Esther (Inductive Bible Study)

The Book of Esther An Inductive Bible Study Sunergos Bible Studies Jan Wells Copyright  2007 by Jan Wells The Book...

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The Book of

Esther An Inductive Bible Study

Sunergos Bible Studies Jan Wells

Copyright  2007 by Jan Wells The Book of Esther – An Inductive Bible Study by Jan Wells Printed in the United States of America ISBN 1-932934-324 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 © 1996-2007 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: The Banquet of Esther and Ahasuerus by Dutch artist Jan Victors, c.1640 Staatliche Museen, Kassel Woodcut illustrations by Julius Schnoor von Carolsfeld were originally printed in “Das Buch der Bücher in Bilden.” They were scanned by Publications for Latin America, WELS. [email protected] Sunergos Bible Studies 2485 Morse Road Sebastopol, CA 95472 707.829.2956 To order additional copies, www.SunergosBible.org

1/15/2008

Table of Contents Page Lesson 1 – Esther Overview and Esther 1 - Comprehensive Chapter Study.......................... 5 Lesson 2 – Esther 1 and Esther 2 ....................................................................................... 11 Lesson 3 – Esther 2, 3, 4, and 5.......................................................................................... 25 Lesson 4 – Esther 5, 6, 7, and 8.......................................................................................... 39 Lesson 5 – Esther 8, 9, 10, and Review.............................................................................. 57 Appendix ........................................................................................................................... 69 Scripture Work Sheets ....................................................................................................... 71 Inductive Study Methodology............................................................................................ 85 Esther Review Sheet .......................................................................................................... 91 Word Studies ..................................................................................................................... 93 Bibliography...................................................................................................................... 95 Sunergos Bible Studies ...................................................................................................... 97 Book Summary.................................................................................................................. 98 Author Profile.................................................................................................................... 98

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 – Esther Overview and Esther 1 - Comprehensive Chapter Study Introduction The recording of history to the nation of Israel was important as it showed the sovereignty of their covenant making and covenant keeping God, Yahweh. Through the holy Scriptures those that God called to lead and prophesy remind all who seek after God that God’s promises in Deuteronomy were still in effect; those who choose to obey God will be blessed, and those who disobey God will be cursed. In Isaiah 55:7-9, 11 we are told, “Let the wicked forsake his way, and the unrighteous man his thoughts; and let him return to the LORD, and He will have compassion on him; and to our God, for He will abundantly pardon. ‘For My thoughts are not your thoughts, neither are your ways My ways,’ declares the LORD. ‘For as the heavens are higher than the earth, so are My ways higher than your ways, and My thoughts than your thoughts. So shall My word be which goes forth from My mouth; it shall not return to Me empty, without accomplishing what I desire, and without succeeding in the matter for which I sent it.’” Centuries after the story of Esther was written and then included in the Hebrew Scriptures, the leaders of the Jewish people decided that the book of Esther should be read at the festival of Purim. The book of Esther 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 Esther you will believe that it truly was inspired through the Holy Spirit and that you would believe that the message contained in the book of Esther 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 Esther 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 Esther. 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. 5

Lesson 1

As you study, stand firm, persevere, and ask for God’s help. You will be truly blessed as you learn more about the Lord. 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.

Days 1 and 2 – Your First Impressions of the Book of Esther 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 about 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 through the book of Esther once using the Scripture Work Sheets in the Appendix. These Scripture Work Sheets are the text of Esther, 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 chapter. 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.) My first impressions of each chapter: Esther 1

Esther 2

Esther 3

6

Lesson 1 Esther 4

Esther 5

Esther 6

Esther 7

Esther 8

Esther 9

Esther 10

2. You just spent time in the book of Esther and were asked to respond to each chapter by thinking of your first impression. Now ask the Lord to help you respond to the message in the book of Esther. What has the Holy Spirit spoken to you concerning the message of this Old Testament book?

I thought of a passage in Proverbs (Proverbs 21:1-3) when I was reading the book of Esther. Read this passage to see how these verses relate to the setting of the court of Susa (spelled Shushan in the KJV), and then close in prayer before the Lord.

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Lesson 1

Days 3 and 4 – The Key Words Used for the Jewish People 1. While you will be studying the book of Esther, remember that the Bible is first and foremost a book about God! What is VERY unique about the book of Esther is that the name of God does not appear in the book. As the study moves through the ten chapters of Esther you will look for evidence of God in the story. Through the study of the entirety 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 which are unfolded to us in Scripture. 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 the Jews in the book of Esther. Mark in a consistent way the words Jew or Jews, or any word that takes the place of the words, such as “people” or the pronouns “they” or “their.” I marked these words with a large blue capital letter “J” through the words. In comparing the number of times the word Jew or Jews was used, these words were used more in the book of Esther than in any other book of the Old Testament. As you do the marking of the key words “Jew” or “Jews,” think about what is being implied about God in the book of Esther. Let these truths provide nourishment to your spirit and bring courage to your heart. 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 Esther. 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 Narrative portions of the Bible share events and dialogue to offer a historical record intended for specific teaching. All biblical narrative is meant to point the reader to God, as Scripture reveals how humanity over the centuries has related to God. 3. After you have marked the words that represent the Jews, record some truths about God’s chosen people that ministered to your spirit as you read the book of Esther.

Continued on the next page. 8

Lesson 1

From what you have studied so far this week, how would you describe the general tone or atmosphere of the book of Esther?

Close by praying that what you read in the book of Esther 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 5 – Esther 1 - Comprehensive Chapter Study 1. Now it is time to begin the in-depth portion of the study of the book of Esther. 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. Today you will observe the Scripture Work Sheets for the first chapter of Esther. You can refer to pages 85, 86, and 89 in the Appendix for more information about the observation process. Open in prayer asking for the Lord’s help. • Read Esther 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. In a narrative passage of Scripture, the main characters are always considered as key words. Mark the key words in Esther 1 in a consistent way. You might underline or circle the word or phrase with the same colored pen or pencil each time the same word is used. List here what you decided are the key words from Esther 1.

•

What references to geographical locations are made in Esther 1?

•

Some 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 references are made in Esther 1 that reflect cultural influences in the time of Esther?

•

What references are made to specific historical information in Esther 1?

9

Lesson 1 2. As you read Esther 1, you can also look for contrasts and comparisons that were used. Refer to Appendix pages 87 and 89, 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 Esther 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. 5. Did you read something in Esther 1 that stirred within 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?

Close your time today by bowing before the Lord God and thanking Him for His word and what you can learn about Him as you spend time studying.

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Lesson 2

Lesson 2 – Esther 1 and Esther 2 Introduction This week’s lesson study Esther 1 and Esther 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! 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.

Days 1 and 2 – Esther 1 1. In the book, How to Read the Bible for All Its Worth, Gordon Fee and Douglas Stuart 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.”1 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. Keep this in mind as you study the book of Esther. Within the Protestant Christian canon of Scripture, the book of Esther is in the “historical” section which includes Joshua, Judges, Ruth, 1 – 2 Samuel, 1 – 2 Kings, 1 – 2 Chronicles, Ezra, and Nehemiah. In the Hebrew canon of Scripture Ruth, Chronicles, Ezra, Nehemiah, and Esther are the group of books called “the Writings.”2 Song of Solomon, Ruth, Ecclesiastes, Lamentations and Esther were all placed on a scroll called the “Meghilloth” as they are each read during one of the Jewish festivals. The books of 1 and 2 Chronicles document Israel’s history, and all of the Ancient Near East had “chronicles” that kept records of the history of their country. The recorded history of the ANE has been confirmed by records found in archeological “digs” dating from the mid 1800’s. Some of the records of the ANE were “glorified” to show a Pharaoh or ruler’s prowess and impact during their time in power. The Greek historian Herodotus traveled throughout the ANE writing about the history of Greece, Egypt, and Persia. Herodotus lived during the time of the Persian Empire and wrote extensively about Ahasuerus whom the Greeks called Xerxes, as well as Artaxerxes who followed Ahasuerus. In today’s lesson you will be asked questions to help you study the text of Esther 1. 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. • How was the Persian Empire described in Esther 1:1-4? (Note: Cush is the name for the upper Nile region of Egypt and Ethiopia.)

1

Gordon D. Fee & Douglas Stuart, How to Read the Bible for All Its Worth, Grand Rapids, Zondervan, 2003, 99. 2 Andrew E. Hill & John H. Walton, A Survey of the Old Testament, Grand Rapids, Zondervan, 2000, 169. 11

Lesson 2

3

•

While this study will focus on the book of Esther, as you move through the book you will study the time in which the book took place. When does the story of Esther begin according to Esther 1:3?

•

What were some of the words used to describe King Ahasuerus’ palace? (King Ahasuerus is called King Xerxes in the NIV.)

•

What does the information in Esther 1:5, 8 tell you about King Ahasuerus? a. Esther 1:5 Esther 1:8

•

What do you learn about the culture of ancient Persia from Esther 1:9?

•

What caused King Ahasuerus to be “furious” according to Esther 1:10-12?

•

How did the king decide to “deal with” Queen Vashti according to verses 13-15?

•

What was Memucan’s reason for the “new” royal decree?

•

What do you learn about a Persian “royal decree” in Esther 1:19, 20?

•

The Greek historian Herodotus described the Persian postal service and centuries later this became the inscription across the front of the New York Post Office: “These neither snow nor rain nor heat nor darkness of night prevent from accomplishing each one his appointed task, with the very utmost speed.” 3 What do you learn about the Persian postal service in Esther 1:21, 22?

Jim Townsend, Old Testament Highlights, Elgin, IL, David C. Cook Publishing Co. 1987, 89.

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Lesson 2 2. The lessons contain studies 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, word studies 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, which is the word before it is changed grammatically to fit in its context. The second row shows 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 are cross-references that 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 No. and Transliteration:

Definition from Strong’s Concordance, unless written in italics:

Use of the word in other Scriptures:

4427 malak hamoleek Esther 1:1

Ruled, to reign; to ascend the throne; causatively, to induct into royalty; … be (make, set a, set up) king, be (make) queen, (begin to, make to) reign (-ing) Provinces, properly, a judgeship, i.e. jurisdiction; by implication, a district (as ruled by a judge); generally, region

Esther 1:3 (reign ISV)

King, a king: royal. The same Hebrew word was used for the kings of Israel.

Every time the word king was used in Esther, the words used were taken from the Hebrew melek. Esther 5:1

4082 mediynah mªdiynaah Esther 1:1 4428 melek hamelek Esther 1:2 ‎3678 kicce' kicee' Esther 1:2 ‎7531 ritspah ritspat Esther 1:6 5631 cariyc hacaariyciym Esther 1:10 7107 qatsaph wayiqtsop Esther 1:12

4

Throne, properly, covered, i.e. a throne (as canopied): seat, stool Porphyry, a hot stone; a tessellated pavement: live coal. “Rock composed of feldspar crystals embedded in a dark red or purple groundmass.”4 Eunuchs, ‎to castrate; by implication, valet (especially of the female apartments), and thus, a minister of state: chamberlain KJV, officer Furious, to crack off, i.e. (figuratively) burst out in rage: (be) anger (-ry), displease, fretself, (provoke to) wrath (come), be wroth; very wroth KJV

Ezra 6:2

Ezekiel 40:17, 18

Daniel 1:3

Esther 2:21

Trent C. Butler, Editor, Holman Bible Dictionary, Nashville, Holman Bible Publishers, 1991, 1125. 13

Lesson 2 Strong’s No. and Transliteration:



‎2534 chemah wachamaatow Esther 1:12

Rage, heat; figuratively, poison (from its fever): anger KJV, bottles, hot displeasure, furious (-ly, -ry), heat, indignation, poison, wrath (-ful) Wise men, (i.e. intelligent, skilful or artful): cunning (man), subtil, wise ([hearted], man) Law, a royal edict or statute: commandment, commission, decree, manner Justice, judgment KJV (the suit, sentence or tribunal); by implication also strife: cause, plea, strife Advisors, a head person (of any rank or class): captain (that had rule), chief (captain), general, governor, keeper, lord, (taskmaster, prince KJV (-ipal) Despise, to disesteem: disdain, contemptible, think to scorn, vile person Contempt, to disesteem; from 959. A lack of respect toward Persian women.

Deuteronomy 32:24

Anger, a splinter (as chipped off); figuratively, rage or strife: foam, indignation, sore, wrath KJV Edict, of Persian origin; a (judicial) sentence: decree KJV

Ecclesiastes 5:17

2450 chakam lachªkaamiym Esther 1:13 1881 dath daat Esther 1:13 1779 duwn waadiyn Esther 1:13 8269 sar saareey Esther 1:14 959 bazah lªhabzowt Esther 1:17 963 bizzayown bizaayown Esther 1:18 7110 qetseph waaqaatsep Esther 1:18 6599 pithgam pitgaam Esther 1:20 8323 sarar soreer Esther 1:22

Master, to have (transitively, exercise; reflexively, get) dominion: altogether, makeself a prince, (bear) rule KJV

Esther 6:13 Ezra 8:36 Deuteronomy 17:8 Genesis 12:15

Psalm 51:17 The only place this word is used in the Old Testament.

This word is used twice in the Old Testament. Ecclesiastes 8:17 Proverbs 8:16

3. History books record the line of kings that were the leaders of the Persian Empire from 559 to 330 B.C. Keep in mind that in the ANE, when genealogies use the word son, they might mean grandson or great grandson. In the following section you will look at the first of the Persian kings that were mentioned in Scripture. The first Persian king was Cyrus II (Cyrus the Great) who ruled from 559 to 530 B.C. Cyrus was the son of a Persian leader and a Median princess. Cyrus’ marriage was significant as it represented the royal houses of both Persian and Media. Cyrus began conquering other countries in 550 B.C. (Media and Lydian) and in 539 B.C. the Persian army conquered Babylon. In archeological excavations in Babylon The Cyrus Cylinder in 1879, a clay cylinder was found which declared Cyrus II’s record of his royal lineage, his military victories, and “acts of mercy” 14

Lesson 2 toward those that he had conquered as Cyrus released all those who were slaves. The Cyrus Cylinder has been called the “first charter of human rights,” and a replica of the cylinder is at the United Nations Headquarters in New York City. The cylinder declares Cyrus’ respect for people of other religions and his authorization for the repair of damaged temples. Read what was said about Cyrus in these passages: a. Isaiah 44:28; 45:1 (These verses provide very unique declarations, written 150 years before Cyrus reigned as king.)

b. Ezra 1:1-4

c. Ezra 6:3-5

Cyrus’ son Cambyses II reigned from 530 to 522 B.C. and he is the only one of the early kings that was not mentioned in the Bible. Cambyses II conquered Egypt which further expanded the Persian Empire. Darius I was king from 522 to 486 B.C. Darius I invaded Greece but was defeated at Marathon, Greece in 490 B.C. A unique memorial to Darius called the Behistun Stone is along the road that connected the ancient capitols of Babylonia and Media, in the Kermanshah Province of Iran. This intricate tribute provided historians with important information about Darius I and his role as Persian king. The inscriptions on the stone are over 58 feet in length and in three cuneiform languages which provided linguists with a means of understanding languages of the ancient world, Old Persian, Elamite (Susian), and Babylonian, (a later form of Akkadian). The Behistun Stone is compared with the Rosetta Stone which helped scholars decipher Egyptian hieroglyphics. The stone work was carved into a cliff on the side of a rock mountain. When the inscriptions were translated in 1835 and 1843, archeologists were able to identify the life-sized statue as Darius I and two servants, and the ten figures represent the people that Persia had conquered. Another bas-relief sculpture is the Persian god Faravahar who is above the inscriptions, supposedly “giving a blessing.” The Behistun Stone can be viewed today in Iran.

