South Africa is meeting a Bible instructor dearth while waiting for more recruits from the training schools. In this particular crisis Mrs. W. H. Anderson is conducting a daily training school of eight months' duration. The union and local conferences unite in Paying the young women a small wage while they are in training. The conferences then plan to absorb in the work all those who complete the course and show the proper aptitude for Bible work. Although we would not want to recommend tivis plan too generally, especially where our training schools are equipped to Provide a broader course of training, we believe that South Africa is solving the problem in. actual field training. The training of Bible instructors must have equally as much attention. as that of ministers. Our colleges today are endeavoring to provide the proper courses. Short cuts to the profession are not our objective, but South Africa's field experience may well be noted by our training schools.
By request of the Ministry editor I am writing a little sketch of the work we are doing here in South Africa by way of training Bible instructors. Ours is not a theological school, of course, but we are endeavoring to turn out practical Bible instructors. We are teaching them how to give both personal and family studies and how to conduct cottage meetings.
I give a course of thirty lessons in the doctrines that our denomination teaches. Along with the Bible doctrines course, I give a course in theory and methods. Those who accept all these doctrines will be established in the truth and ready for church membership. To my mind it is the business of the Bible instructor to establish people in the faith. I drill the students on these subjects till they are impressed in their own souls, till they thoroughly understand every subject and can answer the common inquiries likely to be asked by their readers.
We take the outline of studies in the order in which they will be given, beginning with the inspiration of the Book, making sure the reader believes it all as God's word. This gives us the foundation upon which to build. The rest of the subjects follow along in the usual order. I first discuss the subject in hand with the class, showing them how to organize the study to bring out a mental picture. I show them the point to stress in each text used. When that point is made, they are to pass on to the next reference instead of rambling along in a prosy fashion, thereby losing the force of the argument. After the discussion of the lesson I present it to one of the class just as I would present it to a stranger who knows nothing about our doctrines. The rest of the class take notes on my procedure as I go along, noticing how I answer inquiries, etc.
After private study each student must then present the lesson to someone in the class as she would present it to a reader. I take notes on the methods of the class members, the expressions, mannerisms, language, etc., and show them where they come short and how to strengthen their argument. These trial readings by the student are for two purposes—that I may be sure they understand the doctrine correctly themselves and that they may become accustomed to putting the theory and methods into practice before they start out. Thus they are saved from appearing like novices.
After each one has had her trial, we then investigate further the difficult texts, making sure the students know the application and meaning themselves. Before we leave a doctrine, I give the subject again just as I would to a reader. Then we pass on to the next subject.
Our school hours are from nine in the morning to twelve-thirty, Monday through Friday. Afternoons and evenings are for public readings. I myself carry as many readers as I need to demonstrate the work in actual, practical experience. I take two girls with me to each home where I give studies, taking the same girls each time, so that they may follow the course from start to finish. They observe and take notes on how to put the methods into practice, how to meet inquiries, when to answer directly and when to defer, how to hold the interest, when and how to close the study, leaving the reader anticipating the next visit, how to take one's departure after the study is finished, and how to urge a decision at the opportune time.
When the student goes with me, she merely observes and takes no part in the discussion. If it is not clear to her why I did as I did, she asks for an explanation in class the next morning. We discuss then why it was better to follow such a procedure, why I took a different course with that reader than with another, etc. I take each student with me to three different homes. Thus they hear me give the lesson under differing circumstances and environments. They learn how to meet various arguments and how to deal with different natures.
Early in the course the girls are sent out to distribute literature systematically in the homes of the people in a certain section. This is to test their ability to make contacts and arouse an interest, as well as to induce the people to take Bible studies. As fast as they find their own readers, they begin studies with them. I review each lesson with them before they give it, so that it will be fresh in their minds and properly organized.
After the students are accustomed to giving Bible readings, they ask their readers whether they will mind if they bring a friend along. I then go as a critic teacher. The reader thinks I am an interested friend of their teacher. I ask for the privilege of taking down the texts. Thus I jot down what I wish to discuss later with the student. I may read texts along with the reader, if I am invited to. We have this understanding beforehand. I take no part in the discussion, nor does the student appeal to me. Even if she gets into deep water, she carries on regardless. If a blunder is made, she must rectify it in some future lesson. I discuss all this in class, and the rest benefit by her mistake. In this way I am able to help the student in a practical way.
If we are conducting a public effort, the students attend and observe the work of a Bible instructor in the evening meetings. We note her ability to observe who is interested and who comes regularly, how to meet and greet people as they come from evening to evening, how to mingle with the crowd profitably, how to visit the people in their homes, how to get them to begin with further Bible study, how to keep them coming to the meetings.
Each student takes three readers. They start early in the course, so I will be able to help them bring souls over the line at the end. Students must have time to study, and they must not be overburdened with readers, for other 'things also are important to their training. How they carry on their work with the evangelist is left for the evangelist to say. We teach them how properly to organize and present Bible studies.
By having the benefit of another's experience in this way, the girls learn more quickly how to do efficient work otherwise they might take years to learn from their own experience.
