Princeton Theological Seminary - Yearbook (Princeton, NJ)

Page 18 text:

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 . -

Page 17 text:

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?

Page 19 text:

H 3 . llrhat may be said ofthe extent of lil subject. and the ad- vantage of taking particular subjects at first ? lVhat are the different tests of unity ? Lzterest of the Szdybcf. YVl1at is interest of t-he subject, objectively and subjectively considered ? - ' How does oratorical interest differ from didactic? How does the preacher differ from the artist in his aim-as to advantage and disadvantage, in awakening interest? What is the breadth of Christianity, in the subjects it in- cludes ? WVhat-ot' subjects expressed in the Bible? lVitl1 what restriction do we lcgitiniatc a subject forthe pulpit ? WV hat must we positively exclude ? WV hat in religion itself is to be especially discriminated as fit for the pulpit? VV ith what rorniula should We express the kind of subjects proper to be preached? WV hat is the best distribution of subjects into classes? lVhat are cloctrinal subjects-and what in them belongs to the pulpit? , VVith what qualification are theological subjects proper? lVhat is the disadvantage of' rigorous classification, as in svstematic theology ? What are apologetic sermons, and with what caution should they be preached? . WVhat-controversial-and the treatment of such? Wliat-tlie truths of natural religion, dzc. ? , WVhat are moral subjects-and that morality which should be discussed in the pulpit ? Vlfhat warrant have we fin' these-and what distinctions may be made among them? , How far is it proper to preach on particular duties, of men in different classes? How should cases ot' conscience be handled commonly by the preachers? , lVhat is the rule in regard to reprehension ? What in regard to patriotic sermons? 'What a1'e'7z'zsto1-ical subjects-in range-advantages, kc. '? What are experimental subjects? VVhy should these be made a co-ordinate class of subjects with the others? The Ykct. - YVhat is a text, and how far is it necessary to a sermon '? lVhat difliculty is often found in adjusting the text and the theme ? Vllhat advantages attend the common use of a text? How may we use it and avoid the inconvenience of its une- ual adaptation to the theme? Wlhat is the elementary notion of a text? What special rules for choosing it are suggested by this con- ception ? lVhat is thejir-st general rule for chocsinff a text? Vlfhat are we to distinguish under this ride? lVhat is the second general rule ? 5