Newsletter Vol.1, #31—July 24, 2005

Matthew 6: 3 But when you do merciful deeds, do not let your left hand know what your right hand does,
                      4 so that your merciful deeds may be in secret. And your Father who sees in secret Himself
                         shall reward you openly.

 I am scheduled to have surgery on my right foot Thursday (07/21/05) and I’m working on this Newsletter early so as to have it ready before then. Since we had an article to be completed and several birthdays, I wanted to get this issue published. --Larry

 Continued From Last Week— Twentieth-century Christians need to exemplify a God-concern toward the lost. The fields are truly white unto harvest, and Christians must become laborers to gather in the harvest (Matt.9:37-38).

Helps in Doing Personal Evangelism

One must become personally involved in the conversion of the lost. The greatest need in the church is a change of attitude toward the lost! Jesus came to seek and save the lost (Luke 19:10). Paul was a debtor to preach in Rome (Rom.1:15). Knowing God's terror, one should persuade men (2 Cor.5:11). Love must be exercised toward every soul (John 3:16; Matt.5:44). Some do not know what to teach, nor how to teach. There are three approaches with which every church should be acquainted and trained. It is possible for every Christian to be involved in teaching the lost!

1. Filmstrip. Several successful teaching filmstrips are available for the use of churches. Some of these use artist's concepts of events and persons. Others only use abstract art and/ or charts. Particular notice is here made of the Visualized Bible Study Series by Jule Miller.

a. Availability. The cost is approximately $300 for the filmstrip, a remote control projector and cassette recorder which is less than the expenditure for a gospel meeting, and less than the preacher's salary for one week. The filmstrip is in continued use for many years!

b. Adaptability. Any Christian can use the material! The necessary mechanical knowledge can be taught in five minutes. The young Christian can utilize the lessons, for all the instruction is on the record (disc or cassette). Questions can be deferred until the teacher has had time to study and / or seek additional aid. Even the mature Christian will find the filmstrip opens some doors!

c. Acceptability. The filmstrip in five lessons presents a well rounded course of study. There is no interruption until the slide is completed. Most students enjoy the materials. Churches would be wise to purchase extra filmstrip manuals and leave with the student for continued study. Within the manual is the text from the record plus additional scripture references that the student can study on a specific slide.

2. Charts. Maurice Tisdel published a good series of charts covering the history of the Bible and topic studies. Others have prepared their own series.

    a. Availability. Chart-packets can be purchased for around $10. Student copies may be purchased. Each Christian can own his own set. It is self-contained and completely portable.

b. Adaptability. This type study requires a more able teacher—one able to follow an outline and cover material. The capable teacher is able to adapt this material to the specific and immediate needs of the student.

c. Acceptability. The student can have questions answered immediately. Areas of agreement may be skipped in order to spend more time on areas where specific help is needed. Topical studies enable the teacher to spend an entire period on one area of material and enables the student to completely understand.

3. Open Bible. This is the most difficult, but best approach!

a. Availability. Every saint has a Bible, and is to study (2 Tim.2:15) with a view toward answering questions (1 Pet.3:15). The maturing Christian needs a good Bible, dated, with center reference and concordance. One should use the King James Version when studying with people for this is the Bible that the prospect most often possesses. When a different translation is used, the prospect feels the saint has a different Bible. Each Christian should own several translations of the Scriptures, and should use them in comparative studies.

b. Adaptability. The fully mature Christian teacher is able to direct the study to the immediate needs of the student, and is not limited as with the slides and/ or charts.

c. Acceptability. The reading of the Bible by the student will build confidence in that which the Bible teaches. One is encouraged to believe, not because of the teacher, but the scriptures which are read.' The teaching 'is directed wholly to the Bible (instead of the filmstrip or chart). While both the filmstrip and chart teach the word of God, one has greater learning when he reads for himself that which the Bible says. Remember, "I'm not right and you wrong! The scripture is right!" Always present oneself as a continuing student!

Conclusion

Preachers, elders, deacons, Bible school teachers, and all interested members should have their eyes open to perceive opportunities to teach the word! Invest some money in Personal Work supplies. Train the members in the use thereof. Preachers could well use their time in setting up classes and using the members (two in each class) to conduct these classes. This will awaken the members to the power of truth, and lead many souls to Christ.

All materials can be ordered through Truth Magazine Bookstore, P.O. Box 403, Marion, Indiana 46952; or call Truth Magazine Bookstore (1-317-948-4472). Bob or Marilyn Whitehead will assist you in securing these materials as soon as possible. And use the materials! God's word will not return void!

Who Would You Blame?

Read this little bit of fiction (or is it?)

When he was a baby, they were so proud to take him to worship. Everyone “oohed and aahed” and played "kitcky-koo." They never missed a service at church.

As a little boy, they taught him to behave during the worship. They helped him regularly with his Bible class lessons. When he turned eight, things changed a lit­tle. His father took a job that meant lots of extra money for the family, but less time for worship.

His father always insisted on his going to Bible classes and worship with his mother. His son had to learn to love the Lord and hopefully would obey the gospel and be a fine Christian. But the father found it increasingly difficult to go with his family.

At eleven, the father thought it was time for his son to be a great athlete and so introduced him to all the little leagues in football, basketball, and baseball. The boy did so well in sports that sometimes he had to play in a game or practice on Wednesday nights. Naturally, he needed to focus on athletics. He did.

When he became a teenager he began thinking that one day he too would be suc­cessful like Dad. He would bring home lots of money, drive fine cars, and dress in expensive clothes. He learned by obser­vation how important these things were to his father. At fifteen, he still had not obeyed the gospel.

By and by his father received several promotions and raises. He became a chief executive in his firm. Attending services at church became less important than meet­ings with clients, associates, and other businessmen. Soon Sunday found him at 8 a.m. on number one tee at the local country club. His son always wanted to go and, if nothing else, caddy for his Dad. He really admired his father. By now his interest in Bible study was zero. He found excuse after excuse not to attend worship.

Mother also felt the pressures of her husband's new responsibilities. There were parties to attend -- and organize. There were social clubs she was expected to join. She found that she actually enjoyed all of this immensely. She had important friends and was very popular in society. She also found less and less time to worship. She had turned down the opportunity to teach a class of children -- no telling how many times.

At eighteen he entered college. He never attended another worship service. He never obeyed the gospel. One night during a frat party he took a "chug-a-lug" dare and became exceedingly drunk.

The story in the local newspaper began with, "A tragic accident involving several young people took the life of a prominent busi­ness man’s ..." It was a sad funeral. Family and friends from all over attended. One person pondered thoughtfully why the boy never was saved. He wondered, “Who was to blame?”