Outline Studies in the Old Testament for Bible Teachers — Reading Companion

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Hurlbut, Jesse Lyman, 1843-1930 Project Gutenberg 2012 Not confirmed
Bible. Old Testament -- Textbooks Readers of public-domain and historical texts
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Words 40,545
Reading time 177 min
Text sections 6

For Outline Studies in the Old Testament for Bible Teachers — Reading Companion, the stored edition analysis reports 40,545 words, 2 hr 57 min estimated reading time, and 6 detected text sections.

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This editorial note examines how Jesse L. Hurlbut's 1905 teacher-training textbook aligns its catalog subjects with the actual content, revealing a focus on historical geography, Israelite institutions, and pedagogical tools like blackboard outlines.
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What was the extent of its empire? When did the division of the kingdom take place? What was the result of the division? How many were the kings of the Ten Tribes? With what event, and at what date, did the kingdom of Is'ra-el end? How long did Ju'dah last after the fall of Is'ra-el? How many kings reigned in Ju'dah? By what people was Ju'dah conquered? To what city were the Jews carried captive? Name three representative persons of the period of the kingdom.

V. In the closing period of Old Testament history we find the tribe of Ju'dah alone remaining, and during most of the time under foreign rule; so we name this the =Period of the Jew'ish Province=.

1. It extends from the beginning of the =Captivity at Bab'y-lon=, B. C. 587, to the =Birth of Christ=, B. C. 4.[2]

2. During this period Ju-de'a was a subject land, except for a brief epoch. This may be called, therefore, the =Foreign Administration=, as the rule was through the great empires in succession.

3. This period may be subdivided into five epochs. For the first and a part of the second we have the Old Testament as our source of history; all the rest fall in the four centuries of silence between the Old and the New Testament.

1.) =The Chal-de'an Supremacy.= Fifty years from the captivity, B. C. 587, to the conquest of Bab'y-lon by Cy'rus, B. C. 536, by which the Chal-de'an empire was ended, and the Jews were permitted to return to their land (Ezra 1. 1-3).

2.) =The Per'sian Supremacy.= About two hundred years from the fall of Bab'y-lon, B. C. 536, to the battle of Ar-be'la, B. C. 330, by which Al-ex-an'der the Great won the Per'sian empire. During this epoch the Jews were permitted to govern themselves under the general control of the Per'sian kings.

3.) =The Greek Supremacy.= Al-ex-an'der's empire lasted only ten years, but was succeeded by Greek kingdoms, under whose rule the Jews lived in Pal'es-tine for about one hundred and sixty years.

4.) =The Mac-ca-be'an Independence.= About B. C. 168 the tyranny of the Greek king of Syr'i-a drove the Jews to revolt. Two years later they won their liberty under Ju'das Mac-ca-be'us, and were ruled by a line of princes called As-mo-ne'ans, or Mac-ca-be'ans, for one hundred and twenty-six years.

5.) =The Ro'man Supremacy.= This came gradually, but began officially in the year B. C. 40, when Her'od the Great received the title of king from the Ro'man senate. Thenceforth the Jew'ish province was reckoned a part of the Ro'man empire.

4. In each epoch of this period we select one important =Person=.

1.) In the Chal-de'an supremacy, =Dan'iel=, the prophet and prince (Dan. 2. 48; 5. 12).

2.) In the Per'sian supremacy, =Ez'ra= the scribe, the framer of the Scripture canon and the reformer of the Jews (Ezra 7. 6, 10).

3.) In the Greek supremacy, =Si'mon the Just=, a distinguished high priest and ruler.

4.) In the Mac-ca-be'an independence, =Ju'das Mac-ca-be'us=, the liberator of his people.

5.) In the Ro'man supremacy, =Her'od the Great=, the ablest but most unscrupulous statesman of his age. This Ro'man supremacy lasted until A. D. 70, when Je-ru'sa-lem was destroyed by Ti'tus, and the Jew'ish state was extinguished by the emperor of Rome.

