Cornell's key to Bible study...

Front matter

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CORNEL]

KEY T l U L

Preface

IN the last prayer of Jesus for his disciples, he says: "This is life eternal, that they might know Thee, the only true God, and Jesus Christ, whom thou hast sent." (John, xvii: 3.) To have an intelligent understanding of that record which reveals the true God, and the qualification to teach it to others, should be the ambition of every disciple. In this small work the reader must not expect to find all that it is necessary to know in order to be a good Bible student. This is not the object of the author. But it is to lay out and present what the frame-work of a building is to the structure when completed, and thereby lead the student to a systematic acquaintance with this great temple of God's wisdom.

Should one ask: How can I qualify myself for a Sunday school teacher? how would we answer the question? This question has been asked many times during the last century, since the organization of Sunday schools, and it has received the one universal answer, namely: " Read your Bible. " The Ethiopian Eunuch was reading his Bible when overtaken by Philip. As they entered into conversation, Philip asked the question: " Understandest thou what thou readest? " Listen to the reply: " How can I, except some one guide (instruct) me? And he desired Philip that he should come up and sit with him." (Acts, viii: 30, 31.) It was "at the same Scripture " (Isa. ch. liii) that Philip ' ' began and preached unto him Jesus. " The reading alone did not satisfy this earnest inquirer after truth any more than it answers the earnest inquirer after knowledge which will qualify him to be an efficient Sunday school worker.

Where is the earnest and devoted child of God who, if he has not asked another, has asked himself the question: How can I qualify myself to be an instructor or a laborer in the vineyard of my Master? A desire on the part of young Christians to teach does not qualify them for the work; but it is the first thing necessary in making an efficient teacher, for it is this desire that prompts or calls for the qualification. The young Christian, thirsting after knowledge, after asking the question, says to us: " Come up and sit " with

VI PREFACE.

us. And if we answer the question, we must commence from the question, as Philip did from " the Scripture." For many years we have been obliged to hear this question, with no possible means of answering it. Here we saw there was a felt want of a satisfactory solution to this very important inquiry. It was twenty-five long years before the author received the first conception of how it might be answered. But soon after the first came the second, of which the following work is the result.

That the Scriptures designed there should be • teachers there is no doubt, for Paul tells us there were various gifts dispensed in his day. In his letter to the church at Ephesus he says : "And he (Christ) gave some, apostles; and some, prophets; and some, evangelists; and some, pastors and teachers; " the object of which was " For the perfecting of the saints, for the work of the ministry, for the edifying of the body of Christ." (Eph. iv: 11, 12.) It seems to us that, the office of teacher is a very important one ; and if so, it is our duty to qualify ourselves. In the course of my Sunday school work for the last thirty years, more frequent than all others have I heard this excuse when requested to take a class: "I am not qualified." In answer to this I could but reply: Why don't you qualify yourselves? It is then we hear the reply of the Eunuch: " How can I except some one instruct me." Now this ends the controversy until some method or system is introduced to answer this great demand.

Over thirty years ago I asked myself this question : Why may not the Bible be taught on the same plan as other sciences? When we look on these years past and see the improvement that has been made in the development of all the sciences, they having been brought down to the comprehension of a child, it seems to us that the Bible only has been left in the background. We do not say by this that there has been no improvement in the system of Bible teaching; far from that, for the International Series are a decided advance upon the old seven verse system. But I do say that this is not equal to the advance made in the sciences; and I would not be far from the truth if I should say that Biblical science of to-day is where mathematics and geography were thirty years ago, and will there remain until some system is introduced and adopted to bring it to the front. To say that the Bible is not a scientific work — that it has not a scientific arrangement in the order of its several parts — would be to reflect discredit on its Author, and rob him of those great attributes of order and design which belong to him. There was for a time a sacred or hallowed influence which seemed to

PREFACE. Yll

surround the Scriptures, and forbade the thought of reducing it to a science ; but this gradually disappeared with the growing desire to meet the great want of the age.

The views presented in this introductory work are the result of a long experience in Sunday schools and conventions. Two motives prompted me in pursuing this task: first, my own felt want; and second, the demand on the part of others. The labor expended in the preparation of the Illustrated Index, and this volume as a Key, in connection with the series of Introductory Lessons, was very great. It has formed almost a daily subject of thought for twenty-five years. Many of the lessons have been revised four and five times. The criticism of Biblical scholars may reveal imperfections, but this method of teaching the Bible is the result of practical experience with the author. He now presents it completed, but not claiming perfection.

