(1) The son of King Joash of Judah who succeeded him on the throne after the murder of his father (2 Kings 12:21). His reign is narrated in 2 Kings 14:1–22; 2 Chron. 25. Amaziah was twenty-five years of age when he became king, and he reigned twenty-nine years (798–769 BC). He was one of the better kings of Judah, though not measuring up to David’s high standard (2 Kings 14:3). He executed those responsible for his father’s death but spared their sons. Although he enjoyed military success against Edom, he was ensnared by Edomite idolatry. He provoked conflict with Jehoash, the Israelite king, but he was humiliatingly defeated and captured. The result was the demolition of the wall of Jerusalem, the looting of the temple, and the taking of hostages. The Chronicler explains this as a divine punishment for seeking the gods of Edom. Like his father, he was assassinated by conspirators, but he was succeeded by his son Azariah (Uzziah).

(2) “The priest of Bethel” (Amos 7:10), which may signal that Amaziah was head priest of this northern shrine, a position also suggested by the authoritative way in which he rebuked and tried to silence Amos. In reporting Amos to King Jeroboam, he acted like a loyal state employee. He accused Amos of conspiracy against the king, but the words that he attributed to Amos distort his message (7:11), for Amos’s words were not personally directed at Jeroboam, and they omit the fact that Amos preached as God’s spokesman (cf. 7:9). In instructing Amos not to prophesy, Amaziah directly contradicted God’s words (7:15–16). Amaziah’s opposition earned him an oracle personally directed at him and his priestly family (7:17), the only oracle of Amos against an individual. Amaziah would die “in an unclean country” (NIV mg.), preventing him from exercising priestly functions.

(3) A member of the tribe of Simeon (1 Chron. 4:34).

(4) A Levite of the clan of Merari (1 Chron. 6:45).

Amos described his profession as harvester of sycamore (fig) trees and stockbreeder (Amos 7:14). Neither role need suggest a lowly social status. The leaves of the sycamore trees and the fruit not fit for human consumption were used as winter feed for stock, so these are linked professional activities. Every year at the end of summer, Amos’s herds may have migrated from the Judean highlands (where Tekoa was located) down to the Jericho Valley, to rented fields containing sycamore trees. At that time of year, the trees would be laden with fruit. Some of the harvested figs would be sold and others stored as winter fodder.

(1) The first ruler of the northern kingdom (r. 928–907 BC) (1 Kings 11:26–14:20). The son of Nebat, he was a hardworking royal servant, so Solomon gave him responsibility over the northern labor force. The prophet Ahijah declared to Jeroboam that to punish Solomon for apostasy, God would give him the ten northern tribes, leaving Solomon’s son Rehoboam with only Judah and Benjamin. When Solomon sought to kill him, Jeroboam fled to Egypt. After Solomon’s death, he returned and requested that Rehoboam reduce the workload for the Israelite laborers. Rehoboam, ignoring the advice of the elders and following the counsel of his peers, rudely refused the request of Jeroboam and the people. The ten northern tribes rebelled and made Jeroboam king, and he reigned for twenty-two years.

Jeroboam set up two golden calves, one in Bethel and one in Dan (for the wilderness parallel, see Exod. 32:4), to prevent the northerners from traveling to the temple in Jerusalem to worship. A man of God condemned the sanctuary at Bethel, prophesying that a future king named “Josiah” would destroy it. When he attempted to seize the prophet, Jeroboam’s hand was stricken, but after the king’s entreaty the prophet restored it. When Jeroboam’s son Abijah became ill, the prophet Ahijah delivered a judgment against his son, who soon died, and against his dynasty. After Jeroboam’s death, his son Nadab ruled for only two years before being killed by the usurper Baasha. Jeroboam’s sanctuaries are mentioned in the condemnation of fifteen other evil northern rulers; they survived the fall of Samaria in 722 BC, but eventually Josiah destroyed the Bethel sanctuary as prophesied (2 Kings 23:15).

(2) The thirteenth ruler of the northern kingdom (r. 784–748 BC; 2 Kings 14:23–29). He was the son of Jehoash and a great-grandson of Jehu. Despite doing “evil in the eyes of the Lord” (v. 24), he received a favorable prophecy from the prophet Jonah, restored the borders of the northern kingdom, and was one of the longest-reigning rulers of Israel or Judah (forty-one years). During his reign, Aramean and Assyrian domination over Israel subsided, which resulted in wealth and prosperity for the upper classes, but oppression and injustice of the marginalized. Amos condemned these practices and prophesied the end of Jeroboam’s house (Amos 7:8–11), which was fulfilled when his son Zechariah was killed by the usurper Shallum after reigning only six months.

