STUDIES
IN
OLD TESTAMENT HISTORY

CONTENTS.

CHRONOLOGICAL TABLE.

These dates are taken from the common chronology, and those earlier than the Exodus are probably inaccurate. (See foot-note on page 22.) The student will find that to commit this table to memory will give him command of the most important facts of Bible history.

PREFACE.

The New Testament is the outgrowth and development of the Old. There is no revelation in the gospels or the epistles which is not in its essence contained in the elder Scripture; though to make it manifest required the incarnation of God's Son and the descent of the Holy Spirit. Therefore, to understand the New Testament it is necessary to study the Old Testament. We cannot appreciate Matthew's point of view of Christ as the Messiah until we have looked upon the throne of David, and Solomon in all his glory; the theology of Paul is blind until read in the light of Moses and Isaiah; and Hebrews will obtain a new meaning when placed side by side with Leviticus. Every chapter in the New Testament has its references to parallel passages in the Old Testament.

When we open the Old Testament we find it, first of all, a book of history. We are apt to look upon the Bible as a dictionary of doctrine, wherein we are to search for sentences as proof-texts. But instead it contains the story of redemption in the form of a history. We see how God chose a family and pruned off its dead branches and caused it to grow into a nation; then, how he trained and disciplined that nation through fifteen centuries, until upon it blossomed the Divine Man. The history of the Bible is the history of humanity, of literature, of ethics, of religion, of doctrine; and no one who studies it carefully will fail of an abundant reward for his endeavor.

In most works upon Bible history the purpose of the author seems to be merely to arrange in chronological order a series of events without much regard to their importance or their relations to each other. The successive reigns of kings, the chronicles of courts, the reports of battles form the contents of most histories, whether sacred or secular. Works like these have their value in the statement of those facts which form the basis and working material of history. But mere facts chronologically arranged do not constitute a history, any more than words alphabetically arranged constitute a literature. True history records processes, the relation of cause and effect, the formative influences and their result in national life. The true history of England shows not annals of kings and achievements of warriors, but the development of a mighty people. The true history of Greece gives the secret springs of that intense activity which in two centuries called forth more great men in more departments of life than all the rest of the world could produce in a thousand years. The true history of Israel—which is the history of the Old Testament—shows how a little people in their mountain-eyrie grew up to a destiny more glorious than that of the proudest empire of all the earth, the honor of giving religion to mankind.

The aim of this little book is to present the outlines of that remarkable history of the chosen people. What their mission was, how they were trained for it, and how the world was prepared to receive it together constitute the three threads woven together in this work. It is a book of outlines to be studied, not of chapters to be read. The reader will doubtless find the paragraphs somewhat disconnected, but we trust that the student may receive from them suggestions for thought.

In the preparation of this book many works have been read and examined; but it is not my purpose to give a catalogue of them. I would name, however, a very few books which will be of service to the student, and will be almost a necessity for the teacher who expects to use these outlines in the class, for one secret of successful teaching is for the teacher to have at his command a fund of knowledge vastly greater than that contained in the text-book. For this purpose the following works are named, none of which are too abstruse or difficult for the average reader:

1. Outline of Bible History. Bishop J. F. Hurst. A small book, containing merely the facts of the subject.

2. Old Testament History. William Smith. A larger work and valuable, but ending with the Old Testament canon. An additional chapter on the interval between Old and New Testament history would greatly improve the book.

3. Lectures on the History of the Jewish Church. Dean A. P. Stanley. Three large volumes, in a brilliant but diffuse style, advanced to the knowledge of twenty years ago; not altogether sound in its critical point of view, yet to be read by all who would understand the subject.

4. Hours with the Bible. Cunningham Geikie. Six volumes, discussing Bible history in all of its aspects, particularly in its relations with secular history. Perhaps this is the best work on the subject for the reader who is not a specialist. But it is prolix, and could be compressed to advantage.

There is need, in my opinion, of a good semi-popular Bible history, in one volume or two, to present results rather than processes of thought, and to embody all the latest knowledge from the study of the Scriptures and the monuments of the ancient world.

