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AUGUST, 1946
THE IMPORTANCE OF LEADERSHIP 01 BJBLE TEACHING J. L. Martin
Timely advice from an experienced organizer of adult Bible classes O RGANIZING and conducting an active adult Bible class de pends primarily on the teach er’s leadership. To command a fol
an adult class should not lose sight of the fact that he is talking to adults, who, in most cases, have views and c nvictions of their own, and should be permitted to express them, if they so desire. It is an easy matter for a teacher unconsciously to be arbitrary or too pronounced in expressing his personal views. On the other hand, he should strive to have each pupil feel that it is his as well as his teacher’s class, and that he will be partly responsible either for its suc cess or failure. The teacher should contemplate the phychological effect his approach to the lesson might have in eliciting at tention and interest. Diffusion of a little “spice” at a psychological mo ment often adds an agreeable flavor, while inappropriate stories may be a desecration rather than an illustra tion of the sacred text. It usually is best to relate a relevant Bible story, if apropos, pointing out the chief char acters’ virtues as a light unto one’s own pathway, or the fruits of their dis solution, as the case might be, as a timely warning. The sacred historians record both faults and virtues of even God’s elect. Do not understand me to mean that the teacher should not quote lesson comments of eminent Bible scholars; he should seek all au thoritative help possible, but in sum ming it all up, let the Bible itself be the final authority. In preparing International Uniform Lessons, both t e a c h e r and pupil should at least read in connection with the lesson every verse of “Daily Bible Readings.” I have learned from many years’ experience as a teacher of adult Bible classes that opening the discussion of the lesson with geo graphical settings, and pointing out prevailing customs of the people of that part of the country at that time, along with the genealogy and char acter of the lesson’s leading princi pals, never fails to create interest on the part of the c l a s s which lasts t h r o u g h o u t the entire lesson. A teacher to be able to hold the atten tion of his class as a whole must be
lowing, he must be worthy of implicit confidence merited by a firm stand in behalf of his community’s moral and spiritual welfare. He should have the courage of his convictions, which can be expressed with discretion, without his giving vent to personal sectarian views. It is u s u a l l y best for both teacher and class to turn the matter of church doctrine over to the pastor. It is well too, that the teacher steer clear of polities during lesson dis cussions; his daily life, including the company he is known to keep, will be speak so unmistakably his sentiment regarding issues which would legalize immoral and unchristian practices that there can be no question as to the side on which he is. There are no intermediate grounds —“He that is not with me is against me,” declares the Saviour. As a matter of fact, no teacher is expected to be a paragon of perfec tion; he should be a humble Christian, conscious of his weaknesses and im perfections. When discussing men’s mistakes in connection with the les son, the teacher should not leave the Impression that he is any better than any other member of the class. His daily walk and chaste conversation should evince what he really is and for what he stands. Besides spiritual and moral qualifi cations, the teacher should have a thorough knowledge of the subject matter presented. Obviously it would be almost impossible for a teacher >to impart to his pupils intelligently a subject with which he was himself not conversant. Too profuse use of notes or quoting from memory lengthy comments of commentators are more or less tedious, thereby detracting from the interest of the presentation, the chief aims of which should be to evoke interest and impart knowledge. People need not be unduly coaxed to attend lectures dealing with sub jects in which they are vitally in terested. Accordingly, the teacher of
broader than his text, which usually consists of only a few verses, and which is but a very small portion of the correlated Bible content. For a Bible class to grow, it must have definite aims. Any organization that does not justify its existence is not entitled to prosper. An adult Bible class must necessarily stand for some thing; it cannot hope to prosper by shutting itself off from the rest of the world, thereby becoming a striking example of a “light under a busheL” It must let its light shine, and it will shine, if each member is made to feel his individual responsibility in the missionary work of the class as a whole. In presenting the lesson, I prefer to use the lecture method, but grant a reasonable time for discussion in keeping with the subject and its ap plication. Lengthy promiscuous ques tions and answers, where there might be diversity of doctrinal beliefs, is apt to lead to unpleasant argumentation, which not only consumes valuable time, but might prevent some from getting the gist of the lesson. How ever, usually there are one or more good thinkers in the class whose views might add much to the teacher’s expo sition of the subject. I frequently ask such members to express their views. By no means would I suffer discus sions to consume the major portion of the time allotted. In conclusion, permit me to explain that it does not require a class of sev eral hundred in order to exert a tre mendous influence for a righteous cause—God and one righteous person always constitute a majority. An adult class of only a few members’ taking the initiative and h a v i n g on the whole armor of the Lord, can not only justify its existence, but grow in numbers and usefulness.
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