Textus Receptus - Relationship To The Byzantine Text

Relationship To The Byzantine Text

The Textus Receptus was established on a basis of the Byzantine text-type, also called 'Majority text', and usually is identified with it by its followers. But the Textus Receptus has some additions and variants which did not exist in the Byzantine text before the 16th century. The Comma Johanneum in 1 John 5:7 is well known example, but there are also other texts like: Matt 10:8; 27:35; Luke 17:36; John 3:25; Acts 8:37; 9:5; 15:34; and some readings ("book of life" instead of "tree of life" in Revelation 22:19) which the Byzantine text did not have. In these cases the majority of manuscripts agree with the Alexandrian text-type against the Textus Receptus.

F. H. A. Scrivener (1813–1891) remarked that Matt. 22:28, 23:25, 27:52, 28:3, 4, 19, 20; Mark 7:18, 19, 26, 10:1, 12:22, 15:46; Luke 1:16, 61, 2:43, 9:1, 15, 11:49; John 1:28, 10:8, 13:20 are under the influence of Minuscule 1 (Caesarean text-type). Scrivener showed that some texts were incorporated from the Vulgate (for example, Acts 9:6; Rev 17:4.8). Daniel B. Wallace enumerated that in 1,838 places (1005 are translatable) Textus Receptus differs from the Byzantine text-type.

Dean Burgon, one of the main supporters of the Textus Receptus, declared that the Textus Receptus needs correction. He suggested 150 corrections in the Textus Receptus Gospel of Matthew alone.

Matthew 10:8 it has Alexandrian reading νεκρους εγειρετε (raise the dead) omitted by the Byzantine text.
Acts 20:28 it has Alexandrian reading του Θεου (of the God) instead of Byzantine του κυριου και του Θεου (of the Lord and God).

Read more about this topic:  Textus Receptus

Famous quotes containing the words relationship to, relationship and/or text:

    Women, because of their colonial relationship to men, have to fight for their own independence. This fight for our own independence will lead to the growth and development of the revolutionary movement in this country. Only the independent woman can be truly effective in the larger revolutionary struggle.
    Women’s Liberation Workshop, Students for a Democratic Society, Radical political/social activist organization. “Liberation of Women,” in New Left Notes (July 10, 1967)

    The proper aim of education is to promote significant learning. Significant learning entails development. Development means successively asking broader and deeper questions of the relationship between oneself and the world. This is as true for first graders as graduate students, for fledging artists as graying accountants.
    Laurent A. Daloz (20th century)

    What our eyes behold may well be the text of life but one’s meditations on the text and the disclosures of these meditations are no less a part of the structure of reality.
    Wallace Stevens (1879–1955)