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Lesson 2

The Behistun Stone The Hebrew prophets Haggai and Zechariah preached during the second year of Darius I. Look at what was said about Darius I in Ezra 6:13-15.

Ahasuerus ruled from 486 to 465 B.C. Ahasuerus was the son of Darius I, and he faced rebellion against Persia’s rule in both Egypt and Babylon. Ahasuerus also invaded Greece as his father had done. Persian forces conquered Athens, Greece in 480 B.C. although Persia was defeated in a naval battle in the same year. It was at this point that historians believe that Ashurerus returned “home” to Susa and began his extended celebration, written about in Esther 1. Ahasuerus continued the work of his father on the “royal retreat” of Persepolis. Ahasuerus was killed in a “palace coup” in 465 B.C. In most English translations of the book of Esther, the king is called Ahasuerus rather than by his Greek name Xerxes, although the NIV used Xerxes in its translation. The actual name Ahasuerus is not a personal name, but a title like Emperor or Czar and means “The Venerable Father.” Besides the book of Esther there are only two other places in Scripture where the name Ahasuerus (Xerxes in the NIV) was used. Look at these Scriptures and then record what you learn about Ahasuerus. a. Ezra 4:6

b. Daniel 9:1

The last Persian king mentioned in Scripture is Artaxerxes I who reigned from 465 to 425 B.C. (Artaxerxes II reigned from 404 to 358 and Artaxerxes III from 358 to 337.) Artaxerxes I had serious threats from people in Egypt and Athens and historians believe that Artaxerxes extended favor to Israel to assure his own advantage in the area, as the country of Israel included the ancient trade route used by countries north, south, and east of Israel. 16

Lesson 2 Look at these references to Artaxerxes in Scripture: a. Ezra 7:7

b. Nehemiah 2:1

c. Nehemiah 13:6

Looking back at the Scriptures you studied from the reign of Cyrus I through Artaxerxes, stop and mediate on these passages and ask the Lord God to help you see His hand in these verses. What do you learn about God from these truths and what difference does this make in your own life?

4. Every day of the lesson after you study the book of Esther, you will end by studying a character quality or attribute of God. While the name of God is not in the book of Esther, since we find the book of Esther in the Bible, we can learn about God from our study! In Esther 1:13 it says that the king spoke to his wise men and sought their advice. What type of advice did the verse say that these wise men could give the king? Where do you turn when you need wisdom? The Old Testament book of Proverbs is considered to be a book of wisdom. Read Proverbs 3:5-7 and write out what this teaches concerning wisdom.

A really important concept in the Old Testament involved the command to “fear the Lord.” Bruce Waltke, an Old Testament scholar defines this as an attitude of surrender before the Lord, as one who waves a white flag announcing that they are setting aside their own dreams and ambitions and instead going along with the one they had been opposing. Do you remember a time when you surrendered your own will to the Lord’s? Continued on the next page. 17

Lesson 2 Now look at what these Scriptures say about wisdom. a. Psalm 19:17 b. Psalm 107:43 (Look at the verses before this verse to see what is meant by the phrase “these things.”)

c. Psalms 111:10

d. James 3:17 (In the nation of Israel, the name of God was so sacred, the Hebrew people would not speak the name. One expression they used was what was “from above,” as James used in this verse.)

After praying and reading what Scripture says about God’s wisdom, where else do you go for advice? Do you have a friend who is passionate about the Lord God and seeks first His kingdom and His righteousness? This would be a good person to walk with when you need wisdom. This would be a good person to pray with when you need wisdom. Proverbs 2 makes a contrast between the way of the righteous and the way of darkness. Read this Proverb as a prayer before the Lord allowing its simple and yet profound words to minister to your spirit, challenging and encouraging you in your faith.

Day 3 – Esther 1 Review and Esther 2 - Comprehensive Chapter Study 1. Today’s lesson will review Esther 1 and then begin the study of Esther 2. 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 Esther 1 again 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 Esther Review Sheet. After you have done this, ask the Lord what is the spiritual significance of this chapter for you personally. How can you make Esther 1 applicable to your own life? What was revealed to you about God while you worked on Esther 1? Record your insights on the Esther Review Sheet. Now you will begin the study of Esther 2 by observing the Scripture Work Sheets for the chapter. • Read through Esther 2 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 18

Lesson 2 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 Esther 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 Esther 2 here.

•


•

What references are made in Esther 2 that reflect the culture at the time of Esther?

•


2. As you read Esther 2 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. 19

Lesson 2 Please take the time to read Esther 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. Sometimes the circumstances of our lives are very difficult and yet we can still trust in our God and follow after Him. Read in closing Psalm 1 and notice the contrasts that were made in this Psalm. Write out a few of the qualities that were contrasted and close by praying before the Lord that you would walk in His way and seek His righteousness. Two ways of walking: 1. 2.

Days 4 and 5 – Esther 2 1. As you open the time you spend in the next two days studying Esther as well as other Scriptures, ask the Lord to bless your time in the word with anticipation and insight as to how He will use His word to minister to your spirit. Open by answering these observation questions. • In 539 B.C., Cyrus the first Persian king conquered Babylon and then freed all of those who were slaves. What does Esther 2:2-4 tell you about King Ahasuerus’ perspective on “human rights”?

20

•

What are two possible responses for how women taken into the king’s harem would have felt.

•

What do you learn about Mordecai and Esther in Esther 2:5-7? a. Mordecai b. Esther

Lesson 2

2.

5

•

How was Esther treated when she entered the palace according to verses 8, 9, 12?

•

What response do you have concerning Mordecai from what is recorded in verses 10, 11?

•

What took place in Esther’s life after her twelve month “preparation” period according to verses 13-17?

•

How did the King celebrate the crowning of a new queen?

•

What do you learn about Mordecai in Esther 2:19, 21, 22?

•

What do the verses at the end of Esther 2 tell you about King Ahasuerus?

Please examine these word studies for some of the key words in this lesson.

Strong’s No. and Transliteration:

Definition from Strong’s Concordance unless written in italics:


3064 Yehuwdiy Yªhuwdiy Esther 2:5 4782 Mordekay Maardªkay Esther 2:5 635 'Ecter 'Ecteer Esther 2:7

Jewish, a Jehudite (i.e. Judaite or Jew), or descendant of Jehudah (i.e. Judah): Jew, KJV Mordecai, of foreign derivation; Mordecai, an Israelite. Personal name meaning “little man.”5 Esther, of Persian derivation (Ishtar); Ester, the Jewish heroine. The name Esther probably comes from the Persian word for “star.”

2 Kings 16:6 (The first time the word Jew was used in Scripture.) Ezra 2:2; Nehemiah 7:7 (Another Mordecai who returned to Israel.) Esther’s name only appears in the book of Esther.

Trent C. Butler, Editor, Holman Bible Dictionary, Nashville, Holman Bible Publishers, 1991, 987. 21


Definition from Strong’s Concordance unless written in italics:


4753 more hamor Esther 2:12

Myrrh, (as distilling in drops, and also as bitter). Traded along with spices, an ingredient in anointing oil, used as a perfume, used to deodorize clothes, used to embalm bodies.6 Favor ISV, kindness, i.e. subjective (favor) or objective (beauty): grace (ious), pleasant, precious, [well-] favoured Loved, to have affection for, (sexually or otherwise): (be-) love (-d, -ly, -r), like, friend Favor, kindness; by implication (towards God) piety: rarely (by opposition) reproof, or (subjectively) beauty: favour, good deed (-liness, -ness), kindly, (loving-) kindness, merciful, mercy Chronicles, a word; by implication, a matter (as spoken of) or thing; adverbially, a cause: act, advice, affair, answer, any such (thing), because of, book, business, care, case, cause, certain rate, chronicles, commandment, commune (-ication)…

Genesis 37:25

2580 chen cheen Esther 2:15 157 ahab waye'ªhab Esther 2:17 2617 checed waacheced Esther 2:17 1697 dabar 3117 yowm dibreey hayaamiym

Esther 2:23

Exodus 11:3; 12:36

Genesis 29:18; 37:3 In all 26 verses of Psalm 136.

The word chronicles was translated from two words, commonly translated as “word” as well as “commandment” and the second word, yowm means “day.” The literal meaning would be “a word for (or of) the day.”

3. Esther 2:5 introduced Mordecai as a Jewish man from the tribe of Benjamin. Benjamin was one of the sons of Jacob. The record of the births of each of the sons of Jacob (renamed by God as Israel) was provided in Genesis 35:23c-26. The information is given about Jacob’s wives, Rachel and Leah and their sons, as well as the sons of each of these lady’s servants who became Jacob’s concubines. (With Jacob we are introduced to the custom of polygamy that was common in the Ancient Near East.) 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: Jacob’s sons, (later known as the leaders of the 12 tribes of Israel): a. b. c. d.

6

Butler, Ibid., 997. 22

Lesson 2 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. 4. Sometimes when a genealogy is given in Scripture it does not provide all of the ancestors of a family line. The first chapters of 1 Chronicles shares in detail the ancestors of each of the 12 tribes of Israel. When you read 1 Chronicles 8 you can see a thorough record of the “sons” of Benjamin. Look at the chapter and then read about the “famous” member of the tribe of Benjamin mentioned in 1 Chronicles 8:33. Look at the record in 1 Samuel 8:10-10:9 that tells how it came about that Israel had a king as well as the record of his anointing.

Saul’s actions, recorded in 1 Samuel 15, cost him the blessing of God as the King over Israel, as well as any further association with Israel’s prophet Samuel. What was Saul’s sin according to 1 Samuel 15?

1 Samuel 16 introduced Israel’s second king, David, of the tribe of Judah. Jacob spoke a prophecy over his son Judah’s descendants in Genesis 49:8-12, so that Israel expected that from the tribe of Judah would come a ruler, as the scepter was a symbol of the “right to rule.” What took place in 1 Samuel 16:13-15 where Israel’s first and second king are mentioned?

A Brief History of Israel after the Northern Tribes Separated from the Southern Tribes After the reign of Solomon, Israel’s third king, the northern tribes separated from the tribes of Judah and Benjamin. This division became known as the time of the divided kingdom, with the tribes in the north calling themselves Israel, and the southern kingdom known as Judah. The northern kingdom never had a king who followed after God, and these kings led the people of the north to worship the gods of their neighbors. The northern kingdom established two centers of “worship” (in Dan and Bethel) each with a golden calf. God allowed the northern tribes to be conquered and taken into exile by the powerful Assyrian army with the city of Samaria falling in 722 B.C. Assyria occupied the northern area of Israel while the tribes of Judah and Benjamin remained in the south. Continued on the next page. 23

Lesson 2 In 605 B.C. Nebuchadnezzar defeated forces northeast of Israel and took the throne from the Assyrians to begin the Neo-Babylonian Empire. The Babylonians were also known as the Chaldeans and they took people as captives from the southern kingdom of Judah in three “deportations.” The first in 605 B.C., the second deportation was in 597 B.C., and the third in 586 B.C. when the temple in Jerusalem was pillaged and destroyed. 5. King Josiah’s grandson Jehoiachin who was also called Jeconiah, reigned as king for three months before he was taken prisoner by King Nebuchadnezzar and sent to Babylon. Read 2 Kings 24:10-17 to see what is recorded of this time that was summarized in Esther 2:6. You might answer the “5 Ws and an H” questions about this paragraph to help you understand Mordecai’s life in Israel in 597 B.C.

6. We have looked at the Persian kings at the beginning of this lesson, and since they had conquered much of the world, they believed that they ruled supreme. However, to Israel, their God was sovereign. Read King David’s prayer in 1 Chronicles 29:10-19 and make a list of the many ways David described God in his prayer.

Now read Psalm 103 as your closing prayer where David talked about God’s kingdom and dominion in verses 19 and 22. Allow these words to minister to your spirit.

Queen Esther Louis Devedeux, artist, Harriet Beecher Stowe, Woman in Sacred History, New York, J.B. Ford & Co., 1873, 80. Scanned by Richard Wells

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Lesson 3

Lesson 3 – Esther 2, 3, 4, and 5 Introduction This week’s lesson will review Esther 2 and then study Esther 3 and 4. The last day of the lesson will be to work on the Comprehensive Chapter Study for Esther 5. Since Esther 3 through 8 are each shorter chapters, it will take less time to cover this portion of the book. You might 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, and the word will become living within you.

Day 1 – Esther 2 Review and Esther 3 - Comprehensive Chapter Study 1. Today’s lesson will review Esther 2 and then begin the study of Esther 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 Esther 2 again 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 Esther Review Sheet. After you have done this, ask the Lord what is the spiritual significance of this chapter for you personally. How can you make Esther 2 applicable to your own life? What was revealed to you about God while you worked on Esther 2? Record your insights on the Esther Review Sheet. • Now you will observe the text of Esther 3. You can refer to pages 85, 86, and 89 in the Appendix for more information about the observation process. As you read Esther 3, pay 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. In a narrative passage of Scripture, the main characters are always considered as key words. Mark the key words in Esther 3 in a consistent way. You might underline or circle the word or phrase with the same colored pen or pencil each time the same word is used. List here what you decided are the key words for Esther 3.

•


•


•


25

Lesson 3 2. As you read Esther 3, look for contrasts and comparisons that were used. Refer to Appendix pages 87 and 89, 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 Esther 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. 5. Did you read something in Esther 3 that caused you to stop and meditate? Was there something in the chapter that caused you to think about your own life and lifestyle? How has Esther 3 ministered to you today?

The people in Susa were expected to bow down before Hanam, to show him tribute. Read Psalm 145 as your own closing prayer and notice what David claimed about those who are bowed down in verse 14. If your knees can handle it, you might read this prayer by assuming a position of “bowing down” in tribute to your God and Savior. What three truths about God ministered to you from Psalm 145?

26

Lesson 3

Day 2 – Esther 3 1. If you are one of those people who are musical and always have a song playing within your spirit, you might have “heard” a different tone and pace of music while you read the third chapter of Esther! Open in prayer as you begin the study of Esther 3 and then complete these observation questions. • How was Haman introduced in Esther 3:1? •

What was expected of the people of Susa and why according to Esther 3:2?

•

What do you learn about Mordecai in Esther 3:2-4?

•

What was Haman’s reaction to Mordecai’s actions according to verses 5 and 6?

•

How were decisions made in Persia according to Esther 3:7?

•

How did Haman describe the Jewish people in verse 8?

•

How and when was Haman’s plan going to be take place? (A talent weighed about 75 pounds, so 10,000 talents would be about 750,000 pounds of silver.)

•

How much time would take place between the “lot” being cast and the order being carried out?

•

What was to happen to the Jewish people according to verse 13?

