PERSONAL WORK. How Organized and Accomplished. { i PERSONAL WORK. How Organized and Accomplished. METHOD AND STUDIES Suggested by C. K. OBER and J. R. MOTT. REVISED EDITION. New York: The International Committee of Young Men’s Christian Associations. (5-0-223-10-’9») COPYRIGHTED 1892. BY The International Committee, of Young Men’s Christian Associations. No. 307 . For the list ol publications in the “ College Series, see last pages. CONTENTS. PART /.— The Method. PAGE* I. Introduction. 5 II. The Workers’ Bible Training Class Defined. 8. III. The Plan of the Class .... 9 1. The Development of the Bible Topic 9 2. The Consideration of an Actual Case 9 3. Reports of Recent Personal Work IO' 4. Review Drill on Key Passages of Scripture .11 IV. The Organization of the Class . 13 1. Members.13 2. Leader.14 3. Secretary .14 V. How to Conduct the Class ... 15 1. Place.15 2. Time .15 3. Order of Exercises.15 4. Character of Proceedings ... 16 VI. Suggestions to Members of the Class 17 1. On Helps.17 2. On Preparation of the Bible Topic 17 3. On Points to be Observed in Doing Personal Work.19 VII. Suggestions to the Leader of the Class. 22 1. On the Development of the Bible Topic. 22 2. On the Consideration of the Actual Case. 23.. 3. On the Reports of Members on Recent Personal Work ... 24 4. On the Bible Drill. 26 5. On Examination.27 6. On Difficulties Likely to be En¬ countered in the Conduct of the Class . 27 VIII. How To Start a Class . 31 PART II. — Studies on Personal Work. PAGE Preliminary Suggestions. 34 I. The Workers’ Bible Training Class 37 II. Scripture Examples of Personal Work Gathered and Classified . 39 III. The Importance of Personal Work 42 IV. Incentives Which Should Inspire the Personal Worker .... 44 V. Qualifications for Personal Work 45 VI. Hindrances to Personal Work . . 47 VII. How to Follow Up a Case of Suc¬ cessful Personal Work .... 48 VIII. Suggestive Scripture Example of Successful Personal Work ... 51 IX. Side-Lights from the Experience and Example of Paul.54 X. Lessons from the Personal Inter¬ views of Jesus Christ .55 Appendix— Delegated Personal Work. PERSONAL WORK: HOW ORGAN¬ IZED AND ACCOMPLISHED. I. Introduction. Every Christian admits the import¬ ance of personal work. He recognizes it as enjoined time after time in the Scriptures; for he finds it clearly im¬ plied in the teachings of Jesus Christ, emphasized by His direct commands, illustrated most strikingly by His exam¬ ple, and practiced by His Apostles and the early Christians. He sees that all other agencies—even those directly evangelistic—are insufficient to lead men into the Christian life unless sup¬ plemented by this. The experience and testimony of successful pastors, evangel¬ ists, and Christian workers everywhere, teach him that it is the most effective method. Moreover, it was probably the means of his own conversion. Notwithstanding the fact that Chris¬ tians generally recognize the importance 5 •of personal work, there are compara¬ tively few who accept their individual responsibility, and who make an intelli¬ gent effort to lead anyone to Christ by this method. There is a deplorable lack of skilled personal workers in our Churches, Sunday Schools, Christian As¬ sociations, and Societies among young- people. Startling statistics recently col¬ lected in different parts of the country might be given in this connection were it necessary. This dearth of workers is not necessarily due to a failure to appre¬ ciate the importance of personal work. It is due in the great majority of cases to a want of definite study, and to a want of actual experience. Unwilling¬ ness and hesitation find their cause in conscious ignorance and inability. Some¬ thing, therefore, is imperatively needed to meet these two wants. To supply the lack of knowledge upon the varied phases of this subject, several courses of Bible study have been pre¬ pared by prominent Christian workers, and have been widely used. They were designed and used chiefly to prepare 6 Christians, directly or indirectly, for per¬ sonal work. It has been a growing- con¬ viction with some who are conversant with the practical working and results of such courses that far greater empha¬ sis be laid on getting Christians not only to learn how to do personal work, but also, by engaging in definite personal work , to acquire the habit of doing it. In harmony with this conviction, there¬ fore, the following plan for organizing and accomplishing personal work, to¬ gether with the accompanying course of study, is presented. 7 II. The Workers’ Bible Training Class Defined. The Workers’ Bible Training Class is not designed for purely intellectual Bible study. Further, it does not seek to cover the ground of a class for devo¬ tional Bible study. It is not a Bible training class, the aim of which is to afford general training which at the same time has no immediate practical end in view. Moreover, it is not a workers’ Bible training class, so-called, having a practical end in view which it fails to realize until after the course of study is completed. What then is the object of the Workers’ Bible Training Class? It is to enable Christians, by the use of special Bible studies, and by actual participation in personal work, to lead others one by one to Christ. 8 III. The Plan of the Class. This includes four separate and dis¬ tinct features. 1. The Development of a Bible Topic. A part of the time of each lesson is devoted to the development of a Bible topic. Naturally the topic to be studied, whatever it may be, should bear directly or indirectly upon the subject of personal work. A course of studies of this de¬ scription constitutes a part of this pam¬ phlet. It will serve as an initial course, and, properly followed, will prepare the way for other series of topics.