More Than Listeners:

More Than Listeners:
Active Participation in the Learning Process
by Roger Boone
Christian's Expositor Journal
September 1993

Teaching God's Word is one of the fundamentals of the Christian's life. In the worship services, in the home, or with family or friends, at every opportunity Christians teach the Word of God.

Jesus, the Son of God, was the Master Teacher. Those who heard Him teach recognized that "He taught them as one having authority" (Matthew 7:29). Those who followed Jesus were called "disciples," literally "learners." As we learn from Jesus, we each in our turn and in our place become teachers also. In Acts 20:7, on the first day of the week, Paul spoke and "continued his message until midnight." Paul was a teacher. In Acts 18:26, Aquila and Priscilla took Apollos aside and "explained to him the way of God more accurately." Aquila and Priscilla were teachers. It says in 2 Timothy 2:2 that faithful men are to "be able to teach others also." Faithful men are to be teachers. To this Paul added in Colossians 3:16, "Let the word of Christ dwell in you richly in all wisdom." When it does, the result that follows is "teaching and admonishing one another." Every Christian is to have a knowledge of God's Word. The Word is to dwell in us. When it does we will teach it. Teach it in our homes. Teach it to our friends. Teach it in the church. We will teach it. In our proper place, we will teach it.

But teaching cannot happen without a learner. For teaching to be successful the learner must learn. A teacher may teach and there be no learning as a result of the teaching. This is futility. When learning occurs there are two who are responsible—the teacher and the learner. The teacher cannot he successful without cooperation from the learner.

"Give instruction to a wise man, and he will he wiser still; Teach a just man, and He will increase in learning" (Proverbs 9:9, New King James Version). It is not just any man but the wise man who receives instruction and becomes wiser. It is not just any man who increases in learning. It is the just man. The attitude of the learner is crucial to the learning process. The teacher and the learner are two sides of the same coin. They are joined in the process of teaching-learning.

This does not let the teacher "off the hook" when there is no learning. It is the teacher's responsibility to teach in a way that will help the learner to learn. Real teaching is happening when the teacher involves the learner in the teaching. Real teaching happens when the teacher gains the participation of the learner in the material to be learned. Much teaching goes on where there is no learning because the learner does not participate with the teacher in the teaching-learning process. Thus, the role of the teacher is not merely to present information. The teacher must present the information in such a way as to invite and encourage the participation of the learner.

Forms of Participation There are two basic forms of participation. There is passive participation and active participation. Passive participation is when the listener simply sits and listens to the instruction, but does nothing to reinforce the instruction. Passive participation is often intermittent, i.e. the mind wanders in and out of the lesson. Frequently with passive participation, what is heard goes in one ear and out the other.

Active participation occurs when the learner goes further and becomes actively involved in the lesson. Within the category of active participation there is:

1. Active mental participation, when the learner's mind is actively participating in the lesson, reviewing, critiquing, or mentally comparing it to facts already known.

2. Active physical participation, which would include reading, writing, discussing, researching, or some other physical exercise.

Passive participation is minimum participation and results in minimum learning. Active participation involves the learner to a greater degree and results in greater learning. Take a look at the Retention Triangle (figure 1) and observe that as the level of participation increases learning increases. Learning research states that learners remember:

Figure 1. The Retention Triangle, showing average retention rates by learning method.

10% of what they hear
20% of what they read,,
30% of what they see,
50% of what they see and hear,
70% of what they say about something,
90% of what they say as they do something

Furthermore, in a Handbook of Research on Teaching, by Merlin C. Whittrock, an explanation of what students do to learn is given: "Students recite, practice, seek assistance, review, check, locate sources, access materials." Note that mere listening is not even listed. Of course, listening must be understood and taken for granted, but listening alone only produces a minimum amount of learning. For real learning to occur, listening must be put into action. The student must participate further in the learning process.

If the goal of the teacher is to help others learn, then the teacher must find ways to gain the active participation of the learners.

The Example of Jesus As a wonderful teacher, Jesus frequently taught in such a manner so as to gain the active participation of His hearers. Notice the examples that follow:

1. Use of the unexpected. In Matthew 9:1-2, a paralyzed man was brought to Jesus to be physically healed. Rather than immediately giving the expected healing, Jesus said, "Son, be of good cheer; your sins are forgiven you." This was completely unexpected and immediately started discussion among the scribes. By use of the unexpected, Jesus gained their attention and their participation. They began to discuss Jesus' statement of forgiveness. Their correct conclusion was "Who can forgive sins but God alone?" (Mark. 2:7). By doing the unexpected, Jesus captured their attention and gained their participation, i.e. discussion of the subject.

2. Use of thought questions that are difficult to answer. Continuing in the story of the paralyzed man (Matthew 9:4-5), we find Jesus asked the question, "For which is easier, to say 'Your sins are forgiven you,' or to say, 'Arise and walk'?" (v. 5). This was and still is a difficult question to answer. Its answer requires thought and careful consideration. Notice further that Jesus did not give the answer to the question. He left it for those who heard it to take home for consideration. The best teaching is not always done by supplying the answer, but by giving the learners the opportunity to think about the subject for themselves. Jesus encouraged participation in the teaching-learning process by the use of difficult questions.

3. Use of statements difficult to understand. This is similar to the preceding point. In John 4, after Jesus had spoken to the Samaritan woman at the well, Jesus' disciples came and encouraged Him to eat (v. 31). He said to them, "I have food to eat of which you do not know" (v. 32). This caused the disciples to talk among themselves, wondering where He might have found something to eat. After letting them discuss and wonder about His question, Jesus answered "My food is to do the will of Him who sent Me" (v. 34). Of course, Jesus was teaching that there are more important things than physical food. But He began by engaging the minds of His disciples, gaining their participation in the teaching learning process.

4. Giving homework. In Matthew 9:9-12, the Pharisees, who were critical of Jesus' association with sinners, asked His disciples, "Why does your Teacher eat with tax collectors and sinners?" (v. l1). Jesus answered the question with "Those who are well have no need of a physician, but those who are sick" (v. 12). Jesus could have stopped there with a simple answer to the question, but He did not. He added, "But go and learn what this means 'I desire mercy and not sacrifice'." This was a quote from Hosea 6:6. It was also homework. It was something for them to take with them for further study and consideration.

5. Physical participation. At the wedding in Cana of Galilee, Jesus was asked to provide wine (John. 2:1-7). Rather than do all the work Himself, He said to the servants, "Fill the water pots with water" (vs. 7). Jesus involved them in the physical preparations for the miracle, thus gaining their interest and attention by their participation.

6. Use of parables. A parable relates some common event to a spiritual truth. The learner is interested in the comparison, and becomes mentally involved in trying to understand how the comparison between the physical and the spiritual fits together. There are several examples in Matthew 13. In the Parable of the Sower (vv. 3-8), the physical planting of a field and the growth of the seed is compared to the planting of God's Word and its growth in the heart of man. In the Parable of the Wheat and Tares, wheat and tares growing in the same field compares to Christians and non-Christians living in the same world. Their final separation is demonstrated by the harvest, which is compared to the Judgment Day. In the Parable of the Mustard Seed, a common herb of the field and its growth is compared to the growth of the church. In the Parable of the Dragnet, a net cast into the sea gathers many different kinds of fish. The fish are separated on shore. This compares to the separation of the wicked from the just at the Judgment Day. In each of these parables something common and ordinary is laid alongside a spiritual truth to gain the mental participation of the learner.

7. Relating the new to the old. In several places in the Sermon on the Mount, we find the repetition of the formula, "You have heard that it is said to those of old . . . But I say unto you" (Matthew 5:21-22, 27-28, 38-39). In each case Jesus gained the interest and mental participation of His hearers by beginning the new teaching with a reference to the old.

The Point The point of all this is to demonstrate that teaching effectively is more than just recitation of numerous facts. The teaching-learning process involves the effort of two individuals. The hearer and the teacher. The hearer must be willing and prepared to learn. The effective teacher must be prepared to teach in a way that will allow the hearer to participate in the teaching, ideally, both mentally and physically.

As a teacher, Jesus used many different methods to engage the minds of the hearers. He invited and encouraged their participation in the learning process, both mentally and physically.

As teachers, we must know that teaching is more than just the presentation of facts. Teaching is a creative process seeking to communicate knowledge through the involve-ment and participation of the hearers.

Practical Application
The majority of our teaching falls into two categories:

(1) teaching in the worship services of the church, and
(2) teaching in a home study situation. The latter category would include informal discussions we may have as individuals.

The teacher in the worship services can look to Jesus as his example, and in the course of his teaching use the following ideas to invite and encourage the participation of the hearers.

1. Say the unexpected. This will draw the wandering mind back to the subject being taught. The unexpected statement will be remembered and discussed. But make it appropriate. Use it wisely. Another name for a lesson where everything is unexpected is unorganized.

2. Ask questions. For the most part, these will be thought questions not intended to be answered as part of the worship service. Many times the teacher will ask and immediately answer his own questions. While this can be an effective means of teaching, for variation, leave some questions unanswered. These questions can be thought about and discussed at another time.

3. Give Homework. Some teachers make it their goal to answer every possible question on a subject during the course of a lesson. This is not always desirable, since it tends to end study and discussion on a subject rather than encourage further discussion. Instead, leave some questions purposely unanswered, suggesting suitable Scriptures where the answer would be found.

4. Encourage physical participation. First, encourage the use of the Bible during the lesson. Some teachers give so many Bible verses, so quickly, perhaps only briefly quoting them, that those trying to follow the lesson in their Bibles quickly become discouraged. Instead, the teacher can encourage participation by giving Scripture verses clearly, turning to the Scripture himself, then giving the verse again. Then, if people are obviously still turning to the Scripture, wait! If people know you are expecting them to study the lesson with you, more of them will!

