Microsoft Access 2013 Comprehensive

1st Edition Pratt Solutions Manual

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Access 2013 Instructor’s Manual Page 1 of 13

Microsoft Access 2013

Chapter Five: Multiple-Table Forms
A Guide to this Instructor’s Manual:
We have designed this Instructor’s Manual to supplement and enhance your teaching experience through classroom
activities and a cohesive chapter summary.

This document is organized chronologically, using the same heading in red that you see in the textbook. Under each
heading you will find (in order): Lecture Notes that summarize the section, Figures and Boxes found in the section, if
any, Teacher Tips, Classroom Activities, and Lab Activities. Pay special attention to teaching tips, and activities geared
towards quizzing your students, enhancing their critical thinking skills, and encouraging experimentation within the
software.

In addition to this Instructor’s Manual, our Instructor’s Resources also contain PowerPoint Presentations, Test Banks,
and other supplements to aid in your teaching experience.

For your students:

Our latest online feature, CourseCasts, is a library of weekly podcasts designed to keep your students up to date with
the latest in technology news. Direct your students to http://coursecasts.course.com, where they can download the
most recent CourseCast onto their mp3 player. Ken Baldauf, host of CourseCasts, is a faculty member of the Florida
State University Computer Science Department where he is responsible for teaching technology classes to thousands of
FSU students each year. Ken is an expert in the latest technology and sorts through and aggregates the most pertinent
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figure it out. Open or close your lecture with a discussion based on the latest CourseCast.

SAM:
This text is available with SAM 2013 Assessment, Training, and Projects that map directly to the learning objectives
covered in each chapter. SAM's active, hands-on training and skill-based assessment help you master Microsoft Office
skills. SAM Projects let you apply skills in real-world scenarios using the actual Microsoft Office applications.
Immediate feedback and comprehensive study guides give you the practice and support you need to succeed.

If you have a SAM account, login at www.cengage.com/sam2013. To obtain a SAM account, visit
www.cengagebrain.com or contact your instructor or bookstore for additional information.

Table of Contents
Chapter Objectives
AC 266: Introduction
AC 266: Project — Multiple-Table Forms
AC 269: Adding Special Fields
AC 274: Updating the New Fields
AC 283: Multiple-Table Form Techniques
AC 307: Object Dependencies
AC 309: Date/Time, Long Text, and Yes/No Fields in Queries
Access 2013 Instructor’s Manual Page 2 of 13

AC 312: Datasheets in Forms

AC 314: Creating a Multiple-Table Form Based on the Many Table
AC 316: Chapter Summary
End of Chapter Materials
Glossary of Key Terms

Chapter Objectives
Students will have mastered the material in Chapter Five when they can:
 Add Yes/No, Long Text, OLE Object, and
Attachment fields
 Use the Input Mask Wizard
 Update fields and enter data
 Change row and column size
 Create a form with a subform in Design
view
 Modify a subform and form design
 Enhance the form title
 Change tab stops and tab order
 Use the form to view data and attachments
 View object dependencies
 Use Date/Time, Long Text, and Yes/No
fields in a query
 Create a form with a datasheet

AC 266: Introduction
LECTURE NOTES
• Discuss the one-to-many relationship between the Book Rep and Customer tables

BOXES:
1. BTW: Q&As. Point out the link to the complete listing of Q&As on the web. Information in Q&As is
included in the test bank.

TEACHER TIP
Use this introduction to review the concept of referential integrity (discussed in Chapter 3) with
students.

AC 266: Project – Multiple-Table Forms

LECTURE NOTES
• Use Figure 5-1 to illustrate a multiple-table form that includes several new fields
• Review the general activities that will be performed in this chapter
o Add fields to the Book Rep table
o Enter data into the new fields
o Create a form for the Book Rep table
o Add controls to the form
o Add a subform to the form
o Modify the subform
o Enhance the form
o Create queries with the new fields
• Review the steps to run Access
• Review the steps to open a database
Access 2013 Instructor’s Manual Page 3 of 13

FIGURES and TABLES: Figure — 5-1

BOXES:
1. BTW: BTWs. Point out the link to the complete listing of BTWs on the web. Information in BTWs is
included in the test bank.

2. BTW: The Ribbon and Screen Resolution. Remind students that a different screen resolution can
affect how the ribbon appears.

3. BTW: Touch Screen Differences. Point out the differences between the interfaces when using touch.

4. BTW: On-Screen Keyboard. Mention how to display the on-screen touch keyboard.

TEACHER TIPS
This chapter illustrates the advantages of using a graphical user interface (GUI) such as Windows to
create forms. Students should be encouraged to explore different options for the form they will create.

As students work through the tasks in this chapter, encourage them to save their work after each task.
Also, forms with pictures can increase substantially the size of the database. Remind students that they
can compact their database by tapping or clicking FILE on the ribbon, selecting the Info tab and then
tapping or clicking the Compact & Repair Database button in the Info gallery to compact (reduce the
size of) the database.

You can use the Lecture Success System for Access in conjunction with the Figures in the Book. To do
this, start Access and open the database from the appropriate folder. Then, start your slide show
containing the figures for the project. You can switch back and forth between the slide show and Access
by using the ALT+TAB key combination. You can use the Figures in the Book to show the steps students
should follow. If students need additional reinforcement or ask questions about the task, you can switch
to Access to do a live demonstration.

AC 269: Adding Special Fields

LECTURE NOTES
• Define input mask and review the Yes/No, Long Text, OLE Object, and Attachment data types
• Discuss the reasons for using the OLE Object data type rather than the Attachment data type for a
picture
• Use Figures 5-2 through 5-4 to illustrate adding fields to a table
• Use Figures 5-5 through 5-8 to describe using an input mask
• Use Figure 5-9 to explain how to add fields in Datasheet view

FIGURES and TABLES: Figures — 5-2, 5-3, 5-4, 5-5, 5-6, 5-7, 5-8, 5-9

BOXES:
1. BTW: OLE Object Fields. Mention the other types of objects that you can store in an OLE Object
field.

2. BTW: Long Text Fields. Point out the maximum size and the properties of Long Text fields.
Access 2013 Instructor’s Manual Page 4 of 13

3. BTW: Input Mask Characters. Explain the purpose of the literal values Access adds to an input mask.

4. CONSIDER THIS: How do you determine if fields need special data types or an input mask? Discuss
the ways you can determine whether an input mask, a Yes/No data type, a Long Text data type, an OLE
Object data type, an Attachment data type, and a Hyperlink data type are appropriate.

TEACHER TIPS
Point out that Yes/No, Long Text, OLE, and Attachment data types do not have field sizes.

