. Parts of Isagogie 151
93. History of Isagogie 151
94. Biblical Criticism 153
95. Textual Criticism. — Its Aim 154
96. Necessity of Textual Criticism 154
97. Classes of Textual Variations 155
VIU CONTENTS.
CHAPTER PAOB
98. Number and Value of Various Readings 156
99. Textual Criticism of the Old Testament 158
100. Sources of the Old Testament Text 159
101. The Hebrew Original and the Greek Septuagint 160
102. Sources of the Text of the New Testament 163
103. The Received Text and the True Text 166
104. Canonic, or the Theory of the Canon 168
105. The Canon of the Old Testament 169
106. Origin of the Jewish Canon 170
107. The Canon of the New Testament in the Ancient Church 172
108. The Final Settlement of the Canon 175
109. Protestantism and the Canon 175
110. Special Isagogic 177
111. Historical or Higher Criticism 177
112. Authorship 179
113. Known and Unknown Authorship , 180
114. Present State of Higher Criticism ,... 181
115. The Final Result 184
FOURTH SECTION: BIBLICAL" HERMENEUTIC AND EXEGESIS.
116. Nature of Hermeneutic. 186
117. Aim of Interpretation 187
118. Qualifications of an Interpreter 188
119. Translation, Paraphrase, Commentary 189
120. The English Version and Revision 190
121. Philological and Historical Exegesis 194
122. Theological Exegesis 195
123. Practical and Homiletical Exegesis 196
124. Exhaustive Commentaries 196
125. Popular Commentaries 197
126. Exegesis of the Old and New Testaments 197
127. History of Exegesis 199
128. Jewish Exegesis 200
129. Jewish Exegesis before Christ 201
130. Jewish Exegesis after Christ 203
131. Epochs of Christian Exegesis 204
132. Patristic Exegesis. A.D. 100-600 204
133. Mediaeval Exegesis. A.D. 600-1500 207
134. The Period of the Renaissance 209
135. Exegesis of the Reformers 212
136. Protestant Exegesis of the Seventeenth to the Middle of the
Eighteenth Century 215
137. Roman Catholic Exegesis of the Sixteenth down to the Eight-
eenth Century 222
138. Rationalistic Exegesis 223
139. Swedenborgian Exegesis 226
140. Exegesis of the Nineteenth Century 227
141. Biblical History and Biblical Theology 232
142. Hints for Exegetical Study 232
CONTENTS. IX
Book III. Historical Theology
CHAPTER PAGB
143. General Conception of Historical Theology 234
144. Biblical and Ecclesiastical History 235
145. Agents of History 236
146. Historical Development 239
147. Central Position of Christ in History 241
148. Auxiliary Sciences : Ecclesiastical Philology, Geography, Chro-
nology, Diplomatic, Secular History 241
149. Branches of Church History 244
150. History of Missions 244
151. History of Persecutions 245
152. History of Eeligious Liberty , 246
153. History of Organization 246
154. History of Councils 247
155. History of Worship 248
156. History of Christian Life 248
157. History of Doctrines and Dogmas 249
158. Sources of Church History 251
159. The Written Sources 251
160. The Unwritten Sources 253
161. Duty of the Historian 254
162. The Mastery of the Sources 255
163. Artistic Composition 256
164. The Christian Spirit 257
165. Uses of Church History 258
166. Periods and Epochs 259
167. Periods of Biblical History 260
168. Periods of Christian Church History 260
169. History of Israel ... 264
170. History of Biblical Times 267
171. The Life of Christ 268
172. Literature on the Life of Christ 270
173. The Apostolic Age 272
174. Patrology and Patristic 273
175. Patristic Literature 276
176. Christian Archaeology 280
177. The Bef ormation 280
178. American Church History. — Eoman Catholic America 285
180. Ecclesiastical Monography 294
181. Literature of General Church History 296
182. Historians before the Reformation 297
183. Historians of the Sixteenth and Seventeenth Centuries 298
X CONTENTS.
CHAPTER PAGB
184. Historians of the Eighteenth Century 300
185. Historians of the Nineteenth Century 301
186. Manuals, Text-books, and Tables of General Church History 304
187. Hints for the Study of Church History 305
BOOK ly.
SYSTEMATIC THEOLOGY.
188. General Conception 307
189. Departments of Systematic Theology 307
FIRST SECTION: APOLOGETIC.