27

Lesson 3 In Hebrew literature, when something was said three times it was to emphasize the message. In Isaiah 6:2, 3 when one seraph called out to another he said, “Holy, Holy, Holy is the LORD of Hosts, the whole earth is full of His glory.” A number of times when Jesus was teaching He said, “Truly, truly, truly I say to you…” The KJV translated this as “Verily, verily, verily” because of the influence of the Latin word for truth, veritas. Notice again the three statements made in verse 13. •

2.

What was the response to the king’s order according to verse 15?





3766 kara korª`iym Esther 3:2

Kneel ISV, bowed KJV, to bend the knee; by implication, to sink, to prostrate: bow (downself,), bring down (low), cast down, couch, fall, feeble, sink, smite (stoop) down, subdue … Bow ISV, reverenced KJV, to depress, i.e. prostrate (especially reflexive, in homage to royalty or God): bow (self) down, crouch, fall down (flat), humbly beseech, do (make) obeisance, do reverence, make to stoop, worship Pur, a lot (as by means of a broken piece): Purim (plural). (The plural form im is the most common plural ending for Hebrew words, as the letter s is used in the English language.) Lot, to be rough (as stone); properly, a pebble, i.e. a lot (small stones being used for that purpose); figuratively, a portion or destiny (as if determined by lot) Best interest, properly, to level, i.e. equalize; figuratively, to resemble; by implication, to adjust (i.e. counterbalance, be suitable, compose, place, yield, etc.): … countervail, (be, make) equal, lay, be (make, alike, make plain, profit KJV, reckon Laws, a royal edict or statute: commandment, commission, decree, manner

1 Kings 19:18

7812 shachah uwmishtachawiym Esther 3:2

6332 puwr puwr Esther 3:7 1486 gowral hagowraal Esther 3:7 7737 shavah showeh Esther 3:8

1881 dath Wªdaateeyhem Esther 3:8

1 Kings 1:31

The words pur and Purim are only used in the book of Esther. Esther 9:26, 28, 29, 31, 32 Jonah 1:7

Esther 7:4

Esther 1:13, 15

3. In Esther 3 Haman was said to be of Hammedatha the Agagite. Back in Lesson 2 you looked at 1 Samuel 15 which recorded the time when Israel’s King Saul lost favor with God because of disobedience. Do you remember the name of the king of the Amalekite’s that was involved in Saul’s disobedience? His name was Agag. Scripture says that the 28

Lesson 3 Israelites destroyed all of the Amalekites except Agag. 1 Samuel 15:33 tells about how King Agag met his death. Scholars have said that the Amalekites were a nomadic people, and while Israel destroyed the Amalekite settlement according to 1 Samuel 15, other Amalekites could have existed in other locations. (The name Agag was also a title given to Amalekite kings.) What did God say about the Amalekites in Deuteronomy 25:17-19?

The tradition of the Hebrew people claims that a Jewish man who was living in Susa wrote the book of Esther. Why would it have been significant for the author to mention that Haman was of “Hammedatha the Agagite”?

4. In Esther 3:8 Haman told King Ahasuerus about the Jewish people, without specifically mentioning them by name. Would you be able to explain to someone how the laws of the nation of Israel were “different than all other people”? Do you understand why Mordecai would not obey the laws of the King of Persia? Look at these Scriptures to determine what those outside of Israel might have known about the Hebrew people. a. Deuteronomy 4:5-9

b. Deuteronomy 6:1-3, 13-17

Read what was written to Artaxerxes, who came after Ahasuerus in Ezra 4:12-17 when some of the Hebrew people returned to restore the temple in Jerusalem and the walls around the city. What was the reputation the people of Israel had according to this letter?

Centuries later the Apostle Paul and Silas were brought before the civil authorities in Philippi by an angry group of “business men.” Look at what was said about Paul and Silas in Acts 16:20, 21.

29

Lesson 3 The Use of the Name Jew The literal meaning of the name Jew is a “person belonging to (the tribe of) Judah,” although it was never used in this way in the Old Testament.7 The name became common after the destruction of the northern kingdom and especially after the Babylonian Captivity. The way the word Jew is used in Esther is to include those of the tribe of Benjamin as well as those from the tribe of Judah. The term Jew takes on a “religious” connotation in the book of Esther and in Daniel 3:8, 12. In the intertestamental time between the writing of the Old Testament and the writing of the New Testament, the term Jew was rarely used by the Hebrew speaking people in the land of Israel. Evidence of this is found in the apocryphal books written in Hebrew, the Dead Sea Scrolls, the Rabbinic Mishnah and Talmud, and even on the coins minted during the Bar Cochba rebellions around A.D. 70. Another noteworthy difference is found in Mark’s Gospel. In Mark 15:32 the leaders of Israel referred to Jesus as the “King of Israel” while the Roman governor and Roman soldiers called Jesus the “King of the Jews,” (see Mark 15:2, 9, 12, 18, 26). 5. What did you see in the context of Esther 3 that teaches you something about God’s character?

At the foundation of Israel’s laws were the Ten Commandments that God gave to Moses at Mt. Sinai (also called Mt. Horeb). The Ten Commandments are explained in Exodus 20:1-17. Other laws were given to the nation of Israel concerning their conduct within their community, regarding dietary laws, as well as very specific laws concerning how they were to worship Almighty God. In closing please turn to Psalm 95 and read the first seven verses as your own prayer before your God and then close with this beautiful hymn of the faith. “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 their 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

Day 3 – Esther 3 Review and Esther 4 - Comprehensive Chapter Study 1. Today’s lesson will review Esther 3 and then begin the study of Esther 4. Open by praying that as you review and observe the next chapter you will be blessed by God’s holy word and the truths He has for you as you spend time with Him. Read Esther 3 again 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 7

International Standard Bible Encyclopedia, Revised Edition, Wm. B. Eerdmans Publishing Co, 1979. 30

Lesson 3 in the Appendix called the Esther Review Sheet. After you have done this, ask the Lord what is the spiritual significance of this chapter for you personally. How can you make Esther 3 applicable to your own life? What was revealed to you about God while you worked on Esther 3? Record your insights on the Esther Review Sheet. Now you will observe the Scripture Work Sheets for Esther 4. You can refer to pages 85, 86, and 89 in the Appendix for more information about the observation process. • Read Esther 4 and look for the important words in the chapters. 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. In a narrative passage of Scripture, the main characters are always considered as key words. Mark the key words in Esther 4 in a consistent way. You might underline or circle the word or phrase with the same colored pen or pencil each time the same word is used. List here what you decided are the key words from Esther 4.

•


•


•


2. As you read Esther 4, look for contrasts and comparisons that were used. 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. 31

Lesson 3 Please take the time to read Esther 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.

What is your response to what you have just read in Esther 4?

Close your time today by praying to the Lord God concerning what you learned about Him as you spent time in His word today.

Day 4 – Esther 4 1. In today’s lesson you will examine Esther 4. Open by praying that the Lord would minister His truth upon your spirit as you spend time with Him in His holy word. Begin with these observation questions. • How did Mordecai respond to the king’s edict according to Esther 4:1, 2?

32

•

How did the Jewish people in the provinces respond when they heard of the edict?

•

How did Queen Esther find out about the king’s edict?

•

What did Mordecai ask of Esther according to verse 8?

•

What was Esther’s concern that she shared with Mordecai in verse 11?

Lesson 3

2.

•

How did Mordecai respond (in Esther 4:13, 14) to the hesitancy Esther shared in her message to him that we find in verse 11?

•

What does Mordecai’s response (in Esther 4:13, 14) tell us about Mordecai’s knowledge of God?

•

How did Esther respond to Mordecai according to Esther 4:15, 16?

•

What do you learn about Mordecai in Esther 4:17?





8242 saq saq Esther 4:1

Sackcloth, a mesh (as allowing a liquid to run through), i.e. coarse loose cloth or sacking (used in mourning and for bagging); hence, a bag (for grain, etc.) Favor, to bend or stoop in kindness to an inferior; to bestow; causatively to implore (i.e. move to favor by petition): beseech, -fair, (be, find, shew) favour (able), be (deal, give, grant (gracious (ly), intreat, (be) merciful, have (shew) mercy (on, upon), have pity upon, … Escape, to be smooth, i.e. (by implication) to escape (as if by slipperiness); causatively, to release or rescue; specifically, … emit sparks: deliver (self), … preserve, save, -speedily Relief, room, literally (an interval) or figuratively (deliverance): enlargement KJV, space; “liberation from distress”8

Esther 4:2, 3

2603 chanan lªhitchanenEsther 4:8

4422 malat lªhimaaleet Esther 4:13 7305 revach rewach Esther 4:14 8

Amos 5:15

Psalm 124:7

Genesis 32:16 (Used in a literal sense.)

Spiros Zodhiates, The Complete Word Study Old Testament, Chattanooga, AMG Publishers, 1994, 2364. 33




2020 hatstsalah wªhatsaalaah Esther 4:14 6 'abad to'beeduw Esther 4:14

Deliverance, rescue

The only place this word was used in the Old Testament.

Perish, to wander away, i.e. lose oneself; by implication to perish (causative, destroy): break, destroy (uction), not escape, fail, lose, (cause to, make) perish, spend, and surely, take, be undone, -utterly, be void of, have no way to flee Fast, to cover over (the mouth), i.e. to fast: at all. Fasting took place during times of confession, because of a desire to have a deeper relationship with God, or during a time dedicated to prayer.9

Esther 4:16

6684 tsuwm wªtsuwmuw Esther 4:16

Leviticus 26:38 (Mark this for later.)

2 Samuel 12:16

3. In the observation questions you were asked about the way that Mordecai and the Jewish people expressed their grief. There is extensive writing in Scripture about the expression of grief among the nation of Israel as well as in the ANE outside of Israel. Here are some examples from the Bible about some of the ways that grief was expressed:10 a. People mourned the death of someone as Abraham for Sarah (Genesis 23:2) and Egypt mourned for Jacob (Genesis 50:3). Sometimes “professional” mourners were called to mourn for someone as recorded in Ecclesiastes 12:5, Jeremiah 9:17, and Matthew 9:23. b. Lamenting by individuals was expressed by the prophet Jeremiah throughout the entire book of Lamentations, as well as by the people of Egypt (Exodus 12:30). c. Mourning and fasting were associated with a time of pleading before the LORD for His divine intervention as David mourned for his afflicted infant son (2 Samuel 12:1523). d. Nehemiah wept, mourned, fasted, and prayed and asked God for mercy in the sight of King Artaxerxes as he prepared to go before the king on behalf of his people (Nehemiah 1:4-11). e. Evidence to others of one’s mourning was seen with an individual’s clothing as with Reuben (Genesis 37:29) and with David’s instructions (2 Samuel 3:31) and example (2 Samuel 15:30). f. A leader could call his people to a corporate mourning as with the Ninevites (Jonah 3:6-9) or as prophesied for a point of time in the future (Zechariah 12:10-14). We can learn valuable lessons about grieving from what is written in Scripture. On the positive side, Job 2:13 tells us that Job’s friends initially came to be with him and said nothing for seven days. We are told that Jesus wept in grief (in John 11:35) and yet Jesus

9

C. Robert Marsh, Trent C. Butler, Editor, Holman Bible Dictionary, Nashville, Holman Bible Publishers, 1991, 479. 10 John W. Drakeford, Ibid., 585. 34

Lesson 3 had just declared that He was the resurrection and the life in John 11:25 and knew He was going to raise Lazarus from the dead. When we understand the process of grief, we can be a comfort to others who are grieving. All grief requires time for healing and no two individuals go through the process in exactly the same way. 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. As you read this list, ask God to give you the name of someone who is grieving, that you might stop and pray for them to know God’s comfort. It would encourage this person if you let them know that you prayed for them. • 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. In Leviticus 26 we have a glimpse of God’s promises that He spoke to His people. In the first 13 verses God reminded Israel of His covenant with them and His faithfulness to Israel. In Leviticus 26:14-46 Israel was warned about disobedience to God and then God reminded them again of His covenant and His faithfulness to His word. When you read Esther 4:14, you might wonder how Mordecai could make such a statement. Look at what God said to His people in Leviticus 26:42-46.

How did God’s words impact Mordecai?

5. In Esther 4 we see how the Jewish people responded to the edict that Haman had King Ahasuerus send out. Look at what is announced about mourning in Ecclesiastes 3:4. What does this say about the life of those who follow after God?

Continued on the next page.

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Lesson 3 In Jeremiah 31:13 God told His people that He would comfort them and give them joy for their sorrow. Earlier in Jeremiah 29:11 (before the people of Jerusalem were captured by the Babylonians) God told Israel that He knew the plans that He had for them, plans for welfare and not for calamity to give them a future and a hope. In verse 12 God said that His people were to call upon Him and come and pray to Him, and He promised to listen to them. Jeremiah 29:13-15 says that when Israel would seek God, they would find Him, and when they would search for Him with all their heart, He would be found by them. God promised to restore Israel’s fortunes and call them out from all the nations and from all the places that He had driven them. Read Jeremiah 31:27-34 to see the important promises that God made to Israel and Judah.

In Esther 4:14 Mordecai told Esther about God’s calling upon her life. Would you be able to answer the question about what God’s calling is upon your own life? Do you know your spiritual gift? One’s calling within the body of Christ is certainly related to one’s spiritual gift. What did you see in the context of Esther 3 that teaches you something about God’s character?

Read Psalm 23 in closing to see what Israel knew about God. What do you learn about God in Psalm 23?

Allow these truths to minister to your spirit and close by praying through the Psalm.

Day 5 – Esther 4 Review and Esther 5 - Comprehensive Chapter Study 1. Today’s lesson will review Esther 4 and then begin the study of Esther 5. Open by praying that as you review and observe the next chapter you will be blessed by God’s holy word and the truths He has for you as you spend time with Him. 36

Lesson 3 Read Esther 4 again 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 Esther Review Sheet. After you have done this, ask the Lord what is the spiritual significance of this chapter for you personally. How can you make Esther 4 applicable to your own life? What was revealed to you about God while you worked on Esther 4? Record your insights on the Esther Review Sheet. Now you will observe the Scripture Work Sheets for Esther 5. You can refer to pages 85, 86, and 89 in the Appendix for more information about the observation process. • Read Esther 5 and look for the important words in the chapters. 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. In a narrative passage of Scripture, the main characters are always considered as key words. Mark the key words in Esther 5 in a consistent way. You might underline or circle the word or phrase with the same colored pen or pencil each time the same word is used. List here what you decided are the key words from Esther 5.

•


•


•


2. As you read Esther 5, look for contrasts and comparisons that were used. 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 37

Lesson 3 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 Esther 5 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.

What is your response to what you have just read in Esther 5?