You can change the format property for Yes/No fields. The choices are:
Yes/No
True/False
On/Off

An input mask makes data entry easier and controls the values users can enter in a field. Use Figure 5-7
to explain that storing data without the symbols takes up less space. If a format also has been specified
for the field, the format takes precedence over the input mask. The format property affects only how
the value is displayed not how it is stored. The input mask that students create may vary slightly from
the input mask shown in Figure 5-8.

Spend some time reviewing the guidelines in the CONSIDER THIS box with students. It is important
they understand the different data types and when these data types are appropriate. Yes/No fields also
are called Boolean fields because they can accept only one of two values that evaluate to either true or
false. The Long Text data type gives users the flexibility to add comments or notes in their own words.
The OLE Object data type allows users to insert pictures, photographs, and drawings in a database. The
Attachment data type is useful for attaching external files related to a particular record. The Hyperlink
data type allows users to add a web page reference or an email address.

CLASSROOM ACTIVITIES
1. Quick Quiz:
1) Which data type would you use to store links to web pages? (Answer: Hyperlink data type)
2) Which data type would you use to store text that is variable in length? (Answer: Long Text
data type)

2. Critical Thinking: What other fields in the Book Rep table could use an input mask?

3. Critical Thinking: What types of data could Bavant Publishing store in Yes/No fields, Long Text
fields, OLE Object fields, and Attachment fields?

4. Assign a Project: Require students to research the types of objects that can be stored in OLE Object
fields.

AC 274: Updating the New Fields

LECTURE NOTES
• Use Figures 5-10 through 5-12 to illustrate entering data using an input mask
Access 2013 Instructor’s Manual Page 5 of 13

• Use Figure 5-13 to illustrate entering data in a Yes/No field

• Use Figures 5-14 and 5-15 to describe entering data in Long Text fields
• Define field selector
• Use Figures 5-16 and 5-17 to illustrate changing the row and column size
• Discuss how to undo changes to row height and column width
• Use Figures 5-18 through 5-21 to describe entering data in OLE Object fields
• Explain why entries in the Picture initially may be other than the words Bitmap Image
• Review the step to enter remaining pictures
• Use Figures 5-22 through 5-25 to illustrate entering data in Attachment fields
• Review the steps to enter data in Hyperlink fields
• Review the steps to save the table properties and close the table
• Explain how to view pictures and attachments in Datasheet view

FIGURES and TABLES: Figures — 5-10, 5-11, 5-12, 5-13, 5-14, 5-15, 5-16, 5-17, 5-18, 5-19, 5-20, 5-21,
5-22, 5-23, 5-24, 5-25

BOXES:
1. Other Ways: Encourage your students to explore other ways of changing the row height and the
column width.

2. BTW: Entering Data in Long Text Fields. Mention that you also can enter data in a Long Text field
using the Zoom dialog box.

3. CONSIDER THIS: How can you insert a picture using the ‘Create from File’ option button? Review
the steps to insert a picture using the ‘Create from File’ option button.

4. BTW: Windows 7 and Paint. Point out the difference if students are using Windows 7 and Paint.

5. BTW: OLE Object Fields. Review the procedure for converting a Bitmap Image to Picture (Device
Independent Bitmap).

6. BTW: Hyperlink Fields. Point out that you can store email addresses in Hyperlink fields.

7. BTW: Attachment Fields. Mention that to view attachments, you must have the application that
created the attachment installed on your computer.

8. Break Point: A good time to take a break, if necessary, is at the end of updating records and before
starting the multiple-table form techniques section. Direct students to page AC 316 for instructions on
exiting Access; to page AC 268 for instructions on running Access and opening the solution file in
progress.

TEACHER TIPS
The steps in this section update the new fields in Datasheet view. You also can update the fields in Form
view. When data is entered in a field that has an input mask, the insertion point should be positioned at
the beginning of the field.
Access 2013 Instructor’s Manual Page 6 of 13

Pressing SHIFT+F2 displays a Zoom box that makes it easier for students to enter the data in Long Text
fields.

You also can store sound and full-motion videos in OLE Object fields. Do not use the OLE Object data
type if you want to attach multiple files to a single record. All Office applications support OLE. Access
supports the following graphic file formats:
Windows Bitmap (.bmp files)
Run Length Encoded Bitmap (.rle files)
Device Independent Bitmap (.dib files)
Graphics Interchange Format (.gif files)
Joint Photographic Experts Group (.jpe, .jpeg, and .jpg files)
Exchangeable File Format (.exif files)
Portable Network Graphics (.png files)
Tagged Image File Format (.tif and .tiff files)
Icon (.ico and .icon files)
Windows Metafile (.wmf files)
Enhanced Metafile (.emf files)

Other programs running on a computer can interfere with graphic filters and configuration settings. For
this reason, this text uses a method that does not rely on graphic filters to insert pictures. If your
installation of Access supports adding files of the type you want to insert, your students can follow the
instructions in the CONSIDER THIS box on AC 280.

There are certain file types that you cannot attach to an Attachment field. These are file types that
Access has identified as security risks. You can attach any of the file types created in Office 2013 as well
as the graphic file formats shown above. You also can attach log files (.log), text files (.text, .txt), and
compressed (.zip) files.

CLASSROOM ACTIVITIES
1. Critical Thinking: Many different types of data can be entered into database fields. But, what types of
data should be entered? In this project, pictures of book reps are entered into the database. Some people
may feel that pictures of the book reps are irrelevant, or inappropriate. Should pictures of the book reps
be a part of the database? Why or why not?

2. Critical Thinking: How much input should a database designer have on what fields are, and are not,
included in the database? Why?

3. Critical Thinking: You have created a database of prospective employees and need to store both a
picture of the applicant and the applicant’s resume. What type of field (or fields) would you use? Why?

LAB ACTIVITIES
1. Have students view the attachments. Also ask them to delete the attachments and then re-add them.

2. Have students delete the OLE Object field and use the Attachment field to enter the pictures of the
book reps.
Access 2013 Instructor’s Manual Page 7 of 13

AC 283: Multiple-Table Form Techniques

LECTURE NOTES
• Review the one-to-many relationship between the Book Rep and the Customer tables; remind
students of the referential integrity rule created previously
• Define subform and main form and explain the difference between the two
• Use Figures 5-26 and 5-27 to describe creating a form in Design view
• Use Figures 5-28 and 5-29 to illustrate adding a control for a field to the form design
• Review the steps to save the form
• Use Figure 5-30 to illustrate adding controls for additional fields
• Use Figures 5-31 and 5-32 to describe aligning controls on the left
• Use Figures 5-33 and 5-34 to describe aligning controls on the top and adjust vertical spacing
• Use Figures 5-35 through 5-38 to describe adding controls for the remaining fields
• Use Figures 5-39 and 5-40 to illustrate using a shortcut menu to change the fill/back color
• Use Figure 5-41 to illustrate adding a title
• Use Figures 5-42 through 5-48 to describe placing a subform
• Use Figure 5-49 to describe viewing the form
• Review the steps to close and save a form
• Use Figures 5-50 through 5-53 to illustrate modifying a subform
• Use Figures 5-54 and 5-55 to illustrate changing a label
• Define size mode and review the steps to change the size mode
• Use Figures 5-56 through 5-61 to illustrate changing label effects and colors
• Use Figures 5-62 through 5-64 to describe modifying the appearance of a form title
• Use Figure 5-65 to illustrate changing a tab stop
• Use Figure 5-66 to illustrate changing the tab order
• Use Figures 5-67 through 5-70 to describe using the form
• Discuss the various actions you can take to navigate within a form

