The Book Of
Ruth An Inductive Bible Study
Sunergos Bible Studies Jan Wells
Copyright Copyright © 2006, 2009 by Jan Wells The Book of Ruth – An Inductive Bible Study by Jan Wells Printed in the United States of America ISBN 1–932934–26X 978–1–932934–26–7 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means – electronic, mechanical, photocopying, recording, or otherwise – without the prior written permission of the publisher or copyright owners. Acknowledgments Unless otherwise indicated or if marked (ISV) scripture quotations are taken from: The Holy Bible: International Standard Version®, ISV®. Copyright © 1996–2009 by The ISV Foundation Santa Ana, CA. Used by permission of Davidson Press, Inc. ALL RIGHTS RESERVED UNDER INTERNATIONAL AND PAN– AMERICAN COPYRIGHT CONVENTIONS. Scripture quotations marked (NASB) are taken from The New American Standard Bible®, NASB® Copyright© 1960, 1962, 1963,1968, 1971, 1972, 1973, 1975, 1977, 1995 by The Lockman Foundation. Used by permission. ('www.Lockman.org) Scripture quotations marked (NIV) are taken from the HOLY BIBLE, NEW INTERNATIONAL VERSION®. NIV®. Copyright © 1973, 1978, 1984 by International Bible Society. Used by permission of Zondervan. All rights reserved. Scripture quotations marked (KJV) are taken from the HOLY BIBLE, KING JAMES ®VERSION. KJV is public domain and permissions for use are not necessary. Word studies are taken from Strong’s Exhaustive Concordance of the Bible as well as other reference sources. The Greek words given in the left column of the word study are the lexical form of the word, followed by actual word found in the Bible. When sources other than the Strong’s Exhaustive Concordance are used in the center column of the word study they are in italic print. A complete list of the references used for this study is found in the Bibliography. Cover Picture: Ruth Gleaning, J. James Tissot
Sunergos Bible Studies 2485 Morse Road Sebastopol, CA 95472 707.829.2956 To order additional copies, www.SunergosBible.org
11/01/2009
Table of Contents
Page
Lesson 1: The Book of Ruth Overview and Ruth 1:1–14........................................5 Lesson 2: Ruth 1:14–22, Ruth 1 Review, Ruth 2:1–16...........................................17 Lesson 3: Ruth 2:17–23, Ruth 2 Review, Ruth 3, Ruth 3 Review, Ruth 4.............33 Lesson 4: Ruth 4, Ruth 4 Review, Biblical Redemption, and Ruth Re view.........45 Appendix................................................................................................................61 Scripture Work Sheets............................................................................................63 Inductive Study Methodology................................................................................73 Ruth Review Sheet................................................................................................79 Word Studies..........................................................................................................81 Bibliography..........................................................................................................83 Sunergos Bible Studies..........................................................................................85 Book Summary......................................................................................................87 Author Profile........................................................................................................87
Introduction I have written this Bible study that it might strengthen and encourage believers who are fellow workers, translated from the word sunergos in the New Testament Greek. We are to glorify God in all that we do, and diligent study of His word will equip us to carry out God’s plan in our life and in His church so that we might truly enjoy Him forever. Join with me that we might be fellow workers, allowing God’s word to equip us as members of His body.
In His Love,
Jan Jan Wells, M. A. Sebastopol, CA 95472 707.829.2956 email:
[email protected]
website: www.sunergosbible.org
“And we sent Timothy, our brother and God’s fellow worker (sunergo), in the gospel of Christ, to strengthen and encourage you as to your faith.” 1 Thessalonians 3:2
I have found that there are some prayers that I can voice that God will always answer. One is asking God to increase my desire to spend time with Him, asking Him that my spirit would long to commune with Him in the pages of His word. If you surrender your feeling of “you have to” study God’s word, and instead ask God to help “you want to” spend time with Him, you will be delighted and amazed at the difference in your attitude toward the spiritual discipline of Bible study. Soli Deo Gloria (to God alone be the glory)!
Lesson 1
Lesson 1 The Book of Ruth Overview and Ruth 1:1–14 Introduction This study focuses on the book of Ruth and as you move through the book you will study the time in which the book took place in the history of the nation of Israel. While you will be studying the book of Ruth, remember that the Bible is first and foremost a book about God! Through the study of God’s word we can know His promises, as His plan and purposes for humanity are revealed in Scripture. The Bible reveals God’s righteousness through God’s attributes and the actions that God has taken through each of the eras unfolded in Scripture. Centuries after the story of Ruth was written and then included in the Hebrew Scriptures, the leaders of the Jewish people decided that the book of Ruth should be read at the festival of Pentecost. The book of Ruth was important to the nation of Israel. In the first century, the Apostle Paul wrote that “all Scripture is inspired by God and profitable for teaching, for reproof, for correction, for training in righteousness,” 2 Timothy 3:16. My prayer is that as you study the book of Ruth you will believe that it truly was inspired through the Holy Spirit and that you would believe that the truths in the book of Ruth would be profitable for your own teaching, for your own reproof and correction, and for your own training in righteousness. My prayer is also that through the study of the book of Ruth your relationship with God would grow as you spend time with Him in His holy word. For those who have placed their faith in Jesus Christ, the study of Scripture is a means to know more about the Savior, Christ the Messiah. The Apostle Paul said that those who follow Christ have been predestined to become conformed to the image of Christ (Romans 8:29). Studying Scripture provides a means for seeing Christ’s character and the “image” in which we are to be conformed. Dr. M. Robert Mulholland wrote a very simple definition to describe the phrase spiritual formation, when the Christian is “in the process of being conformed to the image of Christ for the sake of others.” Allow God’s holy word to be used to conform your life to the image of your Savior. Allow God’s word to lead and equip you in this way. This inductive study will use the Bible as the primary source for information and as you “read with a purpose” you will be asked questions to help you carefully observe the text. One goal of inductive study is that you will be able to accurately interpret the Scriptures being studied, that you might determine eternal principles from the text, and then apply these Scriptures to the circumstances of your own life. How important it is to “be diligent” and “handle accurately the words of truth.” The lessons of this study will challenge you to recognize God’s eternal perspective from the book of Ruth. Jesus promised His disciples that His followers would have the help of the Holy Spirit in all that is done. All believers have the same indwelling Holy Spirit that Jesus promised would guide us into God’s truth. All Christians must recognize that we have an enemy who tries to keep us from spending time with the Lord, from studying God’s word, and from making God’s truth a part of each decision we make. Remember to stand firm and persevere, asking for God’s help every step along the way. You will be blessed as you press on! 5
Lesson 1
As you move through the study, you will be challenged to make a commitment to the spiritual discipline of Scripture memorization! You might struggle with memorizing verses from the Bible, but you must not give up, thinking that this is too difficult, because it is possible for all believers to treasure God’s word in their heart and mind in this way. You can trust that God will use His holy word to minister to your spirit. You can also count on the fact that Scripture memorization will equip you to share your faith with others.
Day 1 1. Every time you approach the word of God open your time in prayer. Humbly come before the Lord God Almighty asking Him to use His word to bring you to a stronger understanding of who He is and help you see what He has done for you. Ask God to draw you closer to Him and help you follow after His will as He leads you. Ask the Holy Spirit to guide you into God’s truth, that you might be sanctified in God’s truth. The lesson will always begin with observation questions that will observe the theme and/or the verses to be covered in the day’s lesson. One way to approach the daily study would be to answer these observation questions that are introduced with a bold dot in Question 1, and then proceed to the last question (or questions) of the day that will be in a simple rectangular box. (This has been designed to take between twelve and twenty minutes.) Another option for the study is to complete some or all of the remaining questions in between Question 1 and the questions in the rectangular box, which might take between thirty minutes and one hour. This format allows flexibility within the commitment of “completing” the study. When a group is studying each will benefit from the time of coming together for a discussion. I pray that you would sense God’s presence in the words that have been recorded through the leading of the Holy Spirit. • Read the book of Ruth through once using the Scripture Work Sheets in the Appendix. These Scripture Work Sheets are the text of Ruth, double–spaced, with no marginal notes, no introductory helps, no chapter headings, no footnotes, no paragraph titles, and no other helps like you find in most Bibles. After reading each chapter, write out your first impressions of the book. Your first impressions can be anything that comes to you when you have finished reading. (There might be some verses in the book that you do not understand, however do not let those portions of the text get in the way of the blessing God has for you in the reading of His holy word.) Ruth 1
Ruth 2
Ruth 3
Ruth 4 6
Lesson 1 2. Many say that the book of Ruth is a “love story.” I pray that this account would not simply be a story about the love between individuals, but that you would also see God’s message in this book. The author of Hebrews said that the “word of God is living and active. It is sharper than any double–edged sword, piercing until it divides soul and spirit, joints and marrow, as it judges the thoughts and purposes of the heart,” Hebrews 4:12. Please close your time in the word today by jotting down some notes concerning what the Holy Spirit has said to you through the living word of God in the book of Ruth.
Close by thanking the Father for the provision He made for you to be His precious child.
Day 2 1. Since the Bible is a book about God, in today’s lesson you will look for truths that are revealed about God in the book of Ruth. As you read the book of Ruth again today ask the Lord to help you to know Him and give you an enthusiasm and desire to spend time in His holy word. One part of inductive study is to look for the key words that are repeated and essential in the text. When the key words are removed, they leave the text without clear meaning. Key words are essential to the text, because they reveal the message of the text, and form the basis for studying specific doctrinal truths. Keep in mind that key words reveal the subject of a passage, and these subjects then reveal the themes of the text, to help you see why the book was written. For this part of the lesson, you will only look for anything said about God in the book of Ruth. • When the author mentions God, as well as any words representing the name of God, these are always considered key words. The author might use pronouns such as He, His, or Him to take the place of the actual name for God. Mark these key words in a consistent way. I mark any reference to God with a red triangle through the word. This part of the lesson will take some time, please do not just mark the words, but as you do the marking, think about what is being declared about God in the book of Ruth. Let these truths provide nourishment to your spirit and bring courage to your heart.
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Lesson 1 2. After you have marked the words that represent God, record some truths about God that ministered to your spirit as you read the book of Ruth.
Did looking at what was said about God in the book of Ruth bring questions to your mind? Sometimes when events are recorded in Scripture they include some people’s responses to the circumstances of life that might not be representative of what is really true. Close by praying that what you read in the book of Ruth would help you know God so that you would be drawn to Him, and your relationship would grow even deeper as you choose to cling to Him in all things. I choose to live by the words of Proverbs 3:5, 6 that I would in all my ways acknowledge God and NEVER lean on my own understanding, knowing that in this God will direct my path.
Day 3 1. In today’s lesson you will be asked questions to help you observe the text of the book of Ruth. Ask God to give you a unique interest in His word, so that as you move through this study you will be open to His personal message to you in the pages of Scripture. Begin with these observation questions. • Who are the specific people that are mentioned in the book of Ruth?
For the next questions, record any clues that give you information concerning the cultural, geographical, historical, and religious background that is either mentioned specifically or alluded to in the book of Ruth. • What references to any geographical locations are made in the book of Ruth?
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Lesson 1 • Some simply say that the Old Testament is often hard to understand because it reflects the culture of the Ancient Near East and not the culture of the “modern” world. What cultural references are made in the book of Ruth?
• What references are made to specific historical information in the book of Ruth?
• What references are made to religions other than the faith of the Israelites in the book of Ruth?
2. After reading through a book of the Bible, it is possible to know the type of literature or the genre of the book. Look at these brief descriptions and circle the word that describes the genre of the book of Ruth. Some books in the Bible represent more than one genre. Epistle – a letter written either to an individual or to a group of individuals Narrative – a written record of an event or a series of events Poetry – the poetry of the Ancient Near East was rhymed in images, not in words Prophecy – a record of what is to come, often events in the near future as well as in the distant future Wisdom Literature – nuggets of truth to exhort with practical insight into life choices
3. Look back at the first observation question you answered today and write down a brief statement about each of the individuals you listed, based on what you read in the book of Ruth.
There is more space on the next page. 9
Lesson 1
4. You have read through the book of Ruth several times this week. The overview lesson in an inductive study always requires time and energy. You might feel discouraged, but do not lose heart as you approach the study of God’s word. Ask God to increase your determination and your desire to be with Him in His word. God will give you a desire to persevere and continue with the study, of that we can be certain. From what you have studied so far this week, how would you describe the general tone or atmosphere of the book of Ruth?
Please close in a time of prayer, worshipping the Lord God for the gift of His word that was given that you might come to know Him better. Ask the Lord to help you fall in love with Him with a renewed spirit in your heart, in your soul, and in your mind.
Day 4 – Ruth 1 – Comprehensive Chapter Study 1. Now it is time to begin the in–depth portion of the study of the book of Ruth. This involves going through one chapter at a time. Every time you begin a new chapter you will spend time going through a process called the Comprehensive Chapter Study. Generally, the pattern for inductive study would be to observe a chapter and then study the chapter and determine the main theme or teaching of the chapter before moving on to the next chapter. Today you will observe the Scripture Work Sheets for the first chapter of Ruth. Open in prayer asking for the Lord’s help. You can refer to pages 73, 74, and 77 in the Appendix for more information about the observation process. • Read Ruth 1 paying attention to the important words in the chapter. These words might be repeated in the chapter, but they would be the words that are essential to the text, because the removal of the words would leave the text without clear meaning. There key words are essential to the text, because they reveal the message of the text, and form the basis for studying specific doctrinal truths. Key words also reveal the main subjects in the passage, as these subjects help to reveal the theme of the text. Mark the key words in Ruth 1 in a consistent way. You might underline or circle the 10
Lesson 1 word or phrase with the same colored pen or pencil each time the same word is used. List the key words from Ruth 1 here.
2. As you read Ruth 1, you can also look for contrasts and comparisons that were used. Refer to Appendix pages 75 and 77, and then write the contrasts and comparisons in the space provided, or mark your Scripture Work Sheets in some way to show these. Contrasts (to show differences/opposites)
Comparisons (to show similarities and connections, using the words as or like)
3. Look for terms of expression that help you understand time, with words like “now, then, later,” etc. and mark these in a consistent way. Another means of understanding language is to examine the way verbs are used in writing. A simple explanation of verbs is that they are words that express action or the state of being, and they relate the words communicated within a framework of time. Verbs communicate that something is happening at the moment, or has happened in the past, or will happen in the future. (The verbs in the preceding sentence are in italics.) Verbs can also announce that an event has already taken place and the results of that event are continuing at the present time. Please take the time to read Ruth 1 looking for the different verb tenses that were used, noting in the left hand margin references to the future, the present, or the past. This can add another dimension to your study, not because you will be studying verbs, but perhaps to help you see what God has done in the past, what He is doing today, as well as what He has promised to do in the future.