Stop to pray before the Lord God concerning what you learned about Him as you spent time in His word today. You might close by singing this song of dedication. “I Surrender All” All to Jesus I surrender, all to Him I freely give; I will ever love and trust Him, in His presence daily live. Refrain: I surrender all, I surrender all, all to Thee, my blessed Savior, I surrender all. All to Jesus I surrender, humbly at His feet I bow; worldly pleasures all forsaken, take me Jesus, take me now. Refrain: All to Jesus I surrender, make me, Savior, wholly Thine; let me feel the Holy Spirit, truly know that thou are mine. Refrain: By Judson W. Van de Venter and Winfield S. Weeden

Mordecai Honored Woodcut illustrations by Julius Schnoor von Carolsfeld

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Lesson 4

Lesson 4 – Esther 5, 6, 7, and 8 Introduction In this week’s lesson you will study Esther 5 through Esther 8. One dimension of reading and interpreting biblical narratives is to consider the perspective of the biblical narrator while you read. Notice what has been included that the narrator felt was important. You might be like me and have questions about the events told in the book of Esther that are not answered. As you study the next portion of the book of Esther keep in mind that we will continue to look within the narrative for evidence of God in the palace in Susa as well as throughout the entire Persian Empire. Ask God to help you see Him within the narratives of Scriptures, so that you might increase in your understanding of your God, His attributes and His actions that reveal His righteousness. This is like a simple mathematical formula. God’s attributes plus God’s actions reveal (equal) His righteousness. Isaiah 30:18 helps me understand God and His desire to have a relationship with me. What a thought. “…the LORD longs to be gracious to you, and therefore He waits on high to have compassion on you. For the LORD is a God of justice; how blessed are those who long for Him.” My prayer for this study is that while you spend time with the Lord God in His holy word you would grow in your faith and you would “long for Him.” I pray that your longing for God would be evident to all those who know you, drawing others to our Lord God and our Savior Jesus Christ. Did you memorize a verse as you studied last week? You might write that verse here to help you review this portion of the Lord’s word.

Day 1 – Esther 5 1. As you begin this part of the lesson ask the Lord to minister to your spirit as He knows what you are experiencing in life at this very moment. I daily thank the Lord for His faithfulness to me. My friend Marge shared that she daily writes out five things that she is thankful for in a “Thankfulness Journal.” Open by answering these observation questions. • Why did Esther 5 start by mentioning “the third day”?

•

Esther went before King Ahasuerus without being summoned. How did the king respond?

•

What did the king say he was willing to do for Esther in verses 3 and 6?

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Lesson 4

2.

•

What was Esther’s plan for the next two days according to verses 4 through 8?

•

What were the conflicting emotions within Haman according to verses 9-11 and why?

•

How did Haman respond to his invitation to a banquet with the King and the Queen?

•

What was Haman’s wife Zeresh’s idea that Haman acted upon?





2580 chen cheen Esther 5:2 3190 yatab yiytab Nehemiah 2:5

Favor, (see word study for “favor” on page 22)

Esther 2:15

Favor, to be (causative) make well, literally (sound, beautiful) or figuratively (happy, successful, right): be accepted, … benefit, be (make) better, seem best, make cheerful Pleases, to be (transitively, do or make) good (or well) in the widest sense: be (do) better, cheer, be (do, seem) good KJV, (make) goodly, -please, (be, do, go, play) well Petition, by implication, a loan: request

Psalm 51:18 (do good, NASB)

Request, a petition

Ezra 7:6

Satisfy KJV, avail KJV, (see word study for “best interest” on page 28)

Esther 3:8

2895 towb towb Esther 5:4 7596 she'elah shª'eelaateek Esther 5:6 1246 baqqashah baqaashaateek Esther 5:6 7737 shavah showeh Esther 5:13

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Amos 5:14

Job 6:8

Lesson 4 3. According to Esther 2:8, Esther “was taken” into the palace to see if King Ahasuerus would choose her to become the next Queen. Esther went from being under the authority of Mordecai to being in the palace (harem) under the authority of those that the king trusted, and had to wait to see what was in her future. Several places in the book of Esther, the word favor was used in relationship with Esther. Several Hebrew words were translated as “favor” in Esther. Another Hebrew word for favor was used in Nehemiah 2:5 (see word study in Question 2). Read Nehemiah 1:4 through 2:8 to see the circumstance that Nehemiah was in, his response, and King Aratxerxes’ response. Remember that Artaxerxes was the Persian king who served after Ahasuerus. What do you learn about Nehemiah’s relationship with God in this passage?

What do you learn about God from this passage?

Learning about Prayer from Nehemiah’s Example Years ago reading Nehemiah 1 and 2 taught me about a specific dimension of prayer. I learned to ask God that He would move in someone’s heart who was “in authority over” me and/or my family. This was a prayer I voiced before God on behalf of my children when they were in school. I repeatedly asked the Lord that those in authority over my children would look at them with favor. Look at Nehemiah 1:4 through 2:8 and ask God to help you incorporate the pattern of Nehemiah’s prayer into your own prayer life. You might stop and intercede for someone who needs to be lifted before the Lord. 4. What do you learn about Esther in Esther 5? What was shared at the end of Esther 4 that helps you understand who Esther was?

When God calls us to something, we are to obey, even though obedience might be difficult. In the Bible, God speaks of His faithfulness to us. Look at the following verses to see what is said about God’s faithfulness to you. a. Joshua 1:9 Continued on the next page.

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Lesson 4 b. Psalm 116:1

c. Psalm 118:16

Have you thought about what it would have been like for Esther to be within the walls of the palace for an extended period of time? Mordecai and Esther communicated through an intermediary once she was in the palace for several years. Not that Esther was held as a prisoner, but the narrator simply said that she was taken into the palace, and there she remained for quite a period of time. Have you ever been in a situation where you were being asked to do something really difficult? Do you remember your response to God at the time? I have a friend who says, “God was not asleep when that took place…” Does your theology agree with my friend’s? Was God asleep while Esther was in the palace? Another perspective is to say “God allowed Esther to be taken into the palace…” and God allowed you to be in a difficult situation… Does your theology agree with that? Did God “allow” your trauma to take place? God does allow all people to have a free will to make decisions on their own without His righteous counsel. Here is a statement of theology; “God from eternity, decrees or permits all things that come to pass, and perpetually upholds, directs and governs all creatures and all events; yet so as not in any wise to be the author or approver of sin nor to destroy the free will and responsibility of intelligent creatures.”11 I have found myself in a prison of pain this past year. Has God been asleep during this time that I have suffered? No, He was not and He is not asleep today. Did God allow this? I really believe that God ordained my health to drastically change and brought this disability to come upon me almost overnight. What am I to do in this? I have asked for prayer, from the elders in our church, as well as from family and friends near and far. I have sought medical help from a great variety of perspectives. I have clung to God and spent time with Him seeking His presence, His comfort, and His guidance. No matter the circumstances of our life God calls us to be faithful, to be obedient, and to be submissive to Him. The book of Hebrews tells us that Jesus learned from His suffering and can intercede for us because of what He encountered while He was here on earth, (Hebrews 5:8; 7:25). Knowing Jesus as the Prince of Peace gives me great peace. Read what Paul said in 2 Corinthians 1:3-11 about what God asks of His children who have suffered or are suffering.

This is not an easy calling. Read of Christ’s example in 1 Peter 2:21-25. What does this tell you about Jesus? Continued on the next page. 11

Abstract of Principles, Southern Baptist Theological Seminary, www.baptiststart.com/light_providence.htm. 42

Lesson 4

In closing, look at the words of this hymn that acknowledges Christ’s leading for those who follow after Him. “All the Way My Savior Leads Me” All the way my Savior leads me, what have I to ask beside? Can I doubt His tender mercy, who thru life has been my Guide? Heav’nly peace, divinest comfort, here by faith in Him to dwell! For I know, whate’er befall me, Jesus doeth all things well; for I know whate’er befall me, Jesus doeth all things well. All the way my Savior leads me, cheers each winding path I tread, gives me grace for every trial, feeds me with the living bread. Though my weary steps may falter and my soul a-thirst may be, gushing from the Rock before me, Lo! A spring of joy I see; gushing from the Rock before me, Lo! A spring of joy I see. By Fanny Crosby

Day 2 – Esther 5 Review and Esther 6 & 7 - Comprehensive Chapter Study 1. Today’s lesson will review Esther 5 and then begin the study of Esther 6 and 7. 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 Esther 5 again 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 Esther Review Sheet. Ask the Lord to help you see the spiritual significance of this chapter for you personally. How can you make the narrative and dialogue of Esther 5 applicable to your own life? Record your insight on the Esther Review Sheet. Now you will observe the Scripture Work Sheets for Esther 6 and 7. Open by reading Esther 6 and 7 and then answer the observation questions. • As you read Esther 6 and 7, pay attention to the important words in the chapters. Mark the key words in Esther 6 and 7 in a consistent way. List here what you decided are the key words from Esther 6 and 7. Esther 6 Esther 7

•

What references to geographical locations are made in Esther 6 and 7? Esther 6 Esther 7

•

What references are made in Esther 6 and 7 that reflect cultural influences in the time of Esther? Esther 6 Esther 7

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Lesson 4 •

What references are made to specific historical information in Esther 6 and 7? Esther 6 Esther 7

2. As you read Esther 6 and 7, look for contrasts and comparisons that were used. Refer to Appendix pages 87 and 89, 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 Esther 6 and 7 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. When you work on the Comprehensive Chapter Study, you move through the book one chapter at a time. Looking at Esther 6 and 7 today broadened your examination, and provided many contrasts between what took place in Susa. Stop and ask God to help you see His sovereignty in the time of these events. Someone who does not know God and believe in His holy word would read these chapters in a completely different way than Continued on the next page.

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Lesson 4 those of us who believe the word to be inerrant (without error), relevant for today, and authoritative in our life. What did God reveal about Himself as you spent time in His word today? Think of two examples of God’s interaction with the people presented in Esther 6 and 7.

Oh, to know the saving grace of our Lord God who sent His precious and perfect Son to save us from our sin. The enemy comes to destroy, but Jesus came to earth to save us and bring us the blessing of eternal fellowship with His Father, Himself, and the Holy Spirit. This is truly amazing… John Newton as a slave trader seaman understood this when he was converted and wrote the classic hymn, “Amazing Grace.” Notice the last verses that Newton wrote reflecting his theology. These verses were “omitted” from the song and the “last” verse as we know it (When we’ve been there ten thousand years…” was actually added by another person years after Newton died. Close by singing this lovely hymn as your own act of worship before the Lord, with a heart of gratitude and praise. “Amazing Grace” Amazing grace, how sweet the sound, that saved a wretch like me! I once was lost, but now am found, was blind but now I see. ‘Twas grace that taught my heart to fear, and grace my fears relieved; how precious did that grace appear the hour I first believed! Through many dangers, toils and snares, I have already come; ‘Tis grace hath brought me safe thus far, and grace will lead me home. The Lord has promis’d good to me, His word my hope secures; He will my shield and portion be, as long as life endures. Yes, when this flesh and heart shall fail, and mortal life shall cease; I shall possess, within the veil, a life of joy and peace. The earth shall soon dissolve like snow, the sun forbear to shine; but God, who call’d me here below, will be forever mine. By John Newton

Day 3 – Esther 6 & 7 1. The concept of God’s providence helps us understand God’s sovereignty, omniscience, omnipotence, and goodness. These four qualities of God’s character encompass His providence. The word providence comes from the Latin word providere which has the literal meaning of to look after and to foresee. The Latin word is made up of the pronoun pro meaning ahead, and the root of the word videre, which means to see. The theology of God’s providence speaks of God’s relationship with His creation. Colossians 1:15-20 presents significant teaching about Jesus Christ and His role in the creation. In verse 17 the Apostle Paul says that Christ holds all things together. Daniel 11:32 says that “those who know their God will show strength and take action.” When followers of Christ have a desire to know God and diligently search Scripture to acquire knowledge and insight, they will have a clearer understanding of God’s attributes and the role that He has in one’s life. With a better understanding of God, believers can know that they can have an intimate 45

Lesson 4 relationship with Him through the offering of His Son Jesus Christ and believers have the privilege to prayerfully seek His strength and His sustaining power. When believers have a better understanding of God they will have the courage take action and thus fulfill the purposes God has ordained for their life. We see evidence of this in Esther 6 and 7. God was not asleep when Haman built his gallows… Open with your own prayer of praise before the Lord God, asking for His wisdom and for the guidance of the Holy Spirit as you spend time with Him in His holy word. Begin with these observation questions. • How did the king respond to his “sleepless” night and who benefited from this?

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•

Briefly summarize the contrast between Haman’s plan for Mordecai and the king’s plan which is explained in verse 10.

•

Why was it hard for Haman to carry out the king’s wishes that were described in verse 10?

•

What did Haman’s friends and his wife say to him when he returned home according to Esther 6:13?

•

Go back to Esther 4:15, 16 for a reminder of what Esther asked of Mordecai and what she planned for herself and her attendants. Read Esther 7:1, 2 to see the king’s response to Esther. How would you explain to someone what happened between Esther 4:15, 16 and Esther 7:2?

•

What did Esther ask of the king at her banquet according to Esther 7:3 and why was she asking this?

•

How did Esther describe Haman in verse 6?

Lesson 4

2.

•

How did King Ahasuerus respond to Esther’s declaration about Haman?

•

How did Haman respond to the situation according to verses 7, 8?

•

Based on verses 7-9, what was the final action that determined Haman’s future?

•

What is unique about the statement made by Harbonah in verse 9?





3366‎ yeqar yªqaar Esther 6:3 1420 geduwlah uwgduwlaah Esther 6:3 6862 tsar tsar Esther 7:6

Honor, value, i.e. (concretely) wealth; abstractly, costliness, dignity: honour KJV, precious (things), price Distinction, greatness; (concretely) mighty acts: dignity KJV, great things (-ness), majesty Adversary, narrow; (as a noun) a tight place (usually figuratively, i.e. trouble); … (transitive) an opponent (as crowding): afflicted (-tion), anguish, … distress, enemy, flint, foe, … tribulation Enemy, hating; an adversary: foe

Esther 6:6, 7, 11

341 'oyeb wª'owyeeb Esther 7:6 7451 ra haaraa` Esther 7:6

3533 kabash likbowsh Esther 7:8

Wicked, bad or (as noun) evil (natural or moral): adversity, affliction, calamity, displease (-ure), distress, evil … harm, heavy, hurt (-ful), ill (favoured), mark, mischief (-vous), misery, naught (-ty), noisome, … trouble, vex, wicked (-ly, -ness, one), worse (-st), wretchedness, wrong Assault ISV, molest NIV, to tread down, to disregard, to conquer, subjugate, violate: bring into bondage, force KJV, keep under, subdue, bring into subjection

1 Chronicles 17:19 (2 times) Lamentations 1:10

Genesis 22:17 Jeremiah 2:33

Jeremiah 34:11

3. A thorough search of Scripture can help one understand what is meant by the doctrine of the providence of God. As you read the following Scriptures examine what these verses say about God and His relationship with creation. “Writing out” these truths will encourage your spirit and build your faith in Almighty God. Meditating on these truths 47

Lesson 4 will strengthen you and give you courage. As you read these verses look for evidence of the attributes of God. The providence of God encompasses God’s sovereignty, omniscience, omnipotence, and goodness. Decide on a way of marking each of these qualities. You might circle or underline the word or phrase and perhaps with different colors. As you go through these Scriptures, look for these qualities and mark them in some way. The other challenge to consider is what these Scriptures say to you personally and/or what these truths ask of you as a follower of Christ. Old Testament Scriptures What these Scriptures say about God: Genesis 22:14

Genesis 50:20

2 Kings 19:25

Nehemiah 9:6

Job 42:2

Psalm 63:8

Psalm 135:6

Psalm 139:15,16

Psalm 145:13

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What this says to you personally:

Lesson 4 What these Scriptures say about God: Proverbs 21:1


Isaiah 45:7

Isaiah 46:9-11

Daniel 2:21

Daniel 4:32-35

Daniel 5:21

New Testament Scriptures What these Scriptures say about God: Matthew 10:29, 30


Acts 17:26

Romans 8:28, 29

1 Corinthians 15:27

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Lesson 4 What these Scriptures say about God: 2 Corinthians 5:7


Hebrews 1:3

Hebrews 13:5

The verses you just studied were taken “out of context” from their place in the Bible. Studying the “context” of each Scripture reference gives you insight into the nature of God, and why each statement was made. The context would include at least the paragraph in which the verse is located, although sometimes you must read more than that, perhaps the chapter, or several chapters. Within the context comes a fuller understanding of why the author made their declaration. May you join with Job who declared in Job 1:21, “the Lord gave, and the Lord hath taken away, blessed be the name of the Lord” whenever you face the unknown or uncertainties in life. Even when trials and trouble come into your life, may you join the early disciples who simply said (in Acts 21:14) “the will of the Lord be done.” Using words and phrases of Scripture, write a summary statement about the providence of God. How would you explain this doctrine to someone who is not familiar with this dimension of God? Ask God to help you as you review the Scripture that you studied. Allow the Holy Spirit to minister to your spirit as you put together a description telling why God can be known as the providential God.