Made of various materials such as flax, the measuring (boundary) line was an important tool used by carpenters, builders, and surveyors to apportion land (Ps. 16:6; Amos 7:17) and figuratively to suggest God’s judgment (2 Kings 21:13; Isa. 28:17; 34:11; Lam. 2:8).

A pejorative term for those who follow deities other than the true God. The noun is used to describe people who practice undesirable behavior (Isa. 2:6; Matt. 6:7; 1 Cor. 10:20; 12:2) and who are held up as unlikely models to shame believers (Matt. 5:47; 1 Cor. 5:1). It is also used of people whom believers should point to God through their exemplary behavior (1 Pet. 2:12) or avoid completely (Matt. 18:17). The adjective is used to describe ungodly priests (2 Kings 23:5; Zeph 1:4), nations (Lam. 1:10; Amos 7:17), or behavior (1 Cor. 10:7).

A pejorative term for those who follow deities other than the true God. The noun is used to describe people who practice undesirable behavior (Isa. 2:6; Matt. 6:7; 1 Cor. 10:20; 12:2) and who are held up as unlikely models to shame believers (Matt. 5:47; 1 Cor. 5:1). It is also used of people whom believers should point to God through their exemplary behavior (1 Pet. 2:12) or avoid completely (Matt. 18:17). The adjective is used to describe ungodly priests (2 Kings 23:5; Zeph 1:4), nations (Lam. 1:10; Amos 7:17), or behavior (1 Cor. 10:7).

The sycamore tree of the biblical text has no relation to the sycamores of the West. Instead, the sycamore was a type of fig tree that produced fruit and as such was planted in orchards and harvested for its produce (Ps. 78:47; Amos 7:14). Apparently, it was a very common type of tree in Israel and was a good resource for the poor for both food and wood (1 Kings 10:27; Isa. 9:10). The most famous reference to a sycamore in the Bible is to the one that Zacchaeus climbs in order to catch a glimpse of Jesus as he passes by (Luke 19:4). See also Dresser of Sycamore Trees.

Common and valuable for food, beans were cooked while green in the pods or after being dried. Dry beans were threshed and winnowed like cereals and other grains. Beans are mentioned twice in the NIV (2 Sam. 17:28; Ezek. 4:9).

Common and valuable for food, beans were cooked while green in the pods or after being dried. Dry beans were threshed and winnowed like cereals and other grains. Beans are mentioned twice in the NIV (2 Sam. 17:28; Ezek. 4:9).

Understanding many aspects of education in Israel during OT times and, to a lesser extent, into the NT period is extraordinarily difficult. Many studies draw quite specific conclusions based on very slender evidence and inferences drawn from supposed parallels with neighboring societies, inferences themselves beset by uncertainties. Therefore, conclusions are necessarily tentative at many points. Furthermore, it is reasonable to expect that things did not remain constant through history, and that what can be reliably discerned for one period may not accurately reflect the situation in other times.

Education encompasses several areas of life in the biblical world. Aside from academic education (relating to literacy and numeracy), there was moral and religious education, military education, and vocational training. These are not all distinct; those whose vocation lay in diplomatic circles or within the royal court as scribes would have received academic education, while those living in the country and working a farm would have had little opportunity to access such knowledge.

Old Testament

Settings for education. There were three primary arenas of education in OT times: home, school, and temple.

Home. The most important setting for education in OT times was the home (Deut. 4:9; 6:7; 11:19). Both parents were expected to play a role in a child’s education (Prov. 1:8; 6:20; 23:22; 31:1). Sons generally were trained in their father’s vocation, and such training took the form of an apprenticeship (1 Sam. 16:11; 2 Kings 4:18); girls learned from their mothers as they undertook their work on a daily basis (Exod. 35:25–26; 2 Sam. 13:8).

In part, the extent of home education is tied to the question of the extent of formal schooling in ancient Israel. As noted below, the nature and extent of schools is unclear, and if (as the evidence seems to suggest) schools were virtually nonexistent outside the royal court, then the home ultimately would have been the locus of any academic education received by children and the source of any widespread literacy and numeracy in the community. The frequent use of father/son language in Proverbs, however, need not imply an exclusively familial context for the instruction contained therein, as there is evidence from Egypt that such language was used between teacher and student.