4. Now mark words that express conclusion or show results or purpose with words like “for,” “for this reason,” “so that,” and “because.” Words that express conclusion are important to note because they show why the author wrote what he wrote and help you see the promises or consequences that will come. 11
Lesson 1 5. Do you see a truth in Ruth 1 that stirs your heart? Was there something in the chapter that caused you to think about your own life and lifestyle? How has this portion of Scripture ministered to you today?
I was thinking about the book of Psalms and the many prayers that were recorded as songs that express faith in God. One of these is Psalm 40. Please end by reading this beautiful Psalm as an act of worship before the Lord your God, that you might proclaim His faithfulness to you in gratitude.
Day 5 – Ruth 1:1–14 1. Today’s time in the word will focus on the first paragraphs of the book of Ruth. Begin your time in the word by asking God to help you receive from Him the blessing of spending time with Him, asking that His truth will make a difference in your heart. Now answer these observation questions. • Make a simple family tree with the names given in Ruth 1:1,2.
• Based on the verses given below, please look at Naomi, Ruth, and Orpah, describing who they were and what you learn about their relationship with God. Information given to describe the women: Naomi, whose name meant pleasant: Ruth 1:1–15
Ruth, whose name meant friend: Ruth 1:1–17
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The women’s relationship to God:
Lesson 1
Information given to describe the women:
The women’s relationship to God:
Orpah, the feminine word for the back of the neck or mane: Ruth 1:1–14
• What did Naomi ask on behalf of her daughters–in–law in Ruth 1:8, 9?
2. The lessons will contain a study of some of the specific words that were used in the Scripture to help clarify your understanding of the meaning of the words. In order to save you the time of having to look up these words in reference books, the word studies will appear on a chart like the one that follows. Many books are available to help with word studies. Strong’s Exhaustive Concordance is an excellent resource for looking at both the Old Testament Hebrew words and the New Testament Greek words. The definition column in the middle might also give the word as it is translated in other versions of the Bible. When another source is used in the definition column this is given in italics. A complete list of the references used for this study is found in the Bibliography in the Appendix. In the first column you will find the Strong’s number and the lexical form of the word, that is the word before it is changed grammatically to fit in its context. The second row will show the actual word that was used based on the grammatical use of the word. Sometimes these two words will be the same, and sometimes they are different. The third line has the biblical reference of the word from the lesson. Included in the third column will be cross–references that will show you how the word was used in another passage of Scripture in a similar way. Words can have more than one meaning, and they can be defined by looking at their context. You might briefly summarize what you learn about the word from the cross–reference(s) given or just read the verse. Please examine these word studies for some of the key words in this lesson. Strong’s # and Transliteration:
Definition from Strong’s Concordance unless written in italics:
Use of the word in other Scriptures:
8199 shaphat hashopaTiym Ruth 1:1
Judges, pronounce sentence (for or against); by implication, to vindicate or punish; by extension, to govern; passively, to litigate (literally or figuratively): avenge, that condemns, contend, defend, execute (judgment), judge (–ment), needs, plead, reason, rule
Judges 2:16; 3:10
458 Eliymelek 'Eliymelek Ruth 1:2
Elimelech, God of (the) king; Elimelek, an Israelite
Ruth 1:3; 2:1, 3 (Only used in the book of Ruth.)
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Lesson 1 Strong’s # and Transliteration:
Definition from Strong’s Concordance unless written in italics:
Use of the word in other Scriptures:
2617 checed/hesed checed Ruth 1:8
Gracious love ISV, kindness; by Psalm 117:2 implication (towards God) piety: rarely (by opposition) reproof, or (subjectively) beauty: favour, good deed (–liness, –ness), kindly, (loving–) kindness, merciful (kindness), mercy, pity
4496 menuwchah nfnuwchaah Ruth 1:9
Security ISV, rest NASB, repose or (adverbially) peacefully; figuratively, consolation (specifically, matrimony); hence (concretely) an abode: comfortable, ease, quiet, rest (–ing place), still
Psalm 132:8
3068 Yehovah Yahweh Ruth 1:13
LORD, (the) self–Existent or Eternal; Jehovah, Jewish national name of God: Yahweh, written as YHWH by Israel, translated as “I Am,” as God introduced Himself to Moses in Exodus 3:14. Written as LORD, in capital letters in Scripture.
Exodus 3:14
3. The book of Ruth opens with the statement “Now there came a time of famine while judges were ruling in the land of Israel.” Please read Judges 2:8–22 and answer the “5 Ws and an H” questions about the time of the judges. You might answer these questions: When did this take place? What were the circumstances in Israel? What was God’s response to His people? Why were judges appointed? How did the Israelites respond to the judges?
Some information about the city of Bethlehem: ❖ The word Bethlehem is a compound word from the Hebrew word beth that means house and lehern meaning bread or food, hence the name for the town of Bethlehem means the house of bread. ❖ Bethlehem was given to the tribe of Judah when Joshua distributed the Promised Land to Israel. 1 Samuel tells us that David’s family lived in Bethlehem. ❖ Micah 5:2 prophesied that from Bethlehem would come the ruler of Israel. Many of Israel’s religious leaders believed that Micah’s words were prophesy about the coming Messiah. ❖ Mary and Joseph went to Bethlehem for the Roman census and Jesus was born in Bethlehem according to Luke 2:4–6. Continued on the next page.
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Lesson 1 ❖ Hadrian as the Emperor of Rome who served around 100 A.D. had a statue built in Bethlehem as a tribute to the Roman god Juniper. Hadrian erected Jupiter’s statue to insult the Jews who had rebelled against Rome. This statue remained until the reign of the Roman Emperor Constantine in the 4th century. ❖ Soon after Christianity became the accepted religion of the Roman Empire, Jerome was commissioned by the church in Rome to translate into Latin the Hebrew Scriptures and the New Testament (as determined by the Nicene Council in the early 4th century). Jerome and his widowed assistant Paula chose Bethlehem for their work. Paula paid for the building of two monasteries in Bethlehem, one for men and the other for the women who helped with the church. Paula also purchased the manuscripts for the translation work as the church could not afford these documents. The Vulgate became the Bible used by the church for centuries, although during the Reformation translations in the spoken languages of the people became available. ❖ Today Bethlehem is under the control of Palestinians, although they often allow tourist buses to enter the city to see the church that is “occupied” by the Greek Orthodox Church on one side and the Roman Catholic Church on the other. At one end of the church a “shrine” was built over what is believed to be the site where Jesus was born in a “cave” that was used to stable animals. Another part of the Bethlehem church is the site where the church claims that Jerome and his assistant Paula translated the Vulgate Scriptures into Latin.
4. Now please look at information concerning the land of Moab, Ruth’s homeland. From reading the Scriptures below, answer the following questions to help you understand Ruth’s people. How was the nation founded? How did this country interact with Israel? What was God’s treatment of these people? a. Genesis 19:30–38
b. Numbers 25:1–11
c. Joshua 24:5–11
d. Hosea 9:10 (Baal–Peor was the city in Moab referred to in Numbers 25:1–5.)
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Lesson 1
5. Read the following verses and look at how the word LORD was used, a. Ruth 1:6
b. Ruth 1:8
c. Ruth 1:9
d. Ruth 1:13
Now think about what you learned about the faith of the author of the book of Ruth and about Naomi from these verses. a. Evidence of the author’s faith in God:
b. Evidence of Naomi’s faith in God:
In closing, read what is declared about the LORD in Psalm 117. This Psalm uses the same word for love that Naomi used in Ruth 1:8, which is sometimes translated as mercy or lovingkindness. Allow this short Psalm to encourage your spirit as you come to an end of first lesson. I was thinking of the temptation that comes to us to dwell on our sorrow and allow times of mourning to keep us from worshiping our Lord. If you know this beautiful hymn, you might close by singing these words, or simply read these words of praise, asking the Lord to encourage your heart as you announce who He is through these words. “O Worship the King” O worship the King, all glorious above, and gratefully sing His power and His love; our Shield and Defender, the Ancient of Days, pavilioned in splendor and girded with praise. O tell of His might, O sing of His grace, whose robe is the light, whose canopy space; His chariots of wrath the deep thunder– clouds form, and dark is His path on the wings of the storm. Thy bountiful care what tongue can recite? It breathes in the air, it shines in the light; it streams from the hills, it descends to the plain, and sweetly distills in the dew and the rain. Frail children of dust, and feeble as frail, in Thee do we trust, nor find Thee to fail; Thy mercies how tender, how firm to the end! Our Maker, Defender, Redeemer and Friend. By Robert Grant and J. Michael Haydn
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Lesson 2
Lesson 2 Ruth 1:14–22, Ruth 1 Review, Ruth 2:1–16 Introduction This week’s lesson will finish Ruth 1 and then study Ruth 2. As you go through the lesson this week ask the Lord to help you memorize a verse from the Scripture you will be studying. Maybe you could “work” on learning a verse with a friend! What a great thing to do together! You would both be blessed!
Day 1 – Ruth 1:14–22 1. In Ruth 1:14 Orpah kissed Naomi good–bye and returned to Moab, and in the same verse we are told that Ruth remained with Naomi. As you begin this week’s study, thank the Lord for the person who had invested in your life at the time when you chose to follow after God’s will, leaving behind your own desires and choosing to be obedient to His will, rather than your own. Begin with these observation questions. • What did Naomi say that Orpah returned to in Ruth 1:15?
• What was involved in the commitment that Ruth made according to Ruth 1:16?
• In the time of the Judges, Bethlehem was considered to be a village, which meant it had less than 250 people and was not surrounded by walls as ancient cities were. How did the town of Bethlehem respond when Naomi returned?
• The Hebrew word El denotes might or power. Israel had a number of names for their God that described His character, and El was one of the names for the God of the Hebrew people. (To the people who lived in the land of Canaan, their god El was the father of their god Baal.) The Hebrew words El Shaddai were often translated into English as God Almighty, and this name for God was sometimes associated with God as the God of judgment. Write out Naomi’s reason for calling God the Almighty according to Ruth 1:20, 21.
• When did Naomi and Ruth arrive in Bethlehem? 17
Lesson 2 2. Please examine these word studies for some of the key words in this lesson. Strong’s # and Transliteration:
Definition from Strong’s Concordance unless written in italics'.
Use of the word in other Scriptures:
7706 shadday Shaday Ruth 1:20
Almighty, associated with the Used 48 times in the Old Testament, mountains, as the “God of the 31 times in Job. Mountains;” also the one who pours Job 5:17 forth; to Israel, “the Powerful One, the Mighty One, or the all–sufficient One.”1
4755 mara’ Maaraa' Ruth 1:20
Mara, bitter, a symbolic name for This word was used only once in the Naomi; the feminine form of the word Old Testament. for discontented and heavy
7489 ra'a' heera' Ruth 1:21
Broken ISV, properly, to spoil (literally, by breaking to pieces); figuratively, to make (or be) good for nothing, i.e. bad (physically, socially or morally); afflicted KJV 8c NASB
Job 34:24
3. In the first lesson you looked at the land of Moab, and now we will look at what was meant by the gods of Moab. Chemosh was the “chief god” of the people of Moab. This god is mentioned in Numbers 21:29 and then the end of the chapter records Israel’s defeat over the people just north of Moab. Numbers 22 begins the account of how Balak, the ruler of the Moabites responded with great fear to Israel’s victory over the Amorites, as he “hired” Balaam, a diviner of Mesopotamia to come to Moab and curse the nation of Israel. Read the account of the Israeli Judge Jephthah in Judges 11:12–28, when he spoke to the king of Ammon, whose territory was just north of Moab. What does verse 24 tell you about Chemosh, the Moabite god?
Now read where the god Chemosh is mentioned again in 1 Kings 11:7. In the context of this one verse (looking at some of the verses that come before and some of the verses that follow), what do you learn about Chemosh?
4. The first time the name El Shaddai appeared in Scripture was when God spoke directly to Abram, in Genesis 17:1 and said, “I am God Almighty; walk before Me and be blameless.” The name El Shaddai was used more in the book of Job than in any other Old Testament book. Read these references using the word Almighty and briefly describe what was taught about God as El Shaddai in these verses, a. Job 34:10
______________ 1
Spiros Zodhiates, The Complete Word Study Old Testament, Chattanooga, AMG Publishers, 1994, p. 2371.
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Lesson 2 b. Job 34:12
c. Psalm 91:1
5. Ruth 1:22 mentions the barley harvest. In Israel, the barley harvest began in late April or early May and came about a month before the wheat harvest. Read what was associated with the barley harvest in Leviticus 23:9–21 and explain what Israel was to do to acknowledge God in their time of harvest.
6. When Naomi met the people of Bethlehem that she had not seen in at least ten years she told them to call her Mara because the Almighty had dealt bitterly with her. The name Mara in Hebrew means bitter, discontented, or heavy. What would your name be today that would represent your character? Maybe this is not the way you would want to be known or remembered. With what name would you prefer to be associated and how could you live that out in your life? I have a dear friend who was told that she did not often express joy in her life, and yet the desire of her heart is to be known as joyful, a woman of Joy. What does the Lord desire for you?
Please read Job 23:8–17 to see what this passage teaches about Job’s attitude in response to his loss, and look at Job’s response to God to see what Job declared about God in the midst of his struggle.
I would challenge you to memorize a verse from Job’s words this week. Ask the Lord to help you hide His holy word in your heart. Choose a verse and read the verse every day to help you remember the wording. Write out the verse, including the reference. Continued on the next page.
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Lesson 2
Another helpful way to memorize would be to write the verse on a small piece of paper (a 3” x 5” card, or a small “Post–It” note) and place it somewhere where you will see it often during the week, or carry it around with you. A helpful hint from educational research: when you put the verse to music and sing the words, functions within the brain are integrated, which will help you remember the words. So choose a simple time and sing your verse!
Days 2 and 3 1. Because of what we learn about Naomi in Ruth 1:20 in the next two days the lesson will study depression, an emotional condition that affects many people in the world today. In addition to the Scripture references, I have gathered resources from a variety of sources to provide information on the topic of depression. Open by praying for God’s discernment and ask for the Holy Spirit’s anointing upon your spirit as you study. I have prayed that what has been provided in this lesson will minister to you and/or someone you know that has struggled or is presently struggling with depression. • In many places, Scripture reveals to us tragedy that came into the lives of individuals. Look at what is written about Naomi and Job in these passages, and then reflect on how they each responded to God.