* 2. The Consideration of an Actual Case. By an actual case is meant that of a non-Christian or a backslider, or an inconsistent Christian, personally known to one or more members of the class. *Two supplemental courses, designed to be used in connection with this method, have recently been pre¬ pared and are being successfully employed: Christ as a Personal Worker , by Mr. L. Wilbur Messer; and Christ Among Men, by Mr. James McConaughy. These are pub¬ lished by the International Committee of the Young Men’s Christian Associations, 40 East 23rd St., New York City. 9 Some one of their number has had a personal interview with him on the sub¬ ject of his entering the Christian life, and has been unable to lead him to a favorable decision. The substance of this interview has been reported; and for an entire week his case has been made a subject of special study and prayer by each member of the class. At their regular meeting results are com¬ pared, the case in all its bearings is considered, and, as far as possible, the method best calculated to lead him to make a decision for Christ is determined. This will afford invaluable suggestion to that member of the class who is expected to have another interview with him. It should be borne in mind constantly that actual and not imaginary or hypothetical cases should be made the subject of this phase of the work. The life of the sys¬ tem depends upon this feature. 3. Reports of Recent Personal Work. Each one, on becoming a member of the class, agrees to engage in personal work; — or, at least, to make honest efforts to do so. A portion of the time 10 at each regular meeting is devoted to receiving and reviewing concise written reports of work done by the various members. From these reports one case is selected for their study in connection with each lesson. An agreement is reached, so far as possible at that time, concerning the real spiritual condition and difficulties of the man; and an exact wording of the case, together with any suggestive points mentioned by the one reporting it, is written down by each member. 4. Review Drill on Key Passages of Scripl7ire. The experience of the most successful personal workers has estab¬ lished the great importance of memoriz¬ ing key passages from the Bible. It will not be well at first for the members of the class to attempt to memorize too many passages. If two only can be retained in memory from each lesson, which set forth clearly the central thought, both of the Bible topic and of the consideration of the actual case, these in the aggregate will furnish an invaluable fund of Scripture truth for use in active service. They should be memorized not only verbally, but also by book, chapter, verse, and context. From time to time the leader should drill the members of the class in repeat¬ ing and locating these important pass¬ ages. 12 IV. The Organization of the Class. i. Members. The success of this, more perhaps than that of any other form of Bible class work, depends upon the care with which its membership is formed. The conditions named, therefore, should be carefully observed: (i) Qualifica¬ tions. The class should be composed solely of Christians who have an ambi¬ tion to become skilled personal workers, and who are willing to make sacrifices to attain that end. It is desirable, though not absolutely necessary, that the mem¬ bers shall have had at least the equiva¬ lent of one )^ear of thorough, general Bible study. As implied, there are ex¬ ceptions to this rule. As the classes have to do with the most personal and sacred matters, it is of the utmost im¬ portance that the members have implicit confidence in one another. (2) The classes which have achieved the great¬ est success are those the members of which have made and kept the follow¬ ing mutual agreement: ( a) That they 13 will engage in actual personal work; or, at least, make honest and persistent efforts to do so. ( b) That they will give the equivalent of at least twenty min¬ utes each day to preparation of the lesson. ( c ) That, unless providentially detained, they will attend the class regu¬ larly and be there on time. (3) The number of students in each class should not be more than twelve, and preferably not more than six or eight. 2. Leader. The most important thing in the organization of a class is the secur¬ ing of a suitable leader. A successful leader must know the way, keep ahead, and get others to follow. Such men are rare. The faculty of leadership is some¬ times latent, and has to be called out by imposing responsibility. If necessary, try several men; the right one will in time be found, and, when found, should not be changed. 3. Secretary. Each class should have a secretary, who should keep the record of attendance, interesting incidents, and results of work accomplished. 14 V. How to Conduct the Class. i . Place. The place of meeting should be convenient for all, and where the class will not be disturbed. For convenience in keeping notes, and for the sake of promoting greater freedom, the mem¬ bers should gather around a table. This is more important than might at first appear. Books of reference should be at hand. 2. Time. The meetings of the class should be held regularly once each week, and should continue for one hour. 3. Order of Exercises. In order to cover the ground required by the plan of the class within the limited time of one hour, close adherence to the follow¬ ing order, based upon the experience of many classes, is necessary: (1) Prayer. (2) Development of Bible topic* twenty minutes. (3) Consideration of actual case* twenty-five minutes. (4) Reports of recent personal work, ten minutes. At least once a month the time should be so divided as to admit of a review drill on key passages. 4. Character of Proceedings. On ac¬ count of the singularly personal charac¬ ter of much of the work of such classes, it is recommended that their nature and proceedings be kept secret. Special suggestions to leaders on how to conduct the class have been reserved for treatment in a later section of this pamphlet. 16 VI. Suggestions to Members of the Class. 1. On Helps. Each member of the class should provide himself with, and learn to use skillfully, the following- helps : Cruden’s or Young’s Concordance. A Bible text book. A good edition is published by the American Tract So¬ ciety. The Inglis Bible Text Cyclo¬ pedia can also be recommended. It is assumed that each member pos¬ sesses a copy of the Revised Version of the Bible. If this is not the case, it should be procured without fail. The class should always have access to such additional helps as may be de¬ manded by the particular course of study pursued. Each member should secure a large and durable note-book, in which class notes and final results of work shall be carefully copied. 