It is needless to urge upon the student that the best book for the study of Bible history is the Bible itself. The historical books should be read with great care, even to their details of genealogical tables. The most valuable document in the study of the origin of races is the tenth chapter of Genesis; and a catalogue of names in the opening of Chronicles will give a clew to the chronology of the sojourn in Egypt. The prophetical books will aid the student, and the Psalms will irradiate certain dark periods. Whoever undertakes to use these outlines should examine every text cited for its suggestion upon the subject.

This book is commended to Bible students, to Sunday-school normal classes, and to all who love the word, with a hope that it may be of service in calling attention to the Old Testament, and that it may lead some through the Old to enter into a better spiritual understanding of the New.

HINTS TO STUDENTS.

Those who desire merely to read this book or to look it over will not find it interesting. Those who already know how to study will not need these hints, and can use the book in their own way. But there are many who desire to study these subjects carefully, and yet do not know precisely how to do the work. For these students, earnest but untrained, the hints are given.

1. These studies should be pursued with the Bible close at hand, so that every Scripture reference may be at once searched out and read.

2. Begin each lesson by a general view; reading it through carefully, and memorizing the leading divisions of the outline, which are indicated by the Roman numerals I, II, III, etc. This will give the general plan of the lesson.

3. Now take up Part I of the lesson in detail; notice and memorize its subdivisions, indicated by 1, 2, 3, etc., and search out the Scripture references cited in it. If practicable, write out on a sheet of paper the reference (not the language of the text in full), and what each reference shows. Thus, with the references in the First Study, page 17, Part I:

Beginnings of Bible History. Part I. Deluge.

4. It would be a good plan to write out in full, as a connected statement, all the facts in the section; thus: "The Bible says there was a deluge and the traditions of other nations attest it. The date commonly given is 2348 B. C. Its cause was God's anger with the wickedness of the race, and it covered the inhabited globe. God's purpose was to cleanse the world for a new epoch."

5. In like manner study out and write out all the facts obtained by a study of the lesson and the texts cited in it. This will greatly aid the memory in holding fast to the information gained.

6. Having done this, look at the blackboard outline at the end of the study, and see if you can read the outline of the lesson by the aid of the catch-words and indications which it affords. Study the lesson until you can read it with the blackboard outline, and then recall it without the outline.

7. Now read over the questions for review, one by one, and see if you can answer them. Do not cease your study until every question can be answered without the aid of the text.

8. Frequently review the lessons already learned. Before beginning the third study review the first and the second; before the fourth, review the first, second, and third, and at the completion of all the studies review them all. The knowledge gained by this thorough study will more than compensate for the time and trouble which it requires.

HINTS TO TEACHERS.

Classes may be organized on various plans and out of varied materials for the study of these lessons.

1. A teachers' class, composed of teachers, and also of senior scholars in the Sunday-school, may be formed to study the life of Christ, which is one of the most important subjects in the Bible. This may meet on an evening or an afternoon, and devote all the sessions to the study of the lesson, and to discussions upon it.

2. In many places a teachers' meeting is held for the study of the International Lesson, as a preparation for the Sunday-school class. A part of the time might be taken at this meeting for the study of these subjects. In that case it would be well to follow the division into lessons, as given on page 14.

3. A normal class may be organized among the brightest scholars in the Sunday-school, who should be trained to become teachers. This normal class may meet on an afternoon or an evening, or may take a lesson-period in the Sunday-school session.

4. These studies may be pursued by the young people's society of the church, or by a class formed under its auspices, meeting at such time and place as shall be found most convenient.

There are two methods in which these lessons may be taught: One is the lecture method, by which the instructor gives the lesson to the class in the form of a lecture, placing the outline upon the blackboard as he proceeds, calling upon the students to read the texts cited, and frequently reviewing the outline in a concert-drill. By this method the students may or may not have the books, as they and the instructor prefer. While it is not necessary to supply the class with the text-book, it will be a good plan to do so.