School. The existence, nature, and extent of schools in OT times is extensively debated and ultimately uncertain. The first explicit reference to a school is found in the second century BC in Sir. 51:23. The virtual silence of the OT on the topic may reflect either that schools were absent in ancient Israel or that their existence was somehow of little interest and so warranted little reflection by biblical authors. In any case, it is likely that some form of school for scribes and those training to work in government existed in the vicinity of the royal court, as they did in Mesopotamia and Egypt. These did not form a comprehensive national schooling system for young children but were more specifically targeted to the few individuals who aimed to become scribes or advisers.

Outside the Bible there exist a number of inscriptions that could suggest the existence of schools in Israel prior to the exile. These include abecedaries (lists of the letters of the alphabet written out, usually as practice exercises or as examples), words written out several times, lists of month names, and possible exercises in reading foreign languages, among others.

There is also extensive evidence of schools in Egypt, Mesopotamia, and probably also Ugarit from an early date (cf. Acts 7:22). Whether their existence supports the existence of schools in Israel is unclear. Egypt and Mesopotamia had large and complex bureaucracies necessary to administer their kingdoms, and they employed writing systems far more difficult to master than Hebrew. In addition, mathematical texts reflect a concern with numeracy within the schools of these kingdoms, for which there is no clear evidence in ancient Israel.

The sages and scribes appear to be the primary source for the material supposedly employed in schools. Ecclesiastes 12:9 identifies one of the tasks of the sages as teaching the people, and some claim that Proverbs functioned as a textbook within a school setting. Indeed, Prov. 4:5; 17:16 speak of the “buying” (Heb. qanah) of knowledge, interpreted by some as a reference to teachers paid for providing tuition. Again, the context in which such tuition may have taken place is uncertain.

Temple. Priests were also involved in some teaching (1 Sam. 2:21, 26). According to 2 Chron. 17:7–9, King Jehoshaphat sent five officials, nine Levites, and two priests to teach the people of Judah from the Book of the Law, a point that stresses both the importance of the task and the probable failure of the home setting to adequately convey this instruction, at least by the late fifth century BC.

Types of education. In OT times four types of education can be discerned: moral and religious, academic, vocational, and military.

Moral and religious education. The Bible stresses the importance of moral and religious education above all other forms (Exod. 10:2; 12:26; 13:8; Deut. 4:9; 6:7, 20–21; 32:7, 46).

Academic education. The extent of literacy and numeracy in ancient Israel is difficult to ascertain. Rudimentary numeracy almost certainly was widespread and learned within the home and in the course of vocational training when necessary. Many among the population also appear to have been at least capable of reading and writing names or other simple texts (Deut. 6:9; 11:20; Judg. 8:14).

Vocational training. Most commonly, boys followed in their father’s vocation and thus learned through observation and participation. Under some circumstances, however, children served apprenticeships under the tutelage of others, such as was apparently the case for prophetic schools (2 Kings 2:7; 4:38; 6:1–2; Amos 7:14–15).

Military training. There are clear indications that kings recruited mercenaries to form the most important part of their army (e.g., 1 Sam. 22:2; 25:13). These mercenaries were paid and likely had received some formal training, but the nature of that training is nowhere explained. In addition to these elite forces, all able-bodied men apparently were considered eligible for military service when the need arose (2 Chron. 25:5). So, for example, the elite troops were responsible for staging the attack (2 Sam. 11:14–17; 12:26), while the remainder of the army served as reinforcements where necessary (2 Sam. 12:29). The use of chariots (under David and Solomon) would have required some training, as would the wielding of various weapons (swords, spears, bows, and slings). Ultimately, however, there are only allusions to such training (e.g., Judg. 3:2; 2 Sam. 22:35).

Educational methods. Throughout the ancient Near East there is evidence that corporal punishment played a significant role in education. There is a somewhat comical text from Mesopotamia that relates a day in the life of a student who receives physical punishment for virtually everything he does. Similarly, the book of Proverbs highlights the importance of discipline in raising and training children (e.g., 13:24; 22:15; 29:15, 17). Nonetheless, Proverbs uses “the rod” as a means to signify discipline as a whole without necessarily endorsing corporal punishment as the only or even the primary means of discipline. This is apparent because Proverbs contrasts the rod not with other, lesser forms of discipline but rather with no discipline at all. Thus, although there is evidence that corporal punishment was used extensively (and probably excessively [see Sir. 30]), Proverbs endorses a more nuanced approach to disciplining children.