FIGURES and TABLES: Figures — 5-26, 5-27, 5-28, 5-29, 5-30, 5-31, 5-32, 5-33, 5-34, 5-35, 5-36, 5-37,
5-38, 5-39, 5-40, 5-41, 5-42, 5-43, 5-44, 5-45, 5-46, 5-47, 5-48, 5-49, 5-50, 5-51, 5-52, 5-53, 5-54, 5-55,
5-56, 5-57, 5-58, 5-59, 5-60, 5-61, 5-62, 5-63, 5-64, 5-65, 5-66, 5-67, 5-68, 5-69, 5-70

BOXES:
1. BTW: Touch and Pointers. Remind students that when you use touch, you do not see the pointer.

2. CONSIDER THIS: When a form includes data from multiple tables, how do you relate the tables?
Discuss how to determine the main table and the additional table for a form.

3. Other Ways: Encourage your students to explore other ways to align controls on the left.

4. BTW: Moving Controls: Discuss how to make small movements using arrow keys when moving
controls.

5. Other Ways: Encourage your students to explore other ways to add controls for the remaining fields.

6. Break Point: A good time to take a break, if necessary, is at the end of creating the main form with
subform and before starting the section to modify the subform. Direct students to page AC 316 for
Access 2013 Instructor’s Manual Page 8 of 13

instructions on exiting Access; to page AC 268 for instructions on running Access and opening the
solution file in progress.

7. CONSIDER THIS: Is there any way to determine the way pictures fit within the control? Discuss the
different size modes for pictures.

8. Other Ways: Encourage your students to explore other ways to modify the appearance of a form title.

9. Break Point: A good time to take a break, if necessary, is at the end of changing the tab stop property
and before starting the changing order section. Direct students to page AC 316 for instructions on
exiting Access; to page AC 268 for instructions on running Access and opening the solution file in
progress.

10. BTW: Auto Order Button. Explain the purpose of the Auto Order button.

11. Other Ways: Encourage your students to explore other ways of using the form.

12. BTW: Navigation: Discuss how to navigate to a specific record in the main form and in the subform.

13. BTW: Distributing a Document. Discuss alternate ways for distributing a document.

TEACHER TIPS
Encourage students to save after each task. Students do not need to place objects in the exact locations
shown in the text.

Emphasize that the main form and the subform are two different objects within the database.

The Etched special effect may not show on some computers. You can have students select one of the
other choices, such as Solid with a Border Width of 3.

This section is lengthy. There are at least two points where students can take a break. One break point
is after they add the subform but before they modify it. The second break point is after changing the tab
stop and before changing the tab order.

CLASSROOM ACTIVITIES
Access 2013 Instructor’s Manual Page 9 of 13

1. Critical Thinking: Ergonomics is the study of workplace design and the physical and psychological
impact it has on workers. How does a well-designed form improve working conditions and efficiency?

2. Critical Thinking: When a form contains a subform, the subform is a separate object in the database.
What are the advantages of having the subform be a separate object? What are the disadvantages?

3. Critical Thinking: You have been asked to recommend a standard background color and a font color
to use on all forms. Which colors would you recommend and why?

4. Quick Quiz:
1) Which size mode does the best job of fitting a picture to the allocated space without
changing the look of the picture? (Answer: Zoom)
2) Which tool do you use to place a subform on a form? (Answer: Subform/Subreport tool on
the FORM DESIGN TOOLS DESIGN tab)

LAB ACTIVITIES
1. Have the students experiment with the different size modes and record their reactions to the results.

2. Have students experiment with the different alignment and spacing options.

AC 307: Object Dependencies

LECTURE NOTES
• Use Figure 5-71 to describe how to view object dependencies

FIGURES and TABLES: Figure — 5-71

TEACHER TIP
Viewing a list of objects that use a specific object helps in the maintenance of a database and avoids
errors when changes are made to the objects involved in the dependency.

AC 309: Date/Time, Long Text, and Yes/No Fields in Queries

LECTURE NOTES
• Use Figures 5-72 through 5-77 to illustrate using Date/Time, Long Text, and Yes/No fields in a
query

FIGURES and TABLES: Figures — 5-72, 5-73, 5-74, 5-75, 5-76, 5-77

BOXES:
1. BTW: Long Text Fields in Queries. Remind students that comments are free-form and they should
consider alternative spellings and phrases.

2. BTW: Date Fields in Queries. Have students read the information on using date fields in queries.

CLASSROOM ACTIVITIES
Access 2013 Instructor’s Manual Page 10 of 13

1. Critical Thinking: You need to search the Long Text field for all records where the book rep has a
knowledge of Spanish. What criteria would you use in your query?

2. Critical Thinking: You need to search the Book Rep table to find out how long each book rep has
worked for Bavant. What criteria would you use in your query?

LAB ACTIVITIES
1. Have students create and run other queries that use Date, Long Text, and Yes/No fields.

AC 312: Datasheets in Forms

LECTURE NOTES
• Use Figure 5-78 to describe a simple form with a datasheet
• Review the steps to create a simple form with a datasheet
• Use Figures 5-79 through 5-81 to discuss how to create a form with a datasheet in Layout view
• Review the steps to create a form with a datasheet in Layout view

FIGURES and TABLES: Figures — 5-78, 5-79, 5-80, 5-81

BOXES:
1. BTW: Date Formats. Point out how to change the format for a date.

2. CONSIDER THIS: Can you modify the form so that the complete labels for the book rep fields
appear? Discuss how to resize the labels in the form.

3. BTW: Placing Fields on a Datasheet. Stress that you need to select the datasheet before adding
additional fields.

AC 314: Creating a Multiple-Table Form Based on the Many Table

LECTURE NOTES
• Use Figure 5-82 to describe a form based on the many table in a one-to-many relationship
• Review the steps to create a multi-table form based on the “many” table
• Review the steps to sign out of a Microsoft account
• Review the steps to exit Access

FIGURES and TABLES: Figure — 5-82

BOXES:
1. BTW: Quick Reference. Point out the location of the Quick Reference and the Quick Reference
resource on the Student Companion Site.

2. BTW: Certification. For more information on the Microsoft Office Specialist (MOS) program, visit
the Certification resource on the Student Companion Site.