Their losses:
Their response and attitude toward God:
Naomi in Ruth 1:1–5
Ruth 1:20, 21
Job in Job 1:13–22
Job 13:15
• Another person who was depressed in the Old Testament was the prophet Jonah who struggled in the difficult assignment God asked of him. Jonah 4:8 says that Jonah “became faint and begged with all his soul to die, saying ‘Death is better to me than life.’” When Jonah asked to die, God pointed out his anger. It is not uncommon to see the pattern of Naomi and Jonah’s lives in people living in our society today. When anger is not faced and dealt with, it can lead to bitterness. Unresolved bitterness can lead to depression and perhaps even thoughts of suicide or violence against others. Often mixed into this is having an unforgiving spirit toward someone who was involved in an offense either against us or against someone we care about. Having an unforgiving spirit and allowing that sin to stay within, will always lead to bitterness. Drs. Frank Minirth and Paul Meier claim that depression is a painful, emotional condition caused by a loss, where the individual allows their anger to “turn 20
Lesson 2 inward.”2 While the loss directly affects you, it might be someone else’s sin that has affected you, whether because of an on–going circumstance or problem, or from a trauma that occurred at one specific point in time. When someone silently “stuffs” their emotions, instead of facing their loss and working through their grief, the person often becomes depressed. Please read Hebrews 12:11–15 to examine what you as a believer are to do concerning your attitude, listing the important points below.
• Sometimes people fall into a pit of despair and do not even realize that they are depressed. Depression affects people physically, emotionally and spiritually, as it is a devastating illness. According to the Minirth and Meier book, Happiness is a Choice, others can sometimes help someone who is depressed but does not realize it. You can help by recognizing that the symptoms of depression are usually divided into these five areas:3 1. Sad affect or moodiness 2. Painful thinking: introspective and often with a negative self–concept 3. Physical symptoms: affecting sleep, appetite, weight loss or gain, gastrointestinal disturbances, slow body movements, or rapid heartbeat 4. Anxiety or agitation 5. Delusional thinking or being out of touch with reality
2. In the first chapter of Ruth, Naomi expressed her feelings openly and she revealed truths about who she was and what she believed about God at that point in her life. Read Job’s testimony in these Scriptures to see what was revealed about Job. a. Job 3:25
b. Job 5:17, 18
c. Job 6:4
d. Job 23:10
_____________ 2 3
Frank B. Minirth, and Paul D. Meier, Happiness is a Choice, Grand Rapids, Baker Book House, 1988. Minirth and Meier, Ibid., p. 27.
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Lesson 2 3. In Dan Allender’s book, The Wounded Heart, he writes that depression is the middle ground between a pressured energy to change and a total abandonment of hope. In depression there is a feeling of powerlessness and helplessness as the pain the individual is experiencing is very real and often seems to overwhelm their feelings. Professional counselors teach that there are specific stages to grieving a loss of any kind, and while not everyone goes through the stages in the same order, these stages will affect everyone who has experienced a loss. All grief requires time for healing and no two individuals go through the process in exactly the same way. * A period of shock, often accompanied by thoughts of denial * The reality stage, with times of deep depression and despair * The reaction stage, accompanied by anger and/or guilt * The recovery stage, making adjustments necessary to cope with the loss * Acceptance of the loss
4. Here are some examples from the Bible of individuals who seemed to be struggling with depression. These individuals acknowledged their emotions, and stated the remedy for their depression. While completing this chart, think about ways that these examples would help you or someone you know that is struggling with depression, and then somehow highlight the suggestions that you could share with them. Do you see in these passages where these Bible characters are in the stages of the grieving process? Cause Of Depression: a. 1 Kings 19:2–18
b. Psalm 42:11
b. Psalm 42:11
d. 2 Corinthians 1:1–11
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Remedy For Depression:
Lesson 2 5. When the circumstances in someone’s life bring them down emotionally, there is some definite thinking that MUST be held onto, claiming the truth of God’s word, even when one’s feelings go counter to Scripture. Satan wants to destroy all believers, and he often deceives with speculation and lies about the circumstances of one’s life, and believers can also be deceived as to the very nature of God. • Recognize the lie that you have accepted, and choose to live by the TRUTH. • Do not live by your emotions, but rather stand on God’s TRUTH. • Even when you do not feel like reading Scripture, read SCRIPTURE. • Even when you do not feel like praising the Lord, PRAISE the LORD. • Even when you do not feel like singing songs of worship, sing songs o/WORSHIP. A key to remaining emotionally healthy would be to ask God for His wisdom concerning the circumstances in your life, so that you might clearly see how they are affecting you. Life is often one spiritual battle after another, and Christians must stand firm against all that can discourage. Believers are not to ignore the events of life that bring grief, but rather to acknowledge them, ask for God’s help in working through the trial, and then turn them over to the Lord. Part of accepting a loss is accepting God’s sovereignty, by surrendering to Him, and allowing Him to refine His children. You must allow yourself to grieve the losses in your life, and face each hurt, not denying the sorrow that has come upon your spirit, so that healing can take place. Will you make a commitment to seeking to know who God is, so that when you are faced with times of discouragement and despair, you can cling to God Almighty?
Truths About God Who Is He?
What Does He Do Or What Will He Do?
Genesis 18:25
Deuteronomy 32:4
Psalm 139
Romans 9:14–33
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Lesson 2 6. Recorded below are some practical remedies that someone suggested when you have an awareness of a level of depression in your life, so that you do not fall into a deeper cycle of depression. After the brain has been depleted of certain chemicals, it needs medication to be restored. However, if the depression has been less than two months, these remedies beginning with the acronym NEWSTART will help you confront the internal depletion. N Nutrition: Are you eating wisely? E
Exercise on a regular basis, whether you feel like it or not
W Water: Drinking 8 glasses a day is recommended S
Sunshine: Get outside in the sunlight for a while every day
T Temperance: Practice moderation in all things A Air: Practice deep breathing to increase the oxygen flow to your brain R Rest: An adequate amount, not too much, not too little T Trust in God for your every need
How could you implement these suggestions so they become the pattern of your life?
7. An important key to emotional and spiritual health is to check your attitude on a regular basis. Sometimes you can have a bad attitude and not even recognize that you do. David asked God to search his heart to see if there was any wicked or evil way in him in Psalm 139:23, 24. Maybe you need a friend to help you with this evaluation. I have several friends that I have asked to hold me accountable so that when I am unaware of a problem with my attitude, they have promised to gently tell me. This is true friendship! Please read this quotation from Chuck Swindoll.
“Attitude” The longer I live, the more I realize the impact of attitude on life. It is more important than the past, than education, than money, than circumstances, than failures, than successes, than what other people think or say or do. It is more important than appearance, giftedness or skill. It will make or break a company, a church, a home. The remarkable thing is we have a choice every day regarding the attitude we will embrace for that day. We cannot change our past... we cannot change the fact that people will act in a certain way. We cannot change the inevitable. The only thing we can do is play on the one string we have, and that is our attitude. I am convinced that life is 10 percent what happens to me and 90 percent how I react to it. And so it is with you; we are in charge of our attitudes. 24
Lesson 2
8. Abraham Lincoln once said, “Most people are about as happy as they choose to be.” God described what it means to be glad in the Lord. Read these passages of Scripture and state what your responsibility is regarding your own emotional condition, a. Job 22:19–30
b. Psalm 9:1–3
c. Psalm 64:9, 10
How can you show support this week to someone who needs encouragement?
The last time you suffered a loss, did you allow yourself time to grieve? Did you have a trusted friend you could talk with to help you work your way through the loss? Were you open with the Lord concerning your emotions, or did you close yourself off from Him? Barbara Johnson, a Christian author who has lived through many traumatic heartaches, said that until she surrendered her own will and wanted only God’s will, she struggled with the many tragedies in her life. It was when she uttered the phrase, “Whatever, Lord,” that she began to know His peace. Please write out a prayer to the Lord concerning how you deal with loss and disappointment, and then on the next page write out the Scriptures you will claim to help you.
There is more space is on the next page.
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Lesson 2
29 Secrets to HAPPINESS Admit it when you make a mistake. Return everything you borrow. Donate blood. Stop blaming other people. Live beneath your means and within your seams. Give all the clothes you haven’t worn in three years to charity. Every day do something nice and try not to get caught. Listen more; talk less. Every day take a 30 minute walk around your neighborhood. Skip two meals a week and give the money to the homeless. Strive for excellence, not perfection. Be on time. Do not make excuses. Do not argue. Get organized. Be kind to kind people. Be even kinder to unkind people. Refuse to be robbed of joy. Let someone cut ahead of you in line. Take time to be alone. Reread a favorite book. Cultivate good manners. Be humble. Understand and accept that life isn’t always fair. Know when to say something. Know when to keep your mouth shut. Do not criticize anyone for 24 hours. Learn from the past, plan for the future, and live in the present. Do not sweat the small stuff. A merry heart doeth good like a medicine. Proverbs 17:22 Taken from a class at Biola University, La Mirada, California, 1995.
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Lesson 2
Day 4 – Ruth 1 Review and Comprehensive Chapter Study – Ruth 2 1. Today’s lesson will review Ruth 1 and then go through the Comprehensive Chapter Study for Ruth 2. Open by praying that the Lord will use His holy word to make a difference in your life today, that you might see the message He has for you, and that you might be encouraged by His faithfulness. Begin by reading Ruth 1 and then ask the Lord to help you write a brief description of the major events of the chapter, or a brief summary of the chapter. Record this on the sheet in the Appendix called the Ruth Review. After you have written your summary of the major events of Ruth 1, or a summary statement for the chapter, ask the Lord what is the spiritual significance of this chapter for you personally. What does the Lord desire for you to do with the events and words of Ruth 1? Record your insight on the Ruth Review Sheet. Now it is time to begin the in–depth portion of the study of Ruth 2. Today you will observe the Scripture Work Sheets for Ruth 2. You can refer to pages 73, 74, and 77 in the Appendix for more information about this step in the observation process. • Read Ruth 2 paying attention to the key words in the chapter. These words might be repeated in the chapter, but they would be the words that are essential to the text, because the removal of the words would leave the text without clear meaning. The key words are essential to the text, because they reveal the message of the text, and form the basis for studying specific doctrinal truths. Key words also reveal the main subjects in the passage, as these subjects help to reveal the theme of the text. Mark the key words in Ruth 2 in a consistent way. You might underline or circle the word or phrase with the same colored pen or pencil each time the word is used. List the key words or phrases from Ruth 2 here.
2. As you read Ruth 2, you can also look for contrasts and comparisons that were used. Refer to Appendix pages 75 and 77, and then write the contrasts and comparisons in the space provided, or mark your Scripture Work Sheets in some way to show these. Contrasts (to show differences/opposites)
Comparisons (to show similarities and connections, using the words as or like)
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Lesson 2 3. Look for terms of expression that help you understand time, with words like “now, then, later,” etc. and mark these in a consistent way. Another means of understanding language is to examine the way verbs are used in writing. A simple explanation of verbs is that they are words that express action or a state of being, and they relate the words communicated within a framework of time. Verbs communicate that something is happening at the moment, or has happened in the past, or will happen in the future. (The verbs in the preceding sentence are in italics.) Verbs can also announce that an event has already taken place and the results of that event are continuing at the present time. Please take the time to read Ruth 2 looking for the different verb tenses that were used, noting in the left hand margin references to the future, the present, or the past. This can add another dimension to your study, not because you will be studying verbs, but perhaps to help you see what God has done in the past, what He is doing today, as well as what He has promised to do in the future. 4. Now mark words that express conclusion or show results or purpose with words like “for,” “for this reason,” “so that,” and “because.” Words that express conclusion are important to note because they show why the author wrote what he wrote and help you see the promises or consequences that will come. 5. Did you see a truth in Ruth 2 that spoke to your spirit? Was there something in the chapter that caused you to think about your own life and your lifestyle? How has this portion of Scripture ministered to you today?
The Christian church sings a song of praise to the Lord to acknowledge His faithfulness and His blessings upon His people. Close by reading these words and allow these words to be the attitude of your heart.
“Doxology”
Praise God, from whom all blessings flow; praise Him, all creatures here below; praise Him above, ye heavenly host; praise Father, Son, and Holy Ghost. Amen. By Thomas Ken and Louis Bourgeois
Day 5 – Ruth 2:1–16 1. Today you will study the beginning of Ruth 2 and the goal of the lesson will be to clarify some of the questions that you might have concerning some of the customs of ancient Israel. Open by praying that you will have God’s wisdom as you spend time in His word. Now begin with these observation questions. • How was Boaz introduced in Ruth 2:1?
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Lesson 2 • Naomi returned to Bethlehem without any means of livelihood. Because of a law that God had established for His people, Ruth went to glean from the barley harvest that “belonged” to someone else. Read these verses in Leviticus and write out God’s provision and why God directed His people to live in this way. (The verse in Leviticus 23:22 follows the passage you looked at in Day 1 of this lesson, when you studied the Hebrew Festival that was held at the beginning of the barley season.) a. Leviticus 19:9, 10
b. Leviticus 23:22
• What was the greeting that Boaz spoke to his harvesters in Ruth 2:4 and how did they reply to him?
• What did Boaz’ instructions to Ruth (in Ruth 2:8, 9, 11, 14) reveal about his character?
• What did Ruth’s response to Boaz (in Ruth 2:10, 13) reveal about her character?
• What do you learn about Boaz’ understanding of God in Ruth 2:12?
• What did Boaz’ words to his servants in Ruth 2:15, 16 tell you about who he was?
2. Please examine these word studies for some of the key words in this lesson. Strong’s # And Transliteration:
Definition From Strong’s Concordance Unless Written In Italics:
4129 mowda' mowda' Ruth 2:1
Close relative ISV, a kinsman of an The KJV used a manuscript with a acquaintance: kinswoman; kinsman different Hebrew word in this verse KJV. Used in this context simply as “a than the NASB, which used go ’el, as man related to Naomi.” 4 in Ruth 2:20 and 4:6.
______ 4
William P. Welty, Publisher, International Standard Version, 2006.
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Use Of The Word In Other Scriptures:
Lesson 2 Strong’s # and Transliteration:
Definition from Strong’s Concordance unless written in italics'.
3950 laqat waralaqataah Ruth 2:2
Glean, properly, to pick up, i.e. Ruth 2:3 (generally) to gather; specifically, to glean: gather (up)
2580 chen cheen Ruth 2:2
Kindness, graciousness, i.e. subjective Ruth 2:10, 13 (favor ISV) (kindness, favor) or objective (beauty): favour, grace (–ious), pleasant, precious, [well–] favoured
1288 barak Yabaarekkaa Ruth 2:4
Bless, to kneel; by implication to bless God (as an act of adoration), and (vice– versa) man (as a benefit); also (by euphemism) to curse (God or the king, as treason): abundantly, altogether, at all, blaspheme,... congratulate, curse, greatly, indeed, kneel (down), praise, salute, still thank
Numbers 6:24–26 (Known as the Aaronic Blessing, the blessing spoken by the priest Aaron.)
4909 maskoreth maskurteek Ruth 2:12
Reward, wages or a reward. Most commonly used for wages.
Genesis 31:7, 41
3671 kanaph kaYiaapaayw Ruth 2:12
Wings, an edge or extremity; specifically (of a bird or army) a wing, (of a garment or bed–clothing) a flap, (of the earth) a quarter, (of a building) a pinnacle: bird, border, comer, end, feather [–ed], flying, (one an–) other, overspreading, quarters, skirt, sort, uttermost part, wing ([–ed])
Psalm 91:4 (Mark this for later.)