The author's design has been to prepare a work which, while easily understood and complete in scope, would, like the dictionary, be consulted whenever occasion required it. Information as gathered from a great number of volumes is usually not accessible to those by whom it is most needed. Hence the need of works in a condensed form. Thus two objects have been kept in view in the preparation of this work, first, completeness, and second, brevity, so that the teacher or ordinary Bible reader might not be obliged to read volumes in order to know God's revealed icill. (See Chap. XXXVII.)

A system is presented in this work for the special guidance of the teacher in imparting a knowledge of the Bible in our Sunday schools: first, the external, or history of the Bible (as presented in an introductory lesson), preparatory to the study of the internal; and second, the internal, a revelation of God's will. This is not intended for infant class instruction, but for the adult student.

In view of the great demand on the part of thousands in our land for help, I have attempted to supply this demand, introducing this great Bible science, in simple yet progressive manner, so easy to be understood that the child who can read may comprehend. I now offer the work to all Bible students, and especially to Sunday scJujoI teachers, with the prayer that it may be the means whereby many may obtain eternal life. If, by the blessing of God, it does this, the author will feel more than paid.

C. V. D. CORNELL.

Millport, IS". Y.

Ylll PREFACE.

Introduction To Lessons

The series of graded lessons presented in this work is intended to supply the felt want of qualifying Sunday school teachers for their work. The advantages of this sj^stem over the old are :

First. In the old there is little opportunity for thought; the mind is constantly required to grasp something before it, like reaching after something in the dark. But in these lessons the thoughts are required to go back and digest the lesson (as will be seen in the Suggestions to Teachers) ; for the complete understanding of these lessons comes only to the mind as thought is brought to bear upon them. For instance, suppose the Bible student reads a chapter requiring fifteen minutes of time ; which is the most profitable to that student, to give that chapter just read another fifteen minutes of careful thought, or to push forward in continuous reading? The answer is obvious.

Second. The student is made acquainted with many things which are absolutely necessary to an understanding of the Bible, which no system ever before adopted, viz: the definition and abbreviation of words used; correct pronunciation of words; the chronology of the Bible; the time, place and circumstance which called forth each book; also a brief historical account of the several writers. The history of the Bible is brought out; its original construction, its age, how preserved unchanged, its translation into the languages of the earth, its division into chapter and verse, etc., etc. And again, its being taught as any and every other science, introducing it to the pupils in the most simple and easy manner, acquainting them with such matter which leads them, step by step, from the most simple into the more advanced stage of Biblical knowledge.

The lessons are so arranged as to meet both the wants of the private student and the demands of normal classes and institutes. Each lesson is topical, and is intended. to be illustrated on the blackboard. Each blackboard lesson is given and introduced in the work, with its accompanying questions and notes, in its appropriate place. There is great benefit derived, aside from the valuable material contained in the lessons, in leading the pupils to do their own thinking, and to use their own hands in all the operations required. This work may be studied and used as a text-book, and the Biblical Index as a map, to place before the eye the entire analysis of the Bible as presented in full in our work.

PREFACE. IX

SUGGESTIONS TO TEACHERS.

In order to become teachers the student must become familiar with the topics, and should study the directions given. By close attention to this, much may be accomplished ; without it, little. The teacher -who uses merely the suggestive questions here given, in order to lessen the labor of study or thinking, will fail, as they are only presented as aids to an honest effort. The power of any method lies in its suggestiveness, giving direction to the thoughts; for the teaching of to-day (says De Graff) is an art as well as a science.

These lessons are not intended to occupy a portion of the time usually allotted to the Sunday school for other lessons; but it is to be the lesson, occupying one-half hour or more, under the leadership of the superintendent or conductor. The leader should master each lesson well before coming into the presence of his class. Each lesson having from five to seven topics (except Introductory and Interim), the conductor should bring out each lesson within the space of one hour.