AC 316: Chapter Summary

LECTURE NOTES
• Review the skills learned in this chapter
Access 2013 Instructor’s Manual Page 11 of 13

BOXES:
1. CONSIDER THIS: What decisions will you need to make when creating your own forms? Discuss
with students the guidelines needed to create their own reports and forms.
• Determine the purpose of the fields to see if they need special data types
• Determine whether the form requires data from more than one table
• If the form requires data from more than one table, determine the relationship between the
tables
• If the form requires data from more than one table, determine on which of the tables the form is
to be based
• Determine the fields from each table that need to be on the form
• When changing the structure of a table or query, examine object dependencies to see if any
report or form might be impacted by the change
• Determine the tab order for form controls

2. CONSIDER THIS: How should you submit solutions to questions in the assignments identified with a
“Consider This” symbol? Let students know the instructor determines how the solutions are submitted
depending on the assignment.

End of Chapter Material

 Apply Your Knowledge is an assignment that helps students reinforce their skills and apply the
concepts learned in this chapter.

 Extend Your Knowledge is an assignment that challenges students to extend the skills learned in
this chapter and to experiment with new skills. Students may need to use Help to complete the
assignment.

 Analyze, Correct, Improve is an assignment that asks students to analyze a database, correct all
errors and improve the design.

 In the Labs is a series of assignments that ask students to design and/or format a database using
the guidelines, concepts, and skills presented in this chapter.

 Consider This: Your Turn is a series of assignments in which students apply creative thinking
and problem-solving skills to design and implement solutions.

 Learn Online is a series of online exercises that test students’ knowledge of chapter content and
key terms.

TEACHER TIPS
Encourage students to personalize the forms created in these exercises. Students can replace the pictures
with their own pictures and modify Long Text fields to add their own comments. In In the Lab 3,
students use the web to find images and experiment with using both the OLE Object and the
Attachment data type to store images.
Access 2013 Instructor’s Manual Page 12 of 13

In the Lab 2 requires students to open an Excel attachment and change a previous cost.
Access 2013 Instructor’s Manual Page 13 of 13

Glossary of Key Terms

• field selector (AC 276) • size mode (AC 299)
• input mask (AC 269) • subform (AC 283)
• main form (AC 283)
Top of Document
Another random document with
no related content on Scribd:
be mentioned, but these will suffice to indicate the light which
Chronicles throws upon the conditions of the post-exilic community.

Much more important, however, is the insight we gain into the

methods and principles, the ideals and the ideas which prevailed in
Temple circles in Jerusalem during the third century b.c. Chronicles,
like all distinctive books, is necessarily eloquent of its author’s mind
and character. Now the Chronicler was a Levite of the Levites, and
no doubt typical of his class at this period. But we know that this
period was of the highest importance in the formation of the Old
Testament, and it was precisely at the hands of the orthodox Levitical
circles that many books of the Jewish Scriptures, especially the
Laws, the Histories, and the Psalms, underwent the revision which
brought them approximately to their present form. It is therefore
extremely valuable that we should be able to study the psychological
characteristics of a typical Levite of that age. From this point of view
hardly any part of Chronicles is without significance. Thus the
midrashic stories, whatever their value otherwise, at least reveal a
great deal regarding the mental and moral outlook of the writer and
his contemporaries.

“Chronicles,” it has been said (Bennett, Expositor’s Bible, p. 20),

“is an object-lesson in ancient historical composition.” But it ought
also to teach us that history is something more than the record of
occurrences. Facts are fundamental, but of profound importance
also is the attitude in which we approach them.

To sum up the whole matter of this section. Compared with

Samuel‒Kings, Chronicles is of little or no value as a record of the
history of the Judean kingdom. Where it differs from those books, in
almost all cases the earlier account is the more accurate and
trustworthy. In what Chronicles adds, there may sometimes be found
traditional developments of genuine historical facts. Even if they
should prove to be few, it is possible that there may be among them
some points of high importance for our understanding of the Old
Testament records. Finally, as a product of the Greek period,
Chronicles is very valuable in illustrating the methods, ideals, and
temperament of the Levitical classes of Jerusalem about that time.

These results are disappointing only if we insist on treating

Chronicles as a manual of early Judean history instead of as a
remarkable and in some ways unique religious work.

§ 8. The Religious Value of Chronicles

Chronicles has suffered by comparison with the fresher, more
human, history in Samuel and Kings. It has seemed to modern taste
somewhat dry and uninspiring. To the superficial reader any religious
feeling in the book is devoted to the concerns of a ritual that has long
since passed away, and with which we might in any case have little
sympathy. And, of course, the contrast is still more unfavourable if it
be made with the books which contain the noblest utterances of
Jewish faith. Job in his anguish crying “though He slay me yet will I
trust Him”; the Psalmist fearless of all ill since God is with him;
Hosea who wrote of God “I desire mercy and not sacrifice, and the
knowledge of God more than burnt offerings”—these stand on a
higher spiritual level than the Chronicler. None the less, there is
virtue, and even great virtue, in Chronicles, and failure to perceive it
only argues lack of insight on our part.

In the first place, if Temple ritual and observance of the precepts

of the Law bulk too largely in the Chronicler’s conception of the
religious life, he had much excuse for his attitude. In his day and
generation, faithfulness to Jehovah and to that moral and spiritual
interpretation of life for which the worship of Jehovah stood,
inevitably involved participation in the organised services which
centred in the Temple. Whatever its imperfections, the Temple at
Jerusalem in his time was performing a great religious work in
keeping alive zeal for Jehovah and His Law in the face of much
degenerate heathenism. Moreover it is an unfair and a false
assumption to suppose that his manifest devotion to the ritual
necessarily or probably meant that his religion was mere formalism
or his creed poorly conceived. Behind the parade of the formalities of
worship burns a living faith. The freedom with which the Chronicler
has retold the history to conform with his religious views is indeed
the measure of the force of his beliefs. We have already noted (p.
xlix) as regards one midrashic passage that it is essentially a sermon
on the need for trust in God. The Chronicler was passionately
convinced that virtue is rewarded and vice is punished. He believed
in a God supremely just yet merciful, One who rules directly and
personally in human life, destroying evil, guiding and fostering all that
is true and good. “The might of nations counted as nothing before
Him. Obedience and faith in Jehovah were more effective
instruments in the hands of Israel’s kings than powerful armies and
strong alliances.” It is easy to smile at the Chronicler’s belief that
piety is necessarily rewarded by worldly prosperity, and sin by
worldly misfortune. But, if the life and teaching of Jesus Christ have
led us to a deeper interpretation of life, that does not lessen the
virtue of the Chronicler in maintaining his faith in God’s justice and
vigilance, despite all the cruel evidences of the prosperity of the
wicked. His doctrine of reward and punishment was crude, but after
all he was striving, as best he knew how, to maintain the great
central conviction of religion that “all things work together for good to
them that love God.” Everywhere his work is dominated by the sense
of right and wrong, and a clear-eyed perception of the absolute
distinction between them. He brings all men and all things to a moral
and religious test. The imperishable worth of Chronicles will ever be
that it is the record of a man’s endeavour to present, in terms of
national experience, the eternal laws of the spiritual realm.