The other method, simpler and easier, is to let each student have a copy of the book, to expect the lesson to be prepared by the class, and to have it recited, either individually or in concert. Let each student gain all the information that he can upon the subject of the lesson; let each contribute his knowledge; let all talk freely, and all will be the gainers.

It would be a good plan to have papers read from time to time upon topics suggested by the course and parallel with it. A list of subjects for such special papers is given at the close of each study.

THE COURSE DIVIDED INTO LESSONS.

In many places it will be found impracticable to give an entire evening to the study of these lessons. They may be taught at the close of the prayer-meeting, or of the young people's meeting, in short sections; or they may occupy a part of the hour at the weekly teachers' meeting for the study of the Sunday-school lesson; or they may be taught to the Normal class in the Sunday-school at the lesson hour. In the latter case, the regular lesson should receive some attention; and the members of the class should be expected to prepare it, and should be questioned upon it.

Often from twenty to thirty minutes is all that can be given in a class to studies like these. We have, therefore, divided the studies into short sections, each of which may be taught in about twenty minutes, if properly prepared by both teacher and students. Thus arranged, the course will be included in thirty-two lessons, as follows:

Lesson I.—The Beginnings of Bible History. The deluge and the dispersion. (First Study, I and II.)

Lesson II.—The Beginnings of Bible History. Rise of the empires, migration of Abraham, and journeys of the patriarchs. (First Study, III, IV, and V.)

Lesson III.—The Beginnings of Bible History. Sojourn in Egypt. (First Study, VI.) Also review First Study.

Lesson IV.—The Wandering in the Wilderness. Events leading to the wandering in the wilderness. (Second Study, I and II.)

Lesson V.—The Wandering in the Wilderness. Journeys of the wandering. (Second Study, III.)

Lesson VI.—The Wandering in the Wilderness. Results of the wandering. (Second Study IV.) Also review Second Study.

Lesson VII.—The Conquest of Canaan. Canaanites and campaigns of the conquest. (Third Study, I and II.)

Lesson VIII.—The Conquest of Canaan. Aspect of Israel after conquest. (Third Study, IV.) Also review Third Study.

Lesson IX.—The Age of the Heroes. Condition of Israel and the judges of Israel. (Fourth Study, I and II.)

Lesson X.—The Age of the Heroes. The oppressions and deliverers. (Fourth Study, III.)

Lesson XI.—The Age of the Heroes. General aspects of the period. (Fourth Study, IV.) Also review Fourth Study.

Lesson XII.—The Rise of the Israelite Empire. Causes leading to the monarchy, and character of the Israelite kingdom. (Fifth Study, I and II.)

Lesson XIII.—The Rise of the Israelite Empire. The reign of Saul. (Fifth Study, III.)

Lesson XIV.—The Rise of the Israelite Empire. The reign of David. (Fifth Study, IV.) Also review Fifth Study.

Lesson XV.—The Golden Age of Israel. Reign of Solomon. (Sixth Study, I.)

Lesson XVI.—The Golden Age of Israel. General aspect of Israel and dangers of the period. (Sixth Study, II and III.)

Lesson XVII.—The Empire of Israel. Review the reigns of Saul, David, and Solomon. (Fifth Study, III, IV, and Sixth Study, I, II, III.)

Lesson XVIII.—Israel. Causes and results of division. (Seventh Study, I and II.)

Lesson XIX.—Israel. Kingdom of Israel. (Seventh Study, III.)

Lesson XX.—Israel. Fate of ten tribes. (Seventh Study, IV.) Also review Seventh Study.

Lesson XXI.—Judah. General aspects and duration of the kingdom. (Eighth Study, I and II.)

Lesson XXII.—Judah. Periods in its history. (Eighth Study, III.) Also review Seventh and Eighth Studies.

Lesson XXIII.—The Captivity of Judah. Captivities of Judah and Israel, and three captivities of Judah. (Ninth Study, I and II.)

