Princeton Theological Seminary - Yearbook (Princeton, NJ)

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HOMILETICS. INTRODUCTION. 1. What is the practical in distinction from the theoretical de- partments of sacred study? 2. iVhat is the comparative difficulty of this study? 3. WVhat are the six branches into which this department may be distributed? 4. What is the advantage of making Homiletics an early study in thewhole course ? ?,.iVhat are the principal facts to be noticed in the history of f practical theology? 6.11-Wl1a.t are the earliest Works in the Christian Church to guide the student in the composition of a sermon? . VVhen and by Whom was the distinctive literature of Homi- letics introduced as a matter of study? b. What was the best contribution of the 18th century, and its comparative value? 9. WVhat are the principal productions of the present century, and their comparative value-especially as text books to guide the study? a , T 10. What is the principal element in the oilice of the evangel- ical ministry? 11. WVhat do we understand by the word ? l2. In what twofold Way does the minister speak? 13. Why does he speak to men assembled in a congregation? 14. How does this use of the word distinguish Christianity from systems of false religion? 1 How-the Protestant from the Roman Catholic assemblies? 16. Vilhat evil should be guarded against in the Protestant ten- dency ? 17. Wfhat is eloquence in general? 18. On what does it rest? f u 19. What are three mam Gl1?L1'i1Ct6I'1S15lCS to be noticed in the description of it? - 30. How are we to keep it from being the instrument of evil, as Well as of good? ll. WVhat is an oratorical discourse? 22. In what sense is it a combat? ' 331 How does it differ from didactic discourse? 34. VVhat is a sermon? 2.5. WVhat is the auditory--in theory, and in fact? 76 . Wliyi is the preacher not to alternate between the different classes of his auditory ? 37. What are the chief peculiarities in sacred elociilience? 28. iWhat are two opposite errors in relation to omiletics as a study?

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5 - -14 THEOLOG-ICAL SEMINARY. Name. - Residence. College. Room JOHN M RICHMOND, Ayr, Ont., Can., Univ. of Tor., 15 B, S. EDNVARD' Hrmt Roixnms, BaItim.ore,LIcZ,., Nassau Hall, 1868, 72 B. H. Jiizsms R. Russian, Covington, Ky., Centre, 1866, 74 B. H. JOHN G. Sir.Iii'r, ' I Plzvllaclelpliia, Pa., Amherst, 1868, 48 B. H. EDWIN Smriili, Truro, Nova Scotia, Dalhousie, 1867, 44 B. H. J. I-I. S1'1aWAm', Tuscarora VaZIey,Pa., WzLsh'n 8: JefF'n, 1868, 8 B. H. AUGUSTUS F.-VoLLirEre, Leige, Belgium, Univ. of Leige, 1866, 20 B. H. SAAIUEL E. WEBSTER, Philadelphia, Pa., 38 B. H. Josmri VVELCI-I, Uln'1Tchs'uiNe, Ohio, IV21S11,11. X Jefl n, 1868, 15 B. H. JUNIOR CLASS, - 40 B. H.-Brown Hall. S.-Seminary. A, B, or c,4s. The number of the room in the Seminary. .l--9.-...... SUMMARY- RESIDENT MINISTERS, RESIDENT GRADUATES, SENIOR CLASS, MIDDLE CLASS, JUNIOR CLASS, No. in sitteiidance, 1 . 9 U 24 39 40 107

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N 'Q 29 30 '3 l 32 .u 9 -Jo 314 335 556 .v- -31 ISS .lx -19 -llj l 'I 'J -J K 4 5 fi A S El IU ll i2 13 14 I5 I6 .IT 18 I9 20 121 22 223 24 25 26 27 28 ' x L 2 How answer the obicction. that it is artlinstcad of nature? How-that it disparagcs the powct' of' divine truth How does the use of man himself asan instrument involve the importance of this cultivation '? h How answer obiectious from Matt. 10, 195 1 Cor. 1, 'li : andl Cor. 2, l,12? I What are the errors of' expecting too much from Houn- letics 'P . A lVhat is the most that teaching can do ? i In what sense is eloquence a substantial thing? XVhat are rules and the advantage of them '? How are we to keep them sate and valuable ? How are we to study models? YV hat are models? I I WV hy should the sacred orator study eloquence in the wide, t range of its torins ? X INVENTION, KC, ' What is the proper division in a course upon the art of or- ator 1 ? How ilu' must invention pervade every part '? lVhat is the special province of invention in sacred eloquence? How fin' may invention itself be described? What are the means of developing and improving it ? IV hat is the importance of knowledge to invention ? When is knowledge helpfiil and not oppressive to invention ? Wlfhatvis meditation, and its object, in the process of inven- tion '. IVhat, analysis, and its attainment '? What, the benefit of' exercise '? How does invention ofthe subject for tho pulpit Ciiif81'f'1'O1ll that of secular oratory, for the most part 'B 1 What are special aids to invention, as we approach the discussion of any subject ? llfhat, in pursuing the discussion itself '? Uiity of the Szdqject. What is the first great law of public discourse '? Describe the importance of unity in general. Its special importance in oratorical discourse. Its pre-eminent importance in sacred discourse. ' How does it differ from historic, and from didactic unity? How is practical unity in the pulpit distinguished from that ofthe bar or the senate ? IVhat is indispensable to this unity? i' lVhat?is the first obvious condition, in which the subject is one . ' What is the second, with an example ? The third, with illustration and special reason fbr this in Christian discourse ? WVhat are other conditions of unity? NVhen we exglain a general truth and a particular along, what 1S req ' 'ired for unity? XVliy does the enumeration of many consequences not mar unity, in the discussion ofa principle? VVhen we present a duty and its motives, what is proper to be observed '? At whattperiod of life should we be most severe in requir- ing um y . -