2. On Preparation of the Bible Topic. Get a clear idea of the outline of the 17 lesson as given, and its setting in the general series of topics. Where Scripture references are given, look them up in each case, and examine them carefully together with the con¬ text. Do not, however, be satisfied simply with those which may be given. Often they constitute but partial evi¬ dence, and are at best intended only as starting points to direct and encourage further study. Great caution should be exercised not to distort passages, and thus give an unwarranted interpretation. Distinguish between Scripture addressed to Christians and non-Christians. Where references are not given, Scripture light on the point under consideration may be obtained by tracing with the concord¬ ance and index even several words, if necessary, which are suggested by the statement of the topic. Keep constantly in mind the central idea of the lesson, or of any subordinate point in question, and do not be tempted aside to follow up irrelevant lines of study. 18 It is hoped that members will take more time than the preparation of the prescribed lesson requires, in order that they may acquire a broader, stronger and more independent grasp of the sub¬ ject. This will afford opportunity to follow up interesting lines of study sug¬ gested by the regular class work. The helpful results of a close compari¬ son of the Revised with the Authorized Versions, and in case of doubtful pass¬ ages, of an examination of the original text, cannot be overestimated. Record results of study, step by step, even if likely to be recast. This is ren¬ dered all the more necessary because of the small amount of time allotted to this work from day to day. 3. On Points to be Observed in Doing Personal Work. As this method requires that the members engage in personal work from the very beginning of the course, a few suggestions are presented to guide such of them as have had little or no experience. The following hints are based largely on points gathered by conversation and correspondence with 19 seven of the most successful personal workers of the country: Pray for opportunities. Watch for opportunities. Center on one man. Where possible, study the man in ad¬ vance, and the best time and way to approach him. Make an engagement for an interview with him, under the most favorable con¬ ditions, without necessarily informing him in advance of the object. Seek to attract; avoid antagonizing. Remember we are to win men. Act according to Paul’s method: I. Cor. ix: 19-22. Avoid cant; be natural. Realize that you are doing a great thing for the man whom you are seeking to win to Christ. Be willing to make a mistake for Christ’s sake rather than miss an oppor¬ tunity which may never present itself again. Deal with the man alone. Find out what he believes , rather than what he does not believe, and thus learn most hopeful ways of approach. Ascer- 20 tain also the stage he has actually reached in his experience, e. g ., does he yet recognize his sinfulness and helpless¬ ness ? Endeavor to meet his difficulty as it really exists, and not necessarily accord¬ ing to some preconceived plan of your own. Use your Bible in the interview, and, where expedient, have the man read from it for himself. Avoid technical, religious terms, not commonly understood among uncon¬ verted men. Avoid the spirit of controversy. Probe men regarding specific sins; and be honest in dealing with sin whenever found. Do not be satisfied with meeting a man’s objections; but also clearly pre¬ sent to him the Gospel. Be in constant prayer; and rely im¬ plicitly on the Holy Spirit. Press the man to an immediate de¬ cision, if possible. Never give a man up. VII. Suggestions to the Leader of the Class. The leader should master this pamphlet in order to fully appreciate the genius of the plan. More than this, he should read the lives and writings of a few of the most earnest and successful Christian workers. As has been intimated, the success of the class depends very largely upon the leader; and to such as have had comparatively little experience in this capacity, these suggestions are given: i. On the Development of the Bible Topic. Hold the class to the topic under consideration. Do not allow digressions, no matter how interesting they may be. Give the class key passages and other references when it seems necessary. See that the members observe very carefully the connection or setting of each passage. Have each member preserve in his note-book as complete results of the study of the various members of the class as he can obtain; but insist on his master- 22 ing only such passages as are necessary to fully establish the point in question. Throughout the study of every phase of each topic keep in mind the real object of the class— to fit men for leading others to Christ, and to encourage and direct them in their efforts. 2. On the Consideration of the Actual Case. The case selected at the last meet¬ ing of the class to be treated at this time should be clearly restated. Then let the members of the class give the results of their study upon it during the past week. These results should be thoroughly discussed, and conclusions preserved in their note-books. Go to the bottom of each case that is taken up for consideration. In some in¬ stances, in order to do this, it will be nec¬ essary to hold the case under considera¬ tion for more than one lesson. The class should then be led to decide, so far as is possible, upon the best method of applying, in the subsequent personal work with the man in question, the results reached in the class. 23 The leader should have an interview soon after the meeting of the class with the member to whom the case last con¬ sidered has been delegated, and should cooperate with him by counsel and prayer. The importance of treating actual, and not theoretical, cases cannot be overem¬ phasized. It gives the work definiteness. It insures an interest otherwise impossi¬ ble. Realizing that the life of a man may depend upon the thoroughness, con¬ scientiousness, and prayerfulness of this work lends to it a tremendous signifi¬ cance. Experience has proved that wherever this fundamental characteristic of the class has been disregarded, interest has waned, and the class has failed to realize the real object of its existence. Hold to it, therefore, tenaciously. 