2620 chacah lachacowt Ruth 2:12
Refuge, to flee for protection, figuratively Psalm 46:1 (The inspiration for to confide in: have hope, make refuge, Martin Luther’s A Mighty Fortress.) (put) trust; trust KJV
113 'adown ta adoniy Ruth 2:13
Lord, sovereign, i.e. controller (human or divine): lord, master, owner. This word Lord was also used of our God, although it is not the LORD that is translated from the Hebrew YHWH.
5162 nacham nichamtaaniy Ruth 2:13
Comforting, properly, to sigh, i.e. breathe Translated 65 times as comfort in the strongly; by implication, to be sorry, i.e. Old Testament, although the word is (in a favorable sense) to pity, console or more commonly translated as repent. (reflexively) rue; or (unfavorably) to Psalm 86:17 avenge (oneself): ..., ease [one’s self], repent (–ering–self)
3820 leb leeb Ruth 2:13
Graciously, the heart; also used (figuratively) very widely for the feelings, the will and even the intellect; likewise for the centre of anything: care for, comfortably, consent, considered, courag [–eous], friend [–ly], ([broken–], [hard–], [merry–], [stiff–], [stout–], double) heart ([–ed]), heed..., understanding, well, willingly, wisdom
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Use of the word in other Scriptures:
Genesis 18:12
2 Chronicles 12:14 (heart)
Lesson 2 Strong’s # and Transliteration:
3637 kalam takliymuwhaa Ruth 2:15
Definition from Strong’s Concordance unless written in italics:
Use of the word in other Scriptures:
Taunt, properly, to wound; but only figuratively, ... insult: be (make) ashamed, blush, be confounded, be put to confusion, hurt, reproach, (do, put to) shame
Job 19:3
3. The heritage of one’s tribe and family was very important to the nation of Israel at the time of the judges. What does Scripture reveal about Boaz’ heritage and his descendants? Read these passages and then record the information you find about Boaz. a. Matthew 1:1–5
b. Joshua 6:22–25
c. Ruth 4:13–22
4. In the midst of living in a society that worshiped false gods, God Almighty made a covenant with Israel’s patriarch Abraham in Genesis 12:1–3. Look at what Israel was promised in these verses.
Read again Boaz’ words to Ruth in Ruth 2:12. How did Boaz learn about God? Before the nation of Israel entered the Promised Land, God spoke to Moses about Himself and how His people were to relate to Him and this is recorded in the book of Deuteronomy. Read Deuteronomy 6 and record what was presented about God and then what was asked of Israel. a. Truths about God:
b. Instructions for Israel:
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Lesson 2
5. It is very interesting that the author of the book of Ruth said of Ruth that “it happened that she came to the portion of land belonging to Boaz, of the family of Elimelech,” (in Ruth 2:3). Based on what you know about the Lord God, do you think that Ruth just “happened” to go to the field of Boaz? What does Ruth 2:3 tell you about the author of the book of Ruth and his understanding about how God interacted with His people?
What a blessing that the Christian church in the 21st century has a record of God’s attributes as they are revealed in the Holy Bible. Read Psalm 90, written by Moses, and well known at the time of the Judges. What does Moses say about God in his prayer?
Look at Psalm 103:19 which shared an important announcement about God from the Psalmist David. Write out this verse here.
Please close by spending some time worshiping God for what you have learned about Him in today’s lesson.
Ruth Louis Devedeux, artist, Harriet Beecher Stowe, Woman in Sacred History, New York, J.B. Ford & Co., 1873, p. 80.
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Lesson 3
Lesson 3 Ruth 2:17–23, Ruth 2 Review, Ruth 3, Ruth 3 Review, Ruth 4 Introduction This week’s lesson will finish Ruth 2 and after a review you will move on to Ruth 3. Narrative portions of the Bible share very specific events and dialogue to offer a historical record that is meant for specific teaching. All biblical narrative is intended to point the reader to God, as Scripture reveals how humanity over the centuries has related to God. “All Scripture is inspired through the Spirit of God, and it is profitable for teaching, for reproof, for correction, for training in righteousness; that the man of God may be adequate, equipped for every good work,” (2 Timothy 3:16, 17). As you begin this week ask God how the Scripture you are going to study will be profitable for you. Be open to what you will learn, how the passages will be used by God to reprove you, correct you, and train you in righteousness. Ask God how the verses this week can be used to equip you and help you be adequate for every good work. You might also ask the Lord to help you memorize a verse or perhaps several verses this week as you spend time with Him in His holy word. Repeat the verse several times each day and before you fall asleep at night so that you can ruminate on the words and their message, so the word becomes living within you.
Day 1 – Ruth 2:17–23 1. As you begin today’s time in the word, pray that God would help you see how He revealed Himself in the text of Ruth 2. In the excellent book, How to Read the Bible for All Its Worth by Gordon Fee and Douglas Stuart, they teach that in biblical narrative we can “learn from what is implicit in a narrative – things the narrator has embedded in the story that you might miss by a first, or otherwise casual reading of the book.”5 What is explicitly taught is certainly easier to recognize than what some would call seeing the message by “reading between the lines.” A diligent student seeks to handle God’s word carefully, and not let their own suppositions “cloud” God’s intended message in the biblical text. Read Ruth 2 and then complete these observation questions. • What are the references to time that are made in verse 17?
• The harvesting of barley came right before the wheat harvest and these were essential crops for the agricultural communities in Israel. Harvesting grain in the Ancient Near East involved cutting off the plants close to the ground and then the outer covering around each kernel was removed by threshing the sheaves, or beating them against the “threshing floor.” Most towns in Israel had a stone patio area called the threshing floor set aside for the threshing of grain. The actual word used in verse 17 to describe the amount of grain Ruth gathered is an ephah. An ephah is a dry measure that was about 40 liters, or a half of a bushel. The author tells us that this is about a week’s supply of barley. What did Naomi say in Ruth 2:19a about the man who let Ruth glean on her first day of gleaning? ________________ 5
Gordon D. Fee and Douglas Stuart, How to Read the Bible for All Its Worth, Grand Rapids, Zondervan, 2003, p. 99.
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Lesson 3 • How did Naomi respond when she heard that it was Boaz who allowed Ruth to glean in his field, and what did Naomi mean when she used the phrase the “living and the dead” in Ruth 2:20?
• What did Naomi call Boaz at the end of Ruth 2:20?
• What do you learn about Boaz in Ruth 2:20–23?
• What do you learn about the community of Bethlehem in Ruth 2?
2. Please examine these word studies for some of the key words in this lesson. Strong’s # and Transliteration:
Definition from Strong’s Concordance, unless written in italics:
Use of the word in other Scriptures:
1288 barak baaruwk Ruth 2:19
Blessed, see page 30.
Ruth 2:20
1350 go’el migo'aleenuw Ruth 2:20 Ruth 4:4
Related redeemer ISV, to redeem Job 19:25 (Used in the sense of (according to the Oriental law of delivering one from affliction that was kinship), i.e. to be the next of kin (and not due to one’s sin.) as such to buy back a relative’s property, marry his widow, etc.) avenger, deliver, (do, perform the part of near, next) kinsfolk (–man), purchase, ran–som, redeem (–er), revenger
5800 'azab 'aazab Ruth 2:20
Abandoned ISV, to loosen, i.e. relinquish, permit: commit self, fail, forsake, fortify, help, leave (destitute), refuse, withdrawn NASB, left KJV
Ruth 2:11
2617 checed/hesed chacdow Ruth 2:20
Gracious love, see page 14.
Ruth 1:8
3068 Yehovah la–Yahweh Ruth 2:20
LORD, see page 14.
Ruth 1:13
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Lesson 3
Strong’s # and Transliteration:
Definition from Strong’s Concordance, unless written in italics’.
Use of the word in other Scriptures:
2896 towb towb Ruth 2:22
Prudent ISV, good (as an adjective) in the widest sense;... beautiful, best, better, bountiful, cheerful, at ease, fair (word), (be in) favour, fine, glad, good (deed, ...), graciously, joyful, kindly, kindness, liketh (best), loving, merry, most, pleasant, pleaseth, pleasure, precious, prosperity, ready, sweet, wealth, welfare, (be) well ([–favoured])
Proverbs 11:23
3. The word that Naomi used to describe Boaz at the end of Ruth 2:20, migo'aleenuw, is from the word go ’el, which had several different meanings and uses in the Hebrew language. It always took the idea of “fulfilling one’s obligations as a kinsman.”6 While there are a number of ways that this word was used in the Old Testament it is often associated with “buying back,” as a redeeming, and the concept was an important part of the Hebrew community. To the nation of Israel the laws that were associated with the go ’el provided a picture of God’s grace.7 Look at these Scriptures to see several of the ways the word was used in other Scriptures. In Ruth 3 and 4 we will study more about the word, a. Leviticus 25:23–31
b. Leviticus 25:47, 48 (Read these verses in context.)
c. Numbers 35:19 (This was the unusual way the word was used.)
_______________________ 6
Arthur E. Cundall, Judges and Ruth, Chicago, Inter–Varsity Press, 1968, p. 282. Stephen L. Harris and Robert L. Platzner, The Old Testament: An Introduction to the Hebrew Bible, Boston, Me Graw Hill, 2003, p. 207. 7
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Lesson 3 4. What do you learn about Boaz’ character in Ruth 2?
What do you learn about Boaz’ understanding of God in Ruth 2?
Now please close by reading Psalm 91 and allow your spirit to be blessed by the declarations in this psalm about God. The psalms were read and/or sung in the assembly of the nation of Israel and became prayers for the people when they gathered. Notice some of the same themes in this Psalm that are found in Ruth 2. What does God promise in Psalm 91 for those who love Him?
Allow the words of Psalm 91 to be your closing prayer of praise before the Lord.
Day 2 – Ruth 2 Review and Comprehensive Chapter Study – Ruth 3 1. Today’s lesson will review Ruth 2 and then begin the study of Ruth 3. Open by praying that as you review and observe the next chapter you will receive the message that God has for you from His holy word. Read again Ruth 2 and ask the Holy Spirit to help you write a brief description of the major events of the chapter, or a brief summary of the chapter. Record this on the sheet in the Appendix called the Ruth Review. After you have written your summary of the major events from Ruth 2, or a summary statement for the chapter, ask the Lord what is the spiritual significance of this chapter for you personally. How can you make the narrative and dialogue of Ruth 2 applicable to your own life? Record your insight on the Ruth Review Sheet. Now you will begin the in–depth portion of Ruth 3 by observing the Scripture Work Sheets for Ruth 3. • Read through Ruth 3 and pay attention to the key words in the chapter. These words might be words that are repeated, but they would be the words that are essential to the text, because the removal of the words would leave the text without clear meaning. The key words are essential to the text, because they reveal the message of the text, and contribute to the study of specific doctrinal truths. Key words also reveal the main subjects in the passage, as these subjects help reveal the themes within the text. 36
Lesson 3 Mark the key words or phrases in Ruth 3 in a consistent way. You might underline or circle the word or phrase with the same colored pen or pencil each time the word is used. List the key words or phrases from Ruth 3 here.
2. As you read Ruth 3 look for the contrasts and comparisons that were used by the author. Write the contrasts and comparisons in the space provided, or mark your Scripture Work Sheets in some way to show these. Contrasts (to show differences/opposites)
Comparisons (to show similarities and connections, using the words as or like)
3. Look for terms of expression that help you understand time, with words like “now, then, later,” etc. and mark these in a consistent way. Another means of understanding language is to examine the way verbs are used in writing. A simple explanation of verbs is that they are words that express action or a state of being, and they relate the words communicated within a framework of time. Verbs communicate that something is happening at the moment, or has happened in the past, or will happen in the future. (The verbs in the preceding sentence are in italics.) Verbs can also announce that an event has already taken place and the results of that event are continuing at the present time. Please take the time to read Ruth 3 looking for the different verb tenses that were used, noting in the left hand margin references to the future, the present, or the past. This can add another dimension to your study, not because you will be studying verbs, but perhaps to help you see what God has done in the past, what He is doing today, as well as what He has promised to do in the future. 4. Now mark words that express conclusion or show results or purpose with words like “for,” “for this reason,” “so that,” and “because.” Words that express conclusion are important to note because they show why the author wrote what he wrote and help you see the promises or consequences that will come.
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Lesson 3 5. Sometimes the customs of the Ancient Near East can be very baffling to us who live centuries later. As you close your time today, ask the Lord what He would have you learn from the chapter you just studied. Is there someone that the Lord would have you share with this next week? Ask Him who that might be and then pray for an opportunity to share what you have been learning in the Book of Ruth. Psalm 37 has several verses that instruct us as to how we are to live, and I thought of several of the verses as I read Ruth 3. Please end by reading Psalm 37 and allow the words of this prayer to minister to your own spirit.
Days 3 and 4 – Ruth 3:1–18 1. The author of the Book of Ruth is considered as a “master at painting word pictures. He skillfully employs the techniques of dialogue, characterization, repetition, reticence, ambiguity, suspense, word plays, ... to produce a moving work of art.”8 In Ruth 3 we see evidence of Block’s analysis! In the 85 verses of the Book of Ruth, a form of the Hebrew word go ’el appears in the Book of Ruth 21 times, translated as related redeemer in the ISV and kinsman redeemer in the NASB. In this part of the lesson you will study what was meant by this important word. Ruth 3 shares some unique actions from the ancient biblical era. Even as you discover customs that are different from the world in which you live, you can still gain insight from the “eternal principles” that are revealed in the text. Open in prayer asking the Lord to help you as you continue, knowing that God is honored when you choose to spend time with Him in His holy word. Read Ruth 3 and then answer these observation questions. • The first scene in Ruth 3 takes place in Naomi’s home in a conversation between Ruth and Naomi. In the Ancient Near East when a woman became a widow she dressed in clothes that demonstrated her time of grieving. It has been suggested that maybe Naomi is telling Ruth to put away her widow’s garments and move on with life. What was the “motivation” behind the instructions that Naomi’s gave to Ruth?
• What was Ruth to do at the threshing floor?
• What was Ruth’s response to Naomi?
_____________ 8
Daniel I. Block, Judges, Ruth: The New American Commentary Vol. 6, Nashville, Broadman & Holman Publishers, 1999, p. 603.
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Lesson 3 • Ruth’s actions that are recorded in verse 7 and her request of Boaz in verse 9 revealed her intent toward Boaz. Some have recognized that in this passage there is a literary motif involving the use of Ruth and Boaz’ garments. How did the author use the mention of these garments to help unfold the story of Ruth and Boaz? a. Ruth’s garment (Ruth 3:3):
b. Boaz’ garment (Ruth 3:7, 9b):
c. Ruth’s cloak (Ruth 3:15):
• How did Boaz respond to Ruth’s request in verse 9 and what did he promise Ruth according to verses 10–13?