4. At the beginning of Esther 6 we are told about the king’s sleepless night. Sometimes we cannot sleep because there is a health issue we need to address, so that we might be restored physically and then benefit from the restoration and refreshment that God provides through sleep. Sometimes we cannot sleep because of a grievous situation that we need to “work through” and in the quiet of night we can process emotions while Continued on the next page.

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Lesson 4 we grieve. Sometimes we cannot sleep because God simply wants us to spend time with Him in prayer. In Lesson 1 you were asked to read Proverbs 21:1-3. Read this again and respond to what this says to you about what is revealed in Esther 6 and 7.

Dan Allender challenges those who follow Christ to think back over their lives and recognize that God Himself is the Author of one’s life (story). Imagine how Esther would have felt as the Queen of Persia, keeping a secret from everyone in the palace as to her true identity. Take the time to think back over events in your life and remember a time when you were shocked, disappointed, or frustrated by something that took place in your own life, however when you look back you can see how God orchestrated and ordained the circumstances that you might know Him and make Him known to others. Ask God who He would want you to share this “story” as a means of encouraging someone who is facing a difficult circumstance. What was the event and how did God make Himself known to you?

With whom would God want you to share this? The message of this old Scottish hymn relates to what we studied in the lesson today about God’s providence and our need to trust in Him. Read these words that declare truths about God, so that you might truly “trust Him for His grace.” “God Moves in a Mysterious Way” God moves in a mysterious way His wonders to perform; He plants His footsteps in the sea and rides upon the storm. You fearful saints, fresh courage take: the clouds you so much dread are big with mercy, and shall break in blessings on your head. Judge not the Lord by feeble sense, but trust Him for His grace; behind a frowning providence faith sees a smiling face. His purposes will ripen fast, unfolding ev’ry hour; the bud may have a bitter taste, but sweet will be the flow’r. Blind unbelief is sure to err and scan His work in vain; God is His own interpreter, and He will make it plain. By William Cowper, Scottish Psalter

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Lesson 4

Day 4 – Esther 6 & 7 Review and Esther 8 - Comprehensive Chapter Study 1. Today’s lesson will review Esther 6 and 7 and then begin the study of Esther 8. Open by praying that as you review and then observe the next chapter you will receive the message that God has for you from His holy word. Read Esther 6 and 7 again 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 Esther Review Sheet. After you have done this, ask the Lord what is the spiritual significance of this chapter for you personally. How can you make Esther 6 and 7 applicable to your own life? What was revealed to you about God while you worked on Esther 6 and 7? Record your insights on the Esther Review Sheet. Now you will observe the Scripture Work Sheets for Esther 8 by answering the observation questions. • Read Esther 8, paying attention to the important words in the chapters. 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. In a narrative passage of Scripture, the main characters are always considered as key words. Mark the key words in Esther 8 in a consistent way. You might underline or circle the word or phrase with the same colored pen or pencil each time the same word is used. List here what you decided are the key words from Esther 8.

•


•

What references are made in Esther 8 that reflect cultural influences in the time of Esther?

•


2. As you read Esther 8 look for contrasts and comparisons that were used. As you read Esther 8, you might think back to earlier chapters and include in your contrasts information that the narrator recorded earlier that contrasts with information in Esther 8. Contrasts (to show differences/opposites) Comparisons (to show similarities and connections, using the words as or like)

There is more space on the next page. 52

Lesson 4

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 Esther 8 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.

What is your personal response to what you observed in Esther 8?

Close your time today by bowing before the Lord God and thanking Him for His word and what you have learned about Him when you spend time studying.

Day 5 – Esther 8 1. Esther 8 provides more evidence of God’s sovereignty and providence on behalf of His people. As you begin today’s study ask the Lord God to give you wisdom and understanding through the Holy Spirit so that you might not miss what the Lord has in store for you through His holy word. Begin with these observation questions. • What did King Ahasuerus entrust to Esther according to Esther 8:1?

It is interesting to note that the Greek historian Herodotus (in The Histories iii. 128129) said that the property of condemned criminals went to the “crown” in Susa. 53

Lesson 4 •

What was given to Mordecai according to Esther 8:2?

•

What authority did King Ahasuerus give to Mordecai and Esther according to verses 7 and 8?

•

What did the king grant to the Jewish people according to verses 11-14?

•

Think back to Esther 4 when Mordecai mourned in sackcloth and ashes… What is said about Mordecai’s clothing in Esther 8:15?

•

What were the different responses of the people when they heard of the king’s edict? The response of the Jewish people:

The response of the “people of the land”:

2.





2603 chanan watitchanen Esther 8:3 7451 ra raa`at Esther 8:3 6 'abad lª'abeed Esther 8:5 6950 qahal lªhiqaaheel Esther 8:11

Mercy, (see word study for “favor” on page 33)

Esther 4:8

Evil plan, mischief KJV, (see word study for “wicked” on page 47)

Esther 7:6

Destruction, destroy KJV, (see word study for “perish” on page 34)

Esther 4:14, 16

Assemble, to convoke, assemble (selves) together, gather (selves) together KJV

2 Chronicles 20:26

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5358 naqam lªhinaaqeem Esther 8:13 6343 pachad pachad Esther 8:17

(Take) vengeance on ISV, avenge themselves KJV, to grudge, i.e. … punish: revenge (self); fight against12 Fear, a (sudden) alarm (properly, the object feared, by implication, the feeling): dread (-ful), (thing) great [fear, ly feared], terror

2 Kings 9:7 Esther 9:23

3. What do you learn about the “seal” of the king from the book of Esther? (Look in Esther 3:12 and Esther 8:8, 10.)

The book of Daniel shares about the Hebrew people who were taken into captivity in Babylon by Nebuchadnezzar and then later were under the rule of the Persians. What was said in Daniel 6:8, 12, 15 about the king’s authority?

Sometimes the writing in the New Testament reflects the culture and history of the past, but we can miss this as we live in such a different time. Considering what you have learned about the king and his authority, read these verses and consider what they say about your salvation. a. Ephesians 1:13 b. Ephesians 4:30 c. 2 Corinthians 1:22 How would this information help you share with someone about your relationship with the Lord God, your Savior Jesus Christ, and the Holy Spirit?

4. The word assemble (as a verb) and (the noun) assembly were both used in a variety of ways in the Old Testament. For the nation of Israel, the word was used for a “military call-up, political or judicial consultation, and for worship.”13 Look at the two places the word is found in Esther and briefly explain how it was used in Esther 8:11 and Esther 9:18. Answer on the next page. 12

As translated in the Septuagint (abbreviated as the LXX), which were the Hebrew Scriptures translated into Koine Greek in the 3rd century B.C. 13 Joyce Baldwin, Esther: An Introduction and Commentary, Leicester, England, Inter-Varsity Press, 1984, 97. 55

Lesson 4

Read Hebrews 10:24, 25 to see what was written to the Hebrew people who had chosen to follow after Christ. How is the word assemble used in these verses and why is this important?

5. While reading Esther 8:13, the phrase “to take vengeance” can bring an emotional response and questions concerning the use of the word vengeance in Mordecai’s edict. In Question 2 there is a simple definition of the Hebrew word that was translated as “to take vengeance.” The word is often “associated with emotional reactions prompted by hatred.”14 Sometimes the word was used in relationship to “personal vengeance” as with Samson in Judges 15:7; 16:28 as well as with Saul in 1 Samuel 14:24; 18:25. In over half of the Old Testament uses of the word naqam, God is the subject, or the Lord was giving instructions as to how his people were to carry out His sentence of judgment.15 In Jeremiah 5 we read of God’s response to His people. Read Jeremiah 5:9 to see how God used the word vengeance. In Ezekiel 25 God’s words of judgment are recorded concerning the Gentiles who had been Israel’s enemy. Read what David said in 1 Samuel 24:12. What does this show about David’s relationship with God? In the Apostle Paul’s teaching concerning ministering within the body of Christ, he ends this passage with significant teaching about “how you are to relate to others.” Read Romans 12:14-21 to see what is taught about vengeance. Notice the Old Testament passages that Paul quoted here.

Read Jesus’ teaching (in His Sermon on the Mount) in Matthew 5:43-48. How does Jesus say His followers are to respond to their enemies?

Close by reading Psalm 43 as your own prayer before the Lord, thinking about how Israel might have prayed this prayer during the time of their captivity.

14 15

Ibid., 100. Ibid., 101.

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Lesson 5

Lesson 5 – Esther 8, 9, 10, and Review Introduction In this week’s lesson you will complete the study of the Book of Esther. Ask the Lord God to challenge and encourage your heart as you spend time with Him in His holy word. Ask God to open your heart to His truth so that you can see how the Scriptures you study this week 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.

Day 1 – Esther 8 Review and Esther 9 & 10 - Comprehensive Chapter Study 1. Today’s lesson will review Esther 8 and then begin the study of Esther 9 and 10. Open by praying that as you review and observe the next chapters you will receive the message that God has for you from His holy word. Read Esther 8 again and 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 Esther Review Sheet. After you have written your summary of the major events or a summary statement, ask the Lord what is the spiritual significance of this chapter for you personally. How can you make the narrative and dialogue of Esther 8 applicable to your own life? Record your insights on the Esther Review Sheet. Now you will begin the observation of the Scripture Work Sheets for Esther 9 and 10. Open in prayer asking for the Lord’s help. • Read Esther 9 and 10, paying attention to the important words in the chapters. Mark the key words in Esther 9 and 10 in a consistent way. You might underline or circle the word or phrase with the same colored pen or pencil each time the same word is used. List what you decided are the key words from Esther 9 and 10. Esther 9 Esther 10

•

What references to geographical locations are made in Esther 9 and 10? Esther 9 Esther 10

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Lesson 5 •

What references are made in Esther 9 and 10 that reflect cultural influences in the time of Esther? Esther 9 Esther 10

•

What references are made to specific historical information in Esther 9 and 10? Esther 9 Esther 10

2. As you read Esther 9 and 10, look for contrasts and comparisons that were used and then write these 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 Esther 9 and 10 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. 58

Lesson 5 5. How have Esther 9 and 10 ministered to you as you spent time observing these chapters today?

Close by reading Psalms 42, allowing the words of this psalm to guide you as you meditate on who God is and what He would have meant to many people of the nation of Israel who had been “scattered” about in exile during the reign of the Persian Empire.

Days 2 and 3 – Esther 9 & 10 and the Review of Esther 9 and 10 1. Right before Israel entered the Promised Land Moses reminded the people of God’s commands as well as His promises to them. In Deuteronomy 31:6, 8 Israel was reminded that to “Be strong and courageous, do not be afraid or tremble at them, for the LORD your God is the one who goes with you. He will not fail you or forsake you... And the LORD is the one who goes ahead of you; He will be with you. He will not fail you or forsake you. Do not fear, or be dismayed.” While Israel was in exile, many still lived by God’s standard. Ask the Lord to minister to your spirit as you spend time in the word, completing the last two chapters of the book of Esther. Begin with these observation questions. • One of the literary devices of the Book of Esther is that of “reversal.” What was “reversed” according to Esther 9:1?

•

According to Esther 9:2, 3, who responded to the “new” edict from the king, and why?

•

What do you learn about Mordecai in Esther 9:3, 4?

•

What did the king tell Esther about the events in Susa in Esther 9:12 and then what did the king ask Esther?

•

What information was given in Esther 9:10, 16 about the people of Israel after they fought their battles?

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Lesson 5 •

In the ANE there was great shame associated with hanging people in a public place. What do you learn about Esther and her attitude toward Haman in Esther 9:13?

•

What was said about the Jewish people’s response to the “reversal” of events in Esther 9:18-23? You might have listed these as contrasts when you completed the Comprehensive Chapter Study.

•

How would you explain Purim according to Esther 9:24-32?

•

What do you learn about King Ahasuerus and Mordecai in Esther 10:1-3? a. King Ahasuerus

b. Mordecai

2.





1419 gadowl gaadowl Esther 9:4

Powerful ISV, great KJV, (in any sense); … exceeding (-ly), far, (man of) great (man, matter, …), … mighty, more, much, noble, proud thing Pur, (see word study for “pur” on page 28)

Genesis 39:9

6332 puwr puwr Esther 9:26 60

The words pur and Purim are only used in the book of Esther. Esther 3:7; 9:28, 29, 31, 32




2142 zakar nizkaariym Esther 9:28

Remembered, to mark (so as to be recognized), by implication, to mention; also to be male burn [incense], earnestly, be male, (make) mention (of), be mindful, recount, record (-er), remember, make to be remembered, bring (call, come, keep, put) to (in) remembrance, still, think on Peace, safe, i.e. (figuratively) well, happy, friendly; also (abstractly) welfare, i.e. health, prosperity: do, familiar, fare, favour, friend, great, (good) health, (perfect, such as be at) peace (able, -ably), prosper (-ity, -ous), rest, safe (-ty), salute, (all is, be) well, … Stability ISV, (figuratively) certainty, truth KJV, trustworthiness: assured (ly), establishment, faithful, right, sure, true (-ly, -th), verity Power, might or (figuratively) positiveness: authority, strength

Deuteronomy 5:15

Greatness ISV, might KJV, force (literally or figuratively); by implication, valor, victory: force, mastery, mighty (act, power), power, strength Accepted favorably, to be pleased with; specifically, to satisfy a debt: (be) accept KJV, (-able), accomplish, set affection, approve, consent with, delight (self), enjoy, (be, have a) favour (-able), like, observe, pardon, (be, have, take) please (-ure), reconcileself Welfare ISV, peace KJV, (see word study for “peace” above)

1 Chronicles 29:30

7965 shalom shaalowm Esther 9:30

571'emeth we'ªmet Esther 9:30 8633 toqeph taaqªpow Esther 10:2 1369 gebuwrah uwgªbuwraatow Esther 10:2 7521 ratsah wªraatsuwy Esther 10:3

7965 shalom shaalowm Esther 10:3

Daniel 10:19

2 Kings 20:19

Daniel 11:7

In the majority of its uses, this word is associated with God’s acceptance of His people. Jeremiah 14:10

Isaiah 9:6

3. In Esther 9:28 the people of Israel were told that the days of Purim “should be remembered and observed.” The commands that were given to remember and/or establish a remembrance of something are found throughout the Bible. Look up these Scriptures and briefly record what is said in the following verses. Old Testament teaching: a. Exodus 13:3 b. Exodus 20:8

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Lesson 5 c. Numbers 15:38-41 d. Joshua 4:4-8

e. Psalms 45:17

Teaching about God: f. Genesis 9:15 g. Psalms 106:4-7

h. Isaiah 43:25 New Testament teaching: i. Matthew 5:23 j. Luke 1:54,72

k. Luke 22:19 l. Acts 20:35

4. How did God intervene on behalf of His people? Looking at a Thesaurus dictionary for other words that might be used for intervene, one finds the words interfere, arbitrate, mediate, intercede, get involved, and intrude. Even the opening phrase, “Now it came to pass,” in the KJV translation reminds the reader of God who brought the circumstances “to pass” or made them “happen.” Stop and think about what you have learned about Esther and Mordecai and God’s intervention in their lives. a. How did God intervene in Esther’s life?