3. On the Reports of the Members on Recent Personal Work. In order that the class may be kept supplied with actual cases it is necessary that the mem¬ bers engage in personal work throughout the course. Some members of the class have not had experience in personal work. Others for various reasons shrink from 24 undertaking it, or fail to see opportuni¬ ties. In all such cases encouragement and direction from the leader are needed. The very best way to enlist them is to give them some definite personal work to do. This not only opens up an unpar¬ alleled opportunity for the leader to mul¬ tiply his life, but also imposes upon him a peculiar responsibility, because the assignment of men to such work calls for rare discrimination and much prayer on his part.* During the last ten minutes of each lesson have the reports of work done dur¬ ing the past week by the members of the class read. Time will be saved and defi¬ niteness secured if their reports are ren¬ dered in writing, and handed to the leader sufficiently in advance to enable him to inspect them carefully before the class convenes. They should be re¬ turned to the members in order that they may be presented at the proper time in the class. The case to be treated at the next meet¬ ing should at this time be announced by * See Appendix. 25 the leader, who has previously selected it from the written reports. The mem¬ ber who presented this case originally should now be called upon to read it, and to give such additional information concerning the man to whom it refers as he may consider important, or as may be called for by others. He should not only give an account of the conversation with him, but should also mention his personal characteristics. Other mem¬ bers of the class should add any further facts which will afford help in studying his case. The class should then decide as nearly as possible what the man’s spiritual con¬ dition is, and what the real difficulty, or difficulties, that stand in his way. A clear statement of all this should be written down by each member to guide him in his preparation during the week. 4. On the Bible Drill. Have Bibles and note-books closed. Take up each point of the topic, call¬ ing upon some member to repeat the passage from the Bible which will most clearly establish it. Let another member give the exact location of the passage quoted, mention¬ ing book, chapter and verse; and, where necessary, showing its meaning in con¬ nection with the context. The actual cases should be reviewed in the same way as the topics. Require ready answers. Insist on exact quotations. The object of this Bible drill is to cul¬ tivate accuracy and readiness in the use of the Scriptures. Every successful per¬ sonal worker must have these qualities; must be ready for emergencies. Care should be exercised that this drill may not become mechanical, but rather that it be conducted in the thoughtful and reverent spirit. 5. On Examination. It is strongly recommended that a written examination be held at the close of each course of les¬ sons. The details of this naturally sug¬ gest themselves to the leader. 6. On Difficulties Likely to be Encoun¬ tered in the Conduct of the Class. The following are among the more common difficulties which leaders have encoun- 27 tered, as reported in correspondence and at conferences: (1) “ The members do not attend reg¬ ularly. ” Show them that only by regular attendance can they insure the success of the class, and that only in this way can they grasp the unity of the series of topics and appreciate the genius of this method. Also make it a matter of con¬ science with them. Some leaders limit the size of the class, and thus keep mem¬ bership at a premium. If a member stays away without a good excuse they let another have his place. The large majority of classes secure satisfactory attendance through strict adherance to the “ mutual agreement. ” (2) “ The members do not come on time. ” The best way to overcome this fault is for the leader always to begin and close on time. Some have found it advantageous to close the doors at the time the class begins work. Here also the “mutual agreement ” is necessary. (3) 11 Some members say they do not have time to prepare." Many hints might be given in connection with this most common and least reasonable excuse, but the two following, whenever conscien¬ tiously followed, have been found suf¬ ficient to remove the difficulty. First, suggest to them that they make a writ- 28 ten schedule accounting for their entire time, and see if they cannot find at least twenty minutes a day on an average to devote to this important purpose. Secondly, urge them to make the test of putting their Bible study the first thing in the day, and making everything else bend to it. (4) “ The lesson cannot be covered in the required time.” The leader should keep the reins of the class in his own hands. He should absolutely insist on asking all the questions himself during the larger part of the hour, leaving a few moments at the close for questions from others. As the art of asking ques¬ tions properly is a difficult one, it should receive special thought on the part of the leader. This will help him to get more quickly at the heart of the subject and thus save the time of the class. Do not wait too long for answers to questions. Help the class, when necessary, by fur¬ nishing them subdivisions on difficult topics and suggestive passages of Scrip¬ ture. If necessary, take two or more sessions for the topic, though a special effort should usually be made to cover it within the required time. (5) “Debates arise in the class.” Whenever they are conducted in the wrong spirit, or lead away from the 29 point under consideration, or are too prolonged, the leader should exercise his authority and put a stop to them. If any member causes particular trouble in this respect, speak to him privately about it. Above all things conduct