Second, encourage the taking of notes. Being organized in the presentation of your own lesson is a great help to those who are following you and taking notes. If your outline is obvious, it will he easy for people to write it in their notes. Also, use the chalkboard. Write an outline of your lesson on the hoard. Write Scriptures you cite on the board. Any school student knows that if a teacher views the information important enough to write, it is important enough for the student to write also. Finally, parents can encourage their children to participate in the lesson by asking them simple questions on the drive home that are appropriate to their age.

Teaching in the home study situation will allow the teacher even more room to gain the active participation of the hearer. In addition to all the above methods which could be used in the worship services, in a home Bible study a teacher can also do the following things to stimulate active participation.

1. Allow the hearer freedom to choose their own study topics. Especially in the beginning, those new to a study of God's Word often have topics of interest that need to be explained before further study can progress. The answers to these first study subjects can often lead to discussion of more pressing subjects, such as salvation.

2. Allow discussion. Discussion makes the hearer feel respected. It also allows the teacher to find out what the hearer does and does not know. Discussion allows the teacher to tailor the teaching to the learner.

3. Give homework. Even more so than in the formal worship services, homework is appropriate to the home Bible study. it lets the learner be involved in the study in between meetings with the teacher.

4. Give outlines. These outlines can be studied later when the learner finds a specific need for information. I still have all of the handwritten Bible study outlines given to me by the first person to study with me before I became a Christian. These outlines can contain some of the most important information the learner will ever receive, viz., notes on God's plan of salvation.

5. Role playing. Ask the learner to reverse roles and teach you about a subject. This will involve the learner to the greatest level. It will demand that they study the subject then prepare a logical lesson. Once a person can teach a subject, at least the basics of the subject will be known.

Conclusion The participation of the learners not only aids the learning process, it drives the learning process. Where there is no participation there is no learning. Where participation is minimal, learning is minimal. To maximize learning, maximize participation.

The prophet Hosea wrote, "My people are destroyed for lack of knowledge" (Hosea. 4:6). It is certainly not our wish that this would ever be said of us. Knowledge of God, His ways, and His Word are crucial to the survival of Christians in a sinful world. Learning is the gaining of knowledge. As learners we must realize that to learn we will have to do more than passively sit and listen. We will have to participate, read the Scriptures, write the Scriptures, think the Scriptures, practice the Scriptures. As teachers we must realize that standing up and quoting knowledge is not necessarily teaching anyone anything. Effective teaching invites and encourages the participation of the learners.

1765 Cecil Ave., Fortuua, CA 95540.

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Sermon on the Amount

by Tony Denton
Christian's Expositor Journal Dec 1993

The story is told that a man had a heart attack and was rushed to the hospital. He was not to receive many visitors or be overly excited. While in the hospital, a rich uncle died, leaving him $1,000,000. His family wondering how to break the news to him, decided that they would ask the preacher to tell him as gently as possible. So, the preacher went, gradually leading up to it. He finally asked the patient what he would do if he inherited $1,000,000. The man said ''I think I would give half of it to the church." The preacher dropped dead!

Would we be so shocked to discover that there are Christians who give very liberally to the Lord, as much as twenty percent of their income? The purpose of this essay is to give four reasons why we should not be shocked when we discover such.

Giving Very Liberally
Is for Our Own Good Malachi once wrote concerning God's anger with His people over their selfishness and lack of giving. "Will a man rob God? Yet you have robbed Me! But, you say, 'In what way have we robbed You?' In tithes and offerings. You are cursed for you have robbed Me, even this whole nation" (Malachi 3:8-9) When the Jews held back part of their tithes, or brought inferior products to the service, they were thereby robbing God, and God cursed them. Thus, it would have been to their clear advantage if they had been giving to God as He expected --- unselfishly and liberally.

Paul reinforced this truth of how giving is for our own good in the New Testament. "He who sows sparingly will also reap sparingly, and he who sows bountifully will also reap bountifully" (2 Corinthians. 9:6). Because the Philippians had been so liberal in aiding Paul (Philippians 4:10-18), he wrote, "My God shall supply all your need according to His riches in glory in Christ Jesus" (Philippians 4:19).

A preacher asked a member of a church, "Are you interested in going to heaven?"

"What a question to ask me, preacher," said the man. "Of course, I'm interested in heaven!"

The preacher then asked, "How much have you given to the church?"

The man responded, "Now just a minute, preacher. You can ask me all the questions you want to, but when you ask about money you've gone a mite too far. It's none of your business! That's one thing I never do, go around bragging about how much I give when people ask like you did, I'm not going to tell them. (Just makes me glad 1 didn't give anything! The very idea, asking me if I was interested in heaven!)"

Giving Liberally Is for the Good of the Church Referring back to what Paul said in Philippians 4 demonstrates how their liberal giving to save souls: "You sent aid once and again for my necessities. Not that I need a gift, but I seek the fruit which abounds to your account," (Philippians 4:16-17). Paul may have had the Philippians in mind when he wrote to Titus, saying, "Let our people also learn to maintain good works, to meet urgent needs, that they may not be unfruitful" (Titus 3:14, Romans 15:26-27 ; 2 Corinthians. 8:9; 1 Timothy 5:3). However, many Christians are like the two Arab chiefs in the following story:

Colonel T. E. Lawrence told of two Arab chiefs who came to London and were entertained in a luxurious hotel. He asked them if they would like to take something back as a reminder of his country, and they said, "We have decided that we would like to have two of those hot water faucets to take home with us. It would be a great thing in Arabia to be able to turn them on and have hot water anytime." But, when the Colonel explained that behind the faucets on the wall there had to be an intricate pattern of wells and plumbing systems if the faucets were to work, they decided that hot water faucets were not what they wanted after all.

Sometimes we are like that. We want people out spreading the gospel, and we want the sick aided along with all the other types of help the church is authorized to give; but, when we are told about generous contributions of cold hard cash necessary to keep these things in existence, how easily we decide that we really did not want those things after all.

Everyone should understand that the church operates on finances, not unlike any other institution on earth, and the more money there is in an institution, the better job it can do! A story is told that a certain treasurer of a church resigned. Another man, the manager of a grain elevator, was asked to take the position. He agreed to do so if, for one full year, the church would require no report concerning the church's finances. The members were puzzled at the strange request, but finally granted it. (Most of them had him processing their grain, so they trusted him.) At the end of the year a glowing report was given. The church's debt of $25,000 on the building had been paid in full. What the preacher received had been increased. There were no outstanding bills. And, there was even a cash balance of $25,000 on hand. A pleasantly surprised congregation wanted an explanation. "Most of you bring grain to the elevator," the man replied. "When I paid you, I simply withheld ten percent on your behalf and gave it to the church in your name. You never missed it. Do you see what we could do for the Lord if we were willing to give at least the first tenth of our income to the Lord?"

Although we understand that Christians should not attempt to prove a point in such a questionable manner, yet the point that the church can run smoother and better if Christians give generously to it is easily understood and should be well taken.

In 2 Corinthians 8:12, the phrase "a willing mind" is translated from the same word as "readiness" in verse 11, and it means "eagerness" Without willingness to do the Lord's work there will certainty never be very much accomplished. We should have the Macedonian attitude as found in 2 Corinthians 8:1-16.

How much should we give if we want to aid the church? Let the amount he determined by how much we ourselves would like to get (Luke. 6:38; Matthew 7:12). Let the amount he in direct proportion to our faith --- little faith, little amount; great faith, great amount (Matthew 6:33). Let the amount be in proportion to our love for our fellowman. Do we want the gospel taken to those who are lost, the hungry fed, the naked clothed, and care for the sick and aged? Then we must give according to our love for our fellowman. And, let the amount be determined by how much we are prospered (I Corinthians 16:2).

The story goes that a mother and daughter attended the worship of a church. After the services the mother was telling the rest of the family and a neighbor how boring the services were: the singing did not suit her, the preacher talked too long very few came around and spoke to her, and on and on she went. Finally, the little girl piped in, "But Momma, you can't expect much for only a dime!"

Giving Very Liberally Is Taught by The New Testament Paul said, "On the first day of (every) week, let each one of you lay something aside, storing up as he may prosper." The teaching of this verse will regulate the amount given prospering members of the church. The all too common practice of chipping in an old worn out dollar bill or two, week after week, year in and year out, regardless of how our income may fluctuate, is an unrealistic and unscriptural basis on which to give. The very language of Paul suggests that our giving is founded on a percentage basis: "Lay something aside ... as he may prosper." Whatever amount we lay in the offering plate on the Lord's day is exactly what we are telling God He has prospered us! In our rich, prosperous country, it is easy for us to be guilty of covetous giving, that is, not giving as we have been prospered (cf. 1 Corinthians 5:11).

The old adage "The more we have the more we want" is not far off the truth for most Americans. Years ago a young man knelt down with a preacher and prayed, committing himself to give a tenth of what he made to the church. The first week's pay was $10, and the tenth was $1. As he grew older he became more prosperous, and his tenth was $100 a week, then $200, and then $500 a week. He sent for his old preacher friend. The preacher arrived, at the man's beautiful home, and they had a good time talking over old times. Finally, the man came to his point. "You remember the promise I made years ago to give at least a tenth of all I made to the church? How can I be released from it? It's like this," the man continued, "when I made that promise I had only to give $1, but now it's $500. I can't afford to give that kind of money." The old preacher looked at his friend and said, "I'm afraid you cannot get a release from a vow, but there is something we can do: we can kneel here and ask the Lord to shrink your income so you can afford to give a dollar again."

