7. THE PHI-LIS'TINE OPPRESSION (Judg. 13). This was the most protracted of all, for it extended, with intervals of freedom, for a hundred years; embraced all the land, but was most heavily felt south of Mounts Car'mel and Gil-bo'a. The liberation was begun by Sam'son (Judg. 13. 5), but he was led astray by sensual lusts and became a failure. Freedom was later won by Sam'u-el at the battle of Eb-en-e'zer (1 Sam. 7. 7-14); but the oppression was renewed in the time of Saul, and became heavier than ever (1 Sam. 13. 17-20). Finally the yoke was broken by Da'vid, in a succession of victories, ending with the capture of Gath, the Phi-lis'tine capital (2 Sam. 5. 17-25; 1 Chron. 18. 1). Note with each oppression: 1.) The oppressor. 2.) The section oppressed. 3.) The deliverer. 4.) The battlefield. IV. =The General Aspects of the Period.= 1. It was an age of =individuality=. There was no strong government to oppress the people, to concentrate all the life of the nation at the court, and to repress individuality. Contrast Per'sia with Greece; Rome under the emperors with Rome as a republic. As men were needed they were raised up, for there was opportunity for character. Hence it was an age of heroes--Oth'ni-el, E'hud, Sham'gar, Gid'e-on, Jeph'thah, Sam'son, Sam'u-el, etc. Free institutions bring strong men to the front. 2. It was an age of =neglect of the law=. During all this period there is no allusion to the law of Mo'ses. Its regulations were ignored, except so far as they belonged to the common law of conscience and right. The laws of Mo'ses were not deliberately disobeyed, but were ignorantly neglected. Even good men, as Gid'e-on and Sam'u-el, built altars and offered sacrifices (Judg. 6. 24; 1 Sam. 7. 9) contrary to the letter of the law of Mo'ses, but obeying its spirit. 3. Nevertheless, it was an age of =progress=. There were alternate advancements and retrogressions; yet we see a people with energy, rising in spite of their hindrances. By degrees government became more settled (1 Sam. 7. 15-17), foreign relations arose (1 Sam. 7. 14; Ruth 1. 1), and the people began to look toward a more stable system (1 Sam. 8. 4-6). Hints to the Teacher 1. See that the outline is thoroughly committed to memory, and test the pupil's knowledge by calling upon him to read at sight the Blackboard Outline below. 2. Draw on the board an outline map of Pal'es-tine, and indicate upon it in succession the portions occupied in each of the oppressions. Blackboard Outline