Academic, religious, and moral education also involved the use of various techniques that facilitated learning. These included the use of poetry or poetic couplets (common in wisdom literature and in psalms), numerical sayings (e.g., Ps. 62:11; Prov. 6:16), and acrostics, as well as the celebration of feasts and memorials at various times throughout the year.

New Testament

Greco-Roman education. Greek education developed from about the fourth century BC and spread throughout the Mediterranean region, adopted with minor modification by the Romans. The curriculum was dominated by sports and a focus on literacy, with little place given to religious education (although philosophy was taught and did bear some religious traits). Education in the Greco-Roman world was expensive, and its provision was a parental responsibility, which tended to restrict formal education to the elite.

At about the age of fifteen, boys could move from elementary schooling to the gymnasium, where they received intellectual and physical training. Some in the Corinthian church may have received such an education, a possibility raised by Paul’s terminology in 1 Corinthians that reflects educational language: his claim to be father of the Corinthian household (4:14–21); sporting imagery (esp. 9:24–27); language of nursing and nature (3:1–4); agricultural imagery (3:5–9); his threat to come with a rod (4:21), which could be related to the rod of correction; the term grammateus (1:20), which may refer to the gymnasium instructor; reference to writing (4:6); and talk of removing the marks of circumcision (7:18).

Education in Israel. One Jewish tradition states that in AD 63 the high priest Joshua ben Gamla decreed that every town should appoint a schoolteacher for the education of children of six or seven years of age. This, together with the existence of Sirach’s school more than two centuries earlier, indicates that some form of schooling existed within Israel in the first century AD.

Although some Jews throughout the ancient world received a standard Hellenistic education, others reacted against the influence of Hellenism and sought to educate their children within the Scriptures and Jewish tradition. The DSS refer to the importance placed on study of the Torah (1QS 6:6–7). There were also rabbinic schools that focused on such teaching.

By NT times, synagogues were well established. Although determining precisely what took place within the synagogues is difficult, indications are that the focus on Scripture and its exposition played an important role in teaching both its importance and the appropriate way to interpret it. Teaching, however, was not confined to synagogues or the temple, as is amply demonstrated by the frequency with which Jesus is described as teaching in a variety of settings. Nonetheless, the temple itself did appear to serve as a center for religious education, as is reflected in the account of the twelve-year-old Jesus’ interactions with the teachers at the temple (Luke 2:41–51). Jesus’ own teaching was remarkable, however, in that it was delivered with authority (Matt. 7:29; Mark 1:22; Luke 4:32).

Education in the church. Paul highlights one of the prerequisites for being an overseer of a church as the ability to teach, stressing the importance of the NT church as a place of learning (1 Tim. 3:2; 2 Tim. 2:2, 24). This teaching involved a familiarity with right doctrine in order to avoid being led astray, an exemplary life that modeled godly behavior for all to see, and the maturity required to apply discipline when necessary.

Common and valuable for food, beans were cooked while green in the pods or after being dried. Dry beans were threshed and winnowed like cereals and other grains. Beans are mentioned twice in the NIV (2 Sam. 17:28; Ezek. 4:9).

The male head of a family. The OT describes the Israelite nation as an extended family descended from a line of common ancestors, the patriarchs Abraham, Isaac, and Jacob (also called “Israel” [see Gen. 32:28]). Each of Jacob’s sons (or his grandsons Ephraim and Manasseh) traditionally gave his name to one of the tribes that made up the Israelite people. The NT applies the term “patriarch” to individuals of the generations from Abraham (Heb. 7:4) to his twelve great-grandsons (Acts 7:8) and, in one case, to the tenth-century king David (Acts 2:29). In the OT the term “patriarch” is not used, though the concept of Abraham, Isaac, and Jacob as national fathers is frequently expressed, as in Exod. 3:15, which refers to Israel’s God as “the Lord, the God of your fathers—the God of Abraham, the God of Isaac and the God of Jacob.”

The Bible regards the patriarchs as the original recipients of God’s promises, as in Deut. 6:10, which speaks of “the land [God] swore to your fathers, to Abraham, Isaac and Jacob, to give you.” Similarly, Rom. 15:8 speaks of the patriarchs as the recipients of God’s promises. The reference to David as a patriarch in Acts 2:29 also has in view his role as the recipient of a divine promise. The terminology of national fatherhood is applied particularly to the unnamed ancestors of the generation of the exodus (Josh. 24:6; 1 Kings 8:21) and to the line of Judahite and Israelite kings, as in 2 Chron. 25:28, where Amaziah is said to have been buried “with his fathers” (ESV, NASB) (i.e., his royal predecessors) in Jerusalem. In fact, the deaths of several kings are described as going to rest “with his fathers” (cf. Luke 16:22, where Lazarus is taken to Abraham when he dies).

