تيطس ١:٩

Holding fast--Holding firmly to (compare Mat 6:24; Luk 16:13). the faithful--true and trustworthy (Ti1 1:15). word as he has been taught--literally, "the word (which is) according to the teaching" which he has received (compare Ti1 4:6, end; Ti2 3:14). by--Translate as Greek, "to exhort in doctrine (instruction) which is sound"; sound doctrine or instruction is the element IN which his exhorting is to have place . . . On "sound" (peculiar to the Pastoral Epistles), see Ti1 1:10; Ti1 6:3. convince--rather, "reprove" [ALFORD], (Tit 1:13).

In this chapter we have, I. The preface or introduction to the epistle, showing from and to whom it was written, with the apostle's salutation and prayer for Titus, wishing all blessings to him (Tit 1:1-4). II. Entrance into the matter, by signifying the end of Titus's being left at Crete (v. 5). III. And how the same should be pursued in reference both to good and bad ministers (v. 6 to the end).

1:9 The elders had a leading role in teaching the community. This may have been necessary in dealing with the immediate threat to these particular communities (as also in Ephesus; see 1 Tim 3:1). • Only with a strong belief in the Good News would an elder be able to provide wholesome teaching. Paul’s specific concerns are addressed in Titus 2:1–3:11, in light of the problems mentioned in 1:10-16 and 3:9-11 (see also 1 Tim 1:10). • Titus had a similar role (cp. Titus 1:13; 2:15; 3:10-11). The local leadership would carry on where Paul and his delegates left off. • Those who oppose it are described in 1:10-16.