190. Idea and Aim of Apologetic 309
191. Necessity of Apologetic 310
192. Limits of Apologetic 311
193. Value and Use of Apologetic 312
194. Epochs of Apologetic 313
195. Literature of Apologetic 314
SECOND SECTION: BIBLICAL THEOLOGY.
196. Nature and Object of Biblical Theology 316
197. Connection of Biblical Theology with other Branches 317
198. Importance of Biblical Theology 318
199. Division and Method 319
200. The Old and New Testaments 320
201. Theology of the Old Testament 321
202. Theology of the New Testament : The Teaching of Jesus 325
203. The Teaching of the Apostles 327
204. History of Biblical Theology 328
205. Literature of Biblical Theology 330
THIRD SECTION: DOGMATIC THEOLOGY.
206. Definition and Contents of Dogmatic Theology 333
207. The Sources of Dogmatic Theology 334
208. Biblical Dogmatic 335
209. Confessional or Churchly Dogmatic 336
210. Dogmatic Theology of the Greek Catholic Church 337
211. Dogmatic Theology of the Roman Catholic Church 338
212. Dogmatic Theology of the Lutheran Church 339
213. Dogmatic Theology of the Reformed and Calvinistic Churches . . 342
214. Dogmatic Theology of the Anglican Church 344
215. Arminian and Methodist Theology 346
CONTENTS. XI
CHAPTER PAGE
216. Socinian and Unitarian Theology 348
217. Rationalistic Theology 350
218. Evangelical Union Theology 352
219. The Theology of Ritschl 355
220. Speculative and Critical Dogmatic 360
221. Christocentric Theology 362
222. History of Dogmatic Theology.— The Patristic Period 364
223. The Scholastic Period 368
224. The Theology of the Eeformation 371
225. American Theology 374
226. Calvinistic Theology in America 375
228. Channing and Bushnell 386
230. German Theology in America j 402
FOURTH SECTION: SYMBOLIC, POLEMIC, AND IRENIC.
231. Symbols of Faith, or Creeds and Confessions 406
232. Classification of Creeds 408
233. Symbolic 410
234. Historical Symbolic 411
235. Polemical Symbolic 411
237. Method and Arrangement 416
238. History of Symbolic .417
239. Symbolical Literature 419
FIFTH SECTION: ETHIC.
240. Christian Ethic 421
241. Ethic and Dogmatic 422
242. Philosophical and Christian Ethic 423
243. Pagan and Christian Morality 424
244. Ascetic and Evangelical Morality 426
245. History of Christian Ethic 428
246. MediaBval Morals 434
247. History of Protestant Ethic 436
248. Literature on Ethic 440
249. Casuistic 441
250. Sociology 442
SIXTH SECTION: GEOGRAPHY AND STATISTIC.
251. Ecclesiastical Geography and Statistic 444
252. Material for Statistic 445
253. Comparative Statistic. — Lessons of Statistic , . . . . 446
Xll CONTENTS.
Book V. Practical Theology
CHAPTER PAGE
254. General Conception of Practical Theology 448
255. Branches of Practical Theology 449
256. History and Literature of Practical Theology 451
257. Theory of the Christian Ministry 454
258. Different Conceptions of the Ministry 454
259. Ecclesiology 455
260. Church Law 457
261. Collections and Manuals of Church Law 461
263. Literature on Church Polity 467
264. Church and State 467
265. Toleration and Liberty 469
266. Homiletic or Keryctie 472
267. Different Kinds of Preaching 474
268. Homiletic Hints 475
269. History of the Pulpit to the Time of the Reformation 477
271. The English Pulpit 488
272. The American Pulpit 496
273. Homiletical Literature 499
274. Catechetic 500
275. Typical Catechisms 502
276. Catechetical Literature 504
277. The American Sunday-School 505
278. Poimenic or Pastoral Theology 507
279. Liturgic 508
280. Liturgical Literature 5§8
281. Worship and Art 509
282. Hymnology 510
283. History of Hymnody 511
284. Hymnological Literature 515
285. Evangelistic 517
286. Epochs of Missions 518
287. Missionary Literature 522
IiJDEi OF Authors 532
Bibliography 537
THEOLOGICAL PROPEDEUTIC.
INTRODUCTION, CHAPTER I.
EDUCATION.
1. Nature and Object of Education.
Education * is the harmonious development of all the faculties of man, or the training of head and heart, to the highest attainable degree of perfection and us<3fulness. This is the ultimate aim, though the ideal is never fully realized in this world.