Lesson XXIV.—The Captivity of Judah. Causes of captivity. (Ninth Study, III.)

Lesson XXV.—The Captivity of Judah. Condition of the captives. (Ninth Study, IV.)

Lesson XXVI.—The Captivity of Judah. Results of the captivity. (Ninth Study, V.)

Lesson XXVII.—The Captivity of Judah. Review of Ninth Study.

Lesson XXVIII.—The Jewish Province. Persian. (Tenth Study, I, II.)

Lesson XXIX.—The Jewish Province. Greek periods. (Tenth Study, II.)

Lesson XXX.—The Jewish Province. Maccabean and Roman periods. (Tenth Study, III, IV.)

Lesson XXXI.—The Jewish Province. Preparation for the temple. (Tenth Study, V.)

Lesson XXXII.—Review of Tenth Study.

Studies in Old Testament History.

First Study.

It is our purpose in this series of studies to trace the progress of events as related in the Bible from the dawn of history down to the opening of the New Testament era. The aim will be not to give a mere catalogue of facts, but rather to show the relation of cause and effect, and to unfold the development of the divine purpose which extends through all the history in the Bible. We recommend the student, first of all, to read the preface to this book.

Turning back to the beginnings of Bible history we notice six events between the Deluge and the Exodus. We begin with the Deluge as the starting-point of history. Back of that event is a land of shadows. We have so little knowledge of the world before the flood that its history cannot be written. But since that fact we tread upon firm ground, having both the Bible and secular history to confirm each other.

I. THE DELUGE. With regard to this event we note:

1. The fact of a general deluge is stated in Scripture (Gen. 7.), and attested by the traditions of nearly all nations. Compare the story of Xisuthros in Berosus; the record in the Chaldean tablets; the Greek myth of Deucalion; the Mexican tradition; and the legends of the North American Indians.[A]

2. The date is given in reference Bibles (following Archbishop Ussher) as B. C. 2348. This is probably incorrect. It may have been a thousand years earlier. But as archæologists are not yet agreed, we give Ussher's chronology, here and elsewhere, merely as a convenience in the arrangement, not as accurate.

3. Its cause was the wickedness of the human race (Gen. 6. 5-7). Before this event all the population of the world was massed together, forming one vast family and speaking one language. Under these conditions the good were overborne by evil surroundings, and general corruption followed.

4. Its extent was undoubtedly not the entire globe, but so much of it as was occupied by the human race (Gen. 7. 23), probably the Euphrates valley. Many Christian scholars, however, hold to the view that the Book of Genesis relates the history of but one family of races, and not all the race; consequently, that the flood may have been partial, as far as mankind is concerned.

5. Its purpose was: 1.) To destroy the evil in the world. 2.) To open a new epoch under better conditions for social, national, and individual life.

II. THE DISPERSION OF THE RACES. (B.C. 2247?) 1. Very soon after the deluge a new instinct, that of migration, took possession of the human family. Hitherto all mankind had lived together; from this time they began to scatter. As a result came tribes, nations, languages, and varieties of civilization. "The confusion of tongues" was not the cause, but the result of this spirit, and was not sudden, but gradual (Gen. 11. 2, 7).

2. Evidences of this migration are given: 1.) In the Bible (Gen. 9. 19; 11. 8). 2.) The records and traditions of nearly all nations point to it. 3.) Language gives a certain proof; for example, showing that the ancestors of the English, Greeks, Romans, Medes, and Hindus—races now widely dispersed—once slept under the same roof. At an early period streams of migration poured forth from the highlands of Asia in every direction and to great distances.

III. THE RISE OF THE EMPIRES. In the Bible world three centers of national life arose, not far apart in time, each of which became a powerful kingdom, and in turn ruled all the Oriental lands. The strifes of these three nations, their rise and fall, constitute the matter of ancient Oriental history, which is closely connected with that of the Bible. These three centers were Egypt (called in the Bible Mizraim, Gen. 10. 6, 13), of which the capital was Memphis; Chaldea, of which the capital was Babel or Babylon (Gen. 10. 10; 11. 2-9); and Assyria, of which the capital was Nineveh (Gen. 10. 11). We might add to these the Canaanite or Phenician city of Sidon (Gen. 10. 15, 19), and its daughter Tyre, the great commercial centers of the ancient world, whose empire was not the land, but the sea. Note that all of these early kingdoms were established by the Hamitic race.