The student is required to have a Reference Bible, which has many marginal notes and the dates; also a blank book, 4 by 6 inches in size, and containing at least thirty leaves, and with it a good lead pencil. Each left hand page of this blank book is intended for the blackboard lesson, to be put down by the student as brought out by the conductor, and precisely in the same form.

The conductor, with crayon in one hand and copy of the blackhoard lesson in the other, before the board, will ask such questions as are found below the blackboard illustration, and such others as may suggest themselves on the topics in question. If the questions are such as may be answered by reference to the Bible, and are not known to the class, state where they may be found, and be sure that «ach member of the class finds them. By this means they will become familiar with the Bible. Place the same on the board, writing or printing the answers as attractive as possible, which can be done by a little practice. Require everything that is placed on the board, so far as possible, to be produced by the pupils. See that each one places the same in their blank book.

The opposite or right hand page of this blank book is intended for noting down " Gems of Thought " (which is the title of the page), as brought out by the conductor in each lesson. Under this title (Gems of Thought) the student is required, during the interval of each lesson, to recall from board illustration, and such other matters of

X PREFACE.

interest as brought out by the conductor, and write them down.* For thus is he not only learning to think, but also to transfer his thoughts to paper.

Before proceeding to the next lesson, the conductor should call out from the student some of these "Gems" as a review of former lessons. f The conductor should review every time before entering a new lesson; and, so far as it is possible, review from the beginning, until the pupil is perfectly familiar with every topic developed.

Let the student also be furnished with Labels for Reference Bible, which are furnished by the author of this work. These labels are to be put in place by the student, as required in each of the lessons. For instance, in the third lesson we have the two " Great Grand Divisions," named Old and New Testament. Now insert these tags or labels in their respective places, at the top of the Reference Bible. In like manner the other divisions, as called for in the lessons following. The names of the different books of the Bible are placed in the front of the page, in their respective places, beginning with " Gen." and ending with "Rev." See notice on last page.

The following is from De Graff's School Room Guide :

"LAWS of teaching.

1. Know thoroughly and familiarly whatever you attempt to teach.

2. Gain and keep the attention of your pupils, and excite their interest in the subject.

3. Use language which your pupils fully understand, and clearly explain every new word required.

4. Begin with what is already known, and proceed to the unknown by easy and natural steps.

5. Excite the self-activity of the pupils, and lead them to discover the truth for themselves.

6. Require the pupils to re-state fully and correctly, in their own language, and their own illustrations, the truth taught them.

7. Review, review, review — carefully, thoroughly, repeatedly. Note. These laws underlie and control all successful teaching.

Nothing need be added to them; nothing can be safely taken away.

♦The conductor should insist on carrying into effect this suggestion, for it is a matter of great interest to the student.

+ The author has been surprised, in giving the lessons, at the development of thought In children from eight to ten years of age.

PREFACE. XI

Be cheerful and smile often. A teacher with a long face casts a gloom over everything. Do not try to teach too much; better a little and teach it well. Review each lesson, or much will be lost."

AUTHORS CONSULTED IN THE PREPARATION OF THIS

WORK.

The author acknowledges his indebtedness to friends who have aided in the work r and also to the following authors. Some of the articles quoted were collected several years prior to the thought of preparing this work, hence have not the name of the author. I have made free use of the views advanced by these authors, and claim no credit in anything except the method as applied to Biblical instruction.

Henry's Comprehensive Commentary and Supplement.

Scott's Commentary: Improved London Edition.

History of the English Translation of the Bible: by Mrs. H. C. Oonant.

Help to Read the Bible : by B. E. Nicholls, M. A.

Dr. Win. Smith's Old and New Testament Histories: Student's Series.

Home's Introduction to the Study of the Bible.

Cottage Bible and Family Expositor: Rev. Wm. Pattern.-

Kitto's Illustrated History of the Bible.

Why Four Gospels: D. S. Gregory, D. D.

Bible Antiquities: J. W. Nevins, D. D.

Conybeare and Howson's Life and Epistles of Paul.

Douay Bible. (Catholic version.)

C. H. M.'s Notes on Genesis, Exodus, Leviticus and Numbers.

The Gospel Treasury: Robert Mimpriss.

Encyclopedia of Religious Knowledge : Rev. J. Newton Brown.

Prophets of the Restoration: Rev. T. V. Moore, D. D.

The Works of Flavius Josephus.