+------------+-------------+--------------+-------------+--------------+ |I. Per. Hu. |II. Per. Ch. |III. Per. Is. |IV. Per. Is. |V. Per. Je. | | Ra. | Fam. | Peo. | Kin. | Prov. | +------------+-------------+--------------+-------------+--------------+ | C. M. | C. A. | E. E. | C. S. | C. B. | | C. A. | E. E. | C. S. | C. B. | Bi. Ch. | +------------+-------------+--------------+-------------+--------------+ | Dir. Adm. | Patr. Adm. | The. Adm. | Reg. Adm. | For. Adm. | +------------+-------------+--------------+-------------+--------------+ | Fa. | Jou. Pat. | Wan. Wil. | Ag. Un. | Ch. Sup. | | Del. | Soj. Eg. | Con. Can. | Ag. Div. | Per. Sup. | | Dis. | Opp. Isr. | Ru. Jud. | Ag. Dec. | Gk. Sup. | | | | | | Mac. Ind. | | | | | | Rom. Sup. | +------------+-------------+--------------+-------------+--------------+ | A. E. N. | A. J. J. | M. J. G. S. | D. E. H. |D. E. S. J. H.| +------------+-------------+--------------+-------------+--------------+

What is the closing period of Old Testament history called? With what events and dates did it begin and end? How were the Jews governed during most of this time? Name its five epochs. Under whom did the Jews obtain independence? Name one person in each epoch of the fifth period, and for what he is distinguished.

The Beginnings of Bible History

Having taken a general view of Bible history from the creation to the coming of Christ, we now turn again to the record for a more careful study of each epoch. The aim will be not to give a mere catalogue of facts, but as far as possible to show the relation of cause and effect, and to unfold the development of the divine purpose which is manifested through all the history in the Bible.

Jesse L. Hurlbut's Outline Studies in the Old Testament for Bible Teachers (1905) was commissioned by the New York State Sunday School Association's Normal Committee as part of a two-year teacher-training course. The catalog subjects label it a 'textbook' on the 'Bible. Old Testament,' but the excerpts reveal a narrower focus: the history, geography, and institutions of ancient Israel, presented through a series of lesson outlines. Hurlbut explicitly states his purpose is not to furnish 'a series of new lessons' but to compile existing studies into one volume, incorporating 'recent knowledge, especially in the chronology.' The work is thus a pedagogical tool, not a comprehensive commentary.

Geography as a Framework for History

The first study, 'The Old Testament World,' opens with the assertion that 'the Bible is primarily a book of history' and that understanding its lands is essential. Hurlbut defines the historical field as extending 'from the river Nile to the lands east of the Per´sian Gulf' and from the northern Red Sea to the southern Caspian, an area 'less than half the area of the United States.' This geographical framing is consistent throughout the excerpts; for example, in the study of Solomon's reign, he lists commerce with 'E´gypt, A-ra´bi-a, Tar´shish, and O´phir' as a source of wealth. The catalog subject 'Bible. Old Testament -- Textbooks' does not capture this emphasis on physical setting as a primary organizing principle.

Institutional and Political Analysis

Hurlbut's treatment of Solomon's reign exemplifies his institutional approach. He enumerates 'five general aspects of Is´ra-el' during that period: peace, strong government, wide empire, abundant wealth, and literary activity. Under wealth, he itemizes five sources: conquests, tribute, commerce, taxes, and public building. He then lists six 'dangers,' including absolute power, formal worship, luxury, taxation, heathen customs, and tribal jealousy. This structured, almost formulaic presentation—complete with a 'Blackboard Outline' and 'Questions for Review'—reflects the textbook's design for memorization and classroom recitation. The catalog subject does not convey this systematic, pedagogical method.

Pedagogical Apparatus and Its Implications

The excerpts include a 'Blackboard Outline' that condenses the lesson into abbreviated phrases (e.g., 'V. Gen. Asp. Isr. 1. Pea. 2. Str. gov. 3. Wi. emp. 4. Abun. weal.') and a set of review questions. This apparatus reveals the work's intended use: not for private study but for oral instruction by Sunday school teachers. Hurlbut also adds two new lessons—'The Old Testament as Literature' and 'How We Got Our Bible'—at the committee's request, indicating a responsiveness to contemporary educational trends. The catalog entry, however, lists only 'Bible. Old Testament -- Textbooks,' omitting the work's specific training purpose and its reliance on mnemonic devices.

Readers approaching this text should recognize it as a period piece of religious education, not a modern critical introduction. Its value lies in its snapshot of early 20th-century pedagogical methods and its systematic organization of then-current biblical scholarship. The blackboard outlines and review questions are best used as historical artifacts of how the Old Testament was taught in Sunday schools, rather than as study aids for contemporary readers.

I found myself returning to Hurlbut’s old teacher’s manual the other evening, struck by how quietly he trusted a simple blackboard outline to hold a whole story’s weight. That patient faith in structure reminded me of another, gentler voice who once argued that literature teaches best when we simply walk beside it, pointing softly. Talks on Teaching Literature — Themes and Context feels like that kind of companionship.

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