Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, 2000. / Abstract. Includes bibliographical references (leaves [56-58]).

Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, 2000. / Abstract. Includes bibliographical references (leaves [68-70]).

Thesis (D. Min.)--Midwestern Baptist Theological Seminary, 1999. / Includes bibliographical references (leaves 75-80).

Thesis (D.Min.)--Liberty Theological Seminary, 2005. / Description based on print version record. Includes bibliographical references.

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, South Hamilton, MA, 2003. / Abstract and vita. Includes bibliographical references (leaves 166-170).

Thesis (D. Ed. Min.)--New Orleans Baptist Theological Seminary, 2002. / Includes abstract and vita. "October 2002" Includes bibliographical references (leaves 109-113).

Thesis (D. Min.)--Gordon-Conwell Theological Seminary, South Hamilton, MA, 2002. / Abstract and vita. Includes bibliographical references (leaves 261-275).

The purpose of the study was to develop a model using seven elements whereby a local Church of the Nazarene congregation could establish a private elementary school. The seven areas included in the model were general information, philosophy, governance, staffing, curriculum, finance and facilities. The purpose was also to suggest a plan whereby congregationally supported elementary and secondary schools could be incorporated into a unified educational system under the auspices of the Church of the Nazarene. The interview technique was used as a data gathering device in the investigation. An Interview Guide was developed based on the review of literature. Five denominations in the State of Indiana were selected as participants in the study. Persons in the following administrative positions were interviewed: (1) superintendent in charge of school, (2) elementary school principal, and (3) pastor whose congregation operated or supported a local private elementary school. A review of literature and related research was conducted and centered on the seven educational areas included in the model. The following selected findings were summarized from the review of literature and responses to the interviews. 1. Eighty-five percent of all nonpublic schools were church affiliated in 1972. 2. Successful nonpublic schools were planned one to two years in advance of becoming operational. 3. Sixty-five percent of all administrators interviewed recommended grades kindergarten through first for the initial year of operation at a new school. Philosophy. 1. The first step in development of a school was to define the basic mission of the school. 2. All administrators interviewed agreed that only teachers and staff members who were in agreement with the philosophy of the school should be hired. Governance. 1. The usual governance method of nonpublic schools was through an autonomous, self-perpetuating board of trustees. 2. Eighty-seven percent of all administrators interviewed recommended formation of a school board. 3. Eighty-three percent of all administrators interviewed believed development of a denominationwide school system was advisable. Staffing 1. Eighty percent of all administrators interviewed believed nonpublic school teachers should meet state certification requirements. Curriculum. 1. Curriculum and philosophy were closely linked in nonpublic schools. 2. Fifty-two percent of all administrators interviewed recommended establishment of a parent curriculum committee. Finance. 1. Adequate financial resources was the major problem facing nonpublic schools. 2. Long range financial planning was considered necessary by experts in the field of nonpublic school operation. 3. Eighty-one percent of all administrators interviewed recommended establishment off an endowment program. Facilities. 1. Ninety-seven percent of all administrators interviewed recommended beginning a new school in temporary facilities. The following conclusions were based on the review of literature and the interviews conducted for the study. 1. The establishment of a church operated elementary school can be accomplished successfully by following well developed and clearly defined guidelines. 2. The success of a church operated private elementary school depends in large measure on good fiscal policy and sound financial management. 3. Extensive planning and study must be undertaken before establishing a church operated private elementary school. Adequate planning will usually take one to two years. 4. Plans to establish a church operated private elementary school must have strong, widespread support within the sponsoring congregation. 5. A church operated private elementary school must be staffed and governed by individuals who agree on basic educational philosophy and goals.

The purpose of the study was to present and analyze the music in the Slovak Lutheran Divine Liturgy from three twentieth-century liturgical settings: (1) Liturgicky Zpev ("Sung Liturgy") attached to the Braxatoris Agenda, 1922, (2) Liturgicke napevy ("Liturgical chants") attached to the Chramova Agenda, 1933, and (3) the Slovenska' Liturgia (the new "Slovak Liturgy") prepared by the Commission on Worship at the Bratislava School of Theology, 1965. The study included the hymnody in the liturgy for Holy Week as it is applied to the Holy Passion book, the Svate Pagie.The study revealed that the Slovak Lutheran liturgy was influenced by Martin Luther's German Masses that were based on parts of the ordinary and Proper of the Roman Mass and Offices, and parts of the Byzantine-Slav Divine Liturgy. Music in the liturgy was derived from Slav, Latin, Czech, and German sources.The liturgy for Sundays and festival days included: three Introit-hymns, K ie and vernacular Kyrie-hymns, Glorias, Salutations, Antiphons based on Scripture texts, chanted Collects, chanted Epistle and Gospel Lessons, the optional use of Psalm tunes, and the Aaronic Benediction. The solemn Divine Liturgy for Holy Communion consisted of combinations of liturgical Items: Preface (Sursum corda), Sanctus, the Lord's Prayer, Words of Institution, Agnus Dei, and the Thanksgiving--the Post-Communion Canticle of Simeon. Music for the liturgical settings was fairly similar.The Eastern (Slavic) qualities in the music were based on the style of Byzantine ecclesiastical music and the construction of Byzantine melodies. Intervals of a minor third were prominent. Melodic progressions were often built upon tetrachordal and pentachordal-tonal units. The Lenten Passion hymns featured hymns by the Czech Brethren that consisted of folk style structures and the use of the tripartite Bar form. Eleven of-the twenty-one Passion hymns and tunes were adaptations and translations of German chorales. Latin hymns were also translated and incorporated in the liturgy.

In a brief article published in 1939, Floyd Filson suggested that our understanding of early Christianity would be enriched if we considered the physical conditions of the early church, i.e., the house churches. In many respects, this thesis is a response to Filson's summons. The recent interest in the 'social world of early Christianity' and the non-literary evidence unearthed in this century have made this study possible (Chapters 1 and 2). The evidence confirms that the building program endorsed by Constantine is a watershed in early Christian architecture. Until the founding of the Lateran basilica (<i>c</i>.314 AD) the Christians primarily met in houses (converted or otherwise). Prior to the Peace of the Church there were three major stages of development: 1. the 'house church' proper (<i>c</i>.50-150), i.e., a domestic residence which continued to function as such while it also served to accommodate a Christian gathering. 2. The <i>domus ecclesiae</i> (<i>c</i>.150-250), i.e., renovated residences. 3. The <i>aula ecclesiae</i> (<i>c</i>.250-313), i.e., large halls used by the community. The early period of the 'house church' has been the primary focus of our study; although we have provided evidence for all three stages (Chapter 2). The 'house' provided the early believers with a gathering place that was immediately available, distinct from other venues (e.g., the Temple and synagogue), and which had the necessary appurtenances. In particular, the Christians needed a venue which could accommodate a meal (including the Eucharist). In this respect, the 'house' was a natural choice (Chapter 3). The fact that the meal was an important feature in the house gatherings can be seen most acutely when the Jewish/Gentile milieu is considered. The Jewish regulations concerning commensality (Chapter 4) and the fact that synagogues included culinary appurtenances (Chapter 5) attest to the importance of proper food (and preparation) and acceptable table companions. The meals in the house church forced the early Christians (Jew and Gentile) to determine the relevance of the regulations and ritual laws of purity and, above all, to demonstrate the reconciliatory message of the Gospel - at the table. The house was also significant for the expansion of Christianity. According to Luke, the conversion of a house owner resulted in the physical establishment of the church in a given locale (Chapter 3).