• How did Boaz send Ruth away according to verses 14, 15?
• Read Ruth 1:21 and look at the comparison the author made by sharing Boaz’ words to Ruth in Ruth 3:17. How was the word empty used in these verses? a. Ruth 1:21
b. Ruth 3:17
2. Please examine these word studies for some of the key words in this lesson. Strong’s # and Transliteration:
Definition from Strong’s Concordance, unless written in italics'.
Use of the word in other Scriptures:
4494 manowach maanowach Ruth 3:1
Security ISV, repose, or Lamentations 1:3 peacefully, figuratively consolation (specifically matrimony), ... an abode, comfortable, ease, quiet, rest KJV, resting place, still
1288 barak baruwkaah Ruth 3:10
Blessed, see page 30.
Used five times in the Book of Ruth. Ruth 4:14
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Lesson 3 Strong’s # and Transliteration:
Definition from Strong’s Concordance, Use of the word in other Scriptures: unless written in italics:
3372 yare' tiyra'iy Ruth 3:11
Afraid ISV, fear NASB, morally, to revere; causatively, to frighten: affright, ... dread (–fill), (put in) fear (–ful, –fully, –ing), (be had in) reverence (–end), see, terrible (act, – ness, thing)
2428 chayil chayil Ruth 3:11
Virtuous ISV, excellence NASB, Proverbs 12:4 probably a force, ... wealth, virtue, valor, strength: able, activity, (+) army, band of men (soldiers), company, (great) forces, goods, host, might, power, riches, strength, strong, substance, train, (+) valiant (–ly), ... worthy (–ily)
3427 yashab shabiy Ruth 3:18
Patient ISV, wait NASB, properly, to Micah 4:4 sit down (specifically as judge in ambush, in quiet); by implication, to dwell, to remain; causatively, to settle, to marry: (make to) abide (–ing), continue, (cause to, make to) dwell (– ing), ease self, endure, establish, fail, habitation, haunt, (make to) inhabit (– ant), make to keep [house], lurking, marry (–ing), (bring again to) place, remain, return, seat, set (–tie), (down–) sit (–down, still, –ting down, –ting [place] –uate) ...
The most common word for fear in the Old Testament. Psalm 56:4
8252 shaqat yishqot Ruth 3:18
Rest, to repose (usually figurative): Psalm 94:13 appease, idleness, (at, be at, be in, give) quiet (–ness), (be at, be in, give, have, take) rest, settle, be still 3. Naomi told Ruth to go to the threshing floor and uncover Boaz’ feet while he was sleeping. This has puzzled many biblical scholars. Some have interpreted this as Ruth making “sexual advances” toward Boaz, because there are some places in Scripture where the word feet has been used as a euphemism for one’s genitals. Others interpret this gesture as Ruth knowing that Boaz’ uncovered feet would cause him to waken. When Boaz did wake up, what did Ruth say in response to his question?
What would Ruth’s request symbolize?
4. Many have looked at the story of Ruth and interpreted this as an example of the levirate law, the custom of a brother “marrying” his deceased brother’s widow if they had not had any children. This was a part of the cultures in many countries throughout the ANE, not just in Israel. This is introduced in Genesis 38 with the (Canaanite) widow Tamar, Judah’s
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Lesson 3 daughter–in–law. Judah and his remaining sons did not fulfill the levirate law (levir from the Latin word that means “husband’s brother.”) when Tamar’s husband Er died and she was without an heir to carry on Er’s name. Tamar took this situation into her own hands. Read about Tamar and Judah in Genesis 38. What do you learn about Tamar and what do you learn about Judah in this chapter? a. Tamar
b. Judah
Without going into great detail, how would you compare Ruth’s response to her situation with Tamar’s response based on Ruth 1–3 and Genesis 38? a. Ruth’s response:
b. Tamar’s response
For Naomi and Ruth, there were no brothers of Elimelech or Mahlon to fulfill the law, and thereby take care of them, which contributed to Naomi’s despair. In Ruth 3:12 Boaz tells Ruth of another man who was the closest relative to her. The role of the kinsman in Israel carried responsibility concerning land ownership and progeny, and so if someone would take this role, he would thereby provide solutions for Naomi and Ruth’s circumstances. In this passage, the author skillfully brings the reader to a place of wanting to know what is going to happen! 5. The levirate law was in effect during the time of the patriarchs in Genesis, and God clearly spoke of this to the Israelites as they were about to enter the Promised Land. Please read what was recorded in Deuteronomy 25:5–10. You might answer the “5 Ws and an H” questions concerning this passage.
How were Ruth’s actions different from what is written in Deuteronomy 25?
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Lesson 3 6. According to the law of the Israelites, the closest relative to the one in need was to take the role of the redeemer. In the Old Testament the picture of someone taking the role of redeemer was to provide for Israel a picture of God as their Redeemer. Look at these Scriptures to see what is taught about redemption, a. Exodus 15:13
b. Deuteronomy 7:8
c. Psalm 77:15
d. Isaiah 48:20
God longs for His children to spend time with Him and get to know Him. Please take the time to stop and meditate on the Scripture you have studied this week. How would you summarize the nature of God based on what you have studied?
As you read through the Scriptures you have studied, was there a verse that especially encouraged you? You might write the verse here and begin to commit the verse to memory. Scripture memorization is an important spiritual discipline that will strengthen your walk with the Lord.
A beautiful hymn was written to tell of the nature and attributes of God. You might close by singing or reading this Welsh hymn as your act of worship before the Lord.
“Immortal, Invisible” Immortal, invisible, God only wise, in light inaccessible hid from our eyes, most blessed, most glorious, the Ancient of Days, Almighty, victorious, Thy great name we praise. Unresting, unhasting, and silent as light, nor wanting, nor wasting, Thou rulest in might; Thy justice, like mountains, high soaring above, Thy clouds, which are fountains of goodness and love. To all, life Thou givest, to both great and small; in all life Thou livest, the true life of all; we blossom and flourish as leaves on the tree, and wither and perish – but naught changeth Thee. Great Father of glory, pure Father of light, Thine angels adore Thee, all veiling their sight; all praise we would render: O help us to see ‘tis only the splender of light hideth Thee. By Walter Chalmers Smith
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Lesson 3
Day 5 – Ruth 3 Review and Comprehensive Chapter Study – Ruth 4 1. Today’s lesson will review Ruth 3 and then begin the study of Ruth 4. Open by praying that as you review and then observe the next chapter you will receive the message that God has for you from within His holy word. Read again Ruth 3 and ask the Holy Spirit to help you write a brief description of the major events of the chapter, or a brief summary of the chapter. Record this on the Ruth Review Sheet in the Appendix. After you have written your summary of the major events or a summary statement for the chapter, ask the Lord what is the spiritual significance of this chapter for you personally. How can you make the narrative and dialogue of Ruth 3 apply to your own life? Record your insight on the Ruth Review Sheet. Now you will begin the in–depth portion of Ruth 4 by observing the Scripture Work Sheets for Ruth 4. • Read through Ruth 4 and pay attention to the key words in the chapter. These words might be words that are repeated, but they would be the words that are essential to the text, because the removal of the words would leave the text without clear meaning. The key words are essential to the text, because they reveal the message of the text, and contribute to the study of specific doctrinal truths. Key words also reveal the main subjects in the passage, as these subjects help reveal the themes within the text. Mark the key words or phrases in Ruth 4 in a consistent way. You might underline or circle the word or phrase with the same colored pen or pencil each time the word is used. List the key words or phrases from Ruth 4 here.
2. As you read Ruth 4 look for the contrasts and comparisons that were used by the author. Write out the contrasts and comparisons in the space provided, or mark your Scripture Work Sheets in some way to show these. Contrasts (to show differences/opposites)
Comparisons (to show similarities and connections, using the words as or like)
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Lesson 3 3. Look for terms of expression that help you understand time, with words like “now, then, later,” etc. and mark these in a consistent way. Another means of understanding language is to examine the way verbs are used in writing. A simple explanation of verbs is that they are words that express action or a state of being, and they relate the words communicated within a framework of time. Verbs communicate that something is happening at the moment, or has happened in the past, or will happen in the future. (The verbs in the preceding sentence are in italics.) Verbs can also announce that an event has already taken place and the results of that event are continuing at the present time. Please take the time to read Ruth 4 looking for the different verb tenses that were used, noting in the left hand margin references to the future, the present, or the past. This can add another dimension to your study, not because you will be studying verbs, but perhaps to help you see what God has done in the past, what He is doing today, as well as what He has promised to do in the future.
4. Now mark words that express conclusion or show results or purpose with words like “for,” “for this reason,” “so that,” and “because.” Words that express conclusion are important to note because they show why the author wrote what he wrote and help you see the promises or consequences that will come.
5. Years after the story of Ruth took place in Bethlehem, Israel was given the words of a Psalm that expressed David’s understanding of His God. Please close by reading Psalm 23 and allow these words to be your own words of declaration before the Lord your God. Maybe there is one verse that you could commit to memory from this Psalm that would help you today. You can write that verse here and then close in prayer.
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Lesson 4
Lesson 4 Ruth 4, Ruth 4 Review, Biblical Redemption, and Ruth Review Introduction In this week’s lesson you will complete the study of the Book of Ruth. As you come to the last chapter, my prayer is that you will be able to see the purpose of the book more clearly. Ask the Lord God to encourage your heart as you spend time with Him this week in His holy word. Ask God to open your heart to His truth as it can apply to your own life. Ask the Lord to help you memorize a verse from this week’s lesson. Those who follow after God can expect great things from having God’s holy and precious word hidden within their spirit. If you memorized a verse from last week’s lesson, begin by writing the verse here.
Days 1 and 2 – Ruth 4:1–22 1. The next two days will focus on Ruth 4, and will also look at how the “conclusion” to the Book of Ruth relates to the first three chapters. Begin in prayer asking the Lord to reveal His heart to you as you spend time with Him in His holy word. Read Ruth 3:16–18 and then Ruth 4, and open with these observation questions. • Where were Naomi and Ruth when Boaz was at the city gate?
• How did Boaz confront the “related redeemer” according to verse 3?
• In Ruth 4:3 we are told about a piece of land that had belonged to Elimelech. It is interesting that until this point in the story we did not know that Naomi had a parcel of land. Elimelech and his family had left Bethlehem during the famine, and had been gone over ten years, but the land was still recognized as land that was held in Elimelech’s name. Boaz explained what the law said was to happen to the land. For the Hebrew “religious redemption language grows out of the custom of buying back something which formerly belonged to the purchaser but for some reason had passed into ownership of another.”9 What did Boaz ask of the man who was considered to be the closest related redeemer?
___________________________________________ 9
Ray Summers, “Redeem, Redemption, Redeemer,” Trent C. Butler, Editor, Holman Bible Dictionary, Nashville, Holman Bible Publishers, 1991, pp. 1170,1171.
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Lesson 4 • What does the dialogue in Ruth 4:2–5 tell you about Boaz?
• I am sure you were wondering about the significance of the sandal. If you look back at Deuteronomy 25:9, 10 you see that the sandal was a symbol of cutting a link that bound two individuals. But what happened in Ruth 4 is different as we are presented with a picture of a way of attesting in Israel. In the two passages, they used different words, which have different meanings. The “shoe symbolizes power and authority, and its use in the transaction in Ruth 4 marks the transfer of some right and obligation from one party to another.”10 What does Ruth 4:7, 8 say about the relative’s sandal?
• What did Boaz announce in Ruth 4:9, 10?
• What were the blessings spoken upon Ruth and Boaz at the city gate? a.
b. c. d.
• How was the name of the LORD mentioned in verses 13 and 14?
• What do you learn about the women of Bethlehem in Ruth 4 and what did the women of Bethlehem say about Ruth in verse 15b? (Answer on the next page.)
_______________________________________ 10
Robert Gordis, “Love, Marriage, and Business in the Book of Ruth,” Howard N. Bream, Ralph D. Heim,
Carey A. Moore, Editors, A Light Unto My Path, Old Testament Studies in Honor of Jacob M. Myers, Philadelphia, Temple University Press, 1974, p. 247.
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Lesson 4
Hebrew Genealogies and Their Significance All Hebrew genealogy (toledot) provided important records for Israel. The concluding passage of the Book of Ruth is the genealogy in 4:17b–22 that named the lineage of Judah’s son Perez. The toledot of Ruth 4 has been addressed by many who claim that from this passage we can determine the dating in which the events in the Book of Ruth took place. One could look at the genealogy and claim that since Boaz was named, the story of Ruth must have taken place in the next generation after the book of Joshua, and this is confirmed in the genealogy given in Matthew 1. The length of time between when the Israelites entered the Promised Land and Boaz’ birth is unknown. In many ancient genealogies not all of the descendants are mentioned, as the genealogy might be condensed or telescoped.11 Often individuals in the middle section of the genealogy were omitted, so that those revered at the beginning were mentioned and then the ending of the genealogy named those more closely associated at the time of its writing. In the case of the genealogy in the Book of Ruth, some of the descendants could have been “left out” of the record, so there could have been more time between the mention of Rahab in the book of Joshua, so the story of Ruth would not necessarily have taken place at the beginning of the time of the judges. Another factor is that the individual who was listed in the seventh position in a genealogy was given the place of honor in the genealogy. Most biblical scholars believe that the time mentioned in the Book of Judges cannot be computed to determine the “time of the judges” as the number of years that are recorded in Judges overlapped. While one individual served for a period of time as a judge, someone else was serving as a judge at the same time in a different part of Israel. The genealogy in Ruth 4:17b–22 could have been added to the book at a later point after David became well known, perhaps while he was serving as king. In the Ancient Near East, the genealogies of royal families were very important, and many scholars place the writing of the Book of Ruth at the beginning of the reign of David as King, and before Solomon served as King, or the genealogy would have included the mention of Solomon as well.
• Draw a diagram to show the toledot that is recorded in Ruth 4:17–22. Circle the name of the man who was in the seventh (honored) position in the toledot.
___________________________________ 11
Lawson K. Younger, Jr., The NIV Application Commentary: Judges/Ruth, Grand Rapids, Zondervan, 2002, p. 404.