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Lesson 5 b. How did God intervene in Mordecai’s life?

The Dispersion (Diaspora) of the Jewish People Throughout the book of Esther, the narrator mentioned that the Jewish people were in all of the 127 provinces of the Persian Empire, from Cush to India. Over an extended period of time, the Jewish people were dispersed as a nation to other parts of the world away from their home land. This dispersion was influenced by the Assyrians’ conquering of the northern kingdom of Israel and the by the Babylonians’ conquering of the southern kingdom of Judah. Later wars fought with the Greeks and Romans further scattered the Jewish people outside of their land. By the first century A.D. as many Jewish people lived outside the land of Israel as lived within the land. It is said that Jewish people inhabited every city in the first century, which helped to spread the gospel. In the Apostle Paul’s missionary journeys he always went to the Jewish synagogue first to share the gospel before going to the Gentiles. When the Greek language began to impact the world three centuries before Christ’s birth, the Greek word diaspora was used to define the dispersion of the people of Israel. Diaspora is the Greek word for scattering. The situation of the nation of Israel at the time of Esther has been compared to what took place in the time of Moses when the tribes of Jacob were enslaved to the Egyptians, and God redeemed His people through the leadership of Moses. Other biblical scholars see a connection in the life of Esther with the account of Joseph (at the end of the book of Genesis) calling both “Diaspora Novellas” as they point to God’s provision for His people through one of His children. (In literary terms, a “novella” is a short novel.)

Purim The institution of Purim is only mentioned in the book of Esther, although it is found in the apocryphal additions to the book of Esther, in 2 Maccabees 15:36, and in Josephus’ writings (Ant. Xi.6 13). Purim was called “Mordecai’s Day” in 2 Maccabee. Purim was celebrated locally, and was not one of the feasts which required the Jewish people to go to Jerusalem. Purim is mentioned in the Talmud, an important document written by the Jewish Rabbis. The word purim is the plural form of pur which means lot. Purim then reminds Israel of the actions of Haman when he cast lots and determined the time that the Jewish people would be killed. When the royal city of Susa was excavated in 1884-1886, they found a quadrangular prism (or die) engraved with the numbers 1, 2, 5, and 6 at the King’s Gate, believed to be representative of the lot used in the “casting of lots.”16 Over the centuries, other events occurred to remind Israel of their “triumphs over persecution.” For the Jewish people the 13th day of Adar (the 12th month) is a day of fasting because of Esther’s fasting (and prayer) before she approached the king as well as Continued on the next page.

16

International Bible Encyclopedia, Purim 63

Lesson 5 the fasting of the Jewish warriors before their battle. In the evening, at the beginning of the 14th day (6:00 pm) the book of Esther is read in the synagogue. When Haman’s name is read, the listeners “shout, shake rattles, and stamp their feet.”17 On the morning of the 14th of Adar, synagogue services are held again and presents are given to the poor as well as to friends. The rest of the day and the 15th are spent feasting and rejoicing. The Susan Purim, based on Esther 9:20-22 is celebrated in Jerusalem a day later (on the 15th of Adar) although the residents of Jerusalem leave the city to celebrate “outside” on the 14th! In 2007, Purim will be celebrated from March 4th through March 6th. 4. One part of finishing this portion of the lesson will be to review Esther 9 and 10. Write a brief description of the major events or a brief summary of the chapters. Then ask the Lord to help you see the spiritual significance of these chapters for you personally. The last part of the review is to think about what was revealed about God through these chapters. Record your insights on the Esther Review Sheet. The second part of finishing will be to read a prayer that has been added to several other translations of the book of Esther. It is always informative to read other translations of the Bible to see the perspective of those who translated the text and to discover what texts were used for the work. In the fourth century a church leader named Jerome, aided by his assistant Paula established a monastery in Bethlehem and then translated the canon of Scripture (as we know it) into Latin for use in the church. Included in the Vulgate’s book of Esther were several additions to the Hebrew text that were written in the Koine (common) Greek language. Jerome placed these “Additions” in what he called the deuterocanonical writings (the second canon, as separated from the standard canon). These writings are also known as the Apocrypha and they are also called the intertestament writings. Since these “Additions” were not in the Hebrew Scriptures, much “speculation” has been written about these “Additions.” Josephus, the Hebrew historian who died in 94 A.D. mentioned the “Greek Additions” in his writings, so we know they were written before Josephus’ death. The Jerusalem Bible, used by the Roman Catholic Church includes the “Additions” printed in italics within the text of the book of Esther. The “Additions” included the record of a dream of Mordecai’s before the story of Esther took place and an interpretation of Mordecai’s dream. The “Additions” also include the text of Haman’s Edict as well as Mordecai’s Edict that Nullified Haman’s. Another section is a record of Esther’s appearance before the King, I have included two of the “Additions” for you to read, which are the two prayers, one called Mordecai’s Prayer and the other known as Esther’s Prayer. Today you will end with the reading of Mordecai’s Prayer and then at the end of the last day of the review you will read Esther’s Prayer. We cannot know for certain when the “Additions” were written or by whom, but sometimes it is interesting to look at prayers that have been written by individuals in the church as they can give us insight into the heart of people who had a relationship with God. I think a valid question to ask of the Lord today is “Lord, God, what do you want me to gain from the reading of this prayer?” Continued on the next page. Mordecai’s Prayer 17

International Bible Encyclopedia, Purim. 64

Lesson 5 Then calling to mind all the wonderful works of the Lord, he offered this prayer: ‘Lord, Lord, King and Master of all things, Everything is subject to your power, And there is no one who can withstand you In your will to save Israel. ‘Yes, you have made heaven and earth, And all the marvels that are under heaven. You are the Lord of all, And there is none who can resist you, Lord ‘You know all things; you know, Lord, you know, that no insolence, arrogance, vainglory prompted me to this, to this refusal to bow down before proud Haman. I would readily have kissed his feet For the safety of Israel. ‘But what I did, I did, Rather than place the glory of a man Above the glory of God; And I will not bow down to any But to you, Lord; in so refusing I will not act in pride. ‘And now, Lord, God, King, God of Abraham, Spare your people! For men are seeking our ruin And plan to destroy your ancient heritage. Do not overlook your inheritance, Which you redeemed for your own out of the land of Egypt. Hear my supplication, have mercy on your heritage, And turn our grief into rejoicing, That we may live to hymn your name, Lord. Do not suffer the mouths of those who praise you to perish. And all Israel cried out with all their might, for they were faced with death.

Close in prayer thanking the Lord for what you have learned through the study of the book of Esther.

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Lesson 5

Day 4 – What Was Revealed about God in the Book of Esther? 1. Today you will look at the information you gathered about God each time you reviewed a chapter of Esther. Open in prayer asking the Lord God to reveal Himself to you as go back over what you recorded and as you do this consider your own personal response to God. When you started this study your life circumstances were different than they are today, and you will see evidence of this as you review the information that you recorded earlier. Now read what you recorded on the Esther Review Sheet in the column with the heading “What Was Revealed about God in This Chapter?” As you go through the information, jot down some of the qualities of God that you discovered as you studied the book of Esther and record these here.

Please take the time to think about this next question. You are in a conversation with a person and you tell them that you are just completing a study of the Old Testament book of Esther. The individual says to you, “Why is the book of Esther in the Bible, it doesn’t even have the word God in it?” How would you explain to this person that there is evidence of God in the book of Esther? You could look at the qualities of God that you listed above to help you with this. Before you begin, stop and ask the Lord to help you with this, and ask Him with whom He might allow you to share this information.

Day 5 – Review of the Book of Esther 1. As you begin today’s time of study, ask the Lord to help you with this review. Some people struggle with the review portion of inductive study. When you take the time to do this, it will help you remember the main events, and the message of the book. You just looked at part of the Esther Review Sheet yesterday. Today you will go through this sheet looking for the main events in the book so that you can write a brief summary of the entire book. What would you share about the main events that took place in the book of Esther? 66

Lesson 5

2. Throughout the book of Esther the narrator presents many of the contrasts that took place. In inductive study we look for contrasts and comparisons within each chapter, however within the book of Esther many contrasts are made throughout the book and some would call this the “literary motif” of reversal. Here is one example: • Haman was promoted, given a ring, and he wrote an edict (in Esther 3). • Mordecai was promoted, given a ring, and he wrote an edict (in Esther 8). Here are some clues to help you think of other reversals: • King Ahasuerus’ Queen: (found in Esther 1 and Esther 2) •

Mordecai’s clothes: (explained in Esther 4 and Esther 8)

Now stop and think about what else was “reversed” in the book of Esther and write these out here.

3. In closing please read the Greek “Addition” of Esther’s Prayer. Remember this is not in the Christian canon of Scripture, but is “extra-biblical” from an unknown source. Esther’s Prayer* Queen Esther also took refuge with the Lord in the mortal peril which had overtaken her. She took off her sumptuous robes and put on sorrowful mourning. Instead of expensive perfumes she covered her head with ashes and dung. She humbled her body severely, and the former scenes of her happiness and elegance were now littered with tresses torn from her hair. She besought the Lord God of Israel in these words: Continued on the next page. 67

Lesson 5 ‘My Lord, our King, the only one, Come to my help, for I am alone And have no helper but you And am about to take my life in my hands.

And make an example of him who leads the attack on us. Remember, Lord; reveal yourself In the time of our distress.

‘I have been taught from my earliest years in the bosom of my family, That you, Lord, chose Israel out of all the nations

‘As for me, give me courage, King of gods and master of all power. Put persuasive words into my mouth When I face the lion; Change his feeling into hatred for our enemy, That the latter and all like him may be brought to their end.

And our ancestors out of all the people of old times To be your heritage for ever; And that you have treated them as you promised. ‘But then we sinned against you, And you handed us over to our enemies For paying honour to their gods. Lord, you are just. ‘But even now they are not satisfied with the bitterness of our slavery: They have put their hands in the hands of their idols To abolish the decree that your own lips have uttered, To blot out your heritage, To stop the mouths of those who praise you, To quench your altar and the glory of your House, And instead to open the mouths of the heathen, To sing the praise of worthless idols And forever to idolize a king of flesh. ‘Do not yield your scepter, Lord, To non-existent beings. Never let men mock at our ruin. Turn their designs against themselves,

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‘As for ourselves, save us by your hand, And come to my help, for I am alone And have no one but you, Lord. You have knowledge of all things, And you know that I hate honours from the godless, That I loathe the bed of the uncircumcised, Of any foreigner whatever. You know I am under constraint, That I loathe the symbol of my high position Bound round my brow when I appear at court; I loathe it as if it were a filthy rag and do not wear it on my days of leisure. Your handmaid has not eaten at Haman’s table, Nor taken pleasure in the royal banquets, Nor drunk the wine of libation. Nor has your handmaid found pleasure from the day of her promotion until now Except in your Lord, God of Abraham. O God, whose strength prevails over all, Listen to the voice of the desperate, Save us from the hand of the wicked, And free me from my fear.

Appendix

Queen Esther by Andrea Del Castagno, 1450 Galleria degli Uffizi, Florence, Italy

Scripture Work Sheets

Esther Chapter 1

Scripture Work Sheets Chapter 1 1

This is what happened in the days of Ahasuerus, the Ahasuerus who ruled

over 127 provinces from India to Cush. 2At that time King Ahasuerus was sitting on his royal throne in Susa the capital. 3In the third year of his reign, he gave a banquet for all his officials and ministers, and the military leaders of Persia and Media, the nobles, and the provincial officials were present. 4He displayed the enormous wealth of his kingdom and the splendid beauty of his greatness for many days, 180 days in all. 5

When these days were completed, the king held a seven-day banquet in

the courtyard of the garden of his palace for all the people who were present in Susa the capital, from the greatest to the least important. 6There were curtains of white and blue linen tied with cords of fine linen and purple material to silver rings on marble columns. There were couches of gold and silver on a mosaic pavement of porphyry, marble, mother-of-pearl and other precious stones. 7

Drinks were served in gold vessels of various kinds, and the royal wine was

plentiful, because of the generosity of the king. 8According to the king’s decree the drinking was not compulsory because the king instructed every steward in his house to serve each individual what he desired. 9Queen Vashti also held a banquet in the royal palace of King Ahasuerus for the women. 10

On the seventh day, when the heart of the king was happy with wine, he

ordered Mehuman, Biztha, Harbona, Bigtha, Abagtha, Zethar, and Carcas, the seven eunuchs who served King Ahasuerus, 11to bring Queen Vashti to the king, wearing the royal crown to display her beauty to the people and the officials for she was lovely to look at. 12Queen Vashti refused to come at the king’s order that was brought by the eunuchs. Then the king became furious, and his rage burned within him. 13

The king spoke to the wise men who understood the times, for it was the

king’s custom to consult all those who understood law and justice. (14His closest advisers were: Carshena, Shethar, Admatha, Tarshish, Meres, Marsena, and Memucan, the seven officials of Persia and Media who had direct access to the king and who held the highest rank in the kingdom.) 15The king said, International Standard Version® - 1.4.2

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“According to law, what should be done to Queen Vashti because she did not obey the order of King Ahasuerus that was delivered by the eunuchs?” 16

Then Memucan replied in the presence of the king and his officials, “It is

not the king alone whom Vashti has wronged, but rather all of the officials and all of the people who are in the provinces of King Ahasuerus. 17When the report about the queen goes out to all the women, it will cause them to despise their husbands. They’ll say, ‘King Ahasuerus ordered Queen Vashti to be brought before him, but she wouldn’t come.’ 18This very day the wives of the officials of Persia and Media who hear the report about the queen will speak in the same way to all the officials of the king, and there will be more than enough contempt and anger. 19If it seems good to the king, let a royal decree go out from him and let it be written in the laws of Persia and Media, which cannot be repealed, that Vashti is never again to enter the presence of King Ahasuerus. Let the king give her royal position to another woman who is better than she. 20When the edict of the king that he issues is heard throughout his kingdom—for it’s vast—then all the women will give honor to their husbands, from the greatest to the least important.” 21