The Psalms: Revised by T. J. Conant.

Genesis : Revised by T. J. Conant.

The Pictorial Bible Commentator: Ingraham Cobbin, V. D. M.

Smith's Bible Dictionary.

Complete Works of Andrew Fuller.

Hand of God in History: Rev. H. Reade.

Sunday School Geography: G. A. Starkweather.

Coleman's Historical Text Book and Atlas.

Osborn's Biblical Atlas.

Bible Atlas and Gazetteer : American Tract Society.

GENERAL SUBJECTS OF CHAPTERS. Xlll

FOUR INDICES.

This work is indexed for practical use in four different ways :

First. By general subjects in thirty-seven (37) chapters.

Second. By general and particular subjects in thirty-seven (37) chapters, four hundred and seventy-one (471) sections or subjects treated.

Third. By an index of the twenty-three (28) Blackboard Lessons and the subject of each.

Fourth. By an alphabetical index of all general and particular subjects. See page 365.

GENERAL SUBJECTS OF CHAPTERS.

CHAPTER. PAGES.

I. History of the Bible, 1-35

II. The Bible Opened, _.. 36-41

III. Illustrated Biblical Index, 42-47

IV. Grand Divisions of the Bible, 48-53

V. Old Testament Divisions, 54-59

VI. New Testament Divisions, * 60-65

VII. Sub Divisions: Genesis, 66-71

VIII. Exodus, 72-74

IX. Leviticus,.. 75-78

X. Numbers, 79-82

XL Deuteronomy, 83-87

XII. Sub Divisions: Joshua, 88-91

XIII. Judges, 92-95

XIV. Ruth, 96-97

XVIII. 2d Kings {Jon. Ill, Eos. 112, Am, 115, Joel, 117,

XIV

GENERAL SUBJECTS OF CHAPTERS.

CHAPTER.

XIX.

XX.

XXI.

XXII.

XXIII.

XXIV.

XXV.

XXVI.

XXVII.

XXVIII.

XXIX.

XXX.

XXXI.

XXXII.

XXXIII.

XXXIV.

XXXV.

XXXVI.

XXXVII.

PAGES.

1st Chronicles, 129-1 35

2d Chronicles (Im. 142-145, Jer. 147, Hob. 150),. 136-151 History and Prophecy just Before and After the

Destruction of Jerusalem (Jer. 152-154, Lam.

History and Prophecy During the Captivity

Return from Captivity (Ezra, 168, Hag. 172,

The Interim (400 years), 209-228

The World's Preparation for Christianity, 229-235

New Testament, -- 236-243

Acts: Church History (1 These. 286, 2 Thess. 288,

1 Cor. 290, 2 Cor. 293, Gal. 295, Rom. 298),-. 281-302 Acts: Church History, Continued (Phile. 303,

General Letters (Ja. 328, 1 P. 330, 2 P. 332, 1 Jn.

Illustrated Index Concluded, 354-356

Abstract of Title to Heavenlv Inheritance, . 357-364

Table Of Contents

XV

TABLE OF CONTENTS.

GENERAL AXD PARTICULAR SUBJECTS.

PAGE.

PREFACE,." v

Introduction to Lessons, viii

Suggestions to Teachers, ix

Authors Consulted, xi

General Subjects of Chapters, xiii

Table of Contents, xv

List of Blackboard Lessons, _ xxv

Chap. I. History of the Bible. Pabt I

SECTION. PAGE.

1. Names of the Bible, 1

2. Bible Lands, 1

•3. Ancient Books, 3

4. Sealing of Books, 4

5. Divisions of the Bible, 4

6. Punctuation, 5

7. Age of the Bible, 6

8. Preservation of the Bible, 7

9. Unchanged Condition, ... 8

10. History of the English

Translation, 9

11. Our English Bible, 12

12. Bible Societies, 13

13. Bible Printed in the United

States, _ 14

Part II

14. The Tradition of the El-

ders, _ 14

SECTION. PAGE.