Giving Liberally Is A Sign of Our Appreciation to God Paul explained that the Law of Moses possessed no glory compared to the glory of the new law (2 Corinthians 3:10; Hebrews 8:6). In addition, hope is not built on the blood of animals, but on the ultimate sacrifice of the Son of God Himself. With all this in mind, can you imagine the Jews on the day of Pentecost wiping the sweat from their brows, saying, "Oh boy! Now we don't have to give God so much anymore!" Certainly not! Rather, their love for Christ and God provoked them to sell both houses and lands in order to give money for the cause of Christianity (Acts 2:44-45; 4:34-37). Someone once said, "If a Jew gave more under the law of sin and death than a Christian gives under the law of grace, it's a dis-grace."

Jesus said, "Everyone to whom much is given, from him much will he required. and to whom much has been committed, of him they will ask the more" (Luke. 12:48). Certainly we have been given much more under the Christian system than those under the Mosaical system. Think about this: when we give less than the Israelites, we are doing less than what was required of the poorest Jew! Therefore, we should he willing to give more to God --- He deserves it!

Yes, there are many Christians who are giving beyond their ability to express their gratitude to God for His unspeakable gift (2 Corinthians. 9:15). Nonetheless, we should not conclude that God desires some members to he eased while a faithful few are burdened (2 Corinthians. 8:13-14). God is an equitable God, which, incidentally, is why the tithe was required under the Law, and not a specified amount for each person.

Conclusion We should give very generously because it is for our own good, for the good of all other people and the church, it is taught in the New Testament, and we owe it to God. If we manifest these attributes, no one will he surprised what we give to God, no matter how much it may be. Rather, knowing these facts should shock us when we find people who do not give very liberally, that is, a predetermined percentage of their income which will go to the Lord right off the top every week.

"Honor the Lord with all your possessions, and with the first-fruits of all your increase"
(Proverbs 3:9).

407 N. Kings Rd., Henryetta. OK 74437

WHAT CAN YOU DO?You can accept the authority of Christ by doing what He commanded (Matthew 7:21; John 14:15; 15:10-14; Luke 6:46).
Notice the pattern for becoming a Christian as revealed in the Scriptures. The Gospel was heard, resulting in faith (Romans 10:17). Repentance of (turning away from) sin (Acts 17:30) and confession of Jesus as the Son of God followed (Romans 10:10). Believers were baptized INTO Christ for the remission (forgiveness) of sins (See Galatians 3:27; Colossians 2:12; Acts 2:38; 22:16; Mark 16:16; Romans 6:3-5; 1 Peter 3:20-21), and added to His church (Acts 2:47). Christians were taught to be faithful even to the point of death (Revelation 2:10).

WE WELCOME YOU
Following the instructions of the Scriptures, members of Christ’s body [collectively called the “churches of Christ” Romans 16:16),] assemble as congregations for worship, encouragement, and Bible study. The congregation in your community welcomes you to investigate the Bible with us. With a spirit of brotherly love we would seek to reconcile any differences by following the Bible ONLY. We recognize the Bible as God’s inspired word, the ONLY reliable standard of faith and practice. We desire the unity for which Christ prayed and which the Bible emphasizes in the expression, “one Lord, one faith, one baptism.” Together we seek to maintain “the unity of the Spirit in the bond of peace.”

A friendly welcome awaits you. We do not wish to embarrass you in any way. You will not be asked for contributions. We assemble for Bible study and worship each Sunday morning and we welcome you to meet with us. We would be happy to talk to you about your questions and we want to be of encouragement.

If you have any comments or questions --- or would like the location and contact names of a congregation of the church belonging to Jesus Christ near you, please e-mail me at BibleTruthsToU@Gmail.com or call 253-396-0290. Thanks, Dennis Crawford, editor.

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Backbiting

by Monte Wood
Christian's Expositor Journal Dec 1993

The tongue is described by the writer James as an, "unruly evil, full of deadly poison" James 3:8, New King James Version). It is apparent in the church that we are proving this statement to be true. Brethren, the poison is being released in lethal doses throughout our brotherhood, and it is time for us to address this problem for two vital reasons: it is jeopardizing the souls of many Christians and dividing them in their service to God. It is also hindering the spiritual growth and unity of the church by causing division and strife among God's people. It was Jesus Christ Himself in Matthew 12:25 who said, "Every Kingdom divided against itself is brought to desolation, and every city or house divided itself will not stand." I understand in the context of this statement, that Jesus Christ is speaking to a group of Pharisees and addressing their belief that Jesus is casting out demons in the name of Beelzehub. Pay close attention; however, to the insight that Jesus provides us when He makes this statement.

"Every Kingdom divided against itself is brought to desolation." We as members of Christ's body (1 Corinthians 12:27), too many times are divided because someone has lost control of their tongue and said harmful words against another. What frequently happens is that everyone will choose a side and thus the unity of that congregation is damaged if not broken. How can a congregation commit itself to the Lord's work if they are squabbling amongst themselves?

Christ goes on to say, "Every city or house divided, against itself will not stand." It is interesting to note that Christ refers to the individual as a city in Matthew 5:14. Christ also refers to our spiritual lives as a house in Luke 6:48-49 and Matthew 7:24-27. We cannot stand as individuals in God's Kingdom if we are divided in our service between God and the works of this world (Matthew 6:24). That is exactly what happens when God's people begin to speak evil against one another; we are divided in our service.

The sternest warning comes straight from God's Word in Romans 1. As the writer Paul warns the Romans about the wrath of God upon their unrighteousness --- notice in verse twenty-nine what is squeezed between "whispers" and "haters of God" ---"backbiters." The word "backbiter" in this verse is translated from the Greek word katalaleo with the first derivative kata meaning "against" and the second derivative laleo meaning "to speak." Do you hear and understand what God is telling us? The sin of speaking evil against one another is numbered right up there with those who hate God, murderers, the unforgiving, etc. That may come as a surprise to many who tend to "rank" sins on a scale of one to ten (even the writer of this article has been guilty of this at times). We would like to think that murder is a ten and its punishment deserves the full wrath of God, while backbiting "ranks" somewhere from one-to-three and the punishment should be far less severe. Wrong! The Bible says in verse 37 of this chapter that "those who knowing the righteous judgment of God, that those who practice such things are worthy of death." What was Paul saying? Did you know that if I speak evil against another that I am worthy of death --- the same punishment as a murderer? How much stronger of a warning do we need before we start paying attention to this sin?

"But so-and-so said this and thus about me, so I have every right to say what I said." How many times have you heard this excuse? I will he honest, I have heard it as many times as I have used it myself. I have justified my sin with the human logic that I can say whatever I choose about the other person because they have backbitten against me first, I am justified, correct? Wrong! We have lost sight of what the Bible teaches us in I Peter 3: 8-9 that we are not to return evil for evil:

"Finally, all of you be of one mind, having compassion for one another; love as brothers, be tenderhearted, be courteous; not returning evil for evil or reviling, but on the contrary blessing, knowing that you were called to this, that you may inherit a blessing," (I Peter 3:8-9).

I understand how easy it is at times to fall into this trap. The thing that has helped me the most in dealing with this sin is to understand my role as a follower of Jesus Christ. Christ says unto His disciples in John 13:16: "Most assuredly, I say to you a servant is not greater that his master; nor is he who sent greater than he who sent him." We must realize that Jesus Christ is our Master and we are never above those things that Christ had to suffer while He was on this earth. Keep deep within your heart Jesus's words, "a servant is not greater than his master." Now, listen to Peter as he puts our lives in Christ into perspective:

"For to this you were called, because Christ also suffered for us, leaving us an example, that you should follow His steps: 'Who committed no sin, Nor was guile found in His mouth' who when He was reviled, did not revile in return; when He suffered, He did not threaten, But committed Himself to Him who judges righteously," (1 Peter 2:21-23).

Our role in Christ, as is advised in verse 21 is to follow in Jesus's steps. He left us an "example" not so that we would turn to our own ways. but that we would follow His perfect example. If Christ our Master "suffered" then it falls upon our shoulders to suffer also. Remember, "a servant is not greater than his master." How many of us can say that the things we suffer due to someone's backbiting are worse than the suffering that Christ went through here on this earth? Does anyone dare say that they are greater than Jesus Christ, so they do not have to suffer? Instead of biting back at others we should follow Christ and commit ourselves to Him who judges righteously. We are never justified in our motives for backbiting. Two wrongs do not make a right.

I believe it is safe to say that we have all felt the sting of the backbiter's tongue. It hurts does it not? What upsets me the most about this sin is that many times it occurs when one of our brothers or sisters in Christ is struggling with their spiritual lives. We seem to jump into our little groups and start chattering away about the sister who has cut her hair or the brother who has been skipping services. It seems that when we need each other the most to bear one another's burdens, "Brethren, if a man is overtaken in any trespass, you who are spiritual restore such a one in a spirit of gentleness, considering yourself lest you also be tempted. Bear one another's burdens, and so fulfill the law of Christ." (Galatians 6:1-2); instead we just add to the frustration and weight of the burden upon those who need us the most. Why is that?

If there is one thing we need to learn more than anything else, when it comes to dealing with our brothers and sisters, it is compassion. I would say that ninety percent of the time we do not know the whole story. Many times we cannot understand what someone else is going through because we have not been there ourselves. There is a story from the life of our Savior Jesus Christ that I invite yon to study. This gripping example of compassion is found in John 8:1-12. I encourage you to read it. Study it. Visualize every little detail found in those twelve short verses and you will see the compassion that we need to have in our lives. I guarantee, you will he moved in your soul. Then remember again, "a servant is not greater than his master" If Christ can show such compassion, then so must we.