The pursuit of knowledge is based on the inborn love of truth ; it is an intense enjoyment and carries in it its own exceeding great reward. The possession of knowledge is still better ; else God omniscient could not be perfect in bhss, and man's future state would not be an advance upon the present. Hence Lessing's preference for the search of truth to the possession of truth must be qualified.
2. Kinds of Education.
There are three kinds: moral, intellectual, and reUgious. These should be preceded and accompanied by physical education, i.e., the healthy development of the body, as the organ of the mind, according to the maxim, '^Sana mens in corpore sa^ioJ^
(a) Intellectual culture embraces all the knowledge, human and divine, which may be acquired by the cognitive faculty. It embraces in its widest sense aesthetic education as weU, that is, the cultivation of the imaginative faculty, the sense of the beautiful, and the taste for art.
(b) Moral training is the cultivation of the will and the affections, and builds up character, which is even more important than knowledge.
* From educ&'e, edticare, to lead forth, to draw out, to bring up, to educate.
(c) Religious education develops the spiritual or God-ward nature of man, and trains him for hohness, which is the highest order of goodness, and connects his temporal with his eternal welfare. Piety is the soul of morahty. Man feels and fulfils his duty to his fellow-men in proportion as he realizes his relation and duty to God.
3. Value of Education.
(a) The material value : Education stores the mind with useful information and sound principles.
(b) Formal value : Education strengthens and sharpens the various faculties to an easy and vigorous exercise, and practical efficiency.
Knowledge, next to virtue, is the greatest power, and far more desirable than material wealth. But it may be a power for evil as well as for good, according to its spirit and tendency. Hence the prime importance of connecting moral and rehgious culture with intellectual. No true culture without virtue, no virtue without piety, no love to men without love to God.
Beware of the pride of knowledge. Superficial knowledge puffs up (I. Cor. 8:l)j thorough knowledge makes humble. Genuine scholarship is modest, and knows how little we do know and how much more might be known, and will be known hereafter. Sir Isaac Newton says: "I am but a little child, picking up pebbles on the shore of the vast ocean of truth." There is an humble and Christian as well as a proud and unchristian agnosticism. The former arises from a knowledge of the boundaries of the human capacity and a sense of the infinite depth, height, and breadth of the truth, which we can . here know only in part and see in a mirror darkly, but which we may hope to see hereafter face to face (I. Cor. 13:9); the latter starts in indifferentism or skepticism and ends in pessimism and nihilism. The one says : There is a God, and we know him as far as he has revealed himseK in nature, in reason, and in history (including the Church and the Bible), but no further ; the other says : There may be a God, but we do not know it ; tJiere is probably none, and we need not care for him.
4. Means and ScJiools of Education.
It is carried on and promoted through countless natural and social influences ; the whole world of nature, the rising and setting sun, the flowers of the field, the mountains and valleys, father and mother, fiiends and neighbors, books and newspapers, are educators. In the school, education is reduced to a system and methodical process under the superintendence of competent teachers, who devote their whole strength to this noble work, and who are the true philanthropists and benefactors of the race. There are school-trained, self-taught, and God-inspired men ; but the difference is relative. Most educated men belong to the first class ; a few to the second (Shakespeare, Boehme, Franklia, Lincoln) ; still fewer to the third class (Prophets and Apostles who were ^eodidaKToc and d-ednvevoTOL). Christ differs from all, being self-taught and God-taught, without any special inspiration, but by a permanent indweUing of the Father in him (Col. 2:9). He taught the world as one who owed nothing to it, who came directly from God as " the Light of the world " (John 8 : 12).
5. Degy^ees of Education.
It is a process which grows with our growth.
(a) Domestic Education or home-training is carried on under the supervision of the parents. The mother is the first and most impressive teacher of the child.
The fifth commandment — child's prayer — child's catechism — the spelling-book — Mother Goose — Grimm's Household Tales — Work and Play — The Infant Sunday School — The Kindergarten.
(6) Elementary or Common Education. Either in close connection with the parish (Parochial School) ; or under the supervision of the government (State School, Public School) ; or under private tuition.
The Common School — the Sunday School — Catechetical Instruction.
(c) Liberal or Classical Education begins in the Academy (in the American sense), or Preparatory Grammar School, and is carried forward in the College (Gymnasium, Lyceum).
Classical education embraces Latin and Greek, Geography and History, Mathematics, Natural Science, Mental and Moral Philosophy, Literature, and Poetry. All necessary for a professional scholar and an accomphshed gentleman.