15. The Apocrypha, 16

16. The Old Testament Manu-

script, 17

17. The New Testament Man-

uscript, 18

18. Ancient Versions, 20

19. History of the Canon, 23

20. Inspiration of the Bible, . . 23

21. Accuracy of the Old Tes-

tament, 24

22. Prophecy from God, 25

23. Originality "of the Bible,.. 25

24. The Writers of the Bible, 27 25. -Rules of Interpretation, .. 29 26. Two Questions, 32*

Lesson I and II, 33

Chap. II. The Bible Opened

1. The Bible Taught as a

Science, 36

2. Two Grand Themes, 36

3. Two Great Questions, 37

4. Two Great Parts, 38

5. The Word Testament De-

fined, 3S

6. Juxtaposition of Old and

New Testaments, 38

7. The Great Object, 39

Lesson III , 40

XVI

TABLE OF CONTENTS.

Chap. III. Illustrated Biblical Index

1. Object of this Work, .... 42

3. Two Great Grand Divi-

sions, 44

4. Dates of Old and New Tes-

taments, 44

5. Sphere or Globe, . 45

6. Illustrations, . . 45

7. Meridian Line, 47

8. A Beautiful Illustration,.. 47

9. Three Old Testament Grand

Divisions, _ . . 47

10. Number of Books, 47

Chap. IT. Grand Divisions of the Bible.

1. Historical: First Old Tes-

tament Grand Division, 48

2. Poetical : Second Old Tes-

tament Grand Division, 49

3. Prophetical: Third O. Tes-

tament Grand Division, 49

Lesson IV, 51

*4. Historical: First New Testament Grand Division, 52

5. Epistolary: Second N.Tes-

tament Grand Division, 52

6. Apocalyptic: Third N.Tes-

tament Grand Division, 53 Lesson V, . . 53

Chap. V. Old Testament Divisions

1. Old Testament: Historical, 54

(b) Executive, 55

2. Poetical, 55

(A) Psalms,. 56

{c) Proverbs, .'. 56

(d) Ecclesiastes, 56

(e) Song of Solomon, 57

3. Prophetical, 57

(a) Major Prophets, 5?

(b) Minor Prophets, 59

Lesson VI, 59

Chap. TI. New Testament Divisions.

1. N. Testament: Historical, 60

(fit) Life of Christ, 61

(b) Church History, 61

2. Epistolary, 61

(a) Doctrinal, . 62

(b) Supplement, 62

3/ Apocalyptic, 63

Lesson VII, 65

Chap. VII. Sub-Divisions of the Bible

1. Sub-divisions or Names, . . 60

2. Explanations, 67

3. Reflections, 67

4. The Law, 68

5. GENESIS, 68

6. History of Mankind, 69

7. Church History, 69

8. The Writer,. 70

9. Prophecies and Types, .;. 70

10. Scientific View of Creation, 70

11. Outline of Genesis, 71

12. Conclusion, 71

Chap. VIII. Exodus

1. EXODUS, 72

2. Moses the Writer, 72

3. Outline of Exodus, 73

4. Reflections, 73

5. Prophecies and Types 73

6. Conclusion, 71

TABLE OF CONTEXTS.

XV11

Chap. IX. Leviticus

1. LEVITICUS, 75

2. Laws of Sacrifices and Of-

ferings, - 75

3. The Writer of Leviticus, . 75

4. Subjects of the Book, 75

5. Festivals, etc., 76

6. Institution of Public Wor-

ship, _ 76

7. Types, 76

8. Tables Weights, etc. , 76

5. Jewish Times and Festivals, 78

Chap. X. Numbers

1. NUMBERS, 79

2. A Diary, 79

3. General Outline, 79

4. Number of Israel, .. 79

5. Particular Outline, 80

7. A Prophecy, 83

Chap. XI. Deuteronomy

1. DEUTERONOMY, 83

2. Where Written, 83

3. A History of Five Weeks, 84

4. The Repetitions, 84

5. A Rehearsal, 84

6. When to be Read, 84

7. General Outline, 85

8. Great Value of the Penta-

teuch, 86

Lesson VIII, 87

Chap. XII. Sub-Divisions

1. The Executive, 88

2. Sacred History, 88

3. The Compilers, 89

4. Genuineness of this His-

tory, 89

5. This History Very Ancient, 89

6. JOSHUA 90

7. Church Established in Ca-

naan, 90

8. Government Theocratic, . _ 90

9. Doctrine of the Future

State, 91

11. Prophecy Fulfilled, 92