If there is a cure for this problem it is love. When we have love in hearts for our brothers and sisters it makes it real hard to speak against them. When we love someone we try and understand. We help. We encourage. We never give up hope because love is the tie that binds two hearts together.

I received some good advice not too long ago from a brother. He put it like this: "There is found in I Corinthians the thirteenth chapter a definition of love. If you will take that definition of love and apply it to every area. of your life that you are commanded to love you will be pure in your service to the Lord. Love is the key to serving the Lord; just as it was the key to God's plan for man's redemption."

I still hold that as the best advice that I have ever been given. I understand that one who loves his brothers and sisters in Christ (1 John 2:10) will not speak evil of them. How can I say that I am suffering long with my brother if I speak evil against him? How can I say that I am being kind to my sister it I am speaking evil against her? Do I love my brother when I behave rudely toward him by backbiting against him? It all comes together when Paul says, "Love never fails" (1 Corinthians 13:8). We will not fail to comply to God's law if we love with the kind of love that is defined in I Corinthians 13. That includes the sin of backbiting.

The sin does occur, and my guess is that it will always be a problem. We can minimize the effect that it has on our congregations and our relationships with our brothers and sisters in Christ. Many times the worst effects of this sin are felt when it is not handled properly. Jesus Christ gives us instruction on how to deal with a brother who sins against us. Backbiting would fall under this instruction:

"Moreover, if your brother sins against you, go and tell him his fault between you and him alone. If he hears you, you have gained your brother. But if he will not hear you, take with you one or two more, that 'by the mouth of two or three witnesses every word may be established.' And if he refuses to hear them, tell it to the church. But if he refuses even to hear the church, let him be to you like a heathen and a tax collector," (Matthew 18:15-17).

Our first step in dealing with this problem, as instructed by Christ, is to go to that brother alone. This problem does not need anyone else involved at this point. That means if you have told one person, even if it is your closest friend, you have told too many people. We all have people that we confide in. The person you tell may go and tell another person. That means four people have been brought into a problem that involves only two. If the cycle continues this small problem is blown way out of proportion.

The first step also involves going to that brother in private. Before a crowd of people is not the time or place to talk to this brother about the problem. People will probably see your discussion and wonder what is happening. That's a good way for rumors to start and even more problems to a rise.

Ninety percent of the time the problem will be solved on the initial private visit. If it is not resolved, Christ gives further instruction on how to deal with the problem --- "Take with you one or two more, that 'by the mouth of two or three witnesses every word may be established'" (Matthew 18:16). The purpose of this meeting is so that you will have witnesses to affirm your attitude towards the problem and to be certain that every word is in sincerity and truth.

When you choose those two or three to go with you do not choose your best friends. If that is the case, the second party may feel you are ganging up on them. Make sure you pick someone the second party respects and will listen to. An elder or deacon (if available) is usually a good choice in the selection of your witnesses. You want to make sure the second party knows you are serious about this situation, while at the same time they are comfortable with the group of people.

I have never heard of it happening where the problem of someone backbiting against another has been brought before the church, though that does not mean it has not or will not. But if it does, that is exactly what should happen. The whole purpose for these proceedings is to solve a problem that could cost the other party their soul and cause strife and division in the church. Christ's words are simple. "And if he refuses to hear them, tell it to the church. But if he refuses to hear the church, let him he to you like a heathen and a tax collector" (Matthew 18:17). We must stand strong in the words of Jesus Christ. This whole process is for the betterment of the individual and the congregation. If he does not hear the church he is to be disfellowshipped. It may seem a heavy sentence, but it may just take that for them to realize their sin. If they do finally come to their senses then you have gained your brother and kept him from the sentence of death on the judgment day, (Romans 1:32).

I am sure that almost everyone will agree that the sin of backbiting is an excessive problem among God's people. In this article we have seen the warning from God about this sin --- death. Hell should he good enough motivator for us to guard against this sin in our lives. Also, those concerned with the growth and unity of the church should he prepared to deal with this problem if it does arise. The best way to stop this problem is to make sure that God's people are well educated in its punishment, effects, and how to deal with it. This has been the motivation behind this article. I pray that if anything has been said that is not in accordance with God's will that I will be contacted and corrected.
Box 83, Vanzant MO 65768

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Table of Contents CE Sep 1993

Christian's Expositor Journal
September 1993
Issue Editors: Alan Bonifay, Raymond Fox

*** PLEASE NOTE: IF YOU SEE AN ARTICLE LISTED THAT IS NOT POSTED YET THAT YOU WOULD LIKE POSTED PLEASE CONTACT ME AND I WILL DO SO ASAP, Dennis at BibleTruths@hotmail.com ***

Successful Teaching: The Foundation for Growth**
by Raymond Fox
The greatest obstacle to growth in many congregations is the sad state of congregational teaching.

Teaching the Lost**
by Bennie Cryer
The congregation that is not teaching the lost is not fulfilling the Lord’s commission. Here is practical advice to help you reach The lost.

Teaching Wayward Christians**
by James D. Orten
How large would your congregation be if all the backslidden members were
reclaimed from the world?

Preparing an Edifying Chapter Study
by Wayne L. Fussell
Chapter study does not need to be a boring routine. Studying through the
Bible by chapters should be enjoyable and edifying for
teacher and congregation.

“Impress Them on Your Children**”
by Greg DeGough
Whatever we decide about the importance or unimportance of Bible study
with our children, it will take only one generation to reap a harvest.
What will the harvest be? Rejoicing or regrets?

Organizing Thoughts for a Topical Sermon
by Joe Norton
Do not be satisfied with complacency and mediocrity in the pulpit. Successful topical teaching can only come through diligent study and planning.

Selecting a Topic for Teaching
by Carney Briggs
Effective topic selection is one of the most overlooked responsibilities
of congregational teachers.

Teaching Christians in Home Bible Studies**
by Doug Edwards
The need and value of house to house teaching of the Bible to Christians.

Building a Basic Bible Study Library
by Michael Fox
Recommendations for congregational teachers of books that are generally trustworthy, in print, and suitable for teachers with beginning or intermediate experience.


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“Impress Them on Your Children”

by Greg DeGough Only one generation. Whatever we decide about the importance, or unimportance, of Bible study with our children, it takes only one generation for our decision to bear fruit. We may not live to see the full consequences of our decision. Then again, we might see them and weep with regret if we have wasted opportunities, or rejoice if we have chosen well. Christian parents who have lost their children to Satan’s schemes find little comfort in life. Nothing can relieve their heartache and self-accusation. Parents whose children are faithful Christians have peace and satisfaction. They may have little material wealth when they die, but they leave heavenly treasure, a rich legacy of Christian faith for their children and grandchildren.

Desire for wealth causes many American parents to neglect Bible training for their children. Many parents think that their family’s financial future is more important, and urgent, than their spiritual future. They believe that they cannot always make money, but there will always be time to serve God. In fact, the reverse is true. There is no way to recover the lost years that most American families spend in the accumulation phase. After most of what we accumulate has slipped through our hands, we have nothing truly valuable. Having laid up treasures on earth, we must now fight with moth, rust and thieves to preserve what will someday be given to someone who has not worked for it (Ecclesiastes 2:21). Our children also are accumulating during this period. They are accumulating values, storing] knowledge. The rest of their existence depends on what they accumulate in those few years.

It Was Not Your Children Who SawTraining children takes time, and time is precious to a busy parent. It is easier to assume that our children will catch what they need from us than to take time to train them to be Christians. But the “way of assumption” is a dangerous path for parents to walk. We assume that because we are Christians, our children will be also. We assume that because we know the Bible, our children will also. We assume that because we live by a certain moral standard, our children will also. Sometimes it works that way, if we are fortunate. Most often the way of assumption has no particular destination we aim at nothing and we usually hit it.

In Deuteronomy 11:2-7 Moses says:“Remember today that your children were not the ones who saw and experienced the discipline of the Lord your God: His majesty, His mighty hand, His outstretched arm; the signs He performed and the things He did in the heart of Egypt,. . . It was not your children who saw what He did for you in the desert until you arrived at this place, . . . it was your own eyes that saw all the great things the Lord has done.”

This is why God commanded the Israelites to teach their children. Hiss law and their salvation history. We know this because Moses repeats the same instructions about family teaching (Deuteronomy 11:18-21) wrote previously (Deuteronomy 6:4-9). Israelite parents could not assume that their children would grow up respecting God. They had to teach their children, planting respect for God in their hearts. The prophet

“I will open my mouth in parables, I will utter hidden things, things from of old—what we have heard and known, what our fathers have told us. We will not hide them from their children we will tell the next generation the praiseworthy deeds of Lord, His power, and the wonders He has done. He decreed statutes for Jacob and established the law in Israel, which he commanded our forefathers to teach their children, so the next generation would know them, even the children yet to be born, and they in turn would tell their children. Then they would put their trust in God and would not forget His deeds but would keep His commands” (Psalms 78:2-7).

Our children will not trust God merely because we do. They will trust God after we train them to love Him.

Because it Is RightThe goal of teaching is the student’s growth and maturity. Part of the evidence of maturity is self-motivation and independent thinking. Parents must provide the tools their children will use when thinking and encourage them to launch out into new areas of discovery. If teaching methods foster dependence and mere imitation, they hinder a child’s growth. Dependence and imitation are important in the early stages of a child’s development, but eventually the child will need to make decisions based on his will and wisdom.