The patriarchs are most significant in the Bible for explaining Israelite national origins (descent from the patriarchs), the Israelite position in the land of Canaan (the land promised to the patriarchs), the origins of Israelite religion (“the God of the fathers”), and the nature of death (going to be with the fathers).

The Patriarchs and History

The implied chronology of the Bible places Abraham in the mid-second millennium BC, in the Middle Bronze Age. A more precise date depends on the controversial matter of dating the exodus from Egypt. The traditional date of the exodus in the fifteenth century BC places the patriarchs in the final centuries of the third millennium BC, based on the tabulation of life spans reported in the Bible and anchored to the date of Solomon’s temple given in 1 Kings 6:1. One recent calculation dates the birth of Abraham to 2166 BC. A low date for the exodus (in the thirteenth century BC) in turn lowers the date of Abraham. Because they pertain to the story of a single family, it is difficult to date the patriarchal stories based on extrabiblical historical records and archaeological findings. When Abraham and his descendants interact with figures of international prominence, they are either unnamed (the unnamed pharaohs of Egypt), have generic royal names (Abimelek), or are otherwise unknown in extrabiblical historical records (the many kings named in Gen. 14:1–2). In contrast, the biblical history of the monarchic period of Israel and Judah names several Mesopotamian and Egyptian kings known from securely dated inscriptions.

In light of this methodological difficulty, some have examined the cultural world of the patriarchal narratives and attempted to correlate customs attested in the stories to those known from datable external sources. In particular, proponents of this approach have sought connections between the customs pertaining to marriage and family depicted in the Nuzi tablets (fifteenth century BC), thought to reflect earlier customs on the basis of their similarities to texts found at Mari (eighteenth century BC). Certain behaviors of the patriarchs, including their use of cultic practices known to have been condemned in first-millennium BC biblical texts, suggest that the patriarchal narratives are an authentic reflection of the early second millennium BC. On the other hand, the patriarchal narratives contain some information inconsistent with an early-second-millennium date, notably the presence of Philistines (Gen. 21:22–34), who did not appear in the region until the twelfth century BC. The cultural history of the patriarchal narratives remains disputed.

The Importance of the Patriarchs

Apart from the historical questions treated above, one thing is clear: for Israelites of the first millennium BC who wrote, edited, and read the book of Genesis, the patriarchs held great interest and importance.

For the biblical authors, the God of Israel was the “God of the fathers,” and the Israelite religion was understood as a special relationship between God and the nation that began with the famous ancestors. The patriarchal stories explained other social “facts” observable in Iron Age Israel. The relationship between the Israelites and the Edomites alternated between peace and hostility. Linguistically, culturally, and geographically, the two peoples were closely connected, so it is not surprising that the biblical stories about Jacob (or Israel) and Esau (or Edom) show a brotherly relationship that mirrored the later regional rivalry of their descendants. Similar observations can be made regarding the Ishmaelites (descended from the brother of Isaac), the Moabites and the Ammonites (both descended from Abraham’s nephew Lot), and the Midianites (from Abraham through his wife Keturah). Other local groups, such as the Philistines, are not incorporated into the patriarchal extended family, accurately reflecting the origin of this population and its culture outside the land of Palestine. The patriarchal stories account for the founding of several important cultic sites. Thus, the patriarchal stories served to organize the social and geographical world of the Israelites, who cherished them as their national history.

Within Israel itself, the status and relationships of various tribes corresponded to the depiction of the eponymous patriarchal ancestors. The special prominence of the Levites, the Ju-dah-ites, and the Ephraimites is explained by stories focusing on the exploits of Levi, Judah, and Joseph (the father of Ephraim). The presentation of the tribes as coming from twelve brothers of four different mothers reflects the complex political parity and disparity of the “twelve tribes.” Apart from the twelve-tribe structure, other, less prominent Israelite groups are known from the Bible. “Makir” is a prominent group in Judg. 5:14 (one of the earliest biblical texts), where it is listed on an equal footing among the other tribes. In the usual twelve-tribe “patriarchal” depiction of Israel, however, Makir recedes in importance and is named as a son of Manasseh (a tribe not mentioned in the list of Judg. 5) in Gen. 50:23. Presumably, the two texts represent varying conceptions of which groups were most important in the Israelite society of their respective times. For the author of Judg. 5, Makir was one of the principal groups in Israel; for the author of Gen. 50:23, Makir was less important than Manasseh.

