In the reader's notebook, which I provide, are written the texts on the subject presented. These I jot down as I proceed with the study, and at the close I write a brief synopsis of the study or draw a diagram. For example, if the study is on the signs of Matthew 24, I write the dates of the dark day and the falling of the stars. If it is Daniel 7, I draw a simple diagram showing the beginning and ending of papal supremacy. If I use two or three texts on a given point, I bracket these.
This notebook is retained by the reader, and I urge her to go over the texts during the week. When I go to that home next time, I ask for the little notebook the first thing after we have prayer. This gives me the precise ground I have covered with this individual.
It is my plan to ask definite questions in review of the previous study. I ask the reader if she has re-read all the texts. If the answer is, "Yes," I encourage her. If it is, "Almost all," I say, "Which one did you not read?" On receiving the information, I say, "That is the very one I wanted to ask you about,"—for I ask a question on each text, and seek to ask questions that will make the reader think.
I then say: "When you read these texts over, which one seemed to you the clearest proof that Christ is coming again?" or, "Why do you think the second coming of Christ is important?" "Describe His coming in your own words." "How many will see Him when He comes?" "What does His coming mean to you?" "What will you do when He comes?" If the answer is absolutely wrong, I say, "No, that isn't just the way it is;" then restate it correctly. I believe in the review; for I do not know any better way to find out how much a reader has received from a subject, or what is her reaction to it.
Washington, D. C.