This seemed good to the king and his officials, so the king did what

Memucan suggested. 22He sent letters to all the provinces of the king, written in the script of that province, and to each people in their own language, ordering that every man should be the master in his house and speak the language of his own people. Chapter 2 1

After this, when the anger of King Ahasuerus had subsided, he

remembered Vashti, what she had done, and what had been decreed about her. 2

Then the young men who attended the king said, “Let beautiful young virgins

be sought for the king. 3Let the king appoint officials in all the provinces of his kingdom to bring all the beautiful young virgins into the harem in Susa the capital. Let them be placed under the care of Hegai, the king’s eunuch, who is in charge of the women to give them their beauty treatments. 4Then let the young 72

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woman who pleases the king rule in place of Vashti.” This advice pleased the king, and he did this. 5

In Susa the capital there was a Jewish man from the tribe of Benjamin,

named Mordecai, the son of Jair, the son of Shimei, the son of Kish, a Benjaminite. 6He had been taken into captivity from Jerusalem along with the exiles who had been deported with Jeconiah, king of Judah, whom Nebuchadnezzar, king of Babylon had taken into exile. 7Mordecai had raised his cousin Hadassah, or Esther, because she had no father or mother. The young woman had a beautiful figure and was very attractive. When her mother and father died Mordecai had taken her as his daughter. 8

The king’s order and edict was proclaimed, and many young women were

brought to Susa the capital under the care of Hegai. Esther was taken to the palace into the care of Hegai, who was in charge of the women. 9The young woman pleased him and gained his favor. He quickly provided her beauty treatments and gave her portions of food to her. He also assigned her seven suitable young women from the palace and transferred her and her young women to the best place in the harem. 10Esther did not make known her people or heritage because Mordecai had instructed her not to make it known. 11Every day Mordecai would walk back and forth in front of the court of the harem to find out about Esther’s well-being and what was happening to her. 12

Each young woman’s turn came to go in to King Ahasuerus at the end of

the twelve month period, at which time she was treated according to the regulations for women. This process completed the period of her beauty treatments—six months with oil of myrrh and six months with spices and cosmetics for women. 13After that the young woman would go in to the king, and whatever she asked for would be given to her to take with her from the harem to the palace. 14In the evening she would go into the palace and in the morning she would return to the second harem, into the care of Shaashgaz, the king’s eunuch who was in charge of the mistresses. She would not go again to the king unless the king wanted her and she was called for by name. 15Now Esther was the daughter of Abihail, who had been Mordecai’s uncle. Mordecai had taken Esther in as his own daughter. When her turn came to go in to the International Standard Version® - 1.4.2

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king, she did not want anything except what Hegai, the king’s eunuch in charge of the harem, advised. Esther found favor with all who saw her. 16Esther was taken to King Ahasuerus to his royal palace in the tenth month, which is the month Tebet, in the seventh year of his reign. 17

The king loved Esther more than any of the other women, and she found

more favor and kindness with him than any of the other virgins. He put the royal crown on her head and made her queen in place of Vashti. 18The king gave a great banquet for all his officials and ministers, a banquet for Esther. He declared a holiday for the provinces, and he gave gifts according to the generosity of the king. 19

When the virgins were gathered a second time, Mordecai was sitting in

the king’s gate. 20Now Esther had not declared her heritage or her people, just as Mordecai had instructed her, for Esther did what Mordecai told her just as she had done when she was raised by him. 21At that time when Mordecai was sitting in the king’s gate, Bigthan and Teresh, two of the king’s eunuchs among those who guarded the threshold, became angry and conspired to assassinate King Ahasuerus. 22The matter became known to Mordecai who told Queen Esther, and she told the king in Mordecai’s name. 23The matter was investigated and found to be true. The two of them were hanged on a pole, and this was recorded in the Book of the Chronicles in the presence of the king. Chapter 3 1

Sometime later King Ahasuerus promoted Haman, son of Hammedatha

the Agagite. He elevated him and gave him a position above all the other officials who were with him. 2All the king’s ministers who were in the king’s gate would kneel and bow down to Haman, because the king had commanded this concerning Haman. Mordecai, however, would not kneel and would not bow down. 3

The king’s ministers who were in the king’s gate said to Mordecai, “Why

are you disobeying the king’s command?” 4They told him this day after day, and he would not listen to them, so they told Haman to see whether or not Mordecai’s words would prevail; for he had told them that he was Jewish. 74


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When Haman saw that Mordecai would not kneel and bow down to him, he

was filled with anger. 6Because they had told him who the people of Mordecai were, Haman found it unacceptable to kill only Mordecai. So Haman sought to destroy all of Mordecai’s people, the Jewish people, who were in all the kingdom of Ahasuerus. 7

In King Ahasuerus’ twelfth year, in the first month, which is the month

Nisan, the pur, that is the lot, was cast before Haman to determine the day and month to do this. The lot indicated the twelfth month, the month Adar. 8Then Haman said to King Ahasuerus, “There is a certain people scattered and divided among the people throughout the provinces of your kingdom. Their laws are different than all the other people, they don’t obey the king’s laws, and it’s not in the king’s best interest to leave them alone. 9If the king approves, let it be decreed that they’re to be destroyed, and I’ll measure out 10,000 talents of silver and bring it to the king’s treasury for those who will do the work.” 10

The king removed his signet ring from his hand and gave it to Haman,

the son of Hammedatha, the Agagite, the enemy of the Jewish people. 11The king said to Haman, “The silver is given to you, along with the people, to do with them as you see fit.” 12

The king’s scribes were summoned on the thirteenth day of the first

month, and all that Haman commanded was written to the regional authorities of the king, to the governors who were over each province, and to the officials of each people. This order was written in the name of King Ahasuerus, was published in the script of each province to each people in their own language, and was sealed with the king’s signet ring. 13Letters were sent by couriers to all of the king’s provinces to annihilate, to kill, and to destroy all the Jewish people, both young and old, children and women, and to plunder their goods on a single day, the thirteenth day of the twelfth month, which is the month Adar. 14

A copy of the letter was to be issued as an edict in every province and

published to all the people, telling them to be ready for that day. 15The couriers went out, urged on by the king’s command, and the edict was issued in Susa the capital. The king and Haman sat down to drink, while the city of Susa was thrown into confusion. International Standard Version® - 1.4.2

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Scripture Work Sheets Chapter 4

1

When Mordecai learned all that had been done, he tore his garments and

clothed himself in sackcloth and ashes. He went into the middle of the city and cried out with a loud and bitter cry. 2He came as far as the front of the king’s gate, because no one was allowed to enter the king’s gate clothed in sackcloth. 3

In every province where the order of the king and his edict reached, among the

Jewish people there was great mourning, fasting, weeping, and lamenting, and many lay down on sackcloth and ashes. 4

When Esther’s young women and her eunuchs came and told her, the

queen was greatly distressed. She sent clothes for Mordecai to put on so he could take off the sackcloth that he had on, but he would not take them. 5Then Esther summoned Hathach, one of the king’s eunuchs, whom he had assigned to her, and she ordered him to go to Mordecai to find out what was happening and why it was happening. 6Hathach went to Mordecai in the city square that was in front of the king’s gate. 7Mordecai told him everything that had happened and the exact amount of money that Haman had said he would measure out for the king’s treasury in order to destroy the Jewish people. 8Mordecai gave him a copy of the written decree to destroy them that had been issued in Susa so he could show it to Esther, explain it to her, and then instruct her to go in to the king to seek his favor and plead with him for her people. 9

Hathach went and told Esther what Mordecai had said. 10Then Esther

spoke to Hathach, instructing him to go back to Mordecai with this message: 11

“Every servant of the king and every person in the king’s provinces knows

that for any man or woman who goes to the king in the inner court without being summoned there is only one law—that he be put to death—unless the king holds out the golden scepter to him. Only then he will live. For these last thirty days I’ve not been summoned to come to the king.” 12

They reported Esther’s message to Mordecai.

13

Mordecai told them to reply to Esther, “Don’t suppose that because you

are in the palace, you will escape any more than the other Jewish people. 14

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Esther Chapter 5

Jewish people from another place, but you and your father’s family will perish. Who knows but that you were brought to the kingdom for a time like this?” 15

Then Esther replied to Mordecai, 16“Go and gather all the Jewish people

who are in Susa and fast for me. Don’t eat or drink for three days, night or day. Both I and my young women will also fast in the same way, and then I’ll go in to the king, even though it’s against the law. And if I perish, I perish.” 17

Then Mordecai left and did everything that Esther had ordered him. Chapter 5

1

On the third day, Esther put on her royal attire and stood in the inner

courtyard of the palace in front of the king’s quarters. The king was sitting on his royal throne in the throne room, opposite the entrance to the building. 2When the king saw Queen Esther standing in the courtyard, she won his favor, and the king extended to Esther the gold scepter that he was holding. Esther approached and touched the top of the scepter. 3The king said to her, “What do you want, Queen Esther? What is your request? Even to half of the kingdom, and it will be given to you.” 4

Then Esther said, “If it pleases the king, let the king and Haman come

today to the banquet I’ve prepared for him.” 5

The king said, “Bring Haman quickly so we may do what Esther has

requested.” So the king and Haman went to the banquet that Esther had prepared. 6

While they were drinking wine, the king said to Esther, “What is your

petition? It will be given to you. What is your request? Up to half of the kingdom, and it will be done.” 7

Esther answered, saying, “This is my petition and my request: 8If I’ve

found favor with the king and if it pleases the king to grant my petition and to honor my request, let the king and Haman come to the banquet that I’ll prepare for them tomorrow, and then I’ll do what the king has said.” 9

Haman went out that day pleased and happy, but when Haman saw

Mordecai in the king’s gate, and that he did not stand up and tremble in his presence, Haman was furious with Mordecai. 10Haman restrained himself, went International Standard Version® - 1.4.2

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to his house, and sent for his friends and his wife Zeresh. 11Then Haman told them about his splendid wealth, the number of his sons, all the ways the king had honored him, and that he had promoted him above all the other officials and ministers of the king. 12

Then Haman said, “Even Queen Esther brought no one except me with

the king to the banquet that she held, and I along with the king have also been invited by her tomorrow. 13But all this does not satisfy me every time I see Mordecai the Jew sitting at the king’s gate.” 14

Then Zeresh his wife and all his friends said, “Have a pole made

seventy-five feet high, and then in the morning speak to the king and have Mordecai hanged on it. Then go with the king to the banquet happy.” This advice pleased Haman, and he had the pole made. Chapter 6 1

That night the king could not sleep, so he gave instructions to bring the

book of records, the chronicles, and they were read to the king. 2It was found recorded there that Mordecai had reported about Bigthana and Teresh, two of the king’s eunuchs who guarded the entrance to the restricted areas of the palace, and that they had conspired to assassinate King Ahasuerus. 3Then the king said, “What honor and distinction was bestowed on Mordecai for this?” The young men who served the king said, “Nothing was done for him.” 4

The king said, “Who is in the courtyard?” Now Haman had just entered

the outer courtyard of the palace to speak to the king about having Mordecai hanged on the pole he had set up. 5

The king’s young men said to him, “Look, Haman is standing in the

courtyard.” The king said, “Let him come in.” 6

So Haman came in, and the king said to him, “What should be done for

the man whom the king desires to honor?” Haman said to himself, “Whom would the king desire to honor more than me?” 7Haman answered the king, “For a man whom the king desires to honor, 8

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Esther Chapter 7

has ridden, with a royal crown placed on its head. 9Then give the robes and the horse to one of the king’s most noble officials. Let them put the robes on the man whom the king desires to honor, and let them put him on the horse in the main square of the city. Then let them cry out in front of him, ‘This is what is done for the man whom the king desires to honor.’” 10

Then the king said to Haman, “Quickly take the clothes and the horse

just as you have suggested and do this for Mordecai the Jew who sits in the king’s gate. And don’t let anything you’ve suggested fall through the cracks.” 11

Haman took the clothes and the horse, dressed Mordecai, and put him on

the horse in the main square of the city. He cried out in front of him, “This is what is done for the man whom the king desires to honor.” 12

Then Mordecai returned to the king’s gate, while Haman hurried to his

house, mourning and with his head covered. 13Haman told Zeresh his wife and all his friends everything that had happened to him. His wise friends and Zeresh his wife said to him, “If Mordecai, before whom you have begun to fall, is one of the Jewish people, you won’t prevail against him. Instead, you will surely fall before him.” 14

While they were still talking to him, the king’s eunuchs arrived, and they

quickly took him to the banquet that Esther had prepared. Chapter 7 1

The king and Haman went in to drink with Queen Esther. 2On the second

day the king again said to Esther as they drank wine, “What is your petition, Queen Esther? It will be given to you. What is your request? Up to half of the kingdom, and it will be done.” 3

Queen Esther answered, saying, “If I’ve found favor with you, O king,

and if it seems good to the king, let my life be given to me as my petition and my people as my request. 4Indeed, I and my people have been sold to be annihilated, to be killed, and to be destroyed. If we had just been sold as male and female slaves, I would have kept quiet, for the trouble wouldn’t have been sufficient to bother the king.” International Standard Version® - 1.4.2

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Then King Ahasuerus spoke, saying to Queen Esther, “Who is this, and

where is the person who would presume to do this?” 6

Esther said, “An adversary and an enemy—it’s this wicked Haman!” So

Haman was terrified before the king and the queen. 7The king got up from the banquet in anger and went out to the palace garden, while Haman stood there begging Queen Esther to spare his life because he realized that the king intended to harm him. 8

When the king returned to the banquet hall from the palace garden,

Haman was prostrate on the couch where Esther was. The king said, “Will this man even assault the queen with me in the house?” When the word came out of the king’s mouth, they covered Haman’s face. 9

Then Harbonah, one of the eunuchs attending the king, said, “Look, a

pole—seventy-five high—that Haman prepared for Mordecai, whose words benefited the king, is standing at Haman’s house!” The king said, “Hang him on it.” 10

So they hanged Haman on the pole he had set up for Mordecai, and then

the king’s anger subsided. Chapter 8 1

That day King Ahasuerus gave Queen Esther the property of Haman, the

enemy of the Jewish people, and Mordecai came into the king's presence because Esther had told him who Mordecai was to her. 2The king took off his signet ring that he had taken from Haman and gave it to Mordecai. Esther then set Mordecai over Haman’s property. 3

Then Esther spoke to the king again and fell at his feet. She wept and

pleaded with him for mercy to overturn the evil plan devised by Haman the Agagite and his plot against the Jewish people. 4The king extended the golden scepter to Esther, and she got up and stood before the king. 5She said, “If it pleases the king, and if I’ve found favor with him, and if the matter is proper in the king’s opinion, and if I’m pleasing to the king, let an order be issued revoking the letters devised by Haman, the son of Hamedatha, the Agagite, which ordered the destruction of the Jewish people throughout the king’s 80



Esther Chapter 8

provinces. 6Indeed, how can I bear to see this disaster happen to my people, and how can I bear to see the destruction of my kinsmen?” 7

King Ahasuerus said to Queen Esther and Mordecai the Jew, “Look, I’ve

given Haman’s property to Esther, and they have hanged him on the pole because he tried to harm the Jewish people. 8Now, in the name of the king, you write what seems good to you concerning the Jewish people, and seal it with the king’s signet ring, for a document written in the king’s name and sealed with the king’s signet ring cannot be revoked.” 9