the class in a prayerful spirit. Begin with prayer; close with prayer; frequently call for special prayer; be instant in prayer, as building for eternity. (6) “ Some members will not do per¬ sonal work.” As has already been em¬ phasized, assign them definite work to do; and give them points on how to do it. Pray with them about this work, and encourage them in what they try to do. The leader should set the example himself. If, after tactful and faithful effort on the part of the leader, a mem¬ ber should still fail to engage in personal work, he should be requested to yield his place in the class. In season and out of season it must be emphasized and re¬ iterated that the only way to learn how to do personal work is by doing it. (7) “/ cannot lead the class.” Make a conscientious trial before you give it up. Remember that one great object of this plan is to develop leaders. If after such a trial you are convinced that some other available man can do better, have the grace to step down in his favor. 30 VIII. How to Start a Class. 1. First of all, it is necessary that some one person (or, it may be, a small group of persons) recognize the need of organized personal work, appreciate the importance of this particular method, and take the initiative in bringing the matter to the attention of others. 2. In most organizations, all Bible class work is placed under the direction of one of the regular committees. Let the one who is desirous of having a class formed, secure an opportunity to lay the matter before the committee. If there is not such a committee, work through the president or secretary of the organ¬ ization. 3. When it is decided to make the attempt to organize a class, let those who are most likely to become actively interested be called together for a con¬ ference. At this time have portions of this pamphlet, necessary to an under¬ standing of the method, read and care¬ fully considered. Those who desire to 31 enter such a class, and who can comply with the requirements for membership, should take steps toward organization, and arrange to begin work at once. 4. The class should select their own leader, subject to the approval of the committee having such work in charge. Too great care cannot be exercised in this selection. A secretary should also be appointed at the first meeting. 32 PART II. PART II. Studies on Personal Work. Preliminary Suggestions. i. The following course of study is divided into ten main parts. They are not intended to represent Bible topics for only ten lessons, but rather to indicate ten natural divisions of the course. They may be taken in thirty, twenty, or even a smaller number of lessons—depending upon the method employed by the class in their preparation. If each member studies every point under each division, it will naturally take the class longer to compass the entire course, than it would if the work were divided from week to week among the different members, or among groups of members. It is left to the discretion of the leader to decide how much shall be taken at each lesson; and, in case the work is divided, to assign to each member the part for which he will be held responsible. In order to do 34 this, it is necessary that the leader, in his study, keep at least one division in ad¬ vance of the class. No more work should be outlined than can be at least clearly reported in the class in the twenty minutes assigned to the treatment of the Bible topic. 2. Each member, according to the mu¬ tual agreement, is expected to spend at least twenty minutes each day in prep¬ aration on the Bible topic and actual case. It is hoped that he will find it possible to devote more than this amount to such work. He should, if possible, not only prepare thoroughly the part as¬ signed to him, but also seek to extend his study beyond the limits of his own topic. 3. In this study it will be observed that the member will be obliged to ex¬ amine large portions of the Scriptures, often without being able to use the con¬ cordance or index. Within a few weeks, comparatively, he will have to review —possibly more than once—the larger part of the New Testament. It is be¬ lieved that there are great advantages 35 connected with such a method in com¬ parison with simply taking a text here and there. Each member should learn the art of rapidly sketching a book of the Bible. The paragraph arrangement of the Revised Bible renders such work very easy. With a little practice one can learn how to run through the four Gospels with one point in mind, and gather all the material bearing upon it in from one hour and a half to three hours. 4. Work with note-book or paper con¬ stantly at hand. In studying, jot down on loose leaves of paper any point which bears on the topic as soon as it is found. In this way the results of even a few minutes, snatched here and there for study, are not lost. Before going to the class write the results of the study dur¬ ing the week on another sheet of paper. Let this be done as carefully, accurately, clearly, and concisely as possible. The time of the class is golden. After the work has been reported and discussed in class it should be copied into the note¬ book. 36 I. The Workers’ Bible Training Class.* 1. State the object of the class, both negatively and positively. 2. What is personal work ? 3. Name and describe briefly the feat¬ ures set forth in the plan of the class. 4. Give three or more qualifications necessary for membership in such a class. 5. Define the mutual agreement and give arguments in its favor. 6. How can the Bible topic be studied most advantageously ? 7. Discuss briefly methods of keep¬ ing notes in connection with this system. 8. For the cultivation of what field by personal work is this class most responsible, and what is the present spiritual condition ? *It will be understood that in this opening lesson the discussion of the following points takes the place both of the development of the Bible topic and of the consider¬ ation of the actual case called for by the regular plan of the class. The last few minutes of the hour, however, should be devoted to reports of personal work and to the mapping out of the work for the coming week. 37 g. What are the advantages of dele¬ gated personal work, so-called ? See appendix. 