(d) Professional Education in the University {JJniversitas Literarum), where aU knowledge, human and divine, is taught in the highest branches, or in special professional colleges and seminaries. The mediaeval Universities distinguished four learned professions or faculties : Theology, law, medicine, philosophy. This division now requires enlargement corresponding to the growth of science, with a suitable multiplication of academic degrees in history, philology, natural sciences, mathematics, fine arts, and useful arts, etc.
(e) Theology is the chief among the professional studies, and prepares for the practical duties of the Christian ministry. It should be cultivated both as the knowledge of divine things for its own intrinsic value, and as a means for building up the Church. It is the queen of sciences {regina scientiarum), by far the noblest and sublimest branch of knowledge. "J. Deo docettir, Deum docet, et ad Deum diicity
Chapter II. Theological Propedeutic
Theological Propaedeutic* is a general introduction to the scientific study of the Christian religion in its origin, progress, and present condition.
It embraces Encyclopaedia (in the formal or systematic sense), Methodology, and Bibhography.
The first is the principal part, the other two are auxiliary.
Encyclopaedia teaches what to study ; Methodology, how to study ; Bibliography, what books to study. The first is concerned with the matter, the second with the method, the third with the means or helps.
Chapter III. Encyclopedia
Encyclopaedia (literally, instruction in a circle, or a circle of instruction) f is a general survey of the sciences and arts, or a summary of general knowledge.
* From nponaLdeln, preparatory or elementary teaching of a boy {Tzalg); ■n-poTraiSevu, to teach beforehand. Both words are used by Plato and Aristotle. npoTTaldevaic, Trporraidevf^a, tyKVKAtov TTpoTraldevfin^ occur in later writers. I have coined this term for theological use after the analogy of logic, rhetoric, aritlimetic, etc. Other terms proposed, instead of the misleading term Encyclopcedia. are : Isagogic, Hodegetlc, Theologic.
t From ev kvkAg), or eyavKXiog Tvanhla, £yKVK?iOTraideia. also eyKVKXio^ ayuyrj, instruction in general knowledgCo Classical writers use : ^ lyKVK^Loc.
It embraced originally the cycle of liberal arts and sciences {artes liberales, or ingenuce), that is, the school learning which constituted a liberal education,* and which a free-born Greek or Roman youth had to acquire before he was fit for pubhc life. These arts and sciences were gradually increased to seven ; namely, grammar, dialectic (logic), rhetoric ; music, arithmetic, geometry, and astronomy. In the middle ages, the first three were called Triviu7n, the other four, Quadrivium. Seven, three, and four were aU regarded as sacred numbers.f
In modern times the cycle of sciences and arts is greatly enlarged, especially by the immense progress of the knowledge of nature, philology, ethnology, and history in all its ramifications.
Encyclopedic knowledge is a general knowledge of all that is worth knowing; but it is, of course, limited and fragmentary, even with the most comprehensive scholars. A universal genius is the greatest rarity. There is a difference between encyclopasdic and polyhistoric knowledge. The former is systematic and comprehensive, the latter is disconnected and incoherent. The one digests, the other devours, books. Examples of a philosophic, well-ordered and unified universahty of knowledge : Aristotle, Leibnitz, Alexander von Humboldt, Hegel, Groethe. Example of a chaotic universahty of knowledge : Eobert Burton, the anatomist of melancholy (well described by Taine, in his Histornj of Englisli lAterature, I. 209).
TcaKhia, Tu, eyKVK?La /lad^TJfiaTa, or ru eyKVKAia, and somewhat later the compound word eyKvuXorratdeia, orMs doctrince. Quintilian {List. I. 10, 1): *' Orhis ille doctrince quern Greed eyKvK/uov TtaLdecav vocant.'^ To this Turnebus adds the remark: ^^ Quce ostendit, inter omnes artes esse conjunction em quandam et connnunionem." The compound t) KVKAoTraiSela (a barbarism) was first used perhaps by Galenus (d. c. 201). An ^^ encyclical letter," or encyclical, is a letter intended for a certain number of persons or congregations, and addressed to all at once or in turn ; at present it is confijaed to letters of the Pope to all the bishops of the Koman church.