Outside Genesis, the names of Abraham and Isaac usually appear only in the formula “Abraham, Isaac, and Jacob.” The name of Jacob or Israel, in contrast, is regularly used to denote the people of Israel, as are the names of Jacob’s son Judah (for the southern part of the country) and his grandson Ephraim (for the northern part). The name of Isaac is used twice in Amos 7:9, 16 to refer to an apparently northern entity, the “high places of Isaac.”

Common and valuable for food, beans were cooked while green in the pods or after being dried. Dry beans were threshed and winnowed like cereals and other grains. Beans are mentioned twice in the NIV (2 Sam. 17:28; Ezek. 4:9).

Common and valuable for food, beans were cooked while green in the pods or after being dried. Dry beans were threshed and winnowed like cereals and other grains. Beans are mentioned twice in the NIV (2 Sam. 17:28; Ezek. 4:9).

Understanding many aspects of education in Israel during OT times and, to a lesser extent, into the NT period is extraordinarily difficult. Many studies draw quite specific conclusions based on very slender evidence and inferences drawn from supposed parallels with neighboring societies, inferences themselves beset by uncertainties. Therefore, conclusions are necessarily tentative at many points. Furthermore, it is reasonable to expect that things did not remain constant through history, and that what can be reliably discerned for one period may not accurately reflect the situation in other times.

Education encompasses several areas of life in the biblical world. Aside from academic education (relating to literacy and numeracy), there was moral and religious education, military education, and vocational training. These are not all distinct; those whose vocation lay in diplomatic circles or within the royal court as scribes would have received academic education, while those living in the country and working a farm would have had little opportunity to access such knowledge.

Old Testament

Settings for education. There were three primary arenas of education in OT times: home, school, and temple.

Home. The most important setting for education in OT times was the home (Deut. 4:9; 6:7; 11:19). Both parents were expected to play a role in a child’s education (Prov. 1:8; 6:20; 23:22; 31:1). Sons generally were trained in their father’s vocation, and such training took the form of an apprenticeship (1 Sam. 16:11; 2 Kings 4:18); girls learned from their mothers as they undertook their work on a daily basis (Exod. 35:25–26; 2 Sam. 13:8).

In part, the extent of home education is tied to the question of the extent of formal schooling in ancient Israel. As noted below, the nature and extent of schools is unclear, and if (as the evidence seems to suggest) schools were virtually nonexistent outside the royal court, then the home ultimately would have been the locus of any academic education received by children and the source of any widespread literacy and numeracy in the community. The frequent use of father/son language in Proverbs, however, need not imply an exclusively familial context for the instruction contained therein, as there is evidence from Egypt that such language was used between teacher and student.

School. The existence, nature, and extent of schools in OT times is extensively debated and ultimately uncertain. The first explicit reference to a school is found in the second century BC in Sir. 51:23. The virtual silence of the OT on the topic may reflect either that schools were absent in ancient Israel or that their existence was somehow of little interest and so warranted little reflection by biblical authors. In any case, it is likely that some form of school for scribes and those training to work in government existed in the vicinity of the royal court, as they did in Mesopotamia and Egypt. These did not form a comprehensive national schooling system for young children but were more specifically targeted to the few individuals who aimed to become scribes or advisers.

Outside the Bible there exist a number of inscriptions that could suggest the existence of schools in Israel prior to the exile. These include abecedaries (lists of the letters of the alphabet written out, usually as practice exercises or as examples), words written out several times, lists of month names, and possible exercises in reading foreign languages, among others.

There is also extensive evidence of schools in Egypt, Mesopotamia, and probably also Ugarit from an early date (cf. Acts 7:22). Whether their existence supports the existence of schools in Israel is unclear. Egypt and Mesopotamia had large and complex bureaucracies necessary to administer their kingdoms, and they employed writing systems far more difficult to master than Hebrew. In addition, mathematical texts reflect a concern with numeracy within the schools of these kingdoms, for which there is no clear evidence in ancient Israel.

The sages and scribes appear to be the primary source for the material supposedly employed in schools. Ecclesiastes 12:9 identifies one of the tasks of the sages as teaching the people, and some claim that Proverbs functioned as a textbook within a school setting. Indeed, Prov. 4:5; 17:16 speak of the “buying” (Heb. qanah) of knowledge, interpreted by some as a reference to teachers paid for providing tuition. Again, the context in which such tuition may have taken place is uncertain.