Finally, since the Chronicler was retelling the past in terms of the
present, we know that these beliefs of his were not rules applied in
theory to history and ignored in present practice. They were the
convictions by which his own soul lived. No one can afford to
despise a man who was prepared to walk by the light of such a faith
amid the difficulties and the perils which surrounded the enfeebled
Jerusalem of that age. As Curtis says, “it was under the tutelage of
men like the Chronicler that the Maccabees were nourished and the
heroic age of Judaism began.” We must not allow any distaste for
legalism in religion to blind us to the virtues of the post-exilic Jews.
The very rigidity of the ritual and the doctrine was essential to the
preservation of the nobler elements in the faith. In the memorable
words of Wellhausen (Prolegomena, pp. 497 f.), “At a time when all
nationalities, and at the same time all bonds of religion and national
customs were beginning to be broken up in the seeming cosmos and
real chaos of the Graeco-Roman Empire, the Jews stood out like a
rock in the midst of the ocean. When the natural conditions of
independent nationality all failed them, they nevertheless artificially
maintained it with an energy truly marvellous, and thereby preserved
for themselves, and at the same time for the whole world, an eternal
good.” Chronicles may justly claim to have played a part in that
extraordinary triumph.

§ 9. Name and Position in the Canon

Name. The Hebrew title is Dibhrē Hayyāmīm, literally The Acts
(or Sayings) of the Days. In the Greek Version (the Septuagint)
Chronicles was regarded as supplementary to Samuel and Kings,
and so received the title “[Books of] the Omitted Acts”
παραλειπομένων or “the Omitted Acts of the Kings (or Reigns) of
Judah.” This name, moreover, passed into the Latin Vulgate, “(Libri)
Paralipomenōn.” The title Chronicles seems to be due to a remark
made by St Jerome, who, in commenting on the Hebrew title, wrote
that the book might more appropriately be styled the “Chronicle of
the whole of sacred history” (Prologus in Libros Regum, edited by
Vallarsi, ix. 458). The use of the phrase is also suggested by a
similar expression (literally “the book of the Acts of the Days of...”)
found some twenty times in Kings, and commonly rendered “the
book of the chronicles of...” e.g. 1 Kings xiv. 19. On the whole,
Chronicles is a satisfactory title ¹.
 ¹ It is, however, open to the objection that an inexperienced
reader may make the mistake of supposing that these
references in Kings to “the book of the chronicles of the kings
of Israel [Judah]” are references to the canonical Chronicles.

Division. The division of Chronicles into two books (as in the

English Versions) probably originated in the Septuagint (LXX.); the
MSS. a and b both mark the division. It entered the English Version
through the Latin Vulgate. On the other hand, Rabbinical evidence
(Talmud, Baba Bathra 15a; and the Masōrah) and the Christian
Fathers testify that among the Hebrews the book was undivided: so
Origen (apud Eusebius Church History vi. 25, 2) and Jerome
(Domnioni et Rogatiano).

Position in Canon. In the English Version Chronicles stands next

after Kings, the Historical Books being grouped together. This
arrangement was derived from the Septuagint through the Latin
Vulgate. The order of the Hebrew Bible is different. There the books
are arranged in three sections, of which the first contains the Books
of the Pentateuch, the second includes the Historical Books from
Joshua to Kings, while the third (Hebrew “Kĕthūbhīm”) contains
Chronicles. The books of this third section seem to have been the
last to receive Canonical Authority among the Jews. Kings thus
appears to have been taken into the Canon before Chronicles.

In the Hebrew Bible the “Kĕthūbhīm” (Hagiographa) are usually

arranged thus:—first the Poetical Books (Psalms, Proverbs, Job),
next the Five Rolls or Megillōth (Canticles, Ruth, Lamentations,
Ecclesiastes, Esther), and lastly the three books Daniel, Ezra‒
Nehemiah, and Chronicles. This is the usual Hebrew tradition,
though it is surprising to find Ezra (which begins with the closing
verses of Chronicles) put before Chronicles. The wording of Matthew
xxiii. 35, however, “From the blood of Abel the righteous (see
Genesis iv. 10 f.) unto the blood of Zachariah (see 2 Chronicles xxiv.
20 ff.)” suggests that as early as our Lord’s day Chronicles was
regarded as the last, just as Genesis was the first, book of the
Hebrew Canon. It is probable, therefore, that Chronicles found its
way into the Canon after Ezra‒Nehemiah, the latter book being
needed to represent the post-exilic period of the history, whereas
Chronicles covered ground already occupied by the books of Samuel
and Kings.
 § 10. Text and Versions of Chronicles
Text. The Hebrew (Masoretic) text in Chronicles is, on the whole,
well preserved, although by no means free from textual errors
(compare 1 Chronicles vi. 28). Many of these occur, as one would
expect, in the lists of proper names. Olstead (in the American
Journal of Semitic Languages, October 1913) has given reasons for
holding that occasionally the original text of Chronicles may have
suffered from assimilation to the text of Samuel‒Kings. Further, we
note a few phrases and passages which seem to be scribal additions
(see § 3, p. xxii). An interesting scribal omission of late date is noted
on 2 Chronicles xxviii. 20. In passages which are parallel to the older
canonical books Chronicles has occasionally preserved a superior
reading, e.g. 1 Chronicles xx. 4, Hebrew and LXX. “there arose war
at Gezer” = 2 Samuel xxi. 18, “there was again war ... at Gob”; or
again, 1 Chronicles viii. 53, “Eshbaal” = 2 Samuel ii. 8 “Ishbosheth”;
or compare 1 Chronicles xiv. 14, note on go not up.

Versions. (1) Greek Versions. What is commonly called the

Septuagint (LXX.) of Chronicles is now recognised to be not the
original LXX., but a later Greek translation, which most scholars
(especially Torrey, Ezra Studies) consider to be the rendering of
Theodotion. [For criticism of the view that it is Theodotion’s rendering
see the article by Olstead mentioned above.] In the main this
rendering is a close reproduction of the Masoretic text, and of little
value except for determining the official Hebrew text of the second
century. The old LXX., unfortunately, no longer exists for 1
Chronicles i.‒2 Chronicles xxxiv.; but for 2 Chronicles xxxv., xxxvi. it
has been preserved in 1 Esdras i.—a fact of great good fortune, not
merely for the textual criticism of that passage, but for the light it
sheds on the relations and characteristics of the Greek Versions.
 (2) The Old Latin Version was made from the old LXX. which is
now lost except for the last two chapters of Chronicles, as stated
above. It would therefore be of great value for criticism, but alas! only
a few fragments survive.