IV. THE MIGRATION OF ABRAHAM. (B. C. 1921?) No other journey in history has the importance of that transfer of the little clan of Abraham from the plain of Shinar to the mountains of Palestine in view of its results to the world. Compare with it the voyage of the Mayflower. Its causes were: 1. Probably the migratory instinct of the age, for it was the epoch of tribal movements. 2. The political cause may have been the desire for liberty from the rule of the Accadian dynasty that had become dominant in Chaldea. 3. But the deepest motive was religious, a purpose to escape from the idolatrous influences of Chaldea, and to find a home for the worship of God in what was then "the new West," where population was thin. It was by the call of God that Abraham set forth on his journey (Gen. 12. 1-3).

V. THE JOURNEYS OF THE PATRIARCHS. (B. C. 1921-1706?) For two centuries the little clan of Abraham's family lived in Palestine as strangers, pitching their tents in various localities, wherever pasturage was abundant, for at this time they were shepherds and herdsmen (Gen. 13. 2; 46. 34). Their home was generally in the southern part of the country, west of the Dead Sea, and their relations with the Amorites, Canaanites, and Philistines on the soil were generally friendly (Gen. 20. 14; 26. 26-31).

VI. THE SOJOURN IN EGYPT. (B. C. 1706-1491?) After three generations the branch of Abraham's family belonging to his grandson Jacob or Israel removed to Egypt (Deut. 26. 5), where they remained either two hundred or four hundred years, according to different opinions.[B] This stay in Egypt is always called "the sojourn." The event which led directly to the descent into Egypt was the selling of Joseph (Gen. 37. 28). But we can trace a providential purpose in the transfer. Its objects were:

1. Preservation. The frequent famines in Palestine (Gen. 12. 10; 26. 1;42. 1-3) showed that as shepherds the Israelites could not be supported in the land. On the fertile soil of Egypt, with three crops each year, they would find food in abundance.

2. Growth. At the end of the stay in Canaan the Israelites counted only seventy souls (Gen. 46. 27); but at the close of the sojourn in Egypt they had increased to nearly two millions (Exod. 12. 37; Num. 1. 45, 46). The hot climate and cheap food of Egypt has always caused an abundant population. In Egypt Israel grew from a family to a nation.

3. Isolation. There was great danger to the morals and religion of the Israelites in the land of Canaan. Abraham had sent to his own relatives at Haran for a wife for Isaac (Gen. 24. 3, 4) in order to keep both the race and the faith pure. One of Isaac's sons married Canaanite wives, and as a result his descendants, the Edomites, lost the faith and became idolaters (Gen. 26. 34, 35). Jacob sought his wives among his own relatives (Gen. 28. 1, 2). We note a dangerous tendency in Jacob's family to ally themselves with the Canaanites (Gen. 34. 8-10; 38. 1, 2). If they had stayed in Canaan the chosen family would have become lost among the heathen. But in Egypt they lived apart, and were kept by the caste system from union with the people (Gen. 46. 34; 43. 32). It was a necessary element in the divine plan that Israel should dwell apart from other nations (Num. 23. 9).

4. Civilization. The Egyptians were far in advance of all other nations of that age in intelligence, in the organization of society, and in government. Though the Israelites lived apart from them, they were among them, and learned much of their knowledge. Whatever may have been their condition at the beginning of the sojourn, at the end of it they had a written language (Exod. 24. 7), a system of worship (Exod. 19. 22; 33. 7), and a leader who had received the highest culture of his age (Acts 7. 22). As one result of the sojourn the Israelites were transformed from shepherds and herdsmen to tillers of the soil—a higher manner of living.