Temple. Priests were also involved in some teaching (1 Sam. 2:21, 26). According to 2 Chron. 17:7–9, King Jehoshaphat sent five officials, nine Levites, and two priests to teach the people of Judah from the Book of the Law, a point that stresses both the importance of the task and the probable failure of the home setting to adequately convey this instruction, at least by the late fifth century BC.

Types of education. In OT times four types of education can be discerned: moral and religious, academic, vocational, and military.

Moral and religious education. The Bible stresses the importance of moral and religious education above all other forms (Exod. 10:2; 12:26; 13:8; Deut. 4:9; 6:7, 20–21; 32:7, 46).

Academic education. The extent of literacy and numeracy in ancient Israel is difficult to ascertain. Rudimentary numeracy almost certainly was widespread and learned within the home and in the course of vocational training when necessary. Many among the population also appear to have been at least capable of reading and writing names or other simple texts (Deut. 6:9; 11:20; Judg. 8:14).

Vocational training. Most commonly, boys followed in their father’s vocation and thus learned through observation and participation. Under some circumstances, however, children served apprenticeships under the tutelage of others, such as was apparently the case for prophetic schools (2 Kings 2:7; 4:38; 6:1–2; Amos 7:14–15).

Military training. There are clear indications that kings recruited mercenaries to form the most important part of their army (e.g., 1 Sam. 22:2; 25:13). These mercenaries were paid and likely had received some formal training, but the nature of that training is nowhere explained. In addition to these elite forces, all able-bodied men apparently were considered eligible for military service when the need arose (2 Chron. 25:5). So, for example, the elite troops were responsible for staging the attack (2 Sam. 11:14–17; 12:26), while the remainder of the army served as reinforcements where necessary (2 Sam. 12:29). The use of chariots (under David and Solomon) would have required some training, as would the wielding of various weapons (swords, spears, bows, and slings). Ultimately, however, there are only allusions to such training (e.g., Judg. 3:2; 2 Sam. 22:35).

Educational methods. Throughout the ancient Near East there is evidence that corporal punishment played a significant role in education. There is a somewhat comical text from Mesopotamia that relates a day in the life of a student who receives physical punishment for virtually everything he does. Similarly, the book of Proverbs highlights the importance of discipline in raising and training children (e.g., 13:24; 22:15; 29:15, 17). Nonetheless, Proverbs uses “the rod” as a means to signify discipline as a whole without necessarily endorsing corporal punishment as the only or even the primary means of discipline. This is apparent because Proverbs contrasts the rod not with other, lesser forms of discipline but rather with no discipline at all. Thus, although there is evidence that corporal punishment was used extensively (and probably excessively [see Sir. 30]), Proverbs endorses a more nuanced approach to disciplining children.

Academic, religious, and moral education also involved the use of various techniques that facilitated learning. These included the use of poetry or poetic couplets (common in wisdom literature and in psalms), numerical sayings (e.g., Ps. 62:11; Prov. 6:16), and acrostics, as well as the celebration of feasts and memorials at various times throughout the year.

New Testament

Greco-Roman education. Greek education developed from about the fourth century BC and spread throughout the Mediterranean region, adopted with minor modification by the Romans. The curriculum was dominated by sports and a focus on literacy, with little place given to religious education (although philosophy was taught and did bear some religious traits). Education in the Greco-Roman world was expensive, and its provision was a parental responsibility, which tended to restrict formal education to the elite.

At about the age of fifteen, boys could move from elementary schooling to the gymnasium, where they received intellectual and physical training. Some in the Corinthian church may have received such an education, a possibility raised by Paul’s terminology in 1 Corinthians that reflects educational language: his claim to be father of the Corinthian household (4:14–21); sporting imagery (esp. 9:24–27); language of nursing and nature (3:1–4); agricultural imagery (3:5–9); his threat to come with a rod (4:21), which could be related to the rod of correction; the term grammateus (1:20), which may refer to the gymnasium instructor; reference to writing (4:6); and talk of removing the marks of circumcision (7:18).

Education in Israel. One Jewish tradition states that in AD 63 the high priest Joshua ben Gamla decreed that every town should appoint a schoolteacher for the education of children of six or seven years of age. This, together with the existence of Sirach’s school more than two centuries earlier, indicates that some form of schooling existed within Israel in the first century AD.

Although some Jews throughout the ancient world received a standard Hellenistic education, others reacted against the influence of Hellenism and sought to educate their children within the Scriptures and Jewish tradition. The DSS refer to the importance placed on study of the Torah (1QS 6:6–7). There were also rabbinic schools that focused on such teaching.