The later Latin Version, the Vulgate, made by Jerome, is of small

value, as it represents only the official Hebrew text.

(3) The Syriac Version, known as the Peshitṭa, is of even smaller

value for textual criticism. Unlike the close rendering of other books
in the Peshitṭa, Chronicles constantly has the characteristics of a
paraphrase rather than a translation. One example will suffice. For
“Joel the chief and Shaphat the second,” 1 Chronicles v. 12, the
Peshitṭa has “And Joel went forth at their head and judged them and
taught them the scriptures well.” The Peshitṭa is further noteworthy
for curious omissions (and substitutions), e.g. 2 Chronicles iv. 10‒22;
xi. 5‒xii. 12 (for which 1 Kings xii. 25‒30, followed by 1 Kings xiv. 1‒
9, is substituted).

For further information regarding the text and versions of

Chronicles, see the edition by Curtis, pp. 35 ff.

§ 11. Literature
Of the more recent literature on Chronicles the following is a list
of the principal works which have been consulted in the preparation
of this volume.

J. Wellhausen, Prolegomena (1885), especially chapter vi.

W. H. Bennett, The Books of Chronicles in the Expositor’s Bible

(1894).

F. Brown, Chronicles in Hastings’ Dictionary of the Bible (1898).

W. R. Smith and S. R. Driver, Chronicles in the Encyclopaedia
Biblica (1899).

I. Benzinger, Die Bücher der Chronik (1901).

R. Kittel, Die Bücher der Chronik (1902).

C. F. Kent, Israel’s Historical and Biographical Narratives (Student’s

Old Testament, 1905).

W. R. Harvie-Jellie, Chronicles in the Century Bible (1906).

E. L. Curtis and A. A. Madsen, Chronicles (the International Critical

Commentary, 1910).

S. R. Driver, Literature of the Old Testament, pp. 517‒540 (8th

edition 1909).

W. R. Smith and S. A. Cook, Chronicles in the Encyclopaedia

Britannica (1910).

C. C. Torrey, Ezra Studies (1910).

A. T. Olstead, Source Study and the Biblical Text in the American

Journal of Semitic Languages (October, 1913).

Students interested in the Hebrew text should consult Kittel’s

edition of the Old Testament in Hebrew; Kittel’s Chronicles in Hebrew
in The Sacred Books of the Old Testament (edited by P. Haupt);
Torrey’s Ezra Studies, and the commentary by Curtis and Madsen
mentioned above; also Arno Kropat, “Die Syntax des Autors der
Chronik,” in the Zeitschrift für Alttestamentliche Wissenschaft
(Beihefte) xvi. (1909).

N.B. The commentary on Chronicles according to the text of the

Authorised Version was edited in this series by the Rev. Professor
W. E. Barnes, D.D., in 1899. For this new edition which is based on
the Revised Version the present writer is entirely responsible. He
desires here to acknowledge the courtesy of Professor Barnes who
has kindly permitted the retention of notes from the first edition.

W. A. L. E.

September 1st, 1915.

 THE FIRST BOOK OF
THE CHRONICLES

Chapters I.‒IX. GENEALOGIES.

Chapter I.
The Genealogies of the Peoples.

The historical narrative of the books of Chronicles commences in

chapter x. with the record of the defeat and death of King Saul on Mt
Gilboa.

The first nine chapters are occupied almost entirely by a series of

genealogical lists. Starting from the primeval age, the line is traced
from Adam to the origin of Israel, showing its place among the
nations of the ancient world. Attention is then confined to the
descendants of Israel, amongst whom the genealogies of Judah
(particularly, the line of David), of Levi, and of Benjamin, are given
prominence. Finally the ancestry of Saul, and a list of inhabitants of
Jerusalem is recorded.

The modern reader is inclined to regard these statistics as the

least important section of the book, but the fact that the bare lists of
names are so foreign to our taste should serve at least as a valuable
warning of the difference between our outlook and that of the
Chronicler. It is in the highest degree important to understand the
motives which caused the Chronicler to give these lists of names as
the fitting introduction to the history, since the same motives operate
throughout the book and determine the standpoint from which the
entire history is considered.

(1) In the first place the genealogies were not recorded by the
Chronicler simply for the archaeological interest they possess. They
served a most practical purpose, in that they helped to determine for
the Jewish community of the Chronicler’s time what families were of
proper Levitical descent and might claim a share in the privileges
pertaining thereto, and—on a wider scale—what families might justly
be considered to be the pure blood of Israel. How serious the
consequences entailed by the absence of a name from such lists
might be is well illustrated by Ezra ii. 61‒63 (= Nehemiah vii. 63‒65),
“the children of Habaiah, the children of Hakkoz ... sought their
register among those that were reckoned by genealogy, but they
were not found: therefore were they deemed polluted and put away
from the priesthood.” On the other hand the Jew who could
successfully trace his ancestry in the great lists knew himself
indubitably a member of the chosen people and was confident of his
part in the covenantal grace and in all those hopes which the faith of
Israel inspired and sustained.

(2) The practical aspect of these lists was thus essentially

connected with high religious sentiment. They were an expression of
the continuity of Israel, a declaration that the Present was one with
the Past, a witness and an assurance of the unfailing grace of
Israel’s God. The genealogies therefore are in perfect harmony with
the spirit and purpose of the Chronicler’s work—see the Introduction
§ 6.

(3) Finally, in the lists of place-names and genealogies of

inhabitants of Judah and Jerusalem, various facts of great historical
interest are preserved—see Introduction § 7, pp. xlvii f. and (e.g.) ii.
42 note.

Chapter i. contains the genealogies of the earliest age, showing

the origin of the nations. It concludes with a list of the chiefs of
Edom. The names are those given in the genealogies of Genesis i.‒
xxxvi., but the lists are abbreviated to the utmost by the omission of
statements of relationship. Evidently the Chronicler was able to
assume that the connection between the names was a matter of
common knowledge.

1‒4 (compare Genesis v. 3‒32).

A Genealogy from Adam to the Sons of Noah.

¹A DAM, Seth, Enosh; ²Kenan, Mahalalel,

Jared;
1. Seth ... Noah] This genealogy of ten antediluvian patriarchs
follows Genesis v. 3‒32 (P), the “Sethite” line as compared with
Genesis iv. 17‒24 (J) where the descent is traced through Cain.
There is some ancient connection between the list and the
Babylonian tradition of ten kings before the Flood (see Ryle,
Genesis, pp. 88 ff. in this series). For the symbols J and P, see the
Introduction p. xx.

Enosh] A poetical word which, like Adam in prose writings, was

used as a generic term for “man.”