10. What constitutes the true test of success in a class of this kind ? [The introductory work may be very profitably continued for another lesson by assigning to the class pages 19 to 21 of this pamphlet, on “How to do per¬ sonal work.” Let these be carefully studied, and let the members give such additional suggestions as may have been gained by study or experience. Only the twenty minutes given to the Bible topic, in the regular plan of the class, should be devoted to united consider¬ ation of this subject. The remainder of the hour will be occupied, as in all sub¬ sequent lessons, with the other features of the class work.] 38 Ii . Scripture Examples of Personal. Work Gathered and Classified. 1. In order that the class may have a repository of Scripture examples of per¬ sonal work to which they may refer in their subsequent study of this subject, at least one week should be devoted to the gathering of such material. The class will naturally confine their research to the Gospels and the Acts. As it will probably be too difficult for each member to compass this entire field within the time allotted to the preparation of the lesson, the work should be divided among all the members of the class; e. g, if there are ten in the class, beside the leader, let him assign to each one eleven or twelve chapters for which he will hold him responsible, or, let him give twice this number to two members for them to work on together. 2. Each member should examine his portion with the utmost care for in¬ stances of personal work. Let there be arranged, on sheets of paper, in two groups: 39 (1) The interviews of Christ. (2) The interviews of the followers of Christ. In recording - these instances they should, where possible, be characterized; e. g. } Christ and the moral young man (Matt, xix: 16-22); Christ and the care¬ worn disciple (Luke x: 38-42), &c. 3. Let each member bring to the class the results of his work neatly arranged. The various reports should be read, and commented on at the close if the time will admit. 4. A committee of three, including the leader, should then be appointed to give special time during the following week to uniting and harmonizing the reports of all the members. Some good har¬ mony of the Gospels* should be em¬ ployed in order that the same interview may not be given under different names, and, on the other hand, where the inter¬ view is recorded in more than one Gospel, that all the references to it be given. * Robinson’s Harmony of the Gospels is as good as any. Even the outline harmony given in the back of the ordi¬ nary Oxford or Bagster’s Teacher’s Bible will be sufficient to decide most points. 40 5- It will cost but little to have several copies of this completed list of interviews struck off by some duplicating process, and thus supply each member with a copy for constant reference. In case this cannot be done, let each member make for himself a careful copy of the list prepared by the committee. 41 III. The Importance of Personal Work. 1. Weigh carefully the last commands of Christ, as given in Matthew, Mark, Luke, and the Acts. (1) Does the fact that these were His last commands attach any special import¬ ance to them ? (2) If these commands are to be ful¬ filled, what place will be given to per¬ sonal work among the methods em¬ ployed ? 2. Name some of the teachings of Christ in which the importance of per¬ sonal work is clearly implied. 3. Consider the example of Christ. (1) Note the number of interviews re¬ corded, and, if time permits, observe the prominence given to personal work in comparison with other methods. (2) Review John’s Gospel, and observe the amount and richness of truth in the conversations of Christ with individuals. (3) In this connection recall the test given in I. John ii: 6. 42 4. How did the early followers of Christ regard His commands, teachings, and example ? (1) Give particular instances. (2) Recall the significant statement concerning the early Church directly following the martyrdom of Stephen. 43 IV. Incentives Which Should Inspire the Personal Worker. There are certain incentives which move Christians to devote themselves to the work of winning others to Christ •—regardless of the method. They should influence with peculiar power the personal worker. 1. What principles to incite us to Christian activity does the apostle John emphasize in his first epistle ? 2. What striking incentive is men¬ tioned by the apostle James ? 3. What incentive to personal work is afforded by the bringing of Peter to Christ ? 4. Determine from the addresses and epistles of Paul what were the consider¬ ations which impelled him to Christian service. 5. Search in the Gospel of John (chapters iv to xvii inclusive) for the in¬ centives which actuated Christ in His work for the salvation of men. 6. Proverbs xi: 30. 44 V. Qualifications for Personal Work. 1. Knowledge experimental that Jesus Christ saves and keeps all who com¬ mit their lives to Him. Show from the epistles of John, Peter, and Paul (to the Romans) that they must have pos¬ sessed this qualification. This may be done in each instance by an examination of the first three chapters. 2. What value does Paul attach in his second epistle to Timothy to the knowledge of and ability to use the Scriptures as an equipment for work ? 3. Examine the first six chapters of the Acts, and state the qualification on which the early Christians most de¬ pended. 4. What is Paul’s definition of tact ? I. Cor. ix. Give a suggestive Scripture illustration of its use in Christian work. 5. What indispensable qualifications for success in Christian work were men¬ tioned by our Lord in His last conversa¬ tion with the apostles before His be¬ trayal ? John xiii to xvi inclusive. 45 VI. Hindrances to Personal Work. Trace to their real sources the follow¬ ing hindrances which keep Christians from engaging in personal work or ren¬ der them comparatively powerless in do¬ ing it; and show in each instance from the Scriptures how they may be over¬ come. (The references given are intended to be suggestions only.) 1. Natural diffidence. Jer. i: 6-10. 2. Self-conceit. I. Cor. x: 12. 