* klevdepa or e7\.ev&epia Tratdeia, the liberal education of a boy or youth (jzdiq).
t The di\dsion is derived from St. Augustin {De Ordine II. 12 sqq.) and Cassiodorus {De Artidus ac Disciplinis Lideraliiun Artium ; Opera, ed. Migne II. 1150-1218). Augustin connects poetica with musica. (See Schaff, Hist, of the Chr. Church, FV. 611 sqq.) The division is expressed in the verse :
Chapter IV. Forimal And Material Encyclopedia
Encyclopedia is either formal or material (real), according as it is treated with reference cliiefly either to the form, or to the matter of knowledge. To avoid confusion, the former might be called " Encyclopaedia " proper, the latter '' Cyclopaedia." But the terms are used indiscriminately.
1. Formal Encyclopaedia is a general outhne of human knowledge in all its branches, showing the organic unity and universality of knowledge, and proceeding from a common central principle which is constitutive and regulative. All branches of knowledge have their origin and unity in God. Science is the investigation and knowledge of truth; and truth is one in origin, essence, and aim, but involves infinite variety.
The different sciences must, therefore, agree and form a hving unit or an organic whole. They are related to each other as the branches of a tree, or as the members of the human body. None can be thoroughly understood and perfected without the rest. As they all proceed from God, they must ultimately return to him, that he may be " all in all." Science and philosophy superficially tasted may lead away from God, but thoroughly exhausted, they lead back to him. (Bacon.)
2. Material Cyclopsedia is a summary of human knowledge as to its matter or contents. It may be arranged either in the systematic order of subjects according to their logical connection, or lexicogi-aphicaUy in alphabetical order for convenient reference. A good alphabetical Cyclopaedia is a necessity for every educated man. {Encydopoedia Britannica; Chambers, Johnson, Appleton, Pierre Larousse, Brockhaus, Meyer, Ersch and Gruber.)
Chapter V. General And Special Encyclopedia
Encyclopaedia may be further divided into general and special^ according to its extent.
1. General Encyclopaedia embraces all sciences and arts, or an branches of human knowledge. It is a condensed reference library.
2. Special Efi<3>rci»p*(Ua embraces one or more departments of human knowledge. Thus we have Encyclopaedias of theology, law, medicine, philosophy, philology, physical sciences, biography, history, poetry, music, architecture, sculpture, painting, the mechanical arts, general and particular hterature, etc.
Chapter VI. Theological Encycjlop^dia
In Theological Encyclopaedia we must likewise distinguish between formal and material.
1. The formal Theological Encyclopaedia is a general introduction to the study of theology and its various departments. It is an outUne of the science of theology, giving an idea of its general character and aim, and showing the number, unity, variety, order, and connection of its different branches. It is, so to speak, a theological map, and furnishes a standpoint {S6g ^OL nov aroj) from which the student may survey the whole field for preparatory orientation.
It is impossible to avoid entering to some extent into the concrete contents of the science itself and to anticipate much positive information, but the main object must be always to bring out the organism of theology and to present a clear view of the nature, aim, and limits of the parts which constitute the whole. We must take our stand in the vestibule, rather than in the interior of the temple, and, looking from without, we shaU be better able to sketch the architectural design and structure of the whole building.
Formal Encyclopaedia stands related to theology in general, as Bibhcal Introduction is related to exegetical theology. It embraces in one connected whole aU the introductory information which precedes the several departments of theology, as Bibhcal Introduction comprehends the introductory chapters to the several books of the Old and New Testaments and weaves them into a hterary history of the Bible.
2. The material Theological Cyclopaedia gives the matter of information in aU departments of theological science. It may either follow the systematic or the alphabetical method. The latter is the more convenient for use.
Works of this kind a student ought to have for constant reference. A general theological Encyclopedia and a Bible Dictionary are— next to the Bible itself, with Grammar, Lexicon, and Concordance— the most indispensable and useful books of a working Hbrary and a pastor's study. (General Theological Encyclopaedias : Herzog, Schaff-Herzog, Wetzer & Welte, McClintock & Strong, Jackson. Bible Dictionaries: Winer,' Schenkel, Riehm, Kitto, Fairbairn, Smith, Schaff. See the Bibliography at the end of this volume.)
Chapter VII. Methodology And Bibliography
Methodology gives directions how to study to the best advantage. Bibliography indicates the best helps to study.
It is a good part of study to know how to do it and where to go for information.* Method in the use of time gains and economizes time and strength. A judicious distribution of hours and objects of study facihtates it. Books are to a student what tools are to a mechanic, what f urnitui-e is to a housekeeper, what arms are to a soldier. Every student ought to acquire a hbrary of standard works for constant use, and this can be done only gradually and under proper direction.