Paul wrote, “Children, obey your parents in the Lord, for this is right” (Ephesians 6:1). He appealed to each child’s moral sensibility. A child should obey the Lord, or parents, because that is the right thing to do, not merely because Dad and Mom will be disappointed or punish him. When a child is trained to act based on what is right, he can make difficult decisions independently and confidently.

In the same way, a child must learn to study the Bible independently. As we teach Gods Word to our children, we must implant the joy of knowing the Fathers will in their hearts. They must desire to know God independently. Then they will seek Him and His will because they love Him. That is the greatest challenge of training our children.

The Old MethodThe New Testament does not emphasize methods of teaching children. Fathers are responsible for training their children (Ephesians 6:4; Colossians 3:21), and they must not exasperate or embitter. This has bearing on teaching methods; they must instruct and train without causing bitterness. But the New Testament does not specify methods of teaching children.

The New Testament writers do not emphasize methods of teaching children, because they assume that the Old Testament methods are sufficient. The teaching principles written in the Old Testament apply to any culture, at any time in history. That is the beauty of truth; it can be applied universally, if we use the Old Testament methods as a pattern for teaching our children, they will find joy in learning about God.

It Begins in Your HeartOne thing stands out when we study the Old Testament instructions about training children. Almost all the passages begin like this: “Love the Lord your God with all your heart and with all your soul and with all your strength. These commandments that I give you today are to be upon your hearts” (Deuteronomy 6:5-6; cf. 4:9-10; 11:18-21;
32:45-47) The first step in creating joyful learning about God is:

1. Set a precedent of love for God and His Word. An alcoholic cannot teach his children sobriety. A smoker cannot teach his children to avoid cigarettes. A Christian who is distracted by life’s cares cannot teach his children to devote time to loving God and His Word. If these children decide not to follow their parents, it is usually in spite of their parents’ example, not because of their parents’ teaching. All the parents’ instructing words fall on ears deafened by the volume of the parents’ example. Therefore, the most important preparation we can make in training our children to love God is to practice loving Him with all our heart, soul and strength. The Lord knows that we will not serve Him, nor teach others to serve Him, until we love Him completely.

We usually do what we want to do, within the limits of capability. Often we avoid doing a task because we think we are unable to do it, but actually we do not want to do it. No one expects us to do what we cannot do, so we invent our inability. It is much easier to say, “I can’t,” than to say, “I don’t want to.” The way we discover this is when some circumstance, or person, forces us to try what we thought we could not do and we succeed. We realize that were using disability as an excuse to avoid what we did not want to do.

Sometimes we excuse ourselves from Bible study because we are too busy. Yet, somehow we find time to do things that we think are important. Sometimes we say that we do not have enough Bible knowledge to teach. Yet, when we do not know how to do something that we want to do, we find sources of information and teach ourselves. Do you think our children do not see this? Do you think they are convinced when our lips say that we love the Lord with all our being, but our actions say that we do not? Children see our subtle spiritual attitudes. We cannot hide our hypocrisy from them; they know us too well. Before our children will love the Lord, they must first see us loving Him.

“How can I change a life of neglect to a life of devotion?” Many people ask this question when they begin establishing new priorities. Here are some suggestions:

a. Plan realistically. You do not read your Bible two hours and pray four hours, when you begin. Strive for consistency. Anything that you can do consistently will be an accomplishment because it is more than what you are doing now. Plan so that you can consistently fulfill your plans.

b. Promise to God and a fellow Christian that you will fulfill specific devotion plans. Remember to pray to the Lord about your devotion plans. “Commit to the Lord whatever you do, and your plans will succeed” (Proverbs 16:3). If you truly want to change your life, get serious. Do not talk about intentions; promise to fulfill your plans. Accountability does wonders for devotion. You can justify any failure to yourself, but it is difficult to explain it to God, or to another Christian, why you broke your promise. So, promise to fulfill your devotion plans.

c. Follow your promise, not your feelings. Often you will not feel like carrying out your devotion plans. Do not ignore your feelings, or deny them, but follow your promise. Feelings can mislead and deceive. They change quickly and are difficult to resist, but they usually adjust as you follow your commitment. Hundreds of times we feel that we cannot do something, but after trying it our feelings change. So, follow your promise, not your feelings.

Do you think that your children will immediately follow you if you want to change your life of spiritual neglect? Your children’s change of attitude will probably lag behind yours, so prepare for it. Do not let it discourage you. Confess your neglect to them, and to God. Ask forgiveness from both, and show them that now you are making the Lord the highest priority. Show them that you find joy in knowing Him and His Word. Let them see you taking time to read the Bible and meditate on its teaching. Let them see you on your knees in prayer. When they see changes in your devotion, your children will become joyful in learning about God with you.

Step-by-Step InstructionsWhen we discuss Bible training for children, most parents think of a scheduled time when they sit with their children and lecture about various Bible doctrines, or discuss Bible stories. That method may be implied in “the training and instruction of the Lord,” and I do not deny its effectiveness for certain situations, but the Bible does not mention it explicitly. The method it mentions is more practical and effective than lectures, which may be isolated from life situations.

Notice what Moses says in Deuteronomy 6:7-9:

“Impress them [God’s commandments] on your children. Talk about them when you sit at home and when you walk along the road, when you lie down and when you get up. Tie them as symbols on your hands and bind them on your foreheads. Write them on the doorframes of your houses and on your gates”.

This is why parents must prepare themselves through loving God with all their heart, soul, and strength. The second step in creating joyful learning about God is:

2. Let God’s commands be your life’s explanation. Scripture says that parents should use every-day opportunities to explain the way of the Lord to their children. When our children question our decisions or conduct saying, “Why?”, our answer should be, “Because God says...”

For instance, suppose a young Christian brother came to me and asked me to co-sign a loan contract so that he could buy a new car. If I refuse, my children might wonder why I refused a request that seemed innocent. I could turn to Proverbs 17:18 and show them that the Bible says, “An man lacking in judgment strikes hands in pledge and puts up security for his neighbor.” They might still think that I lack judgment, but they would know that in this instance I deferred to the Lord’s wisdom.

Christianity is practical. It is not a philosophical exercise of the mind. Jesus said that living in His teachings is the way to true freedom (John 8:31; Luke. 6:46-49). James said that when we merely listen to the word we deceive ourselves (James 1:22). Our children must learn that God’s laws have practical value; they are the best way to live.

You must show children the practical value of Christian living by accompanying instruction with examples of Christian living. Include your children in your daily activities. When you visit the sick, take your children. They can help you clean the patient’s house, do yard work, feed the patient, or just encourage. Teach them how to help the sick person, while respecting their dignity. Terminally ill Christians teach us volumes about death and dying as a Christian. Time spent at the bedside of a dying Christian is time well spent (Ecclesiastes 7:2). The loss of a friend always fills us with grief, but we also can rejoice at the hope God gives us in death. Your children need to see this grief and hope in practice so that they can learn about death. When you help the needy, encourage your children to participate in the work. Let them see that they can do something, no matter how small. When you or your children are trying to solve a problem with a family member, friend, or fellow Christian, explain how you can follow the Lords instructions about conflict resolution.

Our corporate worship provides many opportunities for children to learn about serving God. The Lord’s Supper is probably the best example of this. We believe that Christ died for our sins, that he was buried and that He was raised on the third day according to the Scriptures (1 Corinthians 15:3-4). We tell others that we believe this as we observe the Lord’s supper (1 Corinthians 11:26). Moses said that Israel’s festivals would provoke children to ask about their meaning. Of the Passover, Moses said:

“When you enter the land that the Lord will give you as He promised, observe this ceremony. And when your children ask you, ‘What does this ceremony mean to you?’ then tell them, ‘It is the Passover sacrifice to the Lord, who passed over the houses of the Israelites in Egypt and spared our homes when he struck down the Egyptians’ ” (Exodus 12:25-27).

When Moses told parents to “Tie [God’s commandments] as symbols on your hands and bind them on your foreheads” (Deuteronomy 6:8), He was referring to the Israelites’ actions and thoughts, or memories (Exodus 13:7-9, 14-16). When the Israelites observed these festivals, their actions not only reminded them of how the Lord delivered them from slavery, but also reminded them to tell their children the significance of the events they remembered.

God designed worship to be meaningful so that we can remember, and wonder. When our children worship God with us, they will ask doctrinal questions that give us opportunities for formal Bible study. When we consistently worship God with our families, we are making opportunities to teach our children the meaning of God’s actions and blessings. When we do not, we are not; it is that simple. If we are inconsistent in our worship attendance, we are saying that: those meaningful symbols are meaningless to us. Can we expect our children to be joyful in learning about God if He means so little to us?

Remember, each step in life is an opportunity to instruct our children about the Lord and His way. Two things are apparent in this method:

a. Parents must spend time with their children. There are no opportunities to teach if parent and child do not spend time together. Sometimes we lecture to our children, not because its more effective, but because it takes less time and it still salves our consciences. The more time we spend with our children in everyday-life experiences, the more we learn about them and they about us. This helps us to plan our teaching appropriately for the needs of each child and it gives them opportunities to question us.

b. Parents must know God’s plan for their decisions and actions. When our children question us about our lives, we should answer with God’s Word. We cannot continue acting from mere habit. If our conduct is only habitual, have we truly submitted to the Lord? Submitting to the Lord means making conscious decisions based on what He wants us to do. This means that we must study the will of the Lord, obey it, and prepare for when our children ask us, “Why?”

These two requirements sometimes frighten us. They threaten our tight schedules. We must now validate behavior that we assumed was right. If we have been hypocrites, our tenuous link to respectability weakens. But, as with everything in God’s way, the rewards are worth the cost.