3. Love of ease. James iv: 17. Re¬ view lesson on incentives. 4. Consciousness of an inconsistent life. I. John ii: 1-2. 5. An inconsistent life though un¬ recognized by the man himself. Luke xi: 35- 6. False courtesy. “Too polite to speak to others about their supreme interests.” Ezek. iii: 17-21. 7. Lack of experience in personal work. Matt, iv: 19. 46 8. Ignorance of the Bible. I. Tim. iv: 12-16. 9. Failure to recognize opportunities. John iv: 34-36. 10. Satan’s active interference. I. Thes. ii: 18. How did Christ overcome Satan ? 47 VII. How to Follow up a Case of Successful Personal Work. 1. Why should the case be followed up ? (1) Where has Christ commanded that this be done ? (2) Where are we taught that Satan is anxious to counteract and ruin the good already accomplished ? (3) Think of the possibilities of attain¬ ment and achievement of a Christian guarded and developed in contrast with one left unguarded at the threshold of his Christian life. Look up the many personal interviews of Christ with Peter and recall his subsequent record, both in character and service. 2. Who should follow up the case ? (1) Who naturally best understands the conditions and needs of the new convert, and has the most influence with him in spiritual matters ? (2) To what extent does the posses¬ sion of this knowledge and influence 48 impose responsibility for his future Christian life and activity ? (3) Wherein should the following up of the young Christian appeal to the highest self-interest of the one who led him to Christ ? I. Thes. ii: 19. 3. How should he be followed up ? (1) See that he breaks off all associa¬ tions unfavorable to growth in the Chris¬ tian life, and is surrounded with a few congenial Christian associates, who will take a special interest in him at this most critical period of his life. Psalm I., II. Tim. ii: 22. (2) Show him the duty of identifying himself as soon as possible with the church of his choice. (a) What was Christ’s practice with reference to the church of His day ? (b) What is implied in the following commands of Christ ? Luke xii: 8; Mark xvi: 16; Luke xxii: 19. ( c ) Consider the example of the early Christians. Actsii: 37-42, 47. (3) Caution him against the tempta¬ tions common to new converts, and point out to him the way of escape. 49 (4) Meet with him from time to time and encourage him in forming habits of secret prayer and of the systematic study of such Bible truth as is suitable to his experience. Dan. vi: io; Acts xx: 32. (5) Enlist him in some form of defi¬ nite Christian work. 4 VIII. Suggestive Scripture Example of Successful Personal Work. (Acts VIII.) 1. The Worker. (1) What official position in the church did Philip hold ; and what qualifications must he have had in order to be called to this office? Was he ever known by any other title? (2) To what extent did the duties of his office absorb his time ? (3) What qualifications as a worker may we infer that he possessed from the record of his work? 2. The Inquirer. (1) What is known concerning the position and character of the Ethiopian eunuch? (2) State all that may be reasonably inferred regarding his spiritual con¬ dition. 3. The Circumstances. (1) Note that though Philip was at the head of a successful and absorbing work, influencing an entire city, he yet 5i willingly went into an unknown and un¬ inviting field. (2) Mark the fact that Philip was led by the Holy Spirit, although but one step at a time; and that what was obscure at the beginning was later made plain. (3) Observe the great importance of prompt obedience to the leadings of God. Had Philip delayed even an hour, what would have been the result? Consult the map ascertaining the direction of the route, the probable meeting point, and its distance from Samaria. (4) Were the worker and inquirer ac¬ quainted with each other ? 4. The Interview. (1) What can be said concerning’Phil- ip’s method of approach?' (2) How did the inquirer receive him? (3) What points may it be inferred that Philip gained to guide him in his treatment from his observation of the inquirer and his conversation with him? (4) What lessons may be learned from Philip’s manner of dealing with the in¬ quirer? (5) What comes out incidentally in this conversation showing the necessity for personal work? 5. The Result. (1) What were the effects of the in¬ terview upon the eunuch? (2) What new field did it open up before Philip? 53 IX. Side Lights From the Experience and Example of Paul. 1. What three things did Paul owe to the personal work of others? 2. Name at least three instances of personal work on the part of Paul? 3. What may we rightly infer from his charge given at Miletus to the elders of the Church of Ephesus concerning the place of this method in his extended work in their city? 4. Consider in two important par¬ ticulars Paul’s spiritual equipment for his work : (1) Group the references in the Acts indicating the relation of the Holy Spirit to him and his work. (2) Give passages in the Acts show¬ ing his knowledge and use of the Script¬ ures. 5. What was his theme in preaching and teaching—whether to individuals or to multitudes? 6. Characterize as fully as possible the manner in which Paul worked? See list of his personal interviews. 54 X. Lessons From the Personal Inter¬ views of Jesus Christ.* 1. Consider the following important qualifications in His equipment for per¬ sonal work, and give an illustration of each: Filled with the Spirit; knowledge of the Scriptures; knowledge of man; knowledge of nature. 2. Observe the varied classes of peo¬ ple with whom He carried on personal work, and record an example of each. (1) Rich and poor. (2) Old and young. (3) Men and women. (4) Jews and Gentiles. (5) Educated and ignorant. (6) Believers and unbelievers. (7) Officials and common people. (8) Those with whom He was inti¬ mate and strangers. (9) People with high social standing, and outcasts and criminals. * Make constant reference to the list of Christ’s inter¬ views prepared at the beginning of the course. 55 3. Note the varied places where He engaged in such work, and give several examples; e. g ., synagogue, home, busi¬ ness house, city street, country field, on the water, on the cross. 