³Enoch, Methuselah, Lamech; ⁴Noah, Shem,

Ham, and Japheth.
3. Enoch] Hebrew Ḥanôkh. In verse 33 the same name is more
correctly rendered Hanoch, but the Revised Version not unwisely
has here retained the famous name in the form (derived through the
Vulgate from the LXX.) with which the Authorized Version has made
us familiar; compare Genesis iv. 17, and v. 21.
 5‒23.
The Genealogy of the Nations.

The table which follows is taken from Genesis x. 2‒29. It is

geographical rather than ethnological, i.e. neighbouring nations are
regarded as having the same descent. The world as then known is
divided into three areas of which that in the north and west is
assigned to the Sons of Japheth (5‒7), the southern to the Sons of
Ham, and the middle and eastern to the Sons of Shem (17‒23). Had
the arrangement been according to actual descent the Semitic
Zidonians, for instance, would not be described as the offspring of
Ham (verse 13).

The passage, when analysed, divides as follows: 5‒9 (a general

table of the descendants of Japheth and Ham), 10‒16 (an appendix
to the descendants of Ham), 17 (a general table of the descendants
of Shem), 18‒23 (an appendix to the descendants of Shem). Of
these four sections, the general tables, verses 5‒9 and 17, belong to
the “Priestly” narrative of the Hexateuch, whilst the two appendices,
verses 10‒16, 18‒23, are from the earlier narrative known as J. For
a full examination of the many interesting questions raised by this
account of the origin of the nations known to the Israelites the reader
must be referred to the commentaries on Genesis where such
discussion is appropriate (see Ryle, Genesis, in this series; or more
fully Skinner, Genesis, pp. 188 ff.). Here a few remarks of a general
character must suffice.

With the exception of Nimrod the names are those of nations and
tribes (e.g. Madai [Medes], Javan [Greeks]) or countries (e.g.
Mizraim [Egypt]) or cities (Zidon). The names are eponymous: that is
to say “each nation is represented by an imaginary personage
bearing its name, who is called into existence for the purpose of
expressing its unity, but is at the same time conceived as its real
progenitor”; and the relations existing or supposed to exist between
the various races and ethnic groups are then set forth under the
scheme of a family relationship between the eponymous ancestors.
This procedure may seem strange to us but it was both natural and
convenient for a period when men had not at their disposal our
scientific methods of classification. It must have been specially easy
for Semites, like Israel, who in everyday life were accustomed to call
a population the “sons of” the district or town which they inhabited.
But in truth the practice was widespread in antiquity, and, if a parallel
is desired, an excellent one may be found in the Greek traditions
respecting the origins of the several branches of the Hellenic race.
Whether the ancients believed that these eponymous ancestors
really had lived is somewhat uncertain. Probably they did, although
such names as Rodanim (verse 7) and Ludim (verse 11) where the
name is actually left in a plural form (as we might say “Londoners”)
makes it difficult to doubt that in some cases the convention was
conscious and deliberate. The notion that the chief nations of
antiquity were differentiated from one another within some three
generations of descent from a common ancestor, Noah, is plainly
inaccurate. Equally untenable is the primary conception assumed in
this table that the great races of mankind have come into being
simply through the expansion and subdivision of single families.

It must not be imagined that these facts in any way destroy the
value of the table. Historically, it is a document of great importance
as a systematic record of the racial and geographical beliefs of the
Hebrews. Its value would be increased could we determine precisely
the period when it was originally drawn up, but unfortunately it is not
possible to do so with certainty. Arguments based on the
resemblance between this table and the nations mentioned in the
books of Ezekiel and Jeremiah are inconclusive; nor does the fact
that the general tables (verses 5‒9, 17) now form part of P, the
“Priestly” document, help us greatly, for we cannot argue from the
date of the document as a whole to the date of its component laws or
traditions, which of course may be much earlier. Religiously, the
worth of this table is to be seen in the conviction of the fundamental
unity of the human race, which is here expressed. The significance
of this may best be felt if we contrast the Greek traditions which
display a keen interest in the origins of their own peoples but none at
all in that of the barbarians. Ancient society in general was vitiated
by failure to recognise the moral obligation involved in our common
humanity. Even Israel did not wholly transcend this danger, and its
sense of spiritual pre-eminence may have taken an unworthy form in
Jewish particularism; but at least, as we here see, there lay beneath
the surface the instinct that ultimately the families of the earth are
one, and their God one.

5‒7 (= Genesis x. 2‒4).

The Sons of Japheth.

⁵The sons of Japheth; Gomer, and Magog,

and Madai, and Javan, and Tubal, and
Meshech, and Tiras.
5. The sons of Japheth] The writer begins with the northern
peoples.

Gomer] to be identified with the Gimirrai of the Assyrian

monuments, the Κιμμέριοι of the Greeks, who migrated from South
Russia into Asia Minor (Pontus and Cappadocia) under the pressure
of the Scythians (Herodotus I. 103; IV. 11, 12; compare Ezekiel
xxxviii. 6, Revised Version).

Magog] In Ezekiel xxxviii. 2 (Revised Version) judgement is

denounced on “Gog, of the land of Magog, the prince of Rosh,
Meshech, and Tubal” who is represented as accompanied in his
migration by the “hordes” of Gomer and Togarmah (verse 6), “all of
them riding upon horses” (verse 15). Magog represents therefore
one of several tribes of northern nomads, possibly the Scythians.

Madai] i.e. Media or the Medes. Of the many allusions in the Old
Testament to this famous people, the first is found in 2 Kings xvii. 6;
compare also Isaiah xiii. 17; Jeremiah xxv. 25; Esther i. 3; Daniel i. 9.
The Median Empire dates from the 7th century b.c., but the Medes
are referred to by Assyrian inscriptions of the 9th century, at which
time they seem to occupy the mountainous regions to the south and
south-west of the Caspian Sea. They were the first Aryan race to
play an important part in Semitic history.
 Javan] the Ionians, a branch of the Greek peoples. They were
already settled in the Aegean islands and on the west coast of Asia
Minor at the dawn of Greek history. Being a seafaring nation and
having a slave-trade with Tyre (Ezekiel xxvii. 13; Joel iii. 6 [Hebrew
iv. 6 “Grecians”]), they became known to Israel at an early date. In
some late passages of the Old Testament (e.g. Zechariah ix. 13;
Daniel viii. 21, xi. 2) Javan denotes the world-power of the Greeks,
established by the conquests of Alexander the Great and maintained
in part by his successors, in particular the Seleucid kings of Syria.

Tubal, and Meshech] compare Isaiah lxvi. 19; Psalms cxx. 5.

