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Old Testament Life and Literature Gerald A. Larue Preface THIS book is concerned with the literature, history and religious thought of the Old Testament and the Apocrypha. The approach to these themes is chronological and utilizes literary and historical analytic methodology, as well as the results of archaeological, anthropological, geographical and Near Eastern studies. The contents of this book have been tested during the past seven years in elective classes which ranged in size from fifteen to ninety-five, and which were composed of freshmen, sophomores, juniors and seniors (and occasionally graduates), of varying religious traditions. Included were Protestants from all the large, and many small, denominations, Roman Catholics, Jews, representatives of the Eastern Churches, Christian Scientists, Latter Day Saints, Seventh Day Adventists, fundamentalists, conservatives, liberals, Moslems, Buddhists, those without religious background, humanists, agnostics and atheists. Some students were religion majors; most were not. Their influence is reflected on almost every page of the book not only in format, but in ideas that have been modified through discussion with, and research by, these students. The sketch of the development of human life in the ancient Near East in Part Two has been included in response to a persistent query from students: "Where do the Hebrews" (or "Where does the Old Testament") "fit into the pattern of human development?" The book has been designed to be read with the Bible — students have called it "a working textbook." The underlying assumption is that the student will have an open Bible at hand to consult passages listed in the margins, for there are few biblical quotations and biblical narratives are sketched only when necessary. Maps, pictures, diagrams and charts are placed in relationship to the discussion, because students believe that this is where they belong — not gathered at the center or the end of the book. Extended outlines at the beginning of certain sections and chapters are provided because students requested them. These outlines provide summary introductions and are useful for review. The bibliography includes some resource materials drawn to my attention by students who were eager that I should be familiar with the work of scholars from their particular religious traditions. I have not thought it necessary to segregate authors according to their theological persuasions; if the work is listed, it is because it has something to say that merits attention. Foreign words and technical terms are introduced and defined because these are words students will encounter in books listed in the bibliography. Biblical study, like other disciplines, has developed its own vocabulary with which the informed person should be familiar. Nor have I spared detail. Each year entering students are better informed in the fields of history, literature, art, anthropology and languages. Those from parochial schools and those with extensive religious training assure me that they do not wish to repeat in college classes what they have studied with scholar priests, rabbis and ministers. Detailed analyses of certain parts of the Bible may be used for depth study. There is some repetition. The brief treatment of the text and canon in Part One is expanded in Part Ten, where the issue of canon belongs chronologically. The basis for the separation of I and II Isaiah is introduced in Chapter 18 in the discussion of the work of Isaiah of Jerusalem, and again in Chapter 23 where the work of the anonymous prophet of Babylon is presented. Such repetitions serve as "re-enforcements" in the learning process (to quote the psychology majors) , and keep before the student the principles of literary and historical analysis which underly the organization of the book. Some readings are repeated for study in different contexts. For example, Isaiah 9:2-7