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Lesson 4 2. Please examine these word studies for some of the key words in this lesson. Strong’s # and Transliteration:
Definition from Strong’s Concordance, unless written in italics:
Use of the word in other Scriptures:
2205 zaqen miziqneey Ruth 4:2
Elders, old: aged, ancient (man), elder (– est), old (man, men and ... women), senator; leaders of the tribes of Israel
Deuteronomy 27:1
5159 nachalah nachalaatow Ruth 4:5
Inheritance, properly, something inherited, i.e. (abstractly) occupancy, or (concretely) an heir–loom; generally an estate, patrimony or portion:... heritage, possession
Joshua 24:28
7843 shachath 'ashchiyt Ruth 4:6
Complicate ISV, jeopardize NASB, ... i.e. Jeremiah 13:9 (causatively) ruin (literally or figuratively): batter, cast off, corrupt (–er, thing), destroy (–er, –uction), lose, mar KJV, perish, ... utterly, waste (–r)
1353 geullah hagf'uwlaah Ruth 4:7
Redeeming ISV, redemption NASB, (including the right and the object); by implication, relationship: kindred, right
7725 shuwb Pmeeshiyb Ruth 4:15
Restorer ISV, KJV, & NASB, to turn Psalm 23:3 back (hence, away)... to retreat; often adverbial, again: ... bring (again, back, home again), call [to mind], carry again (back), ... consider, continually, convert, deliver (again), ... (back) again, give (again), ... recover, refresh, relieve, render (again), requite, rescue, retrieve, (cause to, make to) return...
3557 kuwl uwlkalkeel Ruth 4:15
(One who will) support ISV, sustainer NASB, properly, to keep in; hence, to measure; figuratively, to maintain (in various senses): (be able to, can) abide, bear, comprehend, contain, feed, forbearing, guide, hold (–ing in), nourish (–er) KJV,... make provision, receive
Genesis 50:21
157 'ahab, aheebatek Ruth 4:15
Loves, to have affection for (sexually or otherwise): (be–) love (–d, –ly, –r), like, friend
Deuteronomy 6:5
539 'aman P'omenet Ruth 4:16
Nurse, properly, to build up or support; to Numbers 11:12 foster as a parent or nurse; figuratively to render (or be) firm or faithful, to trust or believe, to be permanent or quiet; morally to be true or certain; ... to go to the right hand: assurance, believe, bring up, establish, ...
Leviticus 25:24
3. Stop and meditate about what it would have been like for the main characters of the Book of Ruth at the moment of time between the events of Ruth 3 and the events given at the
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Lesson 4 beginning of Ruth 4. Based on the Book of Ruth, can you think of a few words that might describe the thoughts and/or feelings of each of these people at this time? a. Naomi:
b. Ruth:
c. Boaz:
4. Ruth 4:11 mentioned Rachel and Leah who were Jacob’s wives. Genesis 35:23c–26 provides a list of Rachel and Leah’s sons, as well as the sons of each of these lady’s concubines. The fuller explanation of the circumstances surrounding Jacob’s family is provided in Genesis 30:1–25 and Genesis 35:16–19. List the sons of Jacob given in these two passages and their mother’s names. Mothers:
Sons:
a.
b.
c.
d.
When Jacob gave his blessing to his sons in Genesis 48 and Genesis 49, he “gave” the birthright (a double portion) to Joseph for Joseph’s two sons, Manasseh and Ephraim. The sons of Jacob became known as the head of each of the tribes of Israel. In Ruth 1:2 and 4:11 the word Ephrathah is mentioned. What does Genesis 35:19 say about Ephrathah?
Look at Micah 5:2 to see the (important) prophecy about Ephrathah. What is said in verses 1 and 2 about this place and why it was important?
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Lesson 4 5. In Ruth 4:12, Tamar and Perez were mentioned. Back in Lesson 3, on pages 40 and 41, you looked at Tamar’s life as it is shared in Genesis 38. As a review, would you be able to summarize under what circumstances Tamar’s son Perez was born?
Read again the blessing that was shared in Ruth 4:11, 12 and think about why the elders in Bethlehem mentioned Rachel, Leah, Tamar, and Perez.
6. Years after Ruth left Moab to come to Israel, we learn of a very interesting interaction between David and the King of Moab. This took place after David was anointed King of Israel, but before he was able to serve in that role. Read 1 Samuel 22:3, 4 and respond to this in light of the Book of Ruth.
7. In A. Boyd Luter and Barry C. Davis’ book God Behind the Seen, they call the genealogy/family tree in Ruth 4:17–22 “the original Christmas tree.”12 How would you explain this perspective to someone? Look at Matthew 1:1–17 to see how Matthew, a first century Jewish man would have answered this question.
Boaz took the responsibility as the next closest kin, although Boaz “was not within the immediate circle of levirate responsibility.”13 What is unique is that while it would seem that Boaz did take the role of kinsman redeemer in marrying Ruth, the son that she bore is listed as the son of Boaz, and not of Ruth’s deceased husband Mahlon. Continued on the next page. _____________________ 12
A. Boyd Luter and Barry C. Davis, God Behind the Seen, Grand Rapids, Baker Books, 1995, p. 83.
13
John W. Reed, “Ruth,” John F. Walvoord and Roy B. Zuck, Editors, The Bible Knowledge Commentary, Scripture Press Publications, 1985, p. 416.
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Lesson 4 You might close by singing or reading the words to this hymn, “Come Thou Fount.” In the second verse the authors used the word Ebenezer that is found in 1 Samuel 7:12 when it was used by the prophet Samuel for the stone he erected in recognition of God’s help in defeating the Philistines. The word fetter (in the third verse) is an old English word for a chain or shackle that was used to bind a prisoner’s feet.
“Come Thou Fount” Come, Thou Fount of ev’ry blessing, turn my heart to sing Thy grace; streams of mercy, never ceasing, call for songs of loudest praise. Teach me some melodious sonnet sung by flaming tongues above; praise the mount I’m fixed upon it, mount of Thy redeeming love. Here I raise my Ebenezer – hither by Thy help I’m come; and I hope by Thy good pleasure safely to arrive at home. Jesus sought me when a stranger wand’ring from the fold of God; He to rescue me from danger interposed His precious blood. O to grace how great a debtor daily I’m constrained to be! Let Thy goodness like a fetter bind my wand’ring heart to Thee. Prone to wander – Lord, I feel it – prone to leave the God I love; here’s my heart – O take and seal it, seal it for Thy courts above. By Robert Robinson and John Wyeth
Day 3 – A Comparison of the Book of Ruth and the Book of Judges 1. Today’s study will look at some contrasts of behavior and lifestyles in the book of Judges and in the Book of Ruth. Spending this time in Judges will help you have a better understanding of the time of the judges. Open by praying that the Spirit of God would reveal truth to you and then open with these observation questions. • Summarize what was written in the book of Judges and what life was like in Bethlehem during this same time. Each section has similar themes. Israel in the time of the judges:
Life in Bethlehem in the time of the judges:
Judges 17:1–6
Ruth 1:15–17
Judges 3:5–7
Ruth 1:16
Judges 14:1–4; 16:1, 4
Ruth 3:10–14
Judges 21:25
Ruth 2:8, 9, 14–16,21
Ruth 4:1–10
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Lesson 4 • One exception to life in Bethlehem is “implied” in Ruth 2:22. Read this verse and think about what this would have meant.
2. Read Judges 2:10–23 and then record a summary of what this tells you about God and what this tells you about the people of Israel. a. God:
b. The people of Israel:
3. It has been said that life in the time of the Judges demonstrates a “downward spiral,” as there is a pattern that is repeated in the book. The “downward spiral” notation came because of the word “more” in Judges 2:19. Draw a diagram of the downward spiral as it is described in Judges 2 and label what was “repeated” in Israel’s behaviors and God’s response.
4. Before the children of Israel were to enter the Promised Land, God spoke to them through Moses and this “second” giving of the law comprises the book of Deuteronomy. Review Deuteronomy 6:1–25 (you looked at this in Lesson 2) to see some of the teaching given to Israel. How would you summarize how the people of Israel were to live? Answer this on the next page.
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Lesson 4
Some biblical scholars believe that the reason the Book of Ruth was written was to show life in Bethlehem in contrast to life in the rest of Israel during that same time. Think about the evidence in the Book of Ruth that revealed how the people of Bethlehem lived in response to the teaching of Deuteronomy 6. How would you summarize this?
In the New Testament a dialogue is recorded between a lawyer and Jesus. The lawyer asked Jesus what was the greatest commandment. The lawyer was probably thinking of the Ten Commandments (given in Exodus 20 and Deuteronomy 5) when he asked the question. Jesus quoted Deuteronomy 6:5 and Leviticus 19:18 when He answered the lawyer’s question and said, “You must love the Lord your God with all your heart, with all your soul, and with all your mind. This is the greatest and most important commandment. The second is like it: You must love your neighbor as yourself,” Matthew 22:37–39. Name three “patterns” in your life that would describe your heart attitude. Do these “habits” demonstrate your love for the Lord? a.
b.
c.
What are you to do about any part of you (heart, soul, or mind) that does not love the Lord? If you asked the Lord to help you love Him, He would certainly answer that prayer. Please close by singing (or reading) the words of this hymn before the Lord.
“Holy, Holy, Holy” Holy, Holy, Holy! Lord God Almighty! Early in the morning our song shall rise to Thee; Holy, Holy, Holy! Merciful and Mighty! God in three Persons, blessed Trinity! Holy, Holy, Holy! All the saints adore Thee, casting down then golden crowns around the glassy sea; cherubim and seraphim falling down before Thee, which wert and art, and evermore shalt be. Holy, Holy, Holy! Though the darkness hide Thee, though the eye of sinful man Thy glory may not see; only Thou art Holy – there is none beside Thee, perfect in pow’r, in love and purity. Holy, Holy, Holy! Lord God Almighty! All Thy works shall praise Thy name, in earth, and sky, and sea; Holy, Holy, Holy! Merciful and Mighty! God in three Persons, blessed Trinity! By Reginald Heber and John B. Dykes
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Lesson 4
Day 4 – Redemption in the Old and New Testaments 1. Today’s lesson will look at Israel’s understanding of God as their Redeemer and then New Testament truths about Jesus. Understanding the Scriptures being studied today will help you bring the message of the Book of Ruth into an eternal perspective, so that you can see the provision that God made for you personally. Open in prayer asking the Lord to settle His truth within your own spirit and then begin with these observation questions. • Read these verses in the book of Psalms and write out the truths about what was proclaimed about God. a. Psalm 25:22; 26:11 (These verses use a different Hebrew word for redeem, padah, rather than the word go ’el that was used throughout the Book of Ruth. See the definition for padah in Question 2.)
b. Psalm 49:15 (The definition of the word Hebrew Sheol is given in Question 2.)
c. Psalm 71:23 (Used the Hebrew word padah as in Psalm 25:22; 26:11).
• Read what the Apostle Paul wrote to the early church in Colossae in Colossians 1:12–14. What did Paul say about God and what did Paul say about God’s Son, Jesus? a. God:
b. Jesus:
2. Please examine these word studies for some of the key words in this lesson. Strong’s # and Transliteration:
Definition from Strong’s Concordance, unless written in italics'.
Use of the word in other Scriptures:
6299 padah PMeeniy Psalm 26:11
Redeemer, to sever, i.e. ransom; generally, to release, preserve: at all, deliver, by any means, ransom, (that are to be, let be) redeem (– ed), rescue, surely
Psalm 71:23
7585 she'owl Sha'owl Psalm 49:15
Sheol, Hades or the world of the dead (as if a subterranean retreat), including its accessories and inmates: grave, hell, pit
Psalm 49:14
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Lesson 4 Strong’s # and Transliteration:
Definition from Strong’s Concordance, unless written in italics’.
Use of the word in other Scriptures:
629 apolutrosis apolutroosin Colossians 1:14
Redemption, (the act) ransom in full, i.e. (figuratively) riddance, or (specially) Christian salvation: deliverance
Romans 3:24
3. The nation of Israel understood the Hebrew word padah as it was associated with their exodus from Egypt. Israel’s freedom from the Egyptians cost the Egyptians their first born, among both humanity and animal. Because the first born of the Israelites were spared, they were asked to consecrate their first born unto the Lord. Read Exodus 13:11–16 to see why God asked Israel to consecrate their first born sons.
Read Deuteronomy 15:15 (in its context) to see what was said about Israel here (using the word padah).
4. The Pharaoh of Egypt hardened his heart concerning the Israelites being allowed to go free from their bondage to his grand building projects. It was not until the Pharaoh’s first born son was killed that he allowed the Israelites to go from his control. The redemption of Israel in Egypt cost the Pharaoh his son’s life. Centuries later, another first born Son died so God’s children would be set free from their bondage to sin that had previously ensnared them. As a child of God, my freedom was bought with the life of Jesus Christ. This redemption is a key doctrine in the New Testament. Please read these Scriptures listed below to see how God redeemed those who believe in Him. What you have in Christ:
How is this possible?
Ephesians 1:3–8
Hebrews 9:11–15
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Lesson 4 The Apostle Paul wrote to the church in Corinth, Greece about their salvation. Read how Paul used the word redemption in 1 Corinthians 1:30 and then go back to verse 26, at the beginning of the paragraph, to see what Paul said about your relationship with Jesus in verses 29–31.
5. Paul wrote to the members of the Christian church in Rome who were very familiar with the word redemption as those who lived during the time of the Roman Empire. One way the word redemption was used in the first century was in relationship to the slave market. Within the Roman Empire, between 20 to 30 percent of the residents were enslaved to someone, or to the Roman Empire itself. To be redeemed was to be “bought,” as this took place in the Roman slave market, so that a price was paid for one’s life. One of the clearest explanations of our redemption is written in Romans 3:21–31 when Paul used three words very well known to those living in Rome in the first century. Within the legal system of Rome, to be justified meant that someone who was guilty of wrong doing would stand before a judge who declared that the individual was not guilty, but in fact, innocent. The second term was redemption, associated with the slave market as we have already seen. The third word Paul used was atonement, understood by Jew and Gentile alike as the wrath removing sacrifice an individual made before their god or as in Israel’s case before God who would then forgive the one who brought a sincere offering. Please read Paul’s explanation in Romans 3:21–31 and allow these words to minister to the very depth of your spirit. How has God accomplished your justification, redemption, and atonement?
I cannot think of going on from the truths in Romans 3 without bowing before Almighty God and praising Him, and thanking Him for His goodness and mercy to us, His children. Who would God want you to share these truths with in the near future? Ask Him, and then earnestly pray for opportunities to share of your own redemption and what that means to you. Please close by reading 2 Corinthians 5:17 that tells who you are as a child of God. Now read to the end of the chapter to see the amazing blessing that God has extended to us to be His ministers of reconciliation to those He brings into our life. Ask the Lord what He would want you to do as His representative. You might close by singing the hymn “My Redeemer” as an act of worship before your Redeemer. Continued on the next page.