The king’s scribes were summoned at that time, on the twenty-third day

of the third month, which is the month Sivan, and all that Mordecai commanded the Jewish people, the regional authorities, the governors, and the provincial officials of the 127 provinces from India to Cush was written down for each province according to its script, for each people according to their language, and for the Jewish people according to their script and language. 10He wrote in the name of King Ahasuerus and sealed it with the king’s signet ring. He sent the letters by couriers on horseback, riding steeds especially bred for the king. 11

What the king granted the Jewish people in every town was the right to

assemble and defend themselves, to annihilate, to kill, and to destroy every armed force of a people or a province that was hostile to them, including children and women, and to plunder their property. 12Throughout all the provinces of King Ahasuerus, the one day for the Jewish people to do this was the thirteenth day of the twelfth month, which is the month Adar. 13A copy of the document was to be issued as law in each and every province and published for all people, indicating that the Jewish people were to be ready to take vengeance on their enemies on that day. 14The couriers, mounted on the royal steeds, left quickly, urged on by the king’s command. The edict was also issued in Susa the capital. 15

Mordecai left the king’s presence in royal robes of blue and white,

wearing a large golden crown and a purple robe made of fine linen; and the city of Susa shouted with joy. 16For the Jewish people, there was light and joy, gladness and honor. 17In each and every province, and in each and every city, in the places where the king’s order and edict reached, there was gladness and joy International Standard Version® - 1.4.2

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among the Jewish people, along with a feast and a holiday. Many of the people of the land became Jews, because the fear of the Jewish people had come over them. Chapter 9 1

On the thirteenth day of the twelfth month, which is the month Adar,

when the king’s order and edict was about to be carried out, on the day when the enemies of the Jewish people expected to prevail over them, things were turned around so that the Jewish people themselves prevailed over those who hated them. 2

The Jewish people assembled in their towns throughout the provinces of

King Ahasuerus to strike out against those who intended to harm them, and no one withstood them because the fear of them had come over all the people. 3All the provincial officials, the regional authorities, the governors, and those doing the king’s work supported the Jewish people because the fear of Mordecai had come over them. 4Indeed, Mordecai was a powerful official in the palace and his fame spread throughout the provinces. Indeed, the man Mordecai grew more and more powerful. 5

The Jewish people struck down all their enemies with the sword, killing

and destroying them, and they did with their enemies as they pleased. 6In Susa the capital the Jewish people killed and destroyed 500 people. 7They killed Parshandatha, Dalphon, Aspatha, 8Poratha, Adalia, Aridatha, 9Parmashta, Arisai, Aridai, and Vaizatha, 10the ten sons of Haman, the son of Hammedatha, the enemy of the Jewish people, but they did not lay their hands on the spoils. 11

On that day the number of those slain in Susa the capital was reported to

the king. 12The king said to Queen Esther, “In Susa the capital the Jewish people have killed and destroyed 500 people, including Haman’s ten sons. What have they done in the rest of the king’s provinces? Now what is your petition? It will be given to you. What is your further request? It will be done.” 13

Then Esther said, “If it pleases the king, let it also be granted to the

Jewish people in Susa to do tomorrow what the edict allowed them to do today, and let Haman’s ten sons be hanged on poles.” 82


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The king said, “Let this be done.” So an edict was issued in Susa, and

Haman’s ten sons were hanged on poles. 15The Jewish people in Susa assembled again on that day, the fourteenth of Adar, and they killed 300 people in Susa, but they did not lay their hands on the spoils. 16

The rest of the Jewish people in the king’s provinces assembled to

defend themselves, and they gained relief from their enemies, killing 75,000 of those who hated them. But they did not lay their hands on the spoils. 17They did this on the thirteenth day of Adar and rested on the fourteenth day, making it a day of feasting and joy. 18The Jewish people in Susa assembled on the thirteenth day and again on the fourteenth, and then rested on the fifteenth day and made it a day of feasting and joy. 19Therefore the Jewish people in the rural areas who live in unwalled towns make the fourteenth day of the month Adar a holiday for joy and feasting, and people send presents to one another. 20

Mordecai wrote these instructions and sent letters to all the Jewish

people in all the provinces of King Ahasuerus, both near and far, 21establishing that they should celebrate the fourteenth and fifteenth days of the month Adar every year, 22as the days on which the Jewish people enjoyed relief from their enemies. It was a month when things turned around for them, from sorrow to joy and from mourning to a holiday. They were to celebrate these days as days of feasting and joy, and they were to send presents to one another and gifts to the poor. 23So the Jewish people made a tradition out of what they had begun to do and of what Mordecai had written to them. 24

For Haman, the son of Hammedatha, the enemy of the Jewish people,

had plotted against the Jewish people to destroy them, and he cast the pur, that is, the lot, to determine when to confuse and destroy them. 25But when Esther came before the king, he ordered through a letter that the evil plot that Haman had devised against the Jewish people be turned back on his own head and that he and his sons be hanged on poles. 26Therefore these days were called Purim, from the word pur. Because of all that was written in this letter, because of what they experienced in this matter, and because of what happened to them, 27the Jewish people established this celebration, making it a tradition for themselves, for their descendants, and for all who joined with them that they should not fail International Standard Version® - 1.4.2

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to observe these two days each year, based on the written instructions, and at the prescribed time. 28These days should be remembered and observed in every generation by each family in every province and town. These days of Purim should not be neglected by the Jewish people, and their memory should not cease among their descendants. 29

Queen Esther, the daughter of Abihail, and Mordecai the Jew wrote with

full authority confirming this second letter about Purim. 30Letters containing wishes for peace and stability were sent to all the Jewish people, to the 127 provinces of Ahasuerus’ kingdom, 31establishing these days of Purim at the prescribed time, just as Mordecai the Jew and Queen Esther had established, and just as the Jewish people had established for themselves and for their descendants. The letter included instructions for their fasting and lamentations. 32

The order of Esther established these instructions for Purim, and it was

recorded in a record. Chapter 10 1 2

King Ahasuerus imposed tribute on the land and on the islands of the sea.

Now as for all the deeds of his power and greatness and the exact statement

about the high position of Mordecai to which the king promoted him, these things are written in the Book of the Chronicles of the Kings of Media and Persia, are they not? 3Indeed, Mordecai the Jew was second in authority only to King Ahasuerus and was a powerful official among the Jewish people. Mordecai was accepted favorably by his many kinsmen, and he sought the good of his countrymen and spoke out for the welfare of all his people.

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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 People

What Events

Where Place

When Time

Why Reason or purpose

How 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

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

B.

• • • • •

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?

• • • • • •

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?

• • •

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?

• •

Words generally repeated throughout the text When removed the text is left without meaning

• •

Teaching doctrinal truth that would inform and equip those who follow after Christ Historical narrative, sharing historical events or personal testimony

• •

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”

Who is or who are the Recipient/s: Ask Questions

C. Other People Mentioned: (Either specifically, or by generalization or implication)

D. E. F.

G.

Look for Key Words

Look for Declarative Statements Look for Instructions or Commands

Look for Exhortations •

H. I.

86

• •

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

• •

Confronting the behavior of the recipient that has not honored God To advise strongly, to reprove, or to call the recipients to repentance

• •

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

Look for Admonitions Look for Warnings


Step 2

Appendix

Comprehensive Chapter Study

Observation Chapter by Chapter Purpose:

A.

Marking Key Words 1. 2. 3. 4.

B. C. D.

E. F.

To examine the details of the chapter, to see how the chapter details relate to the book Mark so your eye can see on the page the occurrence of the word This is typically done with colored pencils God, Jesus Christ, the Holy Spirit, and their pronouns are always keywords The key words become a basis for developing a list of facts

Making lists of the key words by writing phrases and sentences Reasoning through the lists of information from the key words 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

Comparisons

Dealing with ideas or bodies of truth that are similar to make some point • Identified by the words: like, as

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. 2. 3.

B.

Look at the key words in the text Look at the words with unclear meanings Look at the verbs and nouns in the text

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

87

Appendix

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

88

How?

Why?

What?

A. B. C. D. E. F.

•

•

Examine the details of the chapter Examine how the chapter details relate to the book Marking key words Making lists of facts Reasoning the lists Contrasts Comparisons Terms of expression of time, conclusion or results

Step 2 Comprehensive Chapter Studies

Step 1

The Overview: Discovering the context or the big picture of the book • Identify the author’s reason for writing • Identify the flow of thoughts which ties it together A. Author B. Recipient(s) C. Other people D. Key words E. Declarative Statements F. Instructions G. Exhortations H. Admonitions I. Warnings Deepen the understanding of the text Clarify the understanding of the text

A. Pick a word B. Look up the definition in an exhaustive concordance or an expository dictionary C. Read the definition of the word back into the text

•

•

Word Studies

Step 3

Step 5

89

To determine the paragraph and chapter themes To determine the book title Summary statements for each paragraph, chapter, and the book From the key words, declarative statements instructions, exhortations, admonitions, and warnings Use five words or less Each chapter title should be distinctive from other chapters • Descriptive of what is in the chapter B. Place each theme on the Theme and Title Chart

Paragraph and Chapter Theme and Book Title

Establish the context • within the broader context of Scripture • Amplify or clarify the • text A. A. Look up the word or phrase using: • a concordance • a topical Bible • • marginal references B. Read the cross reference C. Evaluate the message in the light of the • cross reference • •

Cross Referencing Scripture

Step 4

Inductive Study Methodology: Summary of the Process

Appendix

Esther 5

Esther 4

Esther 3

Esther 2

Esther 1

Chapter

Major Event or Summary Statement:

Esther Review Sheet Personal Spiritual Significance:

91

What Was Revealed about God in This Chapter?

Appendix

92

The Book of Esther

Esther 10

Esther 9

Esther 8

Esther 7

Esther 6

Chapter

Appendix

Major Event or Summary Statement:

Personal Spiritual Significance:

What Was Revealed about God in This Chapter?

Appendix

Word Studies Listed by English Word, Strong’s Number, and Page Number in Lesson L Hebrew Words Law 1881 A Laws 1881 Accepted favorably 7521 56x Lot 1486 Adversary 6862 47 Loved 157 Advisors 8269 14 Anger 7110 14 M Assault 3533 47 Master 8323 Mercy 2603 B Mordecai 4782 Best interest 7737 28 Myrrh 4753 Bow 7812 28 C Chronicles 1697 Contempt 963

22 14

D Deliverance 2020 Despise 959 Destruction 6 Distinction 1420

34 14 50 47

E Edict 6599 Enemy 341 Escape 4422 Establishing 6965 Esther 635 Eunuchs 5631 Evil plan 7451

14 47 33 56x 21 13 50

F Fast 6684 Favor 2617 Favor 2580 Favor 3190 Favor 2603 Fear 6343 Furious 7107 G Greatness 1369

34 22 22, 40 40 33 50 13 56x

H Honor 3366

47

J Jewish 3064 Justice 1779

21 14

K King 4428 Kneel 3766

12 28

13 28 28 22 14 50 21 22

P Peace 7965 Perish 6 Petition 7596 Pleases 2895 Porphyry 7531 Power 8633 Powerful 1419 Providences 4082 Pur 6332

56x 34 40 40 13 56x 56x 13 28

R Rage 2534 Relief 7305 Remembered 2142 Request 1246 Ruled 4427

14 33 56x 40 13

S Sackcloth, 8242 Satisfy 7737 Stability 571

33 40 56

T (Take) vengeance 5358 Throne 3678 Tribute 4522

50 13 56x

V (Take) vengeance 5358

50

W Welfare 7965 Wicked 7451 Wise men 2450

56x 47 14

93

Appendix

Bibliography Allen, Leslie C. & Timothy S. Laniak. Ezra, Nehemiah, Esther: New International Biblical Commentary. Peabody, MA., Hendrickson Publishers, Inc. 2003. Baldwin, Joyce G. Esther: An Introduction and Commentary. Leicester, England, InterVarsity Press, 1984. Brockington, L. H. Ezra, Nehemiah, and Esther. London, England, Thomas Nelson and Sons Ltd., 1969. Butler, Trent C., Editor. Holman Bible Dictionary. Nashville, Holman Bible Publishers, 1991. Clines, D.J. Ezra, Nehemiah, Esther. The New Century Bible Commentary. Grand Rapids, Wm. B. Eerdmans Publishing Co., 1984. Fee, Gordon D. & Douglas Stuart. How To Read the Bible for All Its Worth. Grand Rapids, ZondervanPublishingHouse, 2003. Hill, Andrew E. & John H. Walton. A Survey of the Old Testament. Grand Rapids, Zondervan, 2000. Laniak, Timothy S. Shame and Honor in the Book of Esther. Atlanta, GA, Scholars Press, 1998. Ryken, Leland. “Bible As Literature.” Dockery, David S., Kenneth A. Mathews, & Robert B. Sloan, Editors. Foundations for Biblical Interpretation. Nashville, Broadman & Holman Publishers, 1994. 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., 1894. The Holy Bible: International Standard Version. Santa Ana, CA, The ISV Foundation, Davidson Press, Inc., 2005. Townsend, Jim. Old Testament Highlights. Elgin, IL, David C. Cook Publishing Co. 1987. 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: 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 Topical Studies: Old Testament Worship for Followers of Christ Prayers of the Bible Women of the Word Discipleship Series Studies:

Number of Lessons: 10 4 12 8 5 10 14 22 23 10 12 12 9 9 2 11 8 12 12

The format of the Discipleship Series is different, as each lesson is like one day’s work in the other studies.

The Call to Biblical Character – An In-depth Look at the Beatitudes (Matthew 5:10-12) The Call to Bear Fruit by the Power of the Spirit – An In-depth Look at Galatians 5:22, 23 The Call to Live Victoriously by Faith – An In-depth Look at Ephesians 6:10-20 The Call to Biblical Fellowship – An In-depth Look at the “One Another” Commands A Woman’s Call to Biblical Discipleship – An In-depth Look at Titus 2:3-5 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 12 10 12 16

Book Summary The Book of Esther This in-depth study examines the life of Esther who “was taken” into the palace of the king of Persia and later chosen as the Queen of the vast Persian Empire. The lessons include the historical background of Israel leading to the reign of the Persian Empire, as well as a careful look at the God of Israel. While the book of Esther is a historical record of Israel’s captivity during the Persian reign, the message of the book also has relevance for followers of Christ who live in the 21st century. The study provides a number of options for completing the lessons. When a group is meeting weekly, each student will benefit from the review discussion suggested in the accompanying leader’s guide.

Author Profile JAN WELLS has been married forty years, is the mother of two grown children, and a grandmother. 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 over twenty years in an interdenominational ministry. The author has an M.A. in Christian Ministry from Simpson University (C&MA) and is pursuing an M.Div. from Golden Gate Baptist Theological Seminary (SBC). Sunergos Bible 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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Ezra, Nehemiah, and Esther (Westminster Bible Companion)

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Ezra, Nehemiah, and Esther (Westminster Bible Companion)

Ezra, Nehemiah & Esther (The Expositor's Bible)

Ruth, Jonah, Esther (Believers Church Bible Commentary)

God Has Big Plans for You, Esther (Discover 4 Yourself Inductive Bible Studies for Kids)

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CSB Worldview Study Bible [2018]

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