The Bible teaches that we can create a joyful atmosphere for learning about God by setting a precedent of love for God and His Word and by letting God’s commands be our life’s explanation. Without these preparations, teaching Gods way to our children will be a dismal, lifeless affair.

Aiming At SomethingAlthough we will use the preceding method of teaching our children often, there is still a place for formal, family Bible study. Certain situations require it, and many favorable characteristics recommend it. It is unwise to make Bible study, moral training, or any other part of discipleship completely spontaneous. When we aim at nothing we usually hit it.

However, we must never use formal training of our child to compensate for ignoring God in our own lives. Our children must see us devoting ourselves to God before they will devote themselves to God. If we demand from our children what we are not willing to do, they will brand us as the hypocrites we are.

The wise man said, “He who is full loathes honey, but to the hungry even what is bitter tastes sweet” (Proverbs 27:7). Certain foods will satisfy hunger pangs, but they do not properly nourish the body. Many people slowly die of malnutrition, though they eat regularly, because the food does not nourish them. Why do they continue to eat what is not nourishing? Because their hunger drives them.

Physical hunger is not the only human appetite; we also can also “hunger and thirst for righteousness” (Matthew 5:6). Spiritual starvation drives it victims just as physical starvation does. There are many doctrines that relieve spiritual hunger pangs, but do not nourish the soul (Colossians 2:20-23). If we starve our children’s souls, they will accept even what will not nourish them to satisfy their hunger. Who will we blame when our children have turned to bitterness for their nourishment? This is why we must commit ourselves to training our children in the Lord’s Word.

Programs of Bible study require commitment. While we discuss commitment, we also should discuss consistency, which is the fruit. Some parents complain that their efforts to train their children are inconsistent; they begin programs, but finish few of them. Often this is because they have not truly committed themselves to the task.

Some parents begin programs of Bible study because of a sense of duty.(“I have to study with my children because that is the responsibility of a parent.”) Others begin because of pressure from their peer group. (“if all the other parents are studying with their children, then what kind of parent am I if I don’t?”) Although a sense of duty comes closest to supporting commitment, these are still cold incentives for studying with our children. These reasons will not stand under the relentless pressure of other responsibilities because they are selfish. Only an interest in our children’s spiritual welfare will produce commitment that will stand under pressure from other responsibilities. We must train our children because we love them and want the best for them.

“Bible study, again?”Consistency is the result of commitment and constant repetition. This is one way we form habits. Without commitment to the importance of Bible study you will not have the stamina to force yourself to keep your Bible study appointments. Most parents who want to train their children in Bible knowledge have the foundation of love to make a true commitment. What remains is developing consistency. Here are some suggestions:

1. Include the Lord in your planning. (Cf. Proverbs 16:3). We know that the Lord wants our children to be spiritually strong. We also know that He wants us to train them (Ephesians 6:4) Therefore, we can be confident when we ask Him to help us consistently train our children because we know that we are praying according to His will (1 John 5:14-15).

2. Plan to succeed. Do not make a plan that will fail on its first test. Look at the schedules of each family member and set a time that can be consistently kept by all. Be certain that everyone can easily keep the appointment. The idea is not to conduct a marathon spiritual exercise at first, or to cram a lifetime of missed opportunities into one week. Plan to do something consistently. You will learn to devote more time regularly as you grow together.

3. Force yourself. Remember that you and your children will not always feel like keeping a regular Bible study appointment. At first, you will need to force yourself to keep these appointments just because you have committed yourself to your children’s spiritual welfare. As time passes, what was once forced will become habitual. You will automatically schedule other responsibilities around your family Bible study time.

4. Make Bible study time joyful. We know that we must prepare minds for corporate worship. We cannot just rush around Sunday morning, fly to church on the freeway, arrive just as the congregation sings the first hymn, fall into the pew panting, and be ready for worship. Likewise, family Bible studies require us to prepare our minds, the environment, and materials to be used. Bible study times should not be for airing and solving family grievances. They should be times of peace, focusing on the Father, Son and Holy Spirit through praying, rejoicing, praising, honoring and learning. Control the atmosphere and behavior in Bible study by setting and following ground rules. When Bible study time is a refuge from our otherwise hectic lives, we will want to enter it more often.

5. Prepare for interruptions. You cannot imagine how often your program of regular, family Bible study will be interrupted when you begin. This is not surprising. After giving other tasks priority for so long, Bible study will not take first place overnight. As time goes by, you will notice fewer interruptions. Actually, the interruptions are not diminishing, but the importance you place on them is. Remember that interruptions are frustrating, but they are not the end of the world. If you remember your commitment to your children’s welfare, and yours, you will return to your Bible study program.

Flexibility in our schedules will help us endure interruptions. Flexibility is a matter of prioritizing. Some things are more important than others. Some things are even more important than Bible study A dying neighbor is more important than Bible study, a ringing telephone is not. Help the neighbor, but turn off the telephone. Learn to say “No.” You are not the solution to every problem in the world, and you are indispensable to one group, your family. Consider the importance of requests relative to your responsibility to train your children and accept or reject them depending on their priority. God made parents responsible for training their children, you are the only parents your children have, therefore some things have much lower priority.

There is more than one way to skin a cat. Sometimes interruptions are intolerable because we are using only one method of teaching our children. Parents who are training their children should diversify. If we use more than one method of instruction, we can teach in various environments and situations. Even an interruption can be turned into an opportunity to teach. This increases our flexibility in teaching methods and allows us to endure interruptions without destroying our training efforts.

Consistency Without DrudgeryIt is difficult to balance consistency and interest. Consistency can become another name for boredom if we do not try to keep our children’s interest in Bible study This is especially true with young children, because they need to see, hear and feel to hold their interest and to enhance learning. Parents, especially mothers, because they spend more time with their children, have opportunity to be creative in training. We should use every opportunity and useful tools to make Bible study interesting and enjoyable for our children. Here are some suggestions:

1. Buy a good Bible translation for your children. A Bible for each of your children is a wonderful investment. Remember when you received your first Bible? Just receiving it made you want to read it. Bibles are readily available and inexpensive. Do not neglect the chance to invest in your children’s spiritual future; buy a Bible for each child.

Preschool children who have not yet begun to read can benefit from a good picture Bible that portrays Bible stories accurately. Most young children will spend hours turning the pages of a good picture Bible. The best our family has used is Read-N-Grow Picture Bible (Sweet Publishing Company). A Bible story book will help you build your young children’s interest in God’s Word, also. You should select one that relates Bible events accurately. It is difficult to find a good Bible story book that is also accurate Because the Bible writers were not novelists, the desire for interest and excitement tempts writers of Bible story books to embellish Bible stories. You must watch for the author’s doctrinal bias, also. I do not want to frighten you away from Bible story books, just remember to read them with cautious minds and explain inaccurate parts to your children. Our family went through several Bible story books when our children were younger and the one we used most was Taylor’s Bible Story Book (Kenneth N. Taylor, Tyndale House).

Remember that a picture Bible is a visual supplement for younger children and a Bible story book is used to spark interest in the Word of God. They are not substitutes for a good Bible translation. You should read to your preschool children from a good Bible translation until they can read.

The Bible should become part of our children’s speaking and thinking; they need to know God’s Word in the English they hear, speak and think daily. Some parents ask, “Which translation of the Bible should I buy for my children?” Since the Bible is our main resource in Bible study, we need to use the best translations available. The best English translations available are not 380 years old.

The best selling English translation of the Bible is a modern English translation, the New International Version. It is a good, accurate translation and I highly recommend it for anyone. You must decide which translation you and your children will use. Just remember there is no perfect translation of the Bible, including the King James Version. Every translation is a product of man’s labor. The scope this article does not allow me to include criteria for selecting a Bible translation. Two good sources that will help you make an informed choice are “The English Bible from KJV to NIV” (Jack P. Lewis, Baker Book House) and “So Many Versions?” “Twentieth Century English Versions of the Bible” (Sakae Kubo and Walter Specht, Zondervan).

Another type of book that will help your children understand the Bible is an introduction to the Bible written for children. Bible introductions contain facts about authorship, date, content, recipients, and other information about Bible books that helps readers to understand what they are reading. Our family has effectively used “What The Bible Is All About For Young Explorers” (Frances Blankenbaker, Regal Books).

2. Design Bible studies to provide teaching, example and practice. The Christian life requires training (1 Timothy 4:7-8; 1 Corinthians 9:24-27; Hebrews 5:14). Training is a matter of teaching, exemplifying and practicing.

a. Teaching and example. You should make a plan that you will follow when teaching your children. Your plan could be a list of Bible stories, or a list of Christian character traits that you want your children to learn. Perhaps it is a list of Scriptures you want your children to memorize, or some aspects of worshipping God that they need to perfect. Under each item on the list you should write the specific ways you will teach your child that particular item. Each step of any plan you make should emphasize the main item you wish to teach.

For example, maybe you want to teach your children how to worship God effectively. You could prepare a list that included, singing, praying, studying God’s Word, and giving. (You could even include such items as corporate worship as the Lord’s Supper and teaching or preaching if they are appropriate for your children’s ages). Under each item you could expand by listing the aspects of that item that your children need to learn. For example, praying could be broken down into: praising God, thanking God, praying for others, and praying for self. You could then devote one evening to each of these aspects of prayer, reading Scriptures that apply to each aspect.

Teaching is thin without example; example is meat on the bone. That is why the Bible is not merely a book of rules. God gave us many examples of people who prospered by obeying Him to showing us that His commands are practical. Lets go back to our example of prayer. When you teach your children about prayer, teach them the exciting stories of effective prayer in the Bible (Paul and Silas; Peter; Elijah; Daniel, etc.). Tell them about how God has answered your prayers and the prayers of other members of Christ’s body. Make your teaching forceful by calling attention to the answers to your prayers when they happen. We make Bible teachings meaningful as we show them working in the lives of real people.