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Lesson 4 “My Redeemer” I will sing of my Redeemer, and His wondrous love to me; on the cruel cross He suffered, from the curse to set me free. Refrain: Sing, O sing of my Redeemer, with His blood He purchased me; on the cross He sealed my pardon, paid the debt and made me free. I will tell the wondrous story, how my lost estate to save, in His boundless love and mercy, He the ransom freely gave. Refrain: I will praise my dear Redeemer, His triumphant power I’ll tell, how the victory He giveth over sin, and death, and hell. Refrain: I will sing of my Redeemer, and His heavenly love to me; He from death to life hath brought me, Son of God, and Him to be. Refrain: By Philip P. Bliss and James McGranahan
Day 5 – Review of the Book of Ruth 1. Today you will review Ruth 4 and the Book of Ruth by going back over portions of the lesson you have already completed and by looking again at the Ruth Review Sheet from the Appendix. Open in prayer, asking the Lord God to help you as you spend time reviewing the final chapter, as well as the message of the book. Read Ruth 4 and ask the Holy Spirit to help you write a brief description of the major events of the chapter, or a brief summary of the chapter. Record this on the Ruth Review Sheet in the Appendix. After you have written your summary of the major events or a summary statement for the chapter, ask the Lord what is the spiritual significance of this chapter for you personally. How can the narrative and dialogue of Ruth 4 influence your life? Record your insight on the Ruth Review Sheet. Now look back at the key words you chose for each of the four chapters of Ruth and think about the story of Ruth’s life and write out the five most important words from the Book of Ruth.
2. What does the Book of Ruth say about God? Look back at each chapter and summarize what you learn about God in the book. Ruth 1
Ruth 2
Ruth 3
Ruth 4 57
Lesson 4 3. The authors of the book Men Are From Israel, Women Are From Moab,14 suggested that we can think about someone’s character in relationship to the biblical fruit of the Spirit, as given in Galatians 5:22, 23. As part of the review of the Book of Ruth briefly describe how Ruth and Boaz demonstrated these qualities through their words and actions. Fruit of the Spirit:
Demonstrated by Ruth’s life:
Demonstrated by Boaz’ life:
Love
Joy
Peace
Patience
Kindness
Goodness
Faithfulness
Gentleness
Self Control
4. In the Jewish church, the Book of Ruth is read at the feast of Pentecost, because of its association with the harvest. How would you explain to someone the message of the Book of Ruth and why you think it was included in the Hebrew Scriptures as well as the Christian canon? What is the purpose for the Book of Ruth? Continued on the next page. ______________________________________ 14
Norm Wakefield and Jody Brolsma, Men Are From Israel, Women Are From Moab, Downers Grove, InterVarsity Press, 2000, p. 25.
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Lesson 4 5. Turn to the Ruth Review Sheet in the Appendix and think about a summary statement you could make for the Book of Ruth. (In the 85 verses of the Book of Ruth, the word go ’el appears 21 times, translated as related redeemer, redeem, or redeeming.) Considering the number of times a form of the word go ’el was used, try to incorporate this word in you summary. The summary should be brief, somewhere between five and ten words in length. In the column on the right, think about the personal significance of the Book of Ruth to your spirit as you spend some time relating that to your summary of the book. As I was reflecting on the message of the Book of Ruth I thought of the song, “Near to the Heart of God” and ask you to close by singing or reading these words.
“Near to the Heart of God” There is a place of quiet rest, near to the heart of God, a place where sin cannot molest, near to the heart of God. Chorus: O Jesus, blest Redeemer, sent from the heart of God, hold us who wait before Thee near to the heart of God. There is a place of comfort sweet, near to the heart of God, a place where we our Savior meet, near to the heart of God. Chorus: There is a place of full release, near to the heart of God, a place where all is joy and peace, near to the heart of God. Chorus: By Cleland B. McAfee Now please close by writing out your own prayer to the Lord expressing your response to what you have learned about Him in the Book of Ruth.
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Appendix
Ruth and Naomi Young People’s Bible History Illustrated, Henry Bill 1871
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Scripture Work Sheets
Ruth Chapter 1
Scripture Work Sheets Chapter 1 1
Now there came a time of famine while judges were ruling in the land of
Israel. A man from Bethlehem of Judah, his wife, and his two sons left to live in the country of Moab. 2The man’s name was Elimelech, his wife’s name was Naomi, and their two sons were named Mahlon and Chilion— Ephrathites from Bethlehem of Judah. They journeyed to the country of Moab and lived there for some time. 3
Then Naomi’s husband Elimelech died, and she was left with her two sons.
4
Each of her sons married Moabite women: one named Orpah and the other named
Ruth. After they lived there about ten years, 5both Mahlon and Chilion died, leaving Naomi alone with neither her husband nor her two sons. 6
She and her daughters–in–law prepared to return from the country of Moab,
because she had heard while living there how the Lord had come to the aid of his people, giving them relief. 7So she left the place where she had been, along with her two daughters–in–law, and they traveled along the return road to the land of Judah. 8
But along the way, Naomi said to her two daughters–in–law, “Each of you go
back home. Return to your mother’s house. May the Lord show his gracious love to you, as you have shown me and our loved ones who have died. 9May the Lord grant each of you security in your new husbands’ households.” Then she kissed them good–bye, and they cried loudly.
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They both replied to her, “No! We will go back with you to your people.”
11
But Naomi responded, “Go back, my daughters. Why go with me? Are there
still sons to be born to me as future husbands for you? 12So go on back, my daughters! Be on your way! I’m too old to remarry. If I were to say that I’m hoping for a husband tonight and then also bore sons this very night, 13would you wait for them until they were grown? Would you refrain from marriage for them? No, my daughters! I’m more deeply grieved than you, because the Lord is working against me!” 14
They began to cry loudly again. So Orpah kissed her mother–in–law good–
bye, but Ruth remained with her. 15Naomi said to Ruth, “Look, your sister–in–law has returned to her people and to her gods. Follow your sister–in–law!” 16
But Ruth answered, “Stop urging me to abandon you and to turn back from
following you. Because wherever you go, I’ll go. Wherever you live, I’ll live. Your people will be my people, and your God, my God. 17Where you die, I’ll die and be buried. May the Lord do this to me—and more—if anything except death comes between you and me.” 18
When Naomi observed Ruth’s determination to travel with her, she ended
the conversation. 19So they continued on until they reached Bethlehem. Now when the two of them arrived in Bethlehem, the entire town got excited at the news of their arrival and they asked one another, “Can this be Naomi?”
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20
But Naomi replied, “Don’t call me ‘Naomi’! Call me ‘Mara’! That’s because the
Almighty has dealt bitterly with me. 21I left here full, but the Lord brought me back empty. So why call me ‘Naomi’? After all, the Lord is against me, and the Almighty has broken me.” 22
So Naomi returned to Bethlehem from the country of Moab, along with her
daughter–in–law Ruth the Moabite woman. And they arrived in Bethlehem at the beginning of the barley harvest.
Chapter 2 1
Naomi had a close relative of her late husband, a man of considerable wealth from the
family of Elimelech. His name was Boaz. 2
Ruth the Moabite said to Naomi, “Please allow me to go out to the fields and glean grain
behind anyone who shows me kindness.” So Naomi replied, “Go ahead, my daughter.” 3
So she went out, proceeded to the field, and gleaned behind the harvesters. And it
happened that she came to the portion of land belonging to Boaz, of the family of Elimelech. 4
Now when Boaz arrived from Bethlehem, he said to the harvesters,
“The Lord be with you.” “May the Lord bless you!” they replied. 5
At this point, Boaz asked the foreman of his harvesters, “To whom does this young
woman belong?” 6
The foreman of the harvesters answered, “She is the Moabite who came back with
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Scripture Work Sheets
me to glean what’s left of the grain behind the harvesters.’ So she came out and has continued working from dawn until now, except for a short time in a shelter.” 8
Boaz then addressed Ruth: “Listen, my daughter! Don’t glean in any other
field. Don’t even leave this one, and be sure to stay close to my women servants. 9
Keep your eyes on the field where they are harvesting, and follow them. I have
ordered my young men not to bother you, have I not? And when you are thirsty, drink from the water vessels that the young men have filled.” 10
At this she fell prostrate, bowing low to the ground, and asked him, “Why is
it that you’re showing me kindness by noticing me, since I’m a foreigner?” 11
Boaz answered her, “It has been clearly disclosed to me all that you have
done for your mother–in–law following the death of your husband— how you abandoned your father, your mother, and your own land, and came to a people you did not previously know. 12May the Lord repay you for your work, and may a lull reward be given you from the LORD God of Israel, under whose wings you have come for refuge.” 13
She responded, “May I continue to find favor in your sight, sir, since you’ve
been comforting me and you have spoken graciously to your servant, even though I am not one of your servants.” 14
At lunchtime, Boaz invited her, “Come on over, have some food, and dip
your bread in our oil and vinegar.” So she sat down beside the
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Ruth Chapter 2
harvesters, and he handed her some roasted grain, which she ate until she was satisfied. She kept what was left over. 15
After she had left to glean, Boaz commanded his servants, “Allow her to glean
also among the cut sheaves, and don’t taunt her. 16One other thing—drop some handfuls deliberately, leaving them for her so she can gather it. And don’t bother her.” 17
So Ruth gathered grain out in the field until dusk, and then threshed what she had
gathered—about a week’s supply of barley. 18She picked up her grain and went back to town. Her mother–in–law noticed how much Ruth had gleaned and had brought back from what was left over from her lunch. 19So her mother–in–law quizzed her, “Where did you glean today? Where, precisely, did you work? May the one who took notice of you be blessed.” So Ruth told her mother–in–law with whom she had worked. She said, “The man’s name with whom I worked today is Boaz.” 20
Naomi replied, “May the one who hasn’t abandoned his gracious love to the
living or to the dead be blessed by the Lord.” Naomi added, “This man is closely related to us, our related redeemer, as a matter of fact!” 21Then Ruth the Moabite woman added, “He also told me ‘Stay close to my young men until they have completed my entire harvest.’” 22
Naomi responded to her daughter–in–law Ruth, “It is prudent, my daughter, for
you to go out with his women servants, so someone won’t attack you in another field.” 23
So Ruth continued to stay close to the young women who worked for Boaz,
gathering grain until both the barley and wheat harvests were complete, all the while living with her mother–in–law. International Standard Version 3.0
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Chapter 3 1
Ruth’s mother–in–law Naomi, told her, “My daughter, should I not make
inquiries about your financial security, so you’ll be better off in life? 2
Isn’t Boaz one of our close relatives? You’ve been associating with his women
servants lately. Look, he’ll be winnowing barley at the threshing floor tonight. 3So get cleaned up, put on some perfume, dress up, and go to the threshing floor, but don’t let him see you until after he’s finished eating and drinking. 4When he lies down, be sure to notice where he is resting. Then go over, uncover his feet, and lie down. He’ll tell you what to do.” 5
Ruth replied, “I’ll do everything you’ve said.” 6So she went out to the
threshing floor and did precisely what her mother–in–law had advised. 7
After Boaz had finished eating and drinking to his heart’s content, he went
over and laid down next to the pile of threshed grain. Ruth came in quietly, uncovered his feet, and lay down. 8In the middle of the night, Boaz was startled awake and turned over in surprise to see a woman lying at his feet. 9
He asked her, “Who are you?”
She answered, “I’m only Ruth, your servant. Spread the edge of your garment over your servant, because you are my related redeemer.” 10
He replied, “May you be blessed by the Lord, my daughter. You’ve added to
the gracious love you’ve already demonstrated by not pursuing younger men, whether rich or poor. 11Don’t be afraid, my daughter. I’ll do for you everything that you have asked, since all of my people in town are aware that you’re a virtuous woman. 12It’s true that I'm your related 68
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redeemer, but there is another related redeemer even closer than I. 13Stay the night, and if he fulfills his duty as your related redeemer in the morning, that will be acceptable. But if he isn’t inclined to do so, then, as the Lord lives, I will act as your related redeemer myself. So lie down until morning.” 14
So she lay down at his feet until dawn approached, then got up while it was
still difficult for anyone to be recognized. Then he told her, “It shouldn’t be known that a woman has come to the threshing floor.” 15So he said, “Take your cloak and hold it out.” She did so, and he measured out six units of barley and placed them in a sack on her. Then she left for town. 16
When Ruth returned to her mother–in–law, Naomi asked her, “How did it go,
my daughter?” Then she related everything that the man had done for her. 17Ruth also said, “He gave me these six units of barley and told me, ‘Don’t go back to your mother– in–law empty–handed.’” 18
Naomi replied, “Be patient, my daughter, until you learn how this works out,
because the man won’t rest until he finishes everything today.”
Chapter 4 1
Meanwhile, Boaz approached the city gate and sat down there. Just then, the
very same related redeemer whom Boaz had mentioned came by, so Boaz called out to him, “Come over and sit down here, my friend!” So the man came over and sat down.
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Scripture Work Sheets
2
Boaz selected ten of the town elders and spoke to them, “Sit down here.” So
they sat down 3and Boaz addressed the related redeemer directly: “A portion of a field belonging to our relative Elimelech is up for sale by Naomi, who recently returned from the country of Moab. 4So I thought to myself I ought to tell you that you must make a public purchase of this before the town residents and the elders of my people. So if you intend to act as the related redeemer, then do so. But if not, let me know, because except for you—and I after you—there is no one to fulfill the duties of a related redeemer.” The man responded, “I will act as related redeemer.” 5
Boaz continued, “On the very day you buy the field from Naomi, you’re also
“buying” Ruth the Moabite woman, the wife of her dead husband, so the family name may be continued as an inheritance.” 6
At this, the nearer related redeemer replied, “Then I am unable to act as
related redeemer, because that would complicate my own inheritance. You act instead as the related redeemer, because I cannot do so.” 7
During Israel’s earlier history, all things concerning redeeming or changing
inheritances were confirmed by a man taking off his sandal and giving it to the other party, thereby creating a public record in Israel. 8
So when the nearer related redeemer said to Boaz, “Make the purchase
yourself,” he then took off his sandal. 9
At this, Boaz addressed the elders and all of the people: “You all are witnesses
today that I hereby redeem everything from Naomi that belonged to Elimelech, including what belonged to Chilion and Mahlon, 10along with 70
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Mahlon’s wife Ruth the Moabite woman. I will marry her to continue the family name as an inheritance, so that the name of the deceased does not disappear from among his relatives, nor from the public record. You are all witnesses today!” 11
Then all of the assembled people—along with the elders who were there—
said, “We are witnesses! May the LORD make this woman who enters your house like Rachel and Leah, who together established the house of Israel. May you prosper in Ephrathah, and may you excel in Bethlehem! 12Moreover, may your house be like the house of Perez, whom Tamar bore to Judah, from the offspring that the Lord gives you from this young woman.” 13
So Boaz took Ruth to be his wife, and when he had marital relations with her,
the Lord made her conceive, and she bore a son. 14Then the women of Bethlehem said to Naomi, “May the Lord be blessed, who has not left you today without a related redeemer. May his name become famous throughout Israel! 15And he will restore your life for you and will support you in your old age, because your daughter–in–law, who loves you and who has borne him, is better for you than seven sons!” 16
Naomi took care of the child, taking him to her breast and becoming his
nurse. 17So her women neighbors gave the child a nickname, which is “Naomi has a son!” They named him Obed. He became the father of Jesse, who was the father of David. 18
This is the genealogy of Perez: Perez fathered Hezron, 19Hezron fathered
Ram, and Ram fathered Amminadab. 20Amminadab fathered
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Nashon, and Nashon fathered Salmon. 21 Salmon fathered Boaz, and Boaz fathered Obed. 22Then Obed fathered Jesse, who fathered David.