By NT times, synagogues were well established. Although determining precisely what took place within the synagogues is difficult, indications are that the focus on Scripture and its exposition played an important role in teaching both its importance and the appropriate way to interpret it. Teaching, however, was not confined to synagogues or the temple, as is amply demonstrated by the frequency with which Jesus is described as teaching in a variety of settings. Nonetheless, the temple itself did appear to serve as a center for religious education, as is reflected in the account of the twelve-year-old Jesus’ interactions with the teachers at the temple (Luke 2:41–51). Jesus’ own teaching was remarkable, however, in that it was delivered with authority (Matt. 7:29; Mark 1:22; Luke 4:32).

Education in the church. Paul highlights one of the prerequisites for being an overseer of a church as the ability to teach, stressing the importance of the NT church as a place of learning (1 Tim. 3:2; 2 Tim. 2:2, 24). This teaching involved a familiarity with right doctrine in order to avoid being led astray, an exemplary life that modeled godly behavior for all to see, and the maturity required to apply discipline when necessary.

A town in the territory of Judah about 7.5 miles south of Bethlehem, perhaps at the modern site of Khirbet et Tuqu’. Tekoa is associated with the Hezronites (1 Chron. 2:24; 4:5), as the son of Hezron (who was Judah’s grandson) was the leader, or “father,” of Tekoa. Jeremiah 6:1 indicates that it was south of Jerusalem. The Greek translation of Josh. 15:59 may refer to Tekoa in association with Bethlehem. Rehoboam included it in a line of defensive fortifications (2 Chron. 11:6).

Tekoa was the birthplace of Ira, one of David’s mighty warriors (2 Sam. 23:26). It is better known as the birthplace of Amos, the shepherd and caretaker of sycamore-fig trees turned prophet to the northern kingdom of Israel (Amos 1:1; 7:14). Tekoa also was the origin of a wise, or skilled, woman whom Joab recruited as part of petitioning David to restore Absalom after he had killed Amnon (2 Sam. 14).

Payment for the hire of one’s labor, often disbursed daily. The Bible refers to wages in connection with various occupations, including agricultural worker (Gen. 29:15; 30:27–29; Zech. 11:12; Matt. 20:1–16; John 4:36), artisan (1 Kings 5:6; Isa. 46:6), soldier (2 Chron. 25:6; Ezek. 29:18–19; 1 Cor. 9:7), prostitute (Hos. 9:1; Mic. 1:7), priest (Judg. 18:4; Num. 18:31), nurse (Exod. 2:9), and even the beast of burden (Exod. 22:15; Zech. 8:10; 1 Tim. 5:18). Prophets were paid for their work (Amos 7:12), though a late OT and Second Temple period tradition regarded the sin of Balaam as prophecy for hire (Deut. 23:4; Neh. 6:12–13; 13:2; 2 Pet. 2:15; Jude 11). In the NT, the concept of wage labor is extended to the church leader and the apostle (Luke 10:7; 1 Cor. 3:8; 1 Tim. 5:18).

Behind many references in the NT to wages lies the Latin term denarius (Gk. dēnarion) a small silver coin equivalent to a day’s wages (as in Matt. 20:2). Thus, in Mark 6:37 “more than half a year’s wages” (NIV) translates what in Greek is “two hundred denarii” (NRSV) (see also Mark 14:5), and the commodity prices in Rev. 6:6 show massive inflation relative to the day’s wage or denarius. In addition to the payment of wages with money, the Bible attests the payment of wages in kind, including wives (Gen. 29:17), livestock (Gen. 30:32), food (Num. 18:31; 1 Sam. 2:5), and, in the case of soldiers, plunder (Ezek. 29:19).

Several texts regard the fair payment of wages as a basic element of social justice and, conversely, the withholding of wages as an evil. Deuteronomy 24:15 commands the employer to pay workers wages “each day before sunset, because they are poor and are counting on it” (cf. Lev. 19:13; Job 7:2). Likewise, Mal. 3:5 denounces those who defraud workers of wages (cf. Gen. 31:2), a stance continued in the NT (Rom. 4:4; James 5:4).

The reward of righteousness and the punishment of wickedness are described as a wage, as in Rom. 6:23: “The wages of sin is death.” Proverbs 10:16 says, “The wages of the righteous is life, but the earnings of the wicked are sin and death” (cf. Prov. 11:18; Isa. 65:7; 2 Pet. 2:13).