Also, we can exemplify by illustrating Bible stories in current terms. I do not mean changing the stories, but comparing the events to something your children can relate to in the present. Do not tell them how big Noah’s ark was, go out in the street and step off it’s dimensions (if your street is long enough) so that they will see how large it was. Show them that when the Israelite army fought and won battles against far superior forces, often more enemies died in one day than the U. S. armed forces lost in ten years of conflict in Vietnam! Surely God won these battles for Israel, as He said.

Drama can help your children remember Bible examples. Re-enact a Bible story that illustrates the principle you are trying to teach. Assign each family member a part in the play and write the script according to the way you see the story happen when you read the Bible. This is a fun way to encourage participation and it will help your children remember the example. The purpose is to hit the target, not just to shoot, so be sure that the play emphasizes the main point of your teaching.

To some people, memorization is a dirty word. David, on the other hand, knew the value of memorization. He said, “I have hidden your word in my heart that I might not sin against you” (Psalm 119:11). Memorizing Scripture is a profitable undertaking in Bible training. Years after you have memorized, the Scripture will still be with you and your children, molding your lives to the Lord’s design. The verses, chapters, or even books you memorize should be chosen for a particular purpose. For example, you could memorize verses that explain the plan of salvation, or a passage that addresses an area of your life where you are weak. When you memorize, use any tool that will help you remember. Hand and body motions, or even drawings, help young children remember verses. (They can help older people, too!) Hiding God’s Word in your heart is a rewarding task. Do not neglect it.

b. Practice. This is where we often fail in teaching our children. Its fine to give them teaching, but practice solidifies learning. The essence of practice is action. Whatever plan we make, it should encourage action. If you are teaching prayer encourage every family member to pray with the family, incorporating the principles you have learned for praying. If you are teaching Bible study, set aside a time when family members should share the fruits of their study with the family If you are teaching benevolence, make a time when each faimily member will be given an opportunity to help someone with their possessions. Wisdom is required here because some family members may be reluctant to participate. Praise each effort to participate no matter how stumbling. Proficiency will come with practice.

Young children need to see, hear and feel to help them participate in our studies and remember our teaching. Try to think of ways to give young children something to see, touch or hear that illustrates and enforces the principle you are teaching. Drawing pictures, building models and many other activities reinforce the verbal teaching we give to young children. For example, a mother was teaching her young children about the fruit of the Spirit. She wanted to stimulate them to show the fruit of the Spirit in their daily living, so she made a tree and fruit of construction paper. She taped this tree to the wall near the front door. She labeled the paper fruit with the different aspects of the fruit of the Spirit and placed them in pockets on the tree. She gave baskets to her children and when they exhibited a particular aspect of the fruit of the Spirit, they picked that fruit off the tree and put it in their baskets. In this way she rewarded the practice of living by the Spirit and reinforced the meaning of her teaching.

Another method of practicing principles or character traits is role playing. Create a situation which demands that a Christian respond with the specific trait or principle and practice with your children. Obviously, real situations will be a bit different from those we fabricate, but we constantly imagine how we will respond to real situations. Role playing is just a concrete extension of mental preparation.

An area of practice that is often neglected is worship in the home. God does not limit us to worshipping Him three times a week when the church meets. The Bible says that every moment we live should be a sacrifice to God (Romans 12:1). Our gifts are sacrifices to God (Hebrews 13:16). The Bible encourages worship outside the assembly (James 5:13). So, we should practice worshipping the Lord with our families and friends outside the assemblies of the church. Some worship of God cannot be done outside the church assembly because its meaning is tied to the assembly (e.g., the Lord’s Supper; (1 Corinthians 10:16-17).
We cannot substitute extra-assembly worship for worship with the body of Christ (Hebrews 10:24-25). But extra-assembly worship is acceptable to God, even demanded. So, sing, study and pray with your family!

The Bible is the best source of ideas for studying with your family; do not fail to read it. There are also many contemporary books that suggest different methods of teaching Bible subjects to your children. A local Bible bookstore should have a varied selection of books geared to teaching Bible principles to children. Some books for pre-school and lower elementary children that our family has used are: “Choosing God’s Way to See and Share” (V. Gilbert Beers, Ronald A. Beers, Victor Books); “Big Thoughts for Little People and Giant Steps for Little People” (Kenneth N. Taylor, Tyndale House). A good book on prayer for upper elementary children is “Adventure at Hidden Haven Ranch” (Mary E. Erickson, NavPress). These books combine the elements of teaching, example and practice.

An Investment in Eternal LifeWe are in training to live in heaven. What we do and learn in this life is preparing us to live with God. Spiritual training is forever valuable. Paul wrote to Timothy, ‘... . train yourself to be godly. For physical training is of some value, but godliness has value for all things, holding promise for both the present life and the life to come” (I Timothy 4:7-8). Do not ever forget this while you are training your children. It will make all the discipline, headaches and frustrations worthwhile. Remember, the next generation reaps the fruit of our work. After Moses told Israel’s parents to devote themselves to teaching their children, they probably obeyed. But notice what the Scripture says about the generation that succeeded Joshua, Moses’s successor:

“The people served the Lord throughout the lifetime of Joshua and of the elders who outlived him and who had seen all the great things the Lord had done for Israel. . . After that whole generation had been gathered to their fathers, another generation grew up, who knew neither the Lord nor what he had done for Israel. Then the Israelites did evil in the eyes of the Lord and served the Baals"(Judges 2:7, 10-11)

Do your children know the Lord and what He has done for us? What will our next generation be?

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Successful Teaching:The Foundation for Growth

by Raymond Fox

Why are some congregations growing while others are not? There are few other questions that occupy the minds of Christians as much as this one. Christians who care about the Lord’s church are concerned about congregations that are struggling to survive. What is the real problem that hinders growth? There are many answers to this question and all of them may he correct to some degree: lack of dedication to Jesus, no purpose or direction, disunity, little zeal to spread God’s Word, lack of devotion to prayer, the presence of sin and so on. But behind these obstacles to growth is a more fundamental issue: the state of congregational teaching.

If the teachers of a congregation are not providing the members with satisfactory spiritual nourishment, growth will be short-lived or impossible. Dedication to Jesus as Lord, purpose, harmony, enthusiasm to share the gospel, perseverance in prayer, and the power to overcome temptation all gain their life from energetic teaching. Sufficient teaching will not solve every problem, but without adequate teaching no problem can ever be solved.

Evaluating TeachingTeaching the Word of God is so vital to the work of the church that it deserves very serious evaluation. Perhaps there are some congregational leaders who never have considered the necessity of assessing how successful their teaching is. They choose a topic and develop a lesson because they know it is their turn to speak. Their main concern is with putting together a talk to fulfill their obligation for Sunday or Wednesday evening. After they finish their talk they satisfy themselves that they have done their duty.

Some teachers are evidently not worried about how well they present the gospel. They are quick to blame the audience for not understanding. They say, “I just preach the gospel. I’m not that bothered by organization or perfect speech. The gospel has the power to save. If the audience doesn’t get it, then their heart is not in the right place.” Such a simplistic view of teaching may cause someone to lose their soul. While the gospel is the power to save, a teacher’s presentation of the gospel can obscure its power. If we do not present the gospel in a clear and understandable way then we could be guilty of abusing the Word of God. The Apostle Paul did not claim to be eloquent, yet neither was he incoherent. Paul tailored his message to the understanding and spiritual needs of his audience. The words he communicated through the assistance of the Holy Spirit were clear, logical, and to the point.

Just as a businessman must regularly evaluate the effectiveness of his business methods, those who care for the Lord’s business need to ask whether their teaching is accomplishing its purpose. But limiting an examination just to pulpit teaching will not provide a complete view of the state of teaching in a congregation. The growth of a congregation also depends on family Bible study, home Bible studies with Christians, and personal teaching of unbelievers. If leaders seldom evaluate their pulpit teaching, they probably never critique other forms of teaching. If we want to know why we are not growing, one of the first questions to ask is, “How successful is our teaching?”

How Should We Measure Success?Once we believe that our teaching needs evaluation, we must decide how we can accurately evaluate it. After teaching for several years, a congregational leader can easily rationalize the effectiveness of his teaching. To continue giving lessons over a period of time, the teacher will have to convince himself that he is effective. Otherwise he will lose heart and give up teaching. So he comes to believe that at least he “gets the job done.” Perhaps the leader who organizes the speakers assures him that he is a good speaker and that the congregation depends on him. Maybe some of the members always make certain to tell him that they enjoy listening to his sermons. He might also receive invitations to speak in other neighboring congregations. Surely these other congregations would not ask him if he did not have much ability. Should he then consider himself successful? The problem is that the teacher may judge his success by a standard that is more self-assuring than accurate.

How helpful is the reaction of the audience? What role does the audience play in deciding how success a sermon is? While a teacher is driving home after presenting a lesson during worship services he may assess the work he just finished. How did the audience react? Did they seem to understand what he was saving? He will feel pretty good about himself if the audience seemed attentive, if they told him how much they appreciated the lesson, and if he thinks he was able to express what he wanted to teach. A teacher can feel very confident, too, about a Bible study he is conducting in someone’s home --- if the people continue to invite him back, he assures himself that he must he doing a good job.