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Inductive Study Methodology
Appendix
Inductive Study Methodology Definition of the Inductive Method: Using the Bible as the primary source of information and reading with a purpose by asking relevant questions, so that through complete observation, one can accurately interpret, determine eternal principles, and then apply Scripture to all circumstances of life. • God speaks through the prophets, recorded in Scripture • God gave the word so that He might reveal Himself to us • God speaks through Jesus, as He is the word who came in the flesh • The Holy Spirit gives all believers the ability to understand the word of God Four Components of the Inductive Study Methodology 1. Observation: Seeing what the text says, to gain facts and information The process of observation is foundational to inductive Bible study Asking the “5 Ws and an H” questions helps students focus on the obvious Who
What
Where
When
Why
How
People
Events
Place
Time
Reason Or Purpose
Means Or Method
2. Interpretation: Determining what the text means to gain understanding Looking for information and the correlation in the context of Scripture Context: Looking at the surrounding words, phrases, sentences, paragraphs, chapters, and book in which something exists, occurs, or is placed. The author’s use of the repetition of ideas or thoughts will also help you discover meaning within the context.
3. Principlization: Determining what eternal truths are being taught? Stating the author’s propositions, arguments, narration, and illustrations as abiding timeless truths.
4. Application: Conviction as to how the truth applies personally, leads to transformation. Component Of The Methodology
Holy Spirit’s Ministry
Man’s Response
Product Of Component
Observation –Focus on the obvious
Illumination
Reasoning
Facts & Information
Interpretation –Done in light of context
Teaching
Evaluation
Understanding
Principlization –Focus on Learning
Conviction
Summarization
Eternal Principles
Application –Begins with individual
Guidance
Accountability
Transformation
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Appendix
Inductive Study Methodology
Step 1 The Overview Discovering the Context or the Big Picture Purpose: To identify the flow of thought that ties the book together and to identify the author's reason for writing A. Who is the Author: Ask Questions • Who is writing and what does he say about himself? • What are his circumstances? • Where is he and why is he there? • When in his life is he writing? • Why is he writing? B. Who is or who are the Recipient/s: Ask Questions • Who is it written to? • How is the recipient described? • What does it say about the recipient? • What is the relationship of the recipients to the author? • Where is the recipient? • Why is the author writing to the recipient? C. Other People Mentioned: (Either specifically, or by generalization or implication) • Who are the other people mentioned and what does the text say about them? • What do you learn about their relationship to the author or recipient? • What is their relationship to the key message? D. Look for Key Words • Words generally repeated throughout the text • When removed the text is left without meaning E. Look for Declarative Statements • Teaching doctrinal truth that would inform and equip those who follow after Christ • Historical narrative, sharing historical events or personal testimony F. Look for Instructions or Commands • A command or imperative statement, telling someone what they are to do • Usually written in the second person such as you, your, or yourself; or introduced with the phrase “let us” G. Look for Exhortations • A personal message from the author to encourage the recipients regarding their own situation, whether personally or within their church • Show the uniqueness of the situation that led to the book being written • Sometimes introduced with the word “you,” calling or urging obedience H. Look for Admonitions • Confronting the behavior of the recipient that has not honored God • To advise strongly, to reprove, or to call the recipients to repentance I. Look for Warnings • To put on guard or to put on notice concerning possible danger, evil, or harm • To describe a just recompense or a possible consequence for behavior based on God’s prophecy concerning judgment
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Inductive Study Methodology
Appendix
Step 2 Comprehensive Chapter Study Observation Chapter by Chapter Purpose: To examine the details of the chapter, to see how the chapter details relate to the book A. Marking Key Words 1. Mark so your eye can see on the page the occurrence of the word 2. This is typically done with colored pencils 3. God, Jesus Christ, the Holy Spirit, and their pronouns are always keywords 4. The key words become a basis for developing a list of facts B. Making lists of the key words by writing phrases and sentences C. Reasoning through the lists of information from the key words D. Contrasts – Reasoning from another perspective Pointing out differences in ideas or bodies of truth that the author used to teach • Point out differences in words or phrases • Most contrasts are identified by the following words: but, however, or never the less E. Comparisons Dealing with ideas or bodies of truth that are similar to make some point • Identified by the words: like, as F. Terms of Expression Time – Helps us answer when something occurred or will occur • Look for words like: now, then, or later Conclusion or Results or Purpose • Look for words like: for, for this reason, so that, that, or because Verb Usage – Will tell if something has occurred in the past, will occur in the future, or is to be part of the present time
Step 3 Word Studies Purpose: To deepen understanding of the text To clarify understanding of the text To determine the meaning of unknown or confusing words or sections of texts A. Pick a Word 1. Look at the key words in the text 2. Look at the words with unclear meanings 3. Look at the verbs and nouns in the text B. Look up the definition in a word study tool Exhaustive concordances contain three sections 1. Alphabetical list of all words used in the text of Scripture that are then ordered in biblical occurrence 2. Dictionary of Hebrew words arranged numerically 3. Dictionary of Greek words arranged numerically Expository Dictionaries Vine’s Dictionary of the New Testament: keyed to the KJV Spiros Zodhiates. Complete Word Study Dictionary of the New Testament Complete Word Study Dictionary of the Old Testament C. Read the definition back into the text
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Appendix
Inductive Study Methodology
Step 4 Cross Referencing Of Scripture Purpose: To establish the context within the broader context of Scripture • Context always rules in all interpretations • Amplify or clarify the understanding of the text • Scripture is the best interpreter of Scripture • Scripture never contradicts Scripture A. How to determine Cross References: 1. Look up the word in a concordance 2. Look up the word in a topical Bible 3. Look up verses identified by marginal references B. Read the cross reference C. Evaluate the message in the light of the cross reference
Step 5 Determining Paragraph and Chapter Theme and Book Title A. Paragraph Analysis • Determine the paragraph theme. The editors of some translations of the Bible have each verse starting on a new line within each chapter. The NASB begins each new paragraph by printing the verse number in bold type. The NIV divided the chapters into paragraphs, as we know them, indenting at the beginning of each new paragraph. When you study the ancient languages of the Bible, there are differences in paragraph divisions from one manuscript to another. The words of Scripture were inspired, but years ago, editors added verse numbers, paragraph divisions, and the divisions made by chapter numbers. B. Developing each Chapter Theme and the Book Title • A collection of summary statements, one for the each chapter and one for the entire book • These can be verified from key words, instructions, exhortations, admonitions, and warnings within the chapter 1. Use five words or less, with at least one actual word found in a chapter 2. Each chapter title should be distinctive from the other chapter titles 3. Each title should be descriptive of what is in the chapter 4. Place these themes on the Theme And Title Chart
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Appendix
Ruth Review Sheet Major Event or Summary Statement:
Personal Spiritual Significance: Chapter 1
Chapter 2
Chapter 3
Chapter 4
BOOK
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Appendix
Word Studies Listed by English Word, Strong’s Number, and Page Number in Lesson
Hebrew Words A Abandoned 5800 Afraid 3372 Almighty 7706
34 40 18
B Bless 1288 Blessed 1288 Broken 7489
30 34, 39 18
M Mara 4755
18
N Nurse 539
48
P Patient 3427 Prudent 2896
40 35
R Redeemer 6299 Redeeming 1353 Refuge 2620 Related redeemer 1350 Rest 8252 Restorer 7725 Reward 4909
54 48 30 34 40 48 30
S Security 4494 Security 4496 Sheol7585 Support 3557
39 39 54 48
C Close relative 4129 Comforting 5162 Complicate 7843
29 30 48
E Elders 2205 Elimelech 458
48 13
G Glean 3950 Gracious love 2617 Graciously 3820
30 14, 34 30
I Inheritance 5159
48
T Taunt 3637
30
J Judges 8199
13
V Virtuous 2428
40
K Kindness 2580
30
W Wings 3671
30
L Lord 113 LORD 3068 Loves 157
30 14, 34 48
Greek Words R Redemption 629
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Appendix
Bibliography Beattie, D. R. G. Jewish Exegesis of the Book of Ruth. Sheffield, JSOT, Journal for the Study of the Old Testament, 1977. Block, Daniel I. Judges, Ruth: The New American Commentary. Nashville, Broadman & Holman Publishers, 1999. Bream, Howard N., Ralph D. Heim, and Carey A. Moore, Editors. A Light Unto My Path, Old Testament Studies in Honor of Jacob M. Myers. Philadelphia, Temple University Press, 1974. Bush, Frederic W. Ruth, Esther: Word Biblical Commentary, 9. Dallas, Word Books Publisher, 1996. Campbell, Edward F., Jr. Ruth: Anchor Bible 7. Garden City, New York, Doubleday & Company, Inc., 1975. Cundall, Arthur E. Judges and Ruth. Chicago, Inter–Varsity Press, 1968. Enns, Paul P. Ruth: Bible Study Commentary. Grand Rapids, Zondervan Publishing House, 1982. Fee, Gordon D. & Douglas Stuart. How To Read the Bible for All Its Worth. Grand Rapids, Zondervan Publishing House, 2003. Hill, Andrew E. & John H. Walton. A Survey of the Old Testament. Grand Rapids, Zondervan, 2000. Hubbard, Robert, Jr. The Book of Ruth. Grand Rapids, William B. Eerdmans Publishing, 1988. Hyman, Ronald T. “Questions and the Book of Ruth,” Hebrew Studies. Madison, The National Association of Professors of Hebrew, XXIV, 1983. Luter, A. Boyd and Barry C. Davis. God Behind the Seen. Grand Rapids, Baker Books, 1995, p. 83. Martin, Alfred. Survey of the Scriptures. Chicago, Moody Bible Institute, 1962. Rauber, D. F. “Literary Values in the Bible: The Book of Ruth.” Journal of Biblical Literature 89, 1970. Ryken, Leland. “Bible As Literature.” Dockery, David S., Kenneth A. Mathews, & Robert B. Sloan, Editors. Foundations for Biblical Interpretation. Nashville, Broadman & Holman Publishers, 1994. The Holy Bible: International Standard Version,® Santa Ana, CA, The ISV Foundation, Davidson Press, Inc., 2005. Wakefield, Norm and Jody Brolsma. Men Are From Israel, Women Are From Moab. Downers Grove, InterVarsity Press, 2000. Stowe, Harriet Beecher. Woman in Sacred History. New York, J.B. Ford & Co., 1873. Strong, James. Exhaustive Concordance of the Bible. Gordonsville, TN, Dugan Publishers, Inc. Welty, William P., Publisher. International Standard Version®' Santa Anna, CA, The ISV Foundation, Davidson Press, Inc., 2006. Younger, K. Lawson, Jr. The NIV Application Commentary: Judges/Ruth. Grand Rapids, Zondervan, 2002. Zodhiates, Spiros. The Complete Word Study Old Testament. Chattanooga, AMG Publishers, 1994. Zodhiates, Spiros. The Hebrew–Greek Key Study Bible. Chattanooga, AMG Publishers, 1990.
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Sunergos Bible Studies Name of Study:
Number of Lessons:
Book Studies: Joshua and the Call to Live Victoriously by Faith The Book of Ruth The Life of David The Book of Nehemiah The Book of Esther Jonah The Sermon on the Mount The Gospel According to Mark The Epistle to the Romans Galatians and the Fruit of the Spirit Ephesians Philippians and the Call to Biblical Fellowship Colossians Titus and the Call to Biblical Discipleship Philemon (Learn the Inductive Bible Study methodology with this short study) James
10 4 12 8 5 10 14 22 23 10 12 12 9 9 2 11
Topical Studies: Old Testament Worship for Followers of Christ Prayers of the Bible Women of the Word
8 12 12
Discipleship Series Studies: The format of the Discipleship Series is different, as each lesson is like one day’s work in the other studies. The Call to Following Jesus the Messiah 10 The Call to Biblical Character –An In–depth Look at the Beatitudes (Matthew 5:10–12) 11 The Call to Bear Fruit by the Power of the Spirit–An In–depth Look at Galatians 5:22, 23 12 The Call to Live Victoriously by Faith – An In–depth Look at Ephesians 6:10–20 10 The Call to Biblical Fellowship — An In–depth Look at the “One Another” Commands 12 A Woman’s Call to Biblical Discipleship – An In–depth Look at Titus 2:3–5 16 All of these lessons are in–depth inductive Bible studies that encourage the students to examine Scripture through observation before seeking to interpret, while looking for eternal principles in the word that can be applied to their own life. While the studies encourage critical thinking, they also provide some “commentary” from a variety of conservative sources. The studies include instruction for studying inductively, and the work for each lesson has been divided into five days. All studies have been formatted with two options for completing the lessons. The student who has less time for study can complete the opening observation questions which cover the portion of Scripture or theme for the day, and then the student can move to the last question/s which might incorporate other Scriptures and as well as several application questions. The other option is for the student to complete the entire lesson for each day and that would generally take between 30 minutes to one hour. This option includes word studies and an in–depth look at the passage or theme for the day. Leader’s Guides are available for each study to provide resources for those interested in leading a study.
Check the Sunergos Bible Studies’ website www.sunergosbible.org for availability, costs, and ordering options. New studies, leader’s guides, and other resources are available from the website. 11/01/2009
Book Summary This in–depth inductive study of the Old Testament Book of Ruth examines specific events centering on a group of people who lived in the time of the judges. Who were the people involved and why was this book included in the Hebrew Scriptures? What do you learn about Israel and the time between the occupation of the Promised Land and the Israeli monarchy? Most importantly, this four lesson study will seek to understand the nature and character of God, so that the student can grow in their faith and see the eternal principles of God's word that can be applied even today. The study provides a number of options for completing the lessons. When a group is meeting weekly to discuss the lessons, each student will benefit from the review discussions suggested in the accompanying leader's guide.
Author Profile JAN WELLS has been been married forty years, is the mother of two grown children, and is a grandmother of three grandchildren. A former English and history teacher, Jan has written twenty in–depth, inductive studies reflecting her passion for the Lord and His word. Incorporated in Jan's writing are a commitment to the importance of the ministry of discipleship within the body of Christ and a sensitivity to the differences in the way people think and learn. Jan, the creator of Sunergos Bible Studies, has taught the Bible to adults for years in an interdenominational ministry. The author has an M.A. in Christian Ministry from Simpson University (C&MA) and is pursuing a PhD. in Biblical Studies from Golden Gate Baptist Theological Seminary (SBC). The studies have been used in a number of churches throughout the country and internationally, and because of their thoroughness, they have become valuable resources for many pastors and Bible teachers.
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