They are mentioned together Ezekiel xxvii. 13, xxxii. 26, xxxviii. 2, 3,
xxxix. 1; and are to be identified with the Τιβαρηνοί and Μοσχοί of
Herodotus III. 94, who are the “Tabali” and “Muski” of the
monuments. In the time of the later Assyrian Empire they lived as
neighbours in the country north-east of Cilicia, but at a later period
the Τιβαρηνοί (Tubal) lived in Pontus, and the Μοσχοί (Meshech)
further East towards the Caspian. (The Meshech of this verse is to
be distinguished from the Meshech son of Shem mentioned in verse
17.)

Tiras] Not the Thracians (so Josephus Antiquities of the Jews I.

6), but most probably the Tyrseni, a piratical people frequenting the
coasts and islands of the north Aegean. They are mentioned among
the seafarers who assailed Egypt in the reign of Merenptah.

⁶And the sons of Gomer; Ashkenaz, and

Diphath ¹, and Togarmah.
¹ In Genesis x. 3, Riphath.

6. Ashkenaz] In Jeremiah li. 27 “the kingdoms of Ararat, Minni,

and Ashkenaz” are to be summoned against Babylon. The home of
the Ashkenaz is therefore somewhere in the neighbourhood of
Ararat (Armenia); and they are apparently the Asguza of the
monuments, and perhaps may be identified with the Scythians.
 Diphath] The LXX., Vulgate and some Hebrew MSS. have
Riphath (so also Genesis x. 3), which is to be preferred. The identity
of the place or people is not yet ascertained.

Togarmah] Perhaps in Armenia, but the evidence is inconclusive.

That it was a neighbour of Gomer, Tubal, and Meshech appears
probable from Ezekiel xxvii. 14, where Togarmah is mentioned as
trading with Tyre in horses and mules. Compare also Ezekiel xxxviii.
6, and the note above on Magog.

⁷And the sons of Javan; Elishah, and Tarshish,

Kittim, and Rodanim ¹.
¹ In Genesis x. 4, Dodanim.

7. Elishah] Ezekiel (xxvii. 7) addressing Tyre, “Blue and purple

from the isles of Elishah was thine awning.” Elishah has not been
identified with certainty. It has been supposed to be Carthage.
Another suggestion is Alashiya (of the Tell el-Amarna Letters) which
may be a Cilician district, or perhaps rather Cyprus; compare the
note on Kittim below.

Tarshish] generally now identified with Tartessus, a Phoenician

town in the south of Spain. This is supported by the various
references to Tarshish as a Tyrian colony rich in minerals and far
from Palestine (see, e.g. Ezekiel xxvii. 12; Jonah i. 3; Psalms lxxii.
10; 2 Chronicles ix. 21). To identify it with Tarsus, the famous town in
Cilicia, is in some ways attractive, but is on the whole less probable.

Kittim] The inhabitants of Cyprus are meant, “Kittim” being

derived from Kition (modern Larnaca), the name of one of its oldest
towns. In later times Kittim (Chittim) is used vaguely of Western
islands (Jeremiah ii. 10; Ezekiel xxvii. 6) or nations; “the ships of
Kittim” (Daniel xi. 30) are the Roman ships; “the land of Chittim”
(Χεττιείμ, 1 Maccabees i. 1) is Macedonia (1 Maccabees viii. 5).
 Rodanim] No doubt the Rhodians are meant; their island was
celebrated even in the days of Homer. On the spelling Dodanim
(Revised Version margin; Genesis x. 4), compare the note on
Diphath above. The Hebrew letters r (‫ )ר‬and d (‫ )ד‬are easily
confused.

8, 9 (= Genesis x. 6, 7).
The Sons of Ham.

⁸The sons of Ham; Cush, and Mizraim, Put,

and Canaan.
8. The sons of Ham] The southern peoples are next enumerated.

Cush] The Hebrew name here transliterated Cush is several

times translated “Ethiopia” (e.g. 2 Kings xix. 9; Isaiah xviii. 1) no
doubt rightly. On the inscriptions of Asshur-bani-pal frequent mention
is made of Ku-su (Ku-u-su) “Ethiopia” in connection with Mu-ṣur
“Egypt.” The Cushites were not Negroes but a brown race like the
modern Nubians (Soudanese). The “sons of Cush,” however, seem
to be tribes located mostly on the Arabian side of the Red Sea, verse
9 below.

Mizraim] is without doubt Egypt. In form the word may be dual,

and it is generally said to mean the two Egypts, Upper and Lower.

Put] This people is mentioned among the helpers of Egypt in

Jeremiah, in Ezekiel (twice), and in Nahum. In Ezekiel xxvii. 10 it
appears among the auxiliary troops of Tyre. Put used therefore to be
identified with the Libyans of the north coast of Africa, but more
probably it denotes the Punt of the Egyptian monuments, i.e. the
African coast of the Red Sea.

Canaan] the eponym of the pre-Israelitish population of Palestine

west of Jordan. Actual racial affinities are here disregarded or
unperceived, for the Canaanites (except the Philistines and
Phoenicians on the strip of coastland) were Semites and spoke a
language closely resembling Hebrew. That they are here reckoned
as Hamites and made a “brother” of Egypt is due perhaps in part to
the frequent dominations of Palestine by Egypt, but more probably to
the political and religious antagonism between Israel and the
Canaanites, which suggested that they ought to be most closely
associated with Egypt, Israel’s traditional oppressor. Note that in
Genesis ix. 25‒27 (where hostile feeling against Canaan is
prominent) “Canaan” is not said to be the son of Ham, but takes
Ham’s place as a son of Noah (Ryle, Genesis, p. 127).

⁹And the sons of Cush; Seba, and Havilah,

and Sabta, and Raama, and Sabteca. And the
sons of Raamah; Sheba, and Dedan.
9. the sons of Cush] According to some authorities Seba and
Havilah were tribes or districts on the African coast of the Red Sea,
whilst Sabta and Raama and Sabteca were in Arabia. It is somewhat
more probable that all (except Seba) were located on the Arabian
side of the Red Sea.

Seba] In Isaiah xliii. 3 and xlv. 14 Seba (the Sabeans) is

mentioned along with Egypt and Cush, and in Psalms lxxii. 10 along
with Sheba. Probably a district on the African side of the Red Sea is
meant.

Sheba, and Dedan] Also in verse 32, where see note. Sheba is
frequently mentioned in the Old Testament (e.g. Jeremiah vi. 20; 1
Kings x. 1 ff. = 2 Chronicles ix. 1 ff.; Isaiah lx. 6) as a distant land,
rich in gold, frankincense, and precious stones. It was a flourishing
and wealthy state, at one period (circa 700 b.c.) the centre of power
and civilisation in south Arabia. Dedan was probably a merchant
tribe, specially associated with Sheba (compare Ezekiel xxxviii. 13).

10‒16 (= Genesis x. 8‒18b).

Appendix. Other Descendants of Ham.