Princeton Theological Seminary - Yearbook (Princeton, NJ)

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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

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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 . -

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4 How are we to ascertain the sense of the text? What two sensesrare to be distinguished ? I What are capital terms to be exactly understood 111 order to right interpretation? I . WVl1z1t is the peculiar characteristic of the O1'lglI1itll21-l1gl1iIgCS in the word of God? I How does the synthetic language dilfer from the analytic ? VVhat more than the character of the language must be known, in ascertaining the true sense? . ' u I How is want of' logical precision in the vehicle of divine truth a benefit? Vilhat two orders of texts are to be noted? 'What is the rule of interpretation for the temporal and material? How distinguish between extension and metaphor? . lVhat two sorts are to be distinguished in texts ofithe spir- itual order? What is the difference between the Old Testament and the New in relation to these? ' What great doctrines are consecrated by Facts in the Old Testament ? ' In what sense may Old Testament believers be accounted Christians ? What texts of the Old are on a level with the New in spirituality ? What are some that express the imperfections of the old economy? Why and how should we preach on Old Testament texts often when they might be replaced by those of the New, on the same theme? l How may the internal sense be legitimately extended? lC'0nte1cl.j ' - What is the context, and how distinguished as general and articular. 1 Hibw far should the context constrain the preacher in the interpretation of his text? What more than the true sense ofthe passage is gained by the light of the context? A How many senses may We give a text, and to what extent may we give the discussion which establishes them? , What is the third general rule in the choice of a text? NVhat exception may there be to this rule-and how are we to dispose of' obscure texts best in preaching? What is the fourth rule? . How is the range of texts under this rule to be enlarged? How may We be misled in regard to the fruitfulness of a text . VVhat is the jijih rule, and the simth ? A Why is it impossible to give a precise rule respecting the length of a text? When is a passage complete enough to be a text Z . What is the seventh rule in the choice of a text 'Q Whatfpvariety of texts may often be found for the same sub- ject. . What should determine our choice? May more than one text be used? When may we invert the order of the text in our preach- mg.