4. Consider the varied times when He worked, and indicate an example of each of the following: on a week-day, on the Sabbath, at different times of the day. 5. Recall the varied circumstances under which He did personal work—giv¬ ing an example in each case; e. g ., when alone, when in a crowd, while preaching, while healing, while on trial, etc. 6. How did He improve opportunities? Is there record of His ever turning a man away, or putting him off? 7. Illustrate by actual cases how closely He came into touch with those whom He sought to help? 8. Examine carefully His method of approach in several interviews, and characterize it; e. g ., naturally, tactfully, fearlessly, etc. In this connection give instances where He endeavored to help men spiritually by appealing to other 56 sides of their nature; e. g ., physical, social, intellectual. 9. What were some of the strongest points in His manner and method in personal work? He showed compassion; appealed to the Word of God; agreed with the man when possible, and took advantage of points of agreement; etc. Indicate other points. 10. Give at least three cases where He followed up His personal work. How many conversations did He have with Peter about His spiritual welfare? xi. Was He always successful—from the human standpoint? 57 APPENDIX. APPENDIX. DELEGATED PERSONAL WORK.* WHAT IS IT ? A plan whereby the members of Work¬ ers’ Bible Training Classes are delegated by the leader to interview and follow up young men until satisfactory reports are presented as to results obtained. WHY IMPORTANT? Because most Christians fail to recog¬ nize opportunities for personal work. Because much of the work done is superficial and unsatisfactory. Because through natural diffidence many young Christians are prevented from beginning personal work. Because in business and in many other departments of Christian work, it is nec- * The appendix on Delegated Personal Work, with the permission of the author, is taken from Mr. L. Wilbur Messer’s valuable pamphlet, “ Christ as a Personal Worker.” 59 essary to delegate important business to others who shall be responsible for its performance. Because young men partially interested in the Association, or introduced by friends, need a thorough and systematic effort in their behalf. Because we have scriptural illustra¬ tions of its necessity, namely: The Saviour was sent by the Father to redeem the world. Philip was delegated to deal with the Ethiopian Eunuch. Peter was delegated to preach to Cor¬ nelius. Ananias was delegated to minister to Saul ? HOW ORGANIZED ? Each member of the class should make his report of personal work accomplished each week, on blanks prepared like the form below. When the secretary of the class calls the roll, each member will read the brief report of personal work as written on the blank. Each case assigned is to be followed 60 up until the class or leader decides that thorough work has been performed. From these reports a typical case will be chosen for study each week. The leader and secretary should see that each member is doing actual per¬ sonal work each week. If a member of the class prefers to select his own case, he should be allowed to do so. The leader or secretary should keep a record of such persons as in their judg¬ ment might be approached by members of the class 61 FORM OF PERSONAL WORK BLANK FOR WORKERS’ BIBLE TRAINING CLASS. The following questions refer to some young man selected by, or delegated to, a member of the class. Report on case is to be made each week , and recorded by the secretary of the class until satisfac¬ tory results are realized. Name. Address. Objections and difficulties. Characteristics and condition Date registered by class. Report on above case . . .189. . By. . . Reports will be called for by the secre¬ tary of the class at each session. 62 College Series. 301. College Association Record Blanks. Prepared by Clarence H. Lee. A full set of blanks for. regular Committees, and for complete summary by Re¬ cording Secretary. Printed on heavy paper and perforated ready for Binder, with specially made Binder for preservation and reference. Price com¬ plete, $1.50. The Binder will last for years, and purchasers will be supplied with blanks for later years at $1.00 per set. 302. College Association Buildings. Containing p~’z- tures of nine buildings and plans of three, also testimonies regarding the value of such buildings. John R. Mott. Price fifteen cents. 303. How to secure a College Association Building. John R. Mott. Price five cents. 304. How can the College Association awaken and maintain interest in Bible Study? John R. Mott. Price five cents. 305. The Fall Campaign, or how to reach New Stu¬ dents. John R. Mott. Price five cents. 306. The claims of the General Secretaryship on Men of education and ability. John R. Mott. Price five cents. 307. Personal Work, how organized and accomplished : Studies for Bible training classes. C. K. Ober and John R. Mott. Carefully revised, enlarged and improved. Price ten cents. 308. The Study of the English Bible in College. Prof. George S. Burroughs, Ph. D. Price five cents. 309. Constitution of the College Association, (Re¬ vised 1891.) Price five cents, 6 3 310. Christ as a Personal Worker; Topics and Meth¬ ods for Workers’ Bible Training Classes. Sug¬ gested by L. Wilbur Messer. Price S~e cents. 311. Studies in the Gospel of Luke. Robert E. Speer. Price, paper, ten cents; cloth, twenty cents. 312. Studies in Acts. Robert E. Speer. Price, paper, th irt y cents ; cloth, fifty cents. 313. Christ Among Men. Studies for Workers’ Bible Training Glasses. James MeConaughy, Price five cents. In quantities of one dozen or more, No. 302 is sold at $1.23 per dozen ; in quantities of fifty or more at $7.50 per hundred. No. 311, one dozen or more, paper, $1.00 per dozen, cloth, $2.0o per dozen ; fifty or more, paper, $8.00per hundred, cloth, $13.00 per hundred. No. 312, one dozen or more, paper, $3.00 per dozen, cloth, $3. o o per dozen: fifty or more, paper, $23.00 per hundred, cloth, $43.00 per hun¬ dred. In same quantities. Nos. 303 to 3 to and 3 13 are sold at 30 cents per dozen, or $4.00 per hundred. International Committee of Young Men’s Christian Associations, 4 o East 23d Street, New York. 64