It is the object of this book to combine Encyclopaedia, Methodology, and Bibliography. Methodology accompanies Encyclopaedia by giving hints and suggestions as to the best way of pursuing the study of the several branches. Bibhography constitutes a separate department, and is put at the end of the volume for more convenient reference.
Chapter VIII. Division And Arrangement
The method and arrangement must correspond to the division of theological study, or the several parts which compose the organic whole of theology. But before the parts can be examined, we must have a general idea of the whole.
We purpose to divide the work into five parts, or books, as follows :
Book I. Religion and Theology in General
Nature, character, value, and aim of rehgion and theology ; their relation to philosophy, to the Church, and to the ministry.
Book II. Exegetical (Biblical) Theology
Christianity in its origin and authentic records. This includes also the Scriptures of the Old Testament as a preparation for Christianity.
Book III. Historical (Ecclesiastical) Theology. Christianity in its past history down to the present time.
Book IY. Systematic (Philosophical) Theology.
Christianity in its present state : apologetic, dogmatic, ethic, etc.
Book Y. Practical Theology.
Christianity in its aim and action for the future.
Chapter IX. History And Literature
Manuals for the use of theological students and ministers are almost as old as theology itself, and were known under different names, such as Sttidium tJieologiciim; Ratio or Metliodus studii theohgici ; Doctrina Christiana^ Enchiridion; Introductio in theologiam imiversam ; Isagoge historico-theologica, etc. They were at first confined to Biblical and patristic studies, and gradually enlarged in topics with the growth of history and theological science. They embrace miscellaneous information and directions, without system or order, and without any idea of the extent and organic unity of the theological sciences. Many of the older works, however, have stiU a historical and practical value, and deserve to be studied as mirrors of the theological education of their age and for the influence they have exerted.
The term "Encyclopaedia" in the sense here used was first applied to theology towards the end of the eighteenth century by S. Mursinna, Professor of Reformed Theology at Halle (d. 1795).*
A systematic and scientific treatment began with Schleiermacher, who is the founder of the modern theological Encyclopaedia.
Since his time it has been specially cultivated in Germany by Hagenbach, Pelt, Rabiger, and others 5 since 1884 also in England by Drummond and Cave. America has not yet produced an original work on the subject, but has made Hagenbach accessible to American students.
Chapter X. A Select List Of Works Introductory To The Study
OF THEOLOGY.!
The most important are marked by a *.
I. Patristic and Scholastic Works. They are mostly confined to Biblical studies and the duties of the clergy.
*Chrysostom (d. 407) : De Sacerdotio {Uepl lepuavvTjg). Best English translation, with notes, by Stephens, in Schaff's " Nicene and Post-Nicene Library," First Series, vol. IX. (New York, 1889).
Ambrose (d. 397) : Be Officiis Ministrorum.
*AuGUSTiN (d. 430) : De Doctrina Christiana. Translated by Shaw, in Schaff's ''Nic. and P.-Nic. Libr.," First Series, vol. IL (1887).
Cassiodorus (d. 562) : De Institutione Divinarum lAterarum (for the training of monks).
Gregory I. (d. 604) : Eegnla Pastoralis.
IsiDOR OF Seville (d. 636) : Originum S. Etymologiarum libri XX. (embracing all the knowledge of his age).
Rabanus Maurus (middle of the ninth cent.): De Institutione Clericorum.
Hugo of St. Victor (d. 1141) : Didascalion.
II. Works from the Reformation to Schleiermacher, 1519-1811. ^Erasmus (d. 1536) : Ratio seu Methodus * * * * ad veram theologiam
Melanchthon (d. 1560) : Brevis Ratio discendce Theologice. Only a few pages recommending the study of the New Testament before the Old, and
* In his Primce Linece Encyclopcedice, Halle, 1784 ; second ed., 1794. The term had been used before in reference to legal and medical sciences.
t For a fuller list of literature see Pelt, Encyhlopadie, 47 sqq. ; Hagenbach, Encyklopddie, Appendix to § 33 (92-114 of the 12th ed.); Rabiger, TJieologiJc, 2-91 (a critical digest) ; Cave. Introd. to Theol., 32-37.
I in the New Testament the Epistle to the Romans first, and the Gospel of John last, so that the doctrines of faith and of justification might be the beginning and end of theology.
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You’ve reached the end of Theological propædeutic; a general introduction to the study of theology, exegetical, historical, systematic, and practical, including encyclopaedia, methodology, and bibliography; a manual for students.