But the conclusion we draw about the success of our teaching may he mistakenly based on the immediate reaction of the audience. The audience can respond enthusiastically to a sermon and yet the sermon may not he successful. People in whose homes we study can eagerly welcome us every week, but our studies with them may not be successful. Success cannot he determined by just one sermon or one series of Bible studies. Success can only he accurately measured over time, because the goals of teaching are not realized immediately, but through time. Success means to achieve the desired goals, sometimes long-term goals. To measure success a teacher must understand the goals of teaching.

The Goals of TeachingTeaching is not a duty to fulfill. Teaching is the means for achieving certain goals. If we realize these objectives, then we can know with complete assurance that our teaching has been successful. What are the goals of teaching?

One of the goals of teaching, of course, is to impart knowledge. If the members of a congregation are increasing in their knowledge of God’s Word, then the leadership is confident that the teaching program is working. Members who know what the Bible says and who can explain what the Bible teaches are evidence of hard-working teachers. But imparting knowledge is not the sole object of teaching the Bible.

When Jesus defined the meaning of discipleship, He made an important distinction between knowing and living. In the first century the common meaning of the word “disciple” was “learner.” A teacher’s disciples were his students. Students ought to know and understand the doctrine of their teacher. But Jesus carried the meaning of this word a step further. He said, “If you abide in my word, then you are truly my disciples” (John 8:31). Just knowing the teachings of Jesus is not enough. His students must he followers of His teachings. They must abide or live in His Word.

The life of a disciple should follow a progressive course of maturity. As a disciple learns more, he applies more of the teachings of Jesus to his daily life. The marks of an active disciple of Jesus are the signs of growth: to overcome temptations, maturity to take responsibilities, energy and ability to win souls. The transforming power of the Word of Christ manifests itself in the changes that continually take place in a disciple’s character. A Christian may possess an extensive knowledge of God’s Word, but if this knowledge does not change one’s life, then it has not achieved the goal of learning. Successful teaching is teaching that transforms its listeners.

A teacher then can evaluate his teaching by observing how his listeners respond in their daily life. What his audience says immediately after his sermon does not accurately reflect the success of his teaching as much as how they live during the week. A teacher who presents several studies on the subject of prayer over a period of time, may ask himself, “how much do the members of the congregation remember about my lessons?” I might also ask, “Do they know more about prayer now that I have taught on the subject several times?” But if he wants to truly know how successful his teaching is, he ought to ask, “Are the members of the congregation praying more often with more fervency?”

Nothing is more satisfying to a teacher than to see people respond immediately to the Word of God and make the necessary changes in their lives to follow Jesus. However, change is a complex process and for this reason teachers should not be disappointed if they fail to see instantaneous change in their listeners. Upon seeing some spiritual need in the congregation, a teacher may organize a sermon that has just the right amount of logic and persuasion. When he delivers the sermon, he is certain that his lesson will solve the problem. But then no one responds in an evident way. Instead of being discouraged he can follow up the sermon with some private studies to help people overcome their individual obstacles to change. Change in behavior requires knowledge; but it also depends on understanding, self-examination, motivation, repentance (a change of mind.), and determination. Sometimes these steps do not result from just one sermon. Some of Jesus’ listeners participated in His crucifixion and then later became Christians themselves after His death and resurrection, when they heard the gospel on the day of Pentecost (Acts 2:36-41). People who are wedded to habits and customs do not change their lives very easily.

Someone could argue that change cannot be an indicator of successful teaching because there are people who, despite hearing excellent teaching, simply refuse to change. While the fact is true that some will not change, others will change if the teaching is successful. The parable of the sower teaches that some people, for various reasons, do not respond to the Word of God. The seed, the Word of God, has the power to produce fruit, but the results will also depend on the nature of the soil, that is, the condition of a person’s heart. But if the sower, the one who teaches God’s Word, corrupts the seed in some way that it will not produce any good fruit, despite the fact that some listeners may have good hearts, ready to receive the Word.

If the teacher does not see any change in the people he is teaching, he must ask himself if there is anything wrong with the way he is sowing the seed. A farmer must cultivate the ground and sow the seed correctly if he hopes to harvest a fruitful crop. If, despite every effort on the part of the farmer, his field still does not yield fruit, he will plant the seed in another field so that he can be successful. But the harvest is the measure of his success as a farmer. The point is that if a teacher judges his success only on the basis of how well he thinks he has presented his sermon, he will never seek fertile ground to plant the seed. If a farmer thinks his success depends solely on the condition of the ground, he will never try to improve his abilities as a farmer. If we focus on the harvest as the measure of success, then we will not only examine the ground hut also our techniques of planting.

What Can the Teacher Do to Realize Success?Just as the farmer must be certain he is doing everything in his power to correctly plant the seed, the teacher must do all he can to present the Word of God so that it can produce fruit. If he does not see change in the people he is teaching, he must first ask himself if he is doing his best to free the power of the Word to change people. No doubt most teachers would admit that they could improve their abilities. The greatest obstacle at the present time is to persuade teachers to follow a specific plan to improve their teaching. Taking their role as teachers seriously enough to actively follow a plan of improvement is a tremendous step. Such a step requires frank, face-to-face confrontation with the facts: the congregation is not growing, members are not maturing. What can the teacher do?

He can begin by working on his heart. Successful teaching requires energy. A teacher of God’s Word must communicate love for the Word of God, excitement in the Christian life, and zeal for the lost.

Enthusiasm for teaching comes naturally when people respond to teaching and become devoted disciples for Christ. But when change among members of the congregation is not apparent and the work of the church is dragging how can teachers build and maintain spiritual energy in themselves until their teaching produces results? The answer is through prayer and meditation in God’s Word. Our strength comes from Christ. Teachers must give themselves to constant daily prayer to ask the Lord for the power to be an overflowing vessel of the gospel. How many Christians pray every day for the Lord to make them efficient instruments of the Good News? Meditation on God’s Word also produces zeal that can support a teacher during periods when there is little response. How can Christians possibly appreciate the true beauties of the Word of God without spending much time thinking about them? Teachers who want to better their capabilities to express the rich treasures in God’s Word must spend time every day meditating on the meaning of some passage from the Word.

To improve his abilities, the teacher will have to spend more time studying. Congregational teaching falls into ruts because the teachers find themselves in ruts. Their sermons seem to follow the same subjects and reflect the same passages because they are not studying sufficiently. One Purpose of Bible study is to broaden our knowledge. The New Testament is a relatively small book, but it contains many passages that remain untouched by most teachers. Often, a teacher will concentrate on verses with which he is well-acquainted with, or that are well-known to the audience. A good method for constantly reviewing passages is to read through the bible in a year A regular discipline of Bible reading and study will create new insights and understanding that is fertile ground for teaching. In addition, there are so many books available to provide assistance in Bible research that the teacher who finds himself in a rut is without excuse.

Besides knowing the Bible, teachers must also know the congregation. The farmer who knows what kind of soil in which he is planting will know how to prepare the soil for the seed To provide effective teaching, congregational leaders must spend time with their brothers and sisters in Christ. What are their spiritual needs? What do they need to learn? What are their strengths and weaknesses? Standing on the church steps two or three times a week, and talking about the economy or fishing will not help a. teacher to understand what topics to speak on. Leaders may think they can judge from afar by observing what kind of car the members drive, or what they do with their spare time, but understanding only comes from talking personally from the heart about the Christian life. Only then can we comprehend values, motives, and emotions. The farmer needs to know the ground. The teacher needs to know the heart.

Of course, to successfully produce positive change, teachers must be ready to improve their abilities to organize and present a sermon. Whether preparing a chapter study or a topical sermon, organizing ideas in a coherent and clear manner is absolutely necessary so that the listeners can follow the train of thought. Delivery is also tremendously important. The teacher has the power to excite his audience with the thrilling message of the gospel or bore them with meaningless trivialities. Perhaps congregational teachers sometimes think that since they are not preachers, they do not need to worry about presentation or perfect organization. But with this frame of mind, teaching will not improve.

Teachers must set high goals for themselves. A group of teachers who have more ability than some gospel preachers would he an incredible asset to the growth of a congregation.. Teachers just need to take teaching seriously enough to set high goals. Experienced speakers should take the time to assist other teachers who want to develop their talents. Books that teach sermon preparation and delivery are also a great resource for improvement. But one practical idea that can help every congregation that has two or more teachers is to initiate bimonthly or quarterly meetings to discuss how to improve the teaching. A teacher’s best critics should be other teachers who have the opportunity to listen to his lessons. Using a teaching training book as a guide, teachers can meet regularly to evaluate and offer positive criticism to each other. At that time they can also discuss the progress of the teaching in general in order to determine the needs of the congregation. Such meetings ought to be essential if successful teaching is really our goal!

If the object of teaching is to produce disciples of Jesus who are dedicated to every aspect of the Christian life, teaching must touch every part of life. The school systems produce curriculums that specify the subjects that students must learn to he able to function in life. It is only reasonable that congregations should also develop a curriculum of Bible topics that teachers should cover over a period of two or three years to guarantee that the congregation will he properly edified.

How Vital Is Success?Does the life of the congregation depend on its teaching? Clearly, the answer to this question is “Yes!” Teaching provides the foundation, the motivation, and the direction for the work of the church. Teaching also supplies the nourishment disciples need in order to follow in the steps of the Lord Jesus. A congregation with sound and energetic teaching has the resources to he a powerful instrument in the spread of the gospel.

Successful teaching is teaching that gives life. But success depends in large part on the zeal of teachers for the wonderful work God has given them to do. Teachers must understand they are responsible. They cannot complain about the condition of the soil until they have done everything they can to plant the seed and cultivate it. Christians have offered many prayers, asking God to give “increase in number and spirit.” But how much effort